BOZEMAN PUBLIC SCHOOLS

R = required

2000 SERIES

INSTRUCTION

TABLE OF CONTENTS

R 2000 Goals

2050 Student Instruction

R 2100-2100P School Year Calendar and Day

R 2105 Grade Organization

2110 Objectives

R 2120 Curriculum and Assessment

2123 Lesson Plan

2125 Improvement of Teaching Performance (5-12)

2130-2130P Program Evaluation and Diagnostic Tests

2131-2131P Bozeman Comprehensive Assessment System

R 2132-2132P Student and Family Privacy Rights

2140-2140P Guidance and Counseling

R 2150 Suicide Awareness and Prevention

2151-2151P Interscholastic Activities

2151F Assumption of Risk Sign-Off Form

2152-2152P Co-Curricular Program

R 2158-2158P Parent/Family Engagement and Involvement in Education

R 2160-2160P Title I Parent Involvement

2160F Title I Parent Involvement Plan

R 2161-2161P Special Education

R 2162-2162P Section 504 of the Rehabilitation Act of 1973 (“Section 504”)

2163-2163P Traffic Education

2164-2164P Homebound, Hospital, and Offsite Instruction

2165 Early Targeted Interventions

2166-2166P Gifted Program

2167 Correspondence Courses

R 2168-2168F Remote Instruction from Non-District Sources

2170-2170P Digital Academy Classes

R 2171-2171P Significant Writing Program

2221-2221P School Closure

2230 Grouping for Instruction

2231 Class Size

2240-2240P Summer School

R 2250-2250P Community and Adult Education

R 2309 School Library Program

R 2311-2311P Instructional Materials

2311F1 Community-Based Supplemental Resource Proposal Process

2311F2 Community-Based Resource Application

2311F3 Community-Based Resource Application Scoring Sheet

2311F4 Supplemental Resources Vetting Document

R 2312-2312P Copyright

2313 Free or Inexpensive Materials

R 2314-2314P Learning Materials Review

2314F1 Principal's Summary of Informal Reconsideration Request

2314F2 Citizen’s Request for Reconsideration of Material

2314F3 Checklist for Materials Selection Committee

2314F4 Materials Review Committee Application

2315-2315P K-12 Library Collection

2316-2316P Movies and Videos

2320-2320P Field Trips, Excursions, and Outdoor Education

2320F1 Volunteer/Employee Vehicle Usage Form

2320F3 Field Trip with Transportation Permission Form

2320F4 Annual Walking Field Trip Permission Form

2320F5 Field Trip Release - Travel Permission Form

2320F8 Acknowledgement of Risk

2320F9 Travel Release - Foreign Travel Statement

2320F11 Student Event or Trip Authorization and Emergency Care Form

2320F12 Alternative Travel Request

2320F13 Student Transportation Liability Release Form

2321-2321P Guest Speakers

2322 Contests for Students

R 2330 Controversial Issues and Academic Freedom

2332-2332P Religion and Religious Activities

R 2333 Participation in Commencement Exercises

2334 Release Time for Religious Instruction

R 2335 Human Sexuality Instruction and Identity Instruction

2336 Flag Display

2375 Advancement Requirements (9-12)

2410-2410P High School Graduation Requirements

R 2413-2413P Credit Transfer and Assessment for Placement

2420-2420P Grading and Progress Reports

2421-2421P Promotion and Retention

2421F Student Retention Worksheet

2430 Homework

2445-2445P Safety Program

R 2450 Recognition of Native American Cultural Heritage

2500-2500P Limited English Proficiency Program

R 2510-2510P School Wellness

2600-2600P Work Based Learning Program

2600F Work Based Learning Affiliation Agreement

Bozeman Public Schools R

INSTRUCTION

Policy 2000

Goals

The District’s educational program will seek to provide an opportunity for each child to develop to his or her maximum potential. The objectives for the educational program are:

To foster self-discovery, self-awareness, and self-discipline.
To develop an awareness of and appreciation for cultural diversity.
To stimulate intellectual curiosity and growth.
To provide fundamental career concepts and skills.
To help the student develop sensitivity to the needs and values of others and respect for individual and group differences.
To help each student strive for excellence and instill a desire to reach the limit of his or her potential.
To develop the fundamental skills which will provide a basis for lifelong learning.
To be free of any sexual, cultural, ethnic, or religious bias.

The administrative staff is responsible for apprising the Board of the educational program’s current and future status. The Superintendent should prepare an annual report that includes:

A review and evaluation of the present curriculum;
A projection of curriculum and resource needs;
An evaluation of, and plan to eliminate, any sexual, cultural, ethnic, or religious bias that may be present in the curriculum or instructional materials and methods;
A plan for new or revised instructional program implementations; and
A review of present and future facility needs.

Legal Reference: 10.55.701 ARM Board of Trustees

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2050

Student Instruction

The School District has adopted the protocols outlined in this policy to ensure the delivery of education services to students onsite at the school, and offsite at other locations using available resources. The District administration or designated personnel are authorized to implement this policy.

As outlined in District Policy 2100, and except for students determined by the School District to be proficient using School District assessments, the adopted calendar has a minimum number of 360 hours for a half-time kindergarten program; 720 aggregate instructional hours for students in full-time kindergarten through third grade; 1,080 hours for students in fourth through eleventh grade and 1,050 hours for students in twelfth grade. Students enrolled on a part-time basis will have ANB calculated consistent with Policy 3121 and Policy 3150.

The School District may satisfy the aggregate number of hours through any combination of onsite, offsite, and online instruction. The District administration is directed to ensure that all students are offered access to the complete range of educational programs and services for the education program required by the accreditation standards adopted by the Montana Board of Public Education.

For the purposes of this policy and the School District’s calculation of ANB under Policy 3121 and “aggregate hours of instruction” within the meaning of that term in Montana law, the term “instruction” shall be construed as being synonymous with and in support of the broader goals of “learning” and full development of educational potential as set forth in Article X, section 1 of the Montana Constitution. Instruction includes innovative teaching strategies that focus on student engagement for the purposes of developing a students’ interests, passions, and strengths. The term instruction shall include any directed, distributive, collaborative and/or experiential learning activity provided, supervised, guided, facilitated, work based, or coordinated by the teacher of record in a given course that is done purposely to achieve content proficiency and facilitate the learning of, acquisition of knowledge, skills and abilities by, and to otherwise fulfill the full educational potential of each child.

Staff shall calculate the number of hours students have received instruction as defined in this policy and Policy 3121 through a combined calculation of services received onsite at the school or services provided or accessed at offsite or online instructional settings including, but not limited to, any combination of physical instructional packets, virtual or electronic based course meetings and assignments, self-directed or parent-assisted learning opportunities, and other educational efforts undertaken by the staff and students that can be given for grade or credit. Staff shall report completed hours of instruction as defined in this policy to the supervising teacher, building principal, or district administrator for final calculation.

In order to comply with the requirements of the calendar, District Policy and Section 20-1-301, MCA, the District shall implement the instructional schedules and methods identified in this policy.

Remote Instruction delivered by District Staff

The Board of Trustees authorizes remote instruction of students by District staff in a manner that satisfies the aggregate number of instructional hours outlined in the District’s adopted or revised calendar for a school year. Remote instruction is pupil instruction that occurs through virtual learning processes incorporating distance and online learning methods that best prepare pupils to meet desired learning outcomes. Remote instruction shall include a complete range of educational services offered by the District and shall comply with the requirements of applicable statutes. Students completing course work through remote instructional setting shall be treated in and have their hours of instruction calculated in the same manner as students attending an onsite institutional setting.

Remote instruction is available to students:

meeting the residency requirements for that district as provided in 1-1-215;
living in the district and eligible for educational services under the Individuals With Disabilities

Education Act or under 29 U.S.C. 794; or

enrolled in the district and physically attending a school or offsite instructional setting of the district under an attendance agreement pursuant to Title 20, chapter 5, part 3, MCA; or
seeking remote instruction in another district when the pupil's district of residence does not provide remote or in-person instruction in an equivalent course. A course is not equivalent if the course does not provide the same level of advantage on successful completion, including but not limited to dual credit, advanced placement, and career certification. The District is not required to provide remote instruction to a nonresident student if, because of class size restrictions, the accreditation of the school would be adversely impacted by providing remote instruction to the pupil.

A district providing remote instruction shall include pupils in enrollment counts for ANB calculation purposes as described in 20-9-311. Unless a student receiving remote instruction is enrolled under an attendance agreement pursuant to Title 20, chapter 5, part 3, MCA, the provisions of out-of-district attendance and tuition laws under Title 20, chapter 5, part 3, MCA, do not apply to remote instruction.

Equivalency is defined by providing the same level of advantage on successful completion as provided in law. The superintendent or designee is authorized to collaborate with the student’s district of residence on the question of equivalency, review course offerings and policies of the requesting student’s district of residence to complete the comparison, and report to the Board of Trustees. In the event the student’s district of residence asserts in writing its course offerings are equivalent to the District’s, the Board of Trustees shall not enroll the student.

A school of a district providing remote instruction shall provide remote instruction to an out-of-district pupil under number 3 above unless, because of class size restrictions, the accreditation of the school would be adversely impacted by providing remote instruction to the pupil.

The Board of Trustees authorizes the supervising teacher or district administrator to permit students to utilize remote instruction delivered by District staff when circumstances require. Inquiries about correspondence courses shall be governed by Policy 2167, distance learning provided by non-District staff shall be governed by Policy 2168, and Montana Digital Academy shall be governed by Policy 2170.

Offsite Instruction

Offsite instructional setting is an instructional setting that is an extension of a school of the district, located apart from the school, but within the boundaries of the district, where a school district provides for in-person pupil instruction to a student who is enrolled in the district. The Board of Trustees authorizes the supervising teacher or district administrator to utilize an offsite instructional setting at when circumstances require consistent with Board of Public Education standards. Inquiries about correspondence courses shall be governed by Policy 2167, distance learning provided by non-District staff shall be governed by Policy 2168, and Montana Digital Academy shall be governed by Policy 2170.

Proficiency-Based Learning

The Board of Trustees authorizes proficiency-based learning and ANB calculation in situations when a student demonstrates proficiency in a course area as determined by the Board of Trustees using District assessments consistent with District Policy 2420P or other measures approved by the Board of Trustees.

The Board of Trustees waives the minimum number of instructional hours for students who demonstrate proficiency in a course area using district assessments that include, but are not limited to, the course or class teacher’s determination of proficiency as defined by the Board of Trustees. This determination shall be based on a review of the student’s completed coursework, participation in course delivery, and other methods applicable to the specific course or class. The Board of Trustees authorizes the use of the proficiency determination process for students who have selected this method of delivery, students for whom the School District is unable to document satisfaction of the required minimum aggregate number of hours through the offsite or onsite methods outlined in this policy, or other students whom School District personnel determine satisfy the definition of proficient or meeting proficiency.

This provision is based in the declaration by the Montana Legislature that any regulation discriminating against a student who has participated in proficiency-based learning is inconsistent with the Montana Constitution.

Cross Reference: 2100 School Calendar

2140 Guidance and Counseling

2158 Parent/Family Engagement and Involvement in Educational

2161-2161P Special Education

2162-2162P Section 504 of the Rehabilitation Act of 1973 (“Section 504”)

2166 Gifted Program

2167 Correspondence Courses

2168 Remote Instruction from Non-District Sources

2170-2170P Digital Academy Classes

2221-2221P School Closure

2375 Advancement Requirements (9-12)

2410-2410P High School Graduation Requirements

2420 Grading and Progress Reports

2421 Promotion and Retention

2600-2600P Work Based Learning Program

3121-3121P Enrollment and Attendance Records

3150 Part-Time Enrollment

3612-3612P District-Provided Access to Electronic Information, Services,

and Networks

3612F1 Technology Responsible Use/Internet Access Conduct

Agreement K-5

3612F2 Technology Responsible Use/Internet Access Conduct Agreement 6-12

Legal Reference: Article X, Section 1, Montana Constitution

Section 20-1-101, MCA Definitions

Section 20-1-301, MCA School Fiscal Year

Section 20-6-101, MCA Definition of elementary and high school districts

Section 20-9-311, MCA Calculation of Average Number Belonging

Section 20-7-118, MCA Offsite Provision of Educational Services

Section 20-7-1601, MCA Transformational Learning – Legislative Intent

ARM 10.55.906 High School Credit

Section 20-9-311, MCA Remote Instruction

Chapter 307 (2023) Transformational Learning

Article X, section 1 Educational Goals and Duties

Policy History:

Adopted on: 1/10/2022

Revised on: 7/10/2023, 7/28/2025

Bozeman Public Schools R

INSTRUCTION

Policy 2100

School Year Calendar and Day

School Calendar

In order to permit staff, students and parents to make plans for their own work and vacation schedules, the Board shall adopt a school calendar for the forthcoming school year by June 1. Following this action, staff, students, parents and patrons will be advised of the school calendar.

Subject to §§ 20-1-301 and 20-1-308, MCA, and any applicable collective bargaining agreement covering the employment of affected employees, the trustees of a school district shall set the number of hours in a school term, the length of the school day, and the number of school days in a school week. When proposing to adopt changes to a previously adopted school term, school week, or school day, the trustees shall: (a) negotiate the changes with the recognized collective bargaining unit representing the employees affected by the changes; (b) solicit input from the employees affected by the changes but not represented by a collective bargaining agreement; (c) and from the people who live within the boundaries of the school district.

Commemorative Holidays

Teachers and students will devote a portion of the day on each commemorative holiday designated in § 20-1-306, MCA, to study and honor the commemorated person or occasion. The Board may from time to time designate a regular school day as a commemorative holiday.

Saturday School

In emergencies, including during reasonable efforts of the trustees to make up aggregate hours of instruction lost during a declaration of emergency by the trustees under Section 20-9-806, MCA, pupil instruction may be conducted on a Saturday when it is approved by the trustees.

Pupil instruction may be held on a Saturday at the discretion of a school district for the purpose of providing additional pupil instruction beyond the minimum aggregate hours of instruction required in Section 20-1-301, MCA , provided that student attendance is voluntary.

School Fiscal Year

At least the minimum number of aggregate hours must be conducted during each school fiscal year. The minimum aggregate hours required by grade are:

A minimum of 360 aggregate hours for a kindergarten program;
720 hours for grades 1 through 3;
1,080 hours for grades 4 through 12; and
1,050 hours may be sufficient for graduating seniors.

The minimum aggregate hours, described above, are not required for any pupil demonstrating proficiency pursuant to 20-9-311(4)(d), MCA.

In addition, seven (7) pupil instruction-related days may be scheduled for the following purposes:
Pre-school staff orientation for the purpose of organization of the school year;
Staff professional development programs (minimum of three (3) days);
Parent/teacher conferences; and
Post-school record and report (not to exceed one (1) day, or one-half (½) day at the end of each semester or quarter).

The Board of Trustees has established an advisory committee to develop, recommend, and evaluate the school district’s yearly professional development plan. Each year the Board of Trustees shall adopt a professional development plan for the subsequent school year based on the recommendation of the advisory committee.

Extended School Year

In accordance with Section 20-1-301, MCA, and any applicable collective bargaining agreement covering the employment of affected employees, the Board of Trustees may establish a school calendar with an earlier start date and a later end date to ensure students receive the minimum number aggregate instructional hours. The purpose of an extended school year will be to maximize flexibility in the delivery of instruction and learning for each student in the School District. When setting an extended school year, the School District will collaborate with students, parents, employees and other community stakeholders. When proposing to adopt changes to a previously adopted school term the Board of Trustees will follow the procedures outlined in this policy.

Legal References: § 20-1-301, MCA School fiscal year

§ 20-1-302, MCA School term, day and week

§ 20-1-303, MCA Conduct of School on Saturday or Sunday prohibited - exceptions

§ 20-1-304, MCA Pupil-instruction-related day

§ 20-1-306, MCA Commemorative exercises on certain days

§ 20-9-311, MCA Calculation of Annual Number Belonging (ANB)

ARM 10.55.701 Board of Trustees

ARM 10.65.101, 103 Pupil-Instruction-Related Days

ARM 10.55.714 Professional Development

ARM 10.55.906 High School Credit

Policy History:

Adopted on: 11/24/1986

Revised on: 3/24/2014, 4/08/2019, 12/14/2020, 1/10/2022

Bozeman Public Schools

INSTRUCTION

Policy 2100P

School Calendar

Each year a single calendar will be prepared which conforms to the guidelines below. That calendar will be submitted for approval by the Trustees.

The beginning day of school will be as near Labor Day as practical, depending on the year in question. In no instance would school start earlier than the last Monday in August.

Labor Day would always be an unscheduled day in the calendar.

Thanksgiving day and the Friday following would be unscheduled or vacation days.

Christmas vacation would be at least 8 and not more than 10 week days.

Memorial Day would always be an unscheduled day or a holiday.

Five days of spring break would be taken annually to coincide as closely as possible with the spring break at MSU.

At least four PIR days would be included within the calendar in addition to the three PIR days at the beginning and end of the school year.

President's Day would be a vacation day as it facilitates the construction of the calendar. The two "flex" days at Christmas also facilitate the construction of the calendar.

Martin Luther King Jr. Day will be an unscheduled day or a PIR (Pupil Instruction Related) day unless a pupil instruction day better facilitates the construction of the calendar.

Policy History:

Adopted on:

Revised on:

Bozeman Public Schools R

INSTRUCTION

Policy 2105

Grade Organization

The District maintains instructional levels for grades kindergarten (K) through twelve (12). The grouping and housing of instructional levels in school facilities will be according to plans developed by the Superintendent and approved by the Board.

Instructional programs will be coordinated between each grade and between levels of schools.

A student will be assigned to an instructional group or to a classroom which will best serve the needs of that individual while still considering the rights and needs of other students. Factors to be considered in classroom assignments are class size, peer relations, student/teacher relations, instructional style of individual teachers, and any other variables that will affect the performance of the student.

Criteria for grouping will be based on learning goals and objectives addressed and the student’s ability to achieve those purposes.

Legal Reference: § 20-6-501, MCA Definition of various schools

Policy History:

Adopted on: 11/24/1986

Revised on: 1/13/2003, 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2110

Objectives

Continuous Progress Education

The Board acknowledges its responsibility to develop and implement a curriculum designed to provide for sequential intellectual and skill development necessary for students to progress on a continuous basis from elementary through secondary school.

The Superintendent is directed to develop instructional programs which will enable each student to learn at the student’s best rate. The instructional program will strive to provide for:

Placement of a student at the student’s functional level;

Learning materials and methods of instruction considered to be most appropriate to the student’s learning style; and

Evaluation to determine if the desired student outcomes have been achieved.

Each year, the Superintendent will determine the degree to which such instructional programs are being developed and implemented. Accomplishment reports submitted annually will provide the Board with the necessary information to make future program improvement decisions.

Policy History:

Adopted on: 11/24/1986

Revised on: 4/14/2014

Bozeman Public Schools R

INSTRUCTION

Policy 2120

Curriculum and Assessment

The Board is responsible for curriculum adoption and must approve all significant changes, including the adoption of new textbooks and new courses, before such changes are made. The Superintendent is responsible for making curriculum recommendations. The District shall ensure their curriculum is aligned to all content standards and the appropriate learning progression for each grade level.

A written sequential curriculum will be developed for each subject area. The curricula will address learner goals, content and program area performance standards, and District education goals and will be constructed to include such parts of education as content, skills, and thinking. The District shall review curricula at least every five (5) years or consistent with the state’s standards revision schedule, and modify, as needed, to meet educational goals of the continuous school improvement plan pursuant to ARM 10.55.601.

The staff and administration will suggest materials and resources, to include supplies, books, materials, and equipment necessary for development and implementation of the curriculum and assessment, which are consistent with goals of the education program.

The District shall maintain their programs consistent with the state’s schedule for revising standards.

The District shall assess the progress of all students toward achieving content standards and content-specific grade-level learning progressions in each program area. The District shall use assessment results, including state-level achievement information obtained by administration of assessments pursuant to ARM 10.56.101 to examine the educational program and measure its effectiveness. The District shall use appropriate multiple measures and methods, including state-level achievement information obtained by administration of assessments pursuant to the requirements of ARM 10.56.101, to assess student progress in achieving content standards and content-specific grade-level learning progressions in all program areas. The examination of program effectiveness using assessment results shall be supplemented with information about graduates and other student’s no longer in attendance.

Cross Reference: 2000 Goals

2110 Objectives

Legal Reference: § 20-3-324, MCA Powers and duties

§ 20-4-402, MCA Duties of district superintendent or county high school principal

§ 20-7-602, MCA Textbook selection and adoption

10.55.603, ARM Curriculum and Assessment

Policy History:

Adopted on: 11/24/1986

Revised on: 3/09/1992, 1/13/2003, 5/21/2007, 7/18/2019, 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2123

Lesson Plan

To ensure proper planning and continuity of instruction, the Board requires that each teacher prepare lesson plans for daily instruction. To facilitate more effective instruction, lesson plans must be prepared in advance of actual class presentation. The format for the lesson plan will be specified by the building principal and will be reviewed on a regular basis. The plan book must be readily available, when a substitute teacher is needed.

Policy History:

Adopted on: 11/24/1986

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2125

Improvement of Teaching Performance (5-12)

Students in most cases have an accurate perception of the classroom atmosphere and can aid the teacher in the improvement of instruction. This means that student evaluations of classroom performance can be a very important and valuable component for teacher and professional growth. Students in grades 5-12 will be given the opportunity during class time for constructive suggestions to their teachers at least once annually under the following provisions:

The evaluation of instruction may be cooperatively developed or agreed upon by the teachers and the students. A copy of the form to be used will be shared with the principal prior to its being used each year. The principal may direct modifications to the form.

Such information collected is used solely by the teacher for improvement of instruction and is not a district evaluation instrument, nor is it to be used for determining salary, tenure or promotion. The administration shall share in the results of the survey only if the teacher so desires.

Report forms will be designed for all curricular and extracurricular activities under the teacher's direction. It is the teacher's responsibility to arrange for his/her students to complete the form during class time.

Forms will be voluntarily filled out by students at the end of the course or the school term. Student anonymity shall be protected.

Forms completed should not be read by the teacher until all final grades are recorded.

In light of the student suggestions, teachers may wish to alter their instructional methodologies. If major alterations in approach are contemplated, the principal should be consulted.

If the teacher is in doubt concerning the results of the survey or the conclusions that might be reached, it is highly recommended that a conference be held with the principal.

Policy History:

Adopted on: 7/25/1988

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2130

Program Evaluation and Diagnostic Tests

The Board strives for efficiency and effectiveness in all facets of its operations. To achieve this goal, the Board will set forth:

A clear statement of expectations and purposes for the District instructional program;

A provision for staff, resources, and support to achieve stated expectations and purposes; and

A plan for evaluating instructional programs and services to determine how well expectations and purposes are being met.

Parents who wish to examine any assessment materials may do so by contacting the Superintendent. Parental approval is necessary before administering an individual intelligence test or a diagnostic personality test. No tests or measurement devices which include questions about a student’s or the student’s family’s personal beliefs and practices in family life, morality, and religion will be administered, unless the parent gives written permission for the student to take such test, questionnaire, or examination.

Legal Reference: 20 U.S.C. § 1232h Protection of pupil rights

10.55.603, ARM Curriculum and Assessment

10.56.101, ARM Student Assessment

Policy History:

Adopted on: 11/24/1986

Revised on: 7/17/1995, 1/27/2003, 6/09/2014, 12/14/2020

Bozeman Public Schools

INSTRUCTION

Procedure 2130P

Guidelines for the Evaluation of Curriculum

For the purpose of this document, the term “evaluation” is defined as “program evaluation.” This process is used to determine the degree to which students are achieving proficiency in the State Content Standards as defined by the District curricula approved by the Board of Trustees. Program evaluation indicates what students know and are able to do in relation to State content standards and District curricula.

Program evaluation is defined as:

examining student achievement results;
analyzing the data;
making result-driven decisions and taking action to maintain or improve the program; and

preparing documents which allow us to communicate results to the various audiences.

All four steps are necessary to meet the definition of program evaluation.

Evaluation reports must be easily understood by the target audiences. These audiences need to include at least the school board, staff and community.

Program evaluation focuses on student progress toward the standards.

Program evaluation efforts should provide useful information to the Board of Trustees, public, staff, parents and students to help them determine the quality of the school system and provide opportunity for analysis of performance.

Annual evaluation data will be collected by teachers and submitted to building principals prior to the end of the school year. Principals will submit verified data to the appropriate Deputy Superintendent or designee prior to July 1. The data will be compiled into the District’s Performance Summary as early as feasible in the fall for the purposes of planning and program analysis.

Legal Reference: 20 U.S.C. § 1232 Protection of pupil rights

10.55.603, ARM Curriculum and Assessment

10.56.101, ARM Student Assessment

Policy History:

Adopted on:

Revised on: 7/1995, 1/27/2003, 7/16/2007, 8/01/2011, 6/09/2014, 7/18/2019

Bozeman Public Schools

INSTRUCTION

Policy 2131

Bozeman Comprehensive Assessment System

The purposes of assessment are to provide parents, students, educators, and policymakers with data that may be used for evaluating District, school, and student performance. Test results are to be utilized by parents, teachers, administrators, and board members to plan instructional programs that enhance educational opportunities for Bozeman students.

While standardized tests have limitations, they also have considerable potential to improve the quality of the instructional programs at the classroom, school, and District levels. Over time, results will be used to identify the strengths and weaknesses in our instructional programs, and to identify instructional improvement priorities.

Policy History:

Adopted on: 11/24/1986

Revised on: 1/27/2003

Bozeman Public Schools

INSTRUCTION

Procedure 2131P

Bozeman Comprehensive Assessment System

Montana Accreditation Standards require that districts use multiple measurements to assess students’ achievement of content and performance standards in all program areas. To meet this requirement, the District uses standardized assessments, district assessments, and screeners. As directed by the State, the District also participates in the National Assessment of Educational Progress. Current assessment guidance is housed on the district assessment website: https://sites.google.com/bsd7.org/assessmentsandscreeners/home.

Standardized Assessments

Standardized assessments are one component of the MontCAS (Montana Comprehensive Assessment System). Montana students participate in the following standardized assessments:

Montana Aligned to Standards Through-Year (MAST) Math and ELA/literacy - Grades 3, 4, 5, 6, 7, 8
Dynamic Learning Maps (DLM) Alternate Math and ELA - Grades 3, 4, 5, 6, 7, 8, 11
Montana Science Assessment - Grades 5, 8
Dynamic Learning Maps (DLM) Alternate Science - Grades 5, 8, 11
ACT with Writing - Grade 11
WIDA ACCESS and Alternate ACCESS - Grades K-12 for eligible multilingual and English learner students

District Assessments

The Bozeman Public Schools use appropriate multiple measures and methods to assess student progress in achieving content and performance standards in all program areas. District assessments are selected by K-12 Curriculum Teams and other District stakeholders. These assessments measure content and performance standards in each curricular area at all grade levels. These assessments include:

District Level Standardized Assessments

Acadience - Grades PK, K, 1, 2, 3, 4, 5
aimswebPlus (Math) - Grades 1, 2, 3, 4, 5, 6, 7, 8
aimswebPlus (Reading) - Grades 6, 7, 8
STAR Reading - Grades 9, 10, Bridger Charter Academy students, and students in grades 11 and 12 performing below grade level
STAR Math - Grades 9, 10, Bridger Charter Academy students, and students in grades 11 and 12 performing below grade level

District Level Screeners

TEL Ted LanguageScreen - Grade K

District Level Content and Performance Assessments

Math (K-12)
Math Performance Task (1-5) – (optional)
Science (1-12)
Social Studies (1-12)
Foreign Language (6-12)
Family and Consumer Science (6-12)
Business (6-12)
Trades and Industry (6-12)
Technology (3-12)
Health Enhancement (K-12)
Fine Arts (K-12)
Writing: 3 text types (K-12)
Instructional Book Level (K-1)
ELA Performance Task (K-5)

Policy History:

Adopted on:

Revised on: 9/27/1990, 1/10/1994, 4/10/1996, 5/15/1996, 1/27/2003, 8/01/2007, 10/16/2017, 10/07/2019, 10/13/2020, 10/30/2023, 8/26/2026

Bozeman Public Schools R

INSTRUCTION

Policy 2132

Student and Family Privacy Rights

All fundamental parental rights are exclusively reserved to the parent of a child without obstruction or interference by a government entity as consistently recognized in state and federal courts and as required by state and federal law and District policy.

Surveys - General

All surveys requesting personal information from students, as well as any other instrument used to collect personal information from students, must advance or relate to the District’s educational objectives as identified in Board Policy. This applies to all surveys, regardless of whether the student answering the questions can be identified and regardless of who created the survey. A parent or guardian shall have the right to opt the child out of any survey or data collection by a school district that would capture data for inclusion in the statewide data system so long as the survey does not request or require disclosure of personal information. Surveys requesting or requiring disclosure of personal information shall require parental consent as described in this policy. A parent may not opt out of data collection that is necessary and essential for establishing a student's education record.

Surveys Created by a Third Party

Before the District administers or distributes a survey created by a third party to a student, the student’s parent(s)/guardian(s) may inspect the survey upon request and within a reasonable time of their request.

This section applies to every survey: (1) that is created by a person or entity other than a District official, staff member, or student, (2) regardless of whether the student answering the questions can be identified, and (3) regardless of the subject matter of the questions.

Surveys Requesting Personal Information

School officials and staff members shall not request, nor disclose, the identity of any student who completes ANY survey containing one (1) or more of the following items:

Political affiliations or beliefs of the student or the student’s parent/guardian;
Mental or psychological problems of the student or the student’s family;
Behavior or attitudes about sex;
Illegal, antisocial, self-incriminating, or demeaning behavior;
Critical appraisals of other individuals with whom students have close family relationships;
Legally recognized privileged or analogous relationships, such as those with lawyers, physicians, and ministers;
Religious practices, affiliations, or beliefs of the student or the student’s parent/guardian;
Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

The student’s parent(s)/guardian(s) may:

Inspect the survey within a reasonable time of the request; and/or
Refuse to allow their child to participate in any survey requesting personal information. The school shall not penalize any student whose parent(s)/guardian(s) exercise this option.

No student in the District shall be required, as part of any applicable program, to submit to any survey, analysis, or evaluation that requests or requires the disclosure of the above-noted personal information in this section without the prior consent of the student (if the student is an adult or emancipated minor), or in the case of an unemancipated minor, without the prior written consent of the parent. This provision specifically documents the arrangements taken to protect student privacy in accordance with 20 USC § 1232h(c)(1)(a)(b).

Instructional Material

A student’s parent(s)/guardian(s) may, within a reasonable time of the request, inspect any instructional material used as part of their child’s educational curriculum.

The term “instructional material,” for purposes of this policy, means instructional content that is provided to a student, regardless of its format, printed or representational materials, audio-visual materials, and materials in electronic or digital formats (such as materials accessible through the Internet). The term does not include academic tests or academic assessments.

Collection of Personal Information From Students for Marketing Prohibited

The term “personal information,” for purposes of this section only, means individually identifiable information including: (1) a student’s or parent’s first and last name, (2) a home or other physical address (including street name and the name of the city or town), (3) telephone number, or (4) a Social Security identification number.

The District will not collect, disclose, or use student personal information for the purpose of marketing or selling that information or otherwise providing that information to others for that purpose.

The District, however, is not prohibited from collecting, disclosing, or using personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions such as the following:

College or other post-secondary education recruitment or military recruitment;
Book clubs, magazines, and programs providing access to low-cost literary products;
Curriculum and instructional materials used by elementary schools and secondary schools;
Tests and assessments to provide cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information about students (or to generate other statistically useful data for the purpose of securing such tests and assessments) and the subsequent analysis and public release of the aggregate data from such tests and assessments;
The sale by students of products or services to raise funds for school-related or education-related activities;
Student recognition programs.

Notification of Rights and Procedures

This policy shall be posted on the District’s website and provided in a manner specified in accordance with law and policy. The Superintendent or designee shall notify students’ parents/guardians of:

This policy as well as its availability from the administration office upon request;
How to opt their child out of participation in activities as provided in this policy;
The approximate dates during the school year when a survey requesting personal information, as described above, is scheduled or expected to be scheduled;
How to request access to any survey or other material described in this policy.

This notification shall be given to parents/guardians at least annually at the beginning of the school year and within a reasonable period after any substantive change in this policy.

The rights provided to parents/guardians in this policy transfer to the student, when the student turns eighteen (18) years of age or is an emancipated minor.

Cross Reference: 2311 Instructional Materials

3200 Student Rights and Responsibilities

3410 Student Health/Physical Screenings/Examinations

Legal Reference: 20 U.S.C. 1232h Protection of Pupil Rights

Section 40-6-701, MCA Fundamental Parental Rights

Chapter 676 (2023) Fundamental Parental Rights

Policy History:

Adopted on: 12/14/2020

Revised on: 7/24/2023, 7/15/2024

Bozeman Public Schools

INSTRUCTION

Procedure 2132P

Student and Family Privacy Rights - Research Studies

All research proposals from outside sources will be submitted in prospective form, with the instruments attached, to the Deputy Superintendent at least three weeks prior to the date on which the research study is to be conducted. The prospectus will include the researcher's name, address and phone number, as well as a description of the purpose of the study. The Deputy Superintendent will approve or disapprove all research studies. Approval will be based on educational significance, project design, and disruption to the regular school process. The primary criteria in approving research studies will be the value to the school district.

A final copy of the study will be provided free of charge to the school district.

Policy History:

Adopted on:

Revised on: 3/29/2019

Bozeman Public Schools

INSTRUCTION

Policy 2140

Guidance and Counseling

The District recognizes that guidance and counseling are an important part of the total program of instruction and should be provided in accordance with state laws and regulations, District policies and procedures, and available staff and program support.

The general goal of this program is to help students achieve the greatest personal value from their educational opportunities. Such a program should:

Provide staff with meaningful information which can be utilized to improve educational services offered to individual students.

Provide students with planned opportunities to develop future career and educational plans.

Refer students with special needs to appropriate specialists and agencies.

Aid students in identifying options and making choices about their educational program.

Assist teachers and administrators in meeting academic, social, and emotional needs of students, consistent with the goals of student success policy #3610.

Provide for a follow-up of students who further their education and/or move into the workforce.

Solicit feedback from students, staff, and parents, for purposes of program improvement.

Assist students in developing a sense of belonging and self-respect.

Have information available about nicotine addiction services and referrals to tobacco cessation programs to students and staff.

Serve as a reference for alternative discipline or restorative justice programs.

All staff will encourage students to explore and develop their individual interests in all areas including but not limited to career and technical programs, academic curricula, post-secondary opportunities, community or military service, and employment options without regard race, color, national origin, ancestry, sex, ethnicity, language barrier, religious belief, physical or mental handicap or disability, economic or social condition, actual or potential marital or parental status.

Career Coaching

The District may utilize a career coach for educational and career counseling opportunities for students to offer opportunities for internships or apprenticeships within a community and assist students with high school course offerings, career options, occupational training, and postsecondary opportunities associated with the student's field of interest within the career technical education and K-12 career and vocational/technical education programs provided for in Title 20, chapter 7, part 3. Any career coach shall possess the necessary qualifications specified in law.

Legal Reference:

§ 20-1-101(8) Definitions

§ 49-3-203, MCA Educational, counseling, and training programs

10.55.710, ARM Assignment of School Counseling Staff

10.55.802, ARM Opportunity and Educational Equity

Chapter 724 (2023) Career Coaches

Policy History:

Adopted on: 11/24/1986

Revised on: 12/12/2005, 3/22/2010, 1/10/2022, 7/10/2023

Bozeman Public Schools

INSTRUCTION

Procedure 2140P

Guidance and Counseling/Student Services

Student guidance and counseling staff for Bozeman School District shall provide services in four areas: academic, career, social, and personal counseling.

A. Academic Development

K - 5

Develop and apply study skills and critical thinking for academic success.
Work independently by using time, task management, and behaviors to successful learning.
Develop skills necessary to communicate knowledge to classmates/adults and to know when and how to ask for help.
Learn to identify and access basic information resources.
Become a self-directed and independent learner by accepting mistakes and corrective feedback.

Middle School

Apply the study skills necessary for academic success at each level.
Apply time and task management, critical thinking skills, and communication skills to achieve academic success.
Learn and apply critical thinking skills.
Organize and apply academic information and assessment results to develop and implement an educational plan.
Use problem-solving and decision making skills to understand the relationship between classroom performance and future success.
Identify high school options consistent with interests, achievement, aptitude, and abilities.
Demonstrate an awareness of the importance to balance school, studies, extracurricular activities, leisure time, and family life.

High School

Explore post-secondary options and set tentative goals for the future.
Know requirements for graduation, school-completion options, and post-secondary options.
Develop, review, and adjust an educational/career plan which supports graduation and post-secondary goals.
Locate and know how to access resources in the school and community for assistance in educational planning and academic goal-setting.

B. Career Development

K - 5

Learn about a variety of occupations.
Develop an awareness of personal abilities, skills, interests, and motivations.
Learn how to set and achieve goals.
Learn how to work cooperatively on a team.
Learn the importance of being prepared and on time.
Learn the relationship between effort and success.

Middle School

Develop skills to locate, evaluate, interpret, and classify career information, and classify the diverse options available in the world of work and how these relate to career choice.
Expand an awareness of personal abilities, skills, interest, and motivations to develop vocational interests.
Begin a career planning portfolio that contains but is not limited to a preliminary resume.
Understand that the changing workplace requires lifelong learning and acquiring new skills.

High School

Identify personal skills, interests, abilities, and work values and relate them to the career planning process.
Make informed, tentative career decisions based on knowledge of self and a wide range of career options.
Develop a career/educational planning folder which includes a resume, a plan beyond graduation, a career goal and a course of study which supports these plans and goals.
Assess and modify educational plans as needed to support changes in career goals.
Know how to locate, evaluate, and interpret career information from a variety of sources.

C. Personal/Social Development

K - 5

Understand and accept responsibility for actions.
Develop the ability to identify, express, and manage feelings of self and others.
Develop effective problem-solving skills.
Demonstrate when, where, and how to seek help for solving problems and making decisions.
Develop an understanding of the dangers of substance use and abuse.
Demonstrate knowledge of personal information.
Recognize and respect others’ personal boundaries, rights, and privacy needs.
Learn to respect alternative points of view, and recognize, accept, respect and appreciate individual differences.
Learn about the difference between appropriate and inappropriate physical contact.
Develop communication skills necessary to make and keep friends and to cope with peer pressure.

Middle School

Demonstrate cooperative behavior in groups.
Identify and discuss changing personal and social roles.
Know when peer pressure is influencing a decision and practice coping skills in dealing with it.
Identify resource people in the school and community, and know how to seek their help.
Learn and practice coping skills for managing life events.
Identify personal strengths and assets by understanding consequences of decisions and choices to provide a positive attitude toward self.
Demonstrate respect for personal boundaries, rights, privacy needs, and individual differences.
Identify long and short term goals to develop an action plan to set and achieve realistic goals.
Learn about the relationship between rules, laws, safety, and the protection of individual rights.
Learn techniques for managing stress and conflict by applying effective problem solving and decision making skills to make safe and healthy choices.
Learn about the emotional and physical dangers of substance use and abuse, and sexual activity.

High School

Analyze communication styles that are essential to healthy relationships.
Recognize the impact of change and transition in significant life events.
Refine and demonstrate skills to effectively cope with peer pressure.
Evaluate alternatives, resources, and possible consequences in the decision-making process.
Recognize indicators of potential crisis and know how to access appropriate resources
Recognize and demonstrate coping strategies for management of personal crises and life events.

Cross Reference: 5010-5010P Assignments, Reassignments, Transfers

3110 Entrance, Placement, and Transfer

2413-2413P Credit Transfer and Assessment for Placement

Policy History:

Adopted on:

Revised on: 10/13/2005

Bozeman Public Schools

INSTRUCTION

Policy 2150

Suicide Awareness and Prevention

Professional Development

The Administration shall develop and implement a youth suicide prevention program meeting minimum requirements set forth in 10.55.719, ARM.

The District will make available on an annual basis professional development on youth suicide awareness and prevention to each employee of the district who work directly with any students enrolled in the school district. At a minimum, each employee of the District who works directly with students must receive 1 hour of youth suicide awareness and prevention training every 3 years.

The training materials will be approved by the Office of Public Instruction (OPI), meet the standards for professional development in the state, and be periodically reviewed by a qualified person or committee for consistency with generally accepted principles of youth suicide awareness and prevention training.

Youth suicide and prevention training may include:

In-person attendance at a live training;
Videoconference;
An individual program of study of designated materials;
Self-review modules available online; and
Any other method chosen by the local school board that is consistent with professional development standards.

No cause of action may be brought for any loss or damage caused by any act or admission resulting from the implementation of the provisions of this policy or resulting from any training, or lack of training, related to this policy. Nothing in this policy shall be construed to impose a specific duty of care.

Prevention and Response

The Board authorizes the Administration and appropriate District staff to develop procedures to address matters related to suicide prevention and response that:

Promote collaboration with families and with community providers in all aspects of suicide prevention and response;
Include high quality intervention services for students;
Promote interagency cooperation that enables school personnel to identify and access appropriate community resources for use in times of crisis;
Include reintegration of youth into a school following a crisis, hospitalization, or residential treatment;
Provide for leadership, planning, and support for students and school personnel to ensure appropriate responses to attempted or completed suicides.

This policy will be reviewed by the Board of Trustees on a regular basis.

Cross Reference: 2140 Guidance and Counseling

Legal Reference: 20-7-1310, MCA Youth suicide awareness and prevention training ARM 10.55.720 Suicide Prevention and Response

Policy History:

Adopted on: 12/14/2020

Revised on: 7/28/2025

Bozeman Public Schools

INSTRUCTION

Policy 2151

Interscholastic Activities

The District recognizes the value of a program of interscholastic activities as an integral part of the total school experience. The program of interscholastic activities will include all activities relating to competitive sport or intellectual contests, games or events, or exhibitions involving individual students or teams of students of this District, when such events occur between schools outside this District.

All facilities and equipment utilized in the interscholastic activity program, whether or not the property of the District, will be inspected on a regular basis. Participants will be issued equipment which has been properly maintained and fitted.

An activity coach must be properly trained and qualified for an assignment as described in the coach’s job description. A syllabus which outlines the skills, techniques, and safety measures associated with a coaching assignment will be distributed to each coach. All personnel coaching intramural or interscholastic activities will hold a current valid first aid certificate.

The Board recognizes that certain risks are associated with participation in interscholastic activities. While the District will strive to prevent injuries and accidents to students, each parent or guardian will be required to sign an “assumption of risk” statement indicating that the parents assume all risks for injuries resulting from such participation. Each participant will be required to furnish evidence of physical fitness (physical form) prior to becoming a member of an athletic team. A participant will be free of injury and will have fully recovered from illness before participating in any event.

Coaches and/or trainers may not issue medicine of any type to students. This provision does not preclude the coach and/or trainer from using approved first aid items.

Cross Reference: 3416 Administering Medicines to Students

2151F Assumption of Risk Form

Legal Reference: 10.55.707, ARM Teacher and Specialist Licensure

37.111.825, ARM Health Supervision and Maintenance

Policy History:

Adopted on: 11/24/1986

Revised on: 4/24/2006, 9/25/2006, 12/14/2020

Form 2151F

BOZEMAN SCHOOL ATHLETICS INFORMED CONSENT AND

INSURANCE VERIFICATION FORM

Extracurricular activities may include physical contact and physical exertion. There is an inherent risk of injury in the activity. By signing this agreement, I acknowledge that the School District staff try to prevent accidents. I agree to accept responsibility for my student’s participation in the school activities. The activity is strictly voluntary.

I, the undersigned, hereby acknowledge and understand that, regardless of all feasible safety measures that may be taken by the School District, participation in this event entails certain inherent risks. I certify that my student is physically fit and medically able to participate or have noted an applicable physical or medical diagnosis at the bottom of this form. I further certify that my student will honor all instructions of district staff and failure to honor instructions may result in dismissal from the activity. I have been informed of these risks, understand them, and feel that the benefits of participation outweigh the risks involved. My signature below gives my child permission to participate in a (School Name) School Activity.

I authorize qualified emergency medical professionals to examine and in the event of injury or serious illness, administer emergency care to my student. I understand every effort will be made to contact the family or contact person noted below to explain the nature of the problem prior to any involved treatment. In the event it becomes necessary for the district staff in charge to obtain emergency care for my student, I understand that neither the district employee in charge of the activity nor the school district assumes financial liability for expenses incurred because of an accident, injury, illness and/or unforeseen circumstances.

The School District DOES NOT provide medical insurance benefits for students who choose to participate in activities programs. Parents or guardians may request information from the school district regarding medical insurance for students. If parents or guardians have their own insurance coverage during the student’s participation, that coverage information is provided below. Or parents may notify the School District that they do not have medical insurance.

____ I have personal medical insurance to cover the student’s participation:

INSURANCE (Company Name) ____________________________________________

Policy # ________________________________________________________________

____ I do not have personal medical insurance to cover the student’s participation and understand that the School District does not provide medical insurance to cover the students. I understand I will be responsible for any medical costs associated with the student’s participation.

Signature Required Regardless of Insurance Coverage:

Student Athlete __________________________________________________________

(Please Print)

Parent/Guardian _________________________________________________________

(Signature)

Date: __________________________________________________________________

Bozeman Public Schools

INSTRUCTION

Procedure 2151P

Interscholastic Athletics

The opportunity to participate in the interscholastic athletic program is a privilege granted to all students of the district. Participants in this voluntary program are expected to conform to specific conduct standards established by the principals and athletic coaches. A student who is found by a certificated staff member of the student's school to be in violation of any rules is subject to suspension and/or removal from the team. Provision is made for a student who has allegedly violated one or more of the conduct rules to appeal a suspension and/or expulsion as specified in this code. Each coach will review with students and parents specific rules for each activity. School District policies and general school rules applicable to all students will be enforced at all times.

The Montana High School Association sets regulations pertaining to student eligibility for participation in speech and athletics. The District follows those regulations and does not assure that out-of-district students will be eligible for participation in MHSA-sanctioned activities.

Policy History:

Adopted on:

Revised on: 4/24/2006, 12/05/2014

Bozeman Public Schools

INSTRUCTION

Policy 2152

Co-Curricular Program

The district will offer a co-curricular program. Activities will include, but are not limited to service and interest clubs, student government activities, musical activities, athletic, intramurals, publications and travel and exchange programs.

When an activity is conducted using the name of a class, organization or school, it shall be coordinated under the general supervision of appropriate school officials with the students' interest and safety of paramount concern.

Students shall be eligible to become involved in approved activities without regard to race, creed or sex. Activity groups shall not be secretive in nature.

The general criteria for selecting district activities are:

The activity should provide learning in the intellectual, physical or social area.

The activity should be acceptable to the community.

The activity should have carry-over values into lifetime and/or leisure activities.

The cost of the activity must not be prohibitive to student or district.

The Board directs the superintendent to develop appropriate procedures for proper planning, funding approval and implementation of all activities programs within the above guidelines.

The principal shall be responsible for the interscholastic program in each school.

The district shall evaluate its recreational and athletic program at least once each year to ensure that equal opportunities are available to members of both sexes with respect to interscholastic, club or intramural athletics which are operated, sponsored, or otherwise provided by the district.

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Procedure 2152P

Guidelines for Co-Curricular Program

Elementary School

At this level, activities will emphasize the maximum participation by all students. The activities selection shall be based on at least four criteria:

The general criteria spoken to in policy 2152.

Emphasis on individual skill development at different levels of performance.

Sportsmanship attitudes emphasized through game experiences.

Competitive drive allowed to evolve from within the child rather than from external forces by keeping competition "low key."

Competition shall normally be limited to students within a given school.

Middle Schools

The intramural program shall be built upon those criteria used at the elementary level. The broad participation of students shall be stressed and encouraged with primary emphasis placed on the intramurals with any competitive athletics kept at a minimum level.

High Schools

The high school (9-12) program should be based upon the general criteria spoken to in this policy and the criteria which guide the programs at the earlier grades, and should be open to all students who wish to pursue their respective interests and talents. At this level greater emphasis may be placed on competition.

Musical Activities

Musical opportunities will be afforded students at 5-12 grades in order to develop the interests and talents of as many boys and girls as possible. The criteria for selection of these activities shall be consistent with those referred to earlier.

In many cases, activities will be extensions of the music class and will provide individual students with increased opportunities for involvement in many facets of music. These activities should encourage students to use music as a means of self-expression and should also develop their understanding of the role of music in the life of the community.

Service and Interest Clubs and Organizations

The district endorses the development of appropriate service and interest clubs and other approved school organizations and activities for the purpose of implementing the instructional goals and reaching the interests of as many boys and girls as possible. To spread the benefits of these organizations, the Board encourages the establishment of a system which encourages the participation of as many students as possible.

Student Government

The district endorses the concept of student government and encourages the organization and maintenance of a realistic and meaningful student government program and related activities consistent with the general criteria of Policy 2152.

Travel and Exchange Program

The district encourages the staff to foster student participation in domestic and international travel as opportunities and means will permit. Due to the variability and nature of these programs, travel exchange programs should be developed in a proposal for administrative and Board review before involving students, other teachers or the community.

Public Performance

School-sponsored student performance for the public can be an important part of the instructional and activities programs. These performances shall be consistent with the general ethics and standards of the community. All public performances must be approved by the appropriate principal or, if a district-wide program, by the appropriate program coordinator.

The district agrees to follow MHSA guidelines and rules.

Policy History:

Adopted on:

Revised on: 9/11/1990, 4/24/2019

Bozeman Public Schools R

INSTRUCTION

Policy 2158

Parent/Family Engagement and Involvement in Education

The Bozeman Public Schools Board of Trustees believes that engaging parents/families in the education process is essential to improved academic success for students. The Board recognizes that a student's education is a responsibility shared by the district, parents, families and other members of the community during the entire time a student attends school. The Board believes that the district must create an environment that is conducive to learning and that strong, comprehensive parent/family involvement is an important component. Parent/Family involvement in education requires a cooperative effort with roles for the Office of Public Instruction (OPI), the district, parents/families and the community.

This policy shall be made available to all interested individuals upon request and posted on the District’s website.

Parent/Family Involvement Goals and Plan

The Board of Trustees recognizes the importance of eliminating barriers that impede parent/family involvement, thereby facilitating an environment that encourages collaboration with parents, families and other members of the community. Therefore, the district will develop and implement a plan to facilitate parent/family involvement that shall include the following six (6) goals:

Promote families to actively participate in the life of the school and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class;

Promote families and school staff to engage in regular, two-way meaningful communication about student learning;

Promote families and school staff to continuously collaborate to support student learning and healthy development both at home and at school and have regular opportunities to strengthen their knowledge and skills to do so effectively;

Empower parents to be advocates for their own and other children, to ensure that students are treated equitably and have access to learning opportunities that will support their success;

Encourage families and school staff to be partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs; and

Encourage families and school staff to collaborate with members of the community to connect students, families, and staff to expand learning opportunities, community services, and civic participation.

The Board of Trustees, in consultation with parents, teachers, administrators, and students has adopted this District’s plan for meeting these parent/family involvement goals:

Provide activities that will educate parents/families regarding the intellectual and developmental needs of their children at all age levels. This will include promoting cooperation between the district and other agencies or school/community groups (such as parent-teacher groups, Head Start, etc.) to furnish learning opportunities and disseminate information regarding parenting skills and child/adolescent development.

Implement strategies to involve parents/families in the educational process, including:

Keeping parents/families informed of opportunities for involvement and encouraging participation in various programs.

Providing access to educational resources for parents/families to use together with their children.

Keeping parents/families informed of the objectives of district educational and activity programs, their child's participation and progress within these programs, and methods to opt out of such programs and instruction consistent with parent/family rights.

Promoting parents/families and teacher cooperation in homework, attendance, and discipline.

Providing information about the nature and purpose of student clubs and groups meeting at the school in accordance with Policy 3233 and 3550 and methods to consent to participation or opt out of participation consistent with parent/family rights.

Providing access to all District policies, District handbooks, Board and Committee meeting agendas, the District grievance procedure and contact methods for District administrators and Trustees on the District’s website.

Enable families to participate in the education of their children through a variety of roles. For example,

parents/family members should be given opportunities to provide input into district policies and volunteer time within the classrooms and school programs.

Provide professional development opportunities for teachers and staff to enhance their understanding of effective parent/family involvement strategies.

Perform regular evaluations of parent/family involvement at each school and at the district level.

Provide access, upon request, to any instructional material used as part of the educational curriculum.

If practical, provide information in a language understandable to parents.

Provide annual notification of educational opportunities of the District consistent with Montana law in the form of the student handbook, the District policy manual as posted on the District website, or other accessible format on topics which include:

The District’s options for delivery of personalized instruction to students consistent with Policies 1015FE and 2050, the legislature’s findings at Section 20-7-1601, MCA. and Article X, Section 1 of the Montana Constitution.

Evaluation, identification, and services provided to students with disabilities consistent with Section 20-7-411, MCA, Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and Policies 2161 and 2162.

Admission of students to kindergarten consistent with Sections 20-5-101 and 20-7-117, MCA, and Policy 3110.

Proficiency based learning and other forms of personalized learning including course equivalency waiver consistent with Section 20-3-324, MCA and Policies 1005FE, 1015FE, 2050, 2410, and 3121.

Participation in extracurricular activities, including participation by nonpublic and home school students consistent with Section 20-5-112, MCA, and Policy 3150.

Access to remote instruction, including through the Montana Digital Academy pursuant to Title 20, chapter 7, part 12, non-District sources, and through other school districts as provided in Section 20-7-118, MCA, and Policies 2050, 2168, 2170, and 2167;

Out-of-district attendance consistent with Title 20, chapter 5, part 3 MCA and Policies 3110, 3121, and 3141.

Early targeted interventions in accordance with Title 20, MCA and Policy2165.

Part-time enrollment of a student who is otherwise enrolled at a nonpublic or home school consistent with Section 20-5-101, MCA and Policy 3150.

Availability of funding to support student access to advanced opportunities, if applicable to a district consistent with Section 20-7-1506, MCA and Policy 1015FE;

Career and technical education pursuant to Title 20, chapter 7, part 3, including the attainment of industry-recognized credentials and work-based learning, consistent with Section 20-7-1510, MCA, and Policies 2050, 2410, and 2600.

Early college, dual enrollment, and running start opportunities, consistent with Section 20-9-706, MCA, and District Policy 2168 and 2410.

Other opportunities for school-age children through Montana public schools which parents/families and students may rely upon as specified in Policy 2140 which:

support the development of a child's full educational potential;
assist in reducing the costs of postsecondary education and workforce preparation; and foster life success.

Cross References: 1700 Uniform Complaint Procedure

2050 Student Instruction

2132 Student and Family Privacy Rights

2140 Guidance and Counseling

2160-2160P Title I Parent Involvement

2168 Remote Instruction from Non-District Sources

2170-2170P Digital Academy Classes

2335 Health Enhancement

2410 High School Graduation Requirements

2600 Work Based Learning Program

3110 Entrance, Placement, and Transfer

3120 Compulsory Attendance

3121 Enrollment and Attendance Records

3141 Nonresident Student Enrollment

3150 Part Time Enrollment

3226 Bullying/Harassment/Intimidation/Hazing

3233 Student Use of Buildings: Equal Access

3310-3310P Student Discipline

3410 Student Health/Physical Screenings/Examinations

3413 Student Immunization

3431 Emergency Treatment

3510 School-Sponsored Student Activities

3550 Student Clubs

3600 Student Records

Legal Reference: Article X, Section 1 of the Montana Constitution.

Section 504 of the Rehabilitation Act

20-3-324, MCA Powers and Duties

20-3-326 Information On Educational Opportunities -- Duties

of Trustees

20-5-101, MCA Admittance of child to school

20-5-112, MCA Participation in extracurricular activities

20-5-314 Reciprocal attendance agreement with adjoining state or province

20-5-320 Attendance with discretionary approval

20-5-321 Attendance with mandatory approval – tuition and transportation

20-5-322 Residency determination – notification – appeal for attendance agreement

20-7-117, MCA Kindergarten and preschool programs

20-7-118, MCA Offsite Provision Of Educational Services

20-7-411, MCA Individuals with Disabilities Education Act

20-7-1601, MCA Forms of personalized learning

20-7-1506, MCA Incentives for creation of advanced opportunity programs

20-7-1510, MCA Credit for participating in work-based learning

partnerships

20-9-706, MCA Running start program

Title 20, chapter 7, part 12 MCA Montana Digital Academy

Title 20, chapter 5, part 3 MCA Attendance Outside School District

Title 20, chapter 7, part 3 MCA Vocational and Technical Education

Title 20, chapter 3, part 3 MCA Board of Trustees

40-6-701, MCA Interference with fundamental Rights Restricted 40-6-702 Fundamental Parental Rights

40-6-703 Increase parental involvement in education

10.55.601 ARM Accreditation Standards: Procedures

10.55.701 Board of Trustees Chapter 693 (2023) Increase parental

involvement in education

10.55.722 ARM Family and Community Engagement

10.55.723 Integrated Strategic Action Plan

20 U.S.C. § 1232g, et seq. Family Education Rights and Privacy Act

20 USC 6318 Parent and Family Engagement

Policy History:

Adopted on: 3/24/2014

Revised on: 12/14/2020, 8/21/2023, 7/15/2024, 7/28/2025

Bozeman Public Schools

INSTRUCTION

Procedure 2158P

Parent/Family Engagement and Involvement in Education

The Superintendent shall develop a plan to:

Provide activities that will educate parents regarding the intellectual and developmental needs of their children at all age levels. This will include promoting cooperation between the district and other agencies or school/community groups (such as parent-teacher groups, Head Start, etc.) to furnish learning opportunities and disseminate information regarding parenting skills and child/adolescent development.

Implement strategies to involve parents/families in the educational process, including:

Keeping parents/families informed of opportunities for involvement and encouraging participation in various programs.

Providing access to educational resources for parents/families to use together with their children.

Keeping parents/families informed of the objectives of district educational programs as well as of their child's participation and progress within these programs.

Enable families to participate in the education of their children through a variety of roles. For example,

parents/family members should be given opportunities to provide input into district policies and volunteer time within the classrooms and school programs.

Provide professional development opportunities for teachers and staff to enhance their understanding of effective parent/family involvement strategies.

Perform regular evaluations of parent/family involvement at each school and at the district level.

Provide access, upon request, to any instructional material used as part of the educational curriculum.

If practical, provide information in a language understandable to parents.

Policy History:

Adopted on: 3/24/2014

Revised on:

Bozeman Public Schools R

INSTRUCTION

Policy 2160

Title I Parent and Family Engagement

The District endorses the parent and family engagement goals of Title I and encourages the regular participation of parents and family members (including parents and families of migrant students if applicable) of Title I eligible children in all aspects of the program to establish the agency’s expectations and objectives for meaningful parent and family involvement. The education of children is viewed as a cooperative effort among the parents, family members, school, and community. In this policy the word “parent” also includes guardians and other family members involved in supervising the child’s schools.

Pursuant to federal law the District will develop jointly with, agree upon with, and distribute to parents of children participating in the Title I program a written parent and family engagement policy. This may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education.

At the required annual meeting of Title I parents and family members (including parents and families of migrant students if applicable), parents and family members will have opportunities to participate in the design, development, operation, and evaluation of the program for the next school year. Proposed activities to fulfill the requirements necessary to address the requirements of family engagement goals shall be presented.

In addition to the required annual meeting, at least three (3) additional meetings shall be held at various times of the day and/or evening for parents and family members of children (including parents and families of migrant children if applicable) participating in the Title I program. These meetings shall be used to provide parents with:

Information about programs provided under Title I;

A description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet;

Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children; and

The opportunity to bring parent comments, if they are dissatisfied with the school’s Title I program, to the District level.

Title I funding, if sufficient, may be used to facilitate parent attendance at meetings, through payment of transportation and childcare costs.

The parents and family members of children (including parents and families of migrant children if applicable) identified to participate in Title I programs shall receive from the school principal and Title I staff an explanation of the reasons supporting each child’s selection for the program, a set of objectives to be addressed, and a description of the services to be provided. Opportunities will be provided for the parents and family members to meet with the classroom and Title I teachers to discuss their child’s progress. Parents will also receive guidance as to how they can assist at home in the education of their children.

Each school in the District receiving Title I funds shall develop jointly with parents and family members of children served in the program a “School-Parent Compact” outlining the manner in which parents, school staff, and students share the responsibility for improved student academic achievement in meeting state standards. The “School-Parent Compact” shall:

Describe the school’s responsibility to provide high quality curriculum and instruction in a supportive and effective learning environment enabling children in the Title I program to meet the state’s academic achievement standards;

Indicate the ways in which each parent will be responsible for supporting their child’s learning, such as monitoring attendance, homework completion, and television watching; volunteering in the classroom; and participating, as appropriate, in decisions related to their child’s education and positive use of extracurricular time; and

Address the importance of parent-teacher communication on an ongoing basis with, at a minimum, parent-teacher conferences, frequent reports to parents, and reasonable access to staff.

The activities authorized under this policy may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the district to adequately represent the needs of the population served by the district for the purposes of developing, revising, and reviewing the parent and family engagement policy.

Legal Reference: Title I of the Elementary and Secondary Education Act

20 U.S.C. §§ 6301-6514

§ 1116 Every Student Succeeds Act

Policy History:

Adopted on:

Revised on: 1/13/2003, 1/10/2011, 1/28/2013, 12/14/2020

Bozeman Public Schools R

INSTRUCTION

2160P

Title I – Equivalency/Comparability

To assure that state and local services are provided in Title I schools at least equivalent to such services in non-Title I schools, these policies will be observed in the School District.

Salary Scales
The District-wide salary scales will be applicable to all staff whether assigned to Title I or non-Title I schools.

Assignment of Teachers, Administrators, and Support Personnel
Assignment of teachers, administrators, and support personnel will be made in such a way to assure that the numbers of students per staff person in Title I schools shall be equivalent to the average number of students per staff person in relevant comparison schools (i.e., non-Title I or other Title I schools).

Curriculum Materials and Instructional Supplies
Curriculum materials and instructional supplies will be provided to schools with the same grade spans on a per-pupil cost factor to assure that all children have access to the same level of state and local resources regardless of whether they attend a Title I or non-Title I school.

Title I Parent Involvement

In order to achieve the level of Title I parent involvement desired by District policy on this topic, these procedures guide the development of each school’s annual plan designed to foster a cooperative effort among parents, school, and community.

Guidelines

Parent involvement activities developed at each school will include opportunities for:

Volunteering;
Parent education;
Home support for the child’s education;
Parent participation in school decision making.

The school system will provide opportunities for professional development and resources for staff and parents/community regarding effective parent involvement practices.

Roles and Responsibilities

Parents

It is the responsibility of the parent to:

Actively communicate with school staff;
Be aware of rules and regulations of school;
Take an active role in the child’s education by reinforcing at home the skills and knowledge the student has learned in school;
Utilize opportunities for participation in school activities.

Staff

It is the responsibility of staff to:

Develop and implement a school plan for parent involvement;
Promote and encourage parent involvement activities;
Effectively and actively communicate with all parents about skills, knowledge, and attributes students are learning in school and suggestions for reinforcement;
Send information to parents of Title I children (including parents of migrant children if applicable) in a format and, to the extent practicable, in a language the parents can understand.

Community

Community members who volunteer in the schools have the responsibility to:

Be aware of rules and regulations of the school;
Utilize opportunities for participation in school activities.

Administration

It is the responsibility of the administration to:

Facilitate and implement the Title I Parent Involvement Policy and Plan;
Provide training and space for parent involvement activities;
Provide resources to support successful parent involvement practices;
Provide in-service education to staff regarding the value and use of contributions of parents and how to communicate and work with parents as equal partners;
Send information to parents of Title I children (including parents of migrant children if applicable) in a format and, to the extent practicable, in a language the parents can understand.

Policy History:

Adopted on:

Revised on: 1/10/2011, 1/09/2012. 9/14/2021

Bozeman Public Schools

INSTRUCTION

2160F

The following is a template that should be used in its entirety to develop school-specific Title I Parental Involvement Plans. Each bulleted section may be expanded to include school-specific strategies to engage parents.

TITLE I PARENTAL INVOLVEMENT PLAN TEMPLATE

GENERAL EXPECTATIONS

(Name) School agrees to implement the following statutory requirements:

(Name) School will jointly develop with parents and distribute to parents of participating children, a Parental Involvement Plan that the school and parents of participating children agree on.
(Name) School will notify parents about the Parental Involvement Plan in an understandable and uniform format and, to the extent practicable, will distribute this Plan to parents in a language the parents can understand.
(Name) School will make the Parental Involvement Plan available to the local community through the Bozeman School District website.
(Name) School will periodically update the Parental Involvement Plan to meet the changing needs of parents and the school.
(Name) School will adopt the school-parent compact as a component of its Parental Involvement Plan.
(Name) School agrees to be governed by the following statutory definition of parental involvement, and will carry out programs, activities and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring -

parents play an integral role in assisting their child’s learning;
parents are encouraged to be actively involved in their child’s education at school;
that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;
the carrying out of other activities, such as those described in section 1118 of the ESEA.

(Name) School will implement required school Parental Involvement Plan components as follows:

(Name) School will take the following actions to involve parents in the joint development and joint agreement of its Parental Involvement Plan and its school wide plan, if applicable, in an organized, ongoing, and timely way under section 1118(b) of the ESEA:

Gather and disseminate to parents for review the following materials: District wide Parental Involvement Policy, the School’s Parental Involvement Plan, the school-parent compact, and Parent Notices from section 1118 of the ESEA. These materials will be disseminated to parents at regular Title I parent meetings, periodic mailings and (insert additional strategies). Written and oral input from parents will be solicited through Title I parent meetings, PAC meetings, (parent/teacher conferences, if applicable), (school newsletters, if applicable), school website, and other regular written communications with parents.

(Name) School will take the following actions to distribute to parents of participating children and the local community the Parental Involvement Plan:

The School Parental Involvement Plan will be distributed to parents at Title I parent meetings.
The Plan will be posted on the school website and the district website.
Parents of new participating students will receive the Plan upon registration if eligible for Title I.

(Name) School will periodically update its Parental Involvement Plan to meet the changing needs of parents and the school through:

monthly PAC meetings
regular Title I meetings.

(Name) School will convene an annual meeting to inform parents of the following:

that (Name) School participates in Title I, the requirements of Title I, and parent rights.

(Name) School will hold a flexible number of meetings at varying times, and may provide transportation, child care, and/or home visits, paid for with Title I funding as long as these services relate to parental involvement.

To encourage parents to attend these meetings, the school will offer training to parents to improve student success and achievement. In situations that prevent parents from coming to the school for meetings, school personnel may make home visits or arrange to meet the parents at a mutually convenient time off campus.
(Name) School will provide information about Title I programs to parents of participating children in a timely manner through the parent meetings, memos, (newsletters, if applicable), and the web page.

(Name) School will provide parents of participating children with a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet through:

the annual Title I parent meeting
regular parent/teacher conferences (if applicable)
Title I meetings and (insert other strategies as applicable) throughout the year

If requested by parents, (Name) School will provide parents of participating children opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible.

(b) (Name) School will submit, in writing, to the district any parent comments if the school wide plan under section (1114)(b)(2) is not satisfactory to parents of participating children:

(c) Parents may submit comments in writing regarding the school wide plan to their child’s teacher, the District’s Accountability Specialist or the building principal

RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT

(Name) School will build the school’s and parent’s capacity for strong parental involvement in order to ensure effective involvement of parents and to support a partnership between the school, parents, and the community to improve student academic achievement through the following activities described below:

volunteering,
parent education,
home support for the child’s education,
parent participation in school decision making.

The school system will provide opportunities for professional development and resources for staff and parents/community regarding effective parental involvement practices.

The school will incorporate the school-parent compact as a component of its School Parental Involvement Plan:

The school-parent compact will be a part of the School Parental involvement Plan on the school’s web page.
The school-parent compact will be completed and signed.

The school will, with the assistance of the district, provide assistance to parents of children served by the school in understanding topics such as the following:

the State’s academic content standards,
the State’s student academic achievement standards,
the State and local academic assessments,
the requirements of Title I,
how to monitor their child’s progress, and
how to work with educators.

As appropriate, the school will, with the assistance of the district, provide materials and training to help parents work with their children to improve their children’s academic achievement and to foster parental involvement.

The school will provide professional development to staff related to how to reach out to, communicate with, and work with parents as equal partners, the value and utility of contributions of parents, and how to implement and coordinate parent programs and build ties between parents and schools.

The school will, to the extent feasible and appropriate, send information to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand.

Policy History:

Adopted on: 1/09/2012

Revised on: 9/14/2021

Bozeman Public Schools R

INSTRUCTION

Policy 2161

Special Education

The District will provide a free appropriate public education and necessary related services to all children with disabilities residing within the District, as required under the Individuals with Disabilities Education Act (IDEA), provisions of Montana law, and the Americans with Disabilities Act.

For students eligible for services under IDEA, the District will follow procedures for identification, evaluation, placement, and delivery of service to children with disabilities, as provided in the current Montana State Plan under Part B of IDEA.

The District may maintain membership in one or more cooperative associations which may assist in fulfilling the District’s obligations to its disabled students.

Legal Reference: Americans with Disabilities Act, 42 U.S.C. § 12101, et seq.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400, et seq.

§ 20-7-Part Four, MCA Special Education for Exceptional Children

Policy History:

Adopted on: 2/23/2009

Revised on:

Bozeman Public Schools R

INSTRUCTION

Procedure 2161P

Special Education

Child Find

The District shall be responsible for the coordination and management of locating, identifying, and evaluating all disabled children residing in the district from birth until their 22nd birthday. Appropriate staff will design the District’s Child Find plan in compliance with all state and federal requirements and with assistance from special education personnel who are delegated responsibility for implementing the plan.

The District’s plan will contain procedures for identifying suspected disabled students in private schools as identified in 34 C.F.R. 530.130 and 530.131(f), students who are homeschooled, homeless children, as well as public facilities located within the geographic boundaries of the District. These procedures shall include screening and development criteria for further assessment. The plan must include locating, identifying, and evaluating highly mobile children with disabilities and children who are suspected of being a child with a disability and in need of special education, even though the child is and has been advancing from grade to grade. The District’s Child Find Plan must set forth the following:

Procedures used to annually inform the public of all child find activities, for children zero through twenty-one;
Identity of the special education coordinator;
Procedures used for collecting, maintaining, and reporting data on child identification;
Procedures for Child Find Activities (including audiological, health, speech/language, and visual screening and review of data or records for students who have been or are being considered for retention, delayed admittance, long-term suspension or expulsion or waiver of learner outcomes) in each of the following age groups:

Infants and Toddlers (Birth through Age 2)

Procedures for referral of infants and toddlers to the appropriate early intervention agency, or procedures for conducting child find.

Preschool (Ages 3 through 5)

Part C Transition planning conferences; frequency and location of screenings; coordination with other agencies; follow-up procedures for referral and evaluation; and procedures for responding to individual referrals.

In-School (Ages 6 through each student's 22nd birthday)

Referral procedures, including teacher assistance teams, parent referrals, and referrals from other sources; and follow-up procedures for referral and evaluation.

Private Schools (This includes home schools.)

Child find procedures addressing the provisions of A.R.M. 10.16.3125(1); follow-up procedures for referral and evaluation.

Homeless Children
Dyslexia

The School District shall establish procedures to ensure that all resident children with disabilities, including specific learning disabilities resulting from dyslexia, are identified and evaluated for special education and related services as early as possible. The screening instrument must be administered to:

(A) a child in the first year that the child is admitted to a school of the district up to grade 2; and

(B) a child who has not been previously screened by the district and who fails to meet grade-level reading benchmarks in any grade;

The screening instrument shall be administered by an individual with an understanding of, and training to identify, signs of dyslexia designed to assess developmentally appropriate phonological and phonemic awareness skills.

If a screening suggests that a child may have dyslexia or a medical professional diagnoses a child with dyslexia, the child's school district shall take steps to identify the specific needs of the child and implement best practice interventions to address those needs. This process may lead to consideration of the child's qualification as a child with a disability under this policy.

Procedures for Evaluation and Determination of Eligibility

Procedures for evaluation and determination of eligibility for special education and related services are conducted in accordance with the procedures and requirements of 34 C.F.R. 300.301-300.311 and the following state administrative rules:

10.16.3320 - Referral;

10.60.103 - Identification of Children with Disabilities;

10.16.3321 - Comprehensive Educational Evaluation Process;

Procedural Safeguards and Parental Notification

The District implements the procedural safeguard procedures as identified in 34 C.F.R. 300.500 - 300.530.

A copy of the procedural safeguards available to the parents of a child with a disability must be given to the parents only one (1) time a school year, except that a copy also must be given to the parents:

Upon initial referral or parent request for evaluation;
Upon receipt of the first state complaint under 34 CFR 300.151 through 300.153 and upon receipt of the first due process complaint under 34 CFR 300.507 in a school year;
In accordance with the discipline procedures in 34 CFR 300.530(h) (…on the date on which the decision is made to make a removal that constitutes a change of placement of a child with a disability because of a violation of a code of student conduct, the LEA must…provide the parents the procedural safeguards notice); and
Upon request by a parent.

A public agency also may place a current copy of the procedural safeguard notice on its internet website, if a website exists. [34 CFR 300.504(a) and (b)] [20 U.S.C. 1415(d)(1)]

The referral for special education consideration may be initiated from any source, including school personnel. To initiate the process, an official referral form must be completed and signed by the person making the referral. The District shall accommodate a parent who cannot speak English and therefore cannot complete the District referral form. Recognizing that the referral form is a legal document, District personnel with knowledge of the referral shall bring the referral promptly to the attention of the Evaluation Team.

The District shall give written notice to the parent of its recommendation to evaluate or not to evaluate the student. The parent will be fully informed concerning the reasons for which the consent to evaluate is sought. Written parental consent will be obtained before conducting the initial evaluation or before reevaluating the student.

The recommendation to conduct an initial evaluation or reevaluation shall be presented to the parents in their native language or another mode of communication appropriate to the parent. An explanation of all the procedural safeguards shall be made available to the parents when their consent for evaluation is sought. These safeguards will include a statement of the parents’ rights relative to granting the consent.

Evaluation of Eligibility

Evaluation of eligibility for special education services will be consistent with the requirements of 34 C.F.R. 300.301 through 300.311 regarding Procedures for Evaluation and Determination of Eligibility; and shall also comply with A.R.M. 10.16.3321.

Individualized Education Programs

The District develops, implements, reviews, and revises individualized education programs (IEP) in accordance with the requirements and procedures of 34 C.F.R. 300.320-300.328.

Least Restrictive Environment

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled, and special classes, separate schooling, or other removal of children with disabilities from the regular class occurs only if the nature or severity of the disability is such that education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily. Educational placement decisions are made in accordance with A.R.M. 10.16.3340 and the requirements of 34 C.F.R. 300.114 - 300.120, and a continuum of alternate placements is available as required in 34 C.F.R. 300.551.

Children in Private Schools/Out-of District Placement

Children with a disability placed in or referred to a private school or facility by the District, or other appropriate agency, shall receive special education and related services in accordance with the requirements and procedures of 34 C.F.R. 300.145 through 300.147 and A.R.M. 10.16.3122.

As set forth under 34 C.F.R. 300.137, children with a disability placed in or referred to a private school or facility by parents do not have an individual right to special education and related services at the District’s expense. When services are provided to children with disabilities placed by parents in private schools, the services will be in accordance with the requirements and procedures of 34. C.F.R. 300.130 through 300.144, and 300.148.

Impartial Due Process Hearing

The District shall conduct the impartial hearing in compliance with the Montana Administrative Rules on matters pertaining to special education controversies.

Special Education Records and Confidentiality of Personally Identifiable Information

Confidentiality of Information

The District follows the provisions under the Family Educational Rights and Privacy Act and implements the procedures in 34 C.F.R. 300.610-300.627, § 20-1-213, MCA, and A.R.M. 10.16.3560.

Access Rights

Parents of disabled students and students eighteen (18) years or older, or their representative, may review any educational records which are designated as student records collected, maintained, and used by the District. Review shall normally occur within five (5) school days and in no case longer than forty-five (45) days. Parents shall have the right to an explanation or interpretation of information contained in the record. Non-custodial parents shall have the same right of access as custodial parents, unless there is a legally binding document specifically removing that right.

List of Types and Locations of Information

A list of the records maintained on disabled students shall be available in the District office. Disabled student records shall be located in the appropriate office, where they are available for review by authorized District personnel, parents, and adult students. Special education teachers will maintain an IEP file in their classrooms. These records will be maintained under the direct supervision of the teacher and will be located in a locked file cabinet. A record-of-access sheet in each special education file will specify the District personnel who have a legitimate interest in viewing these records.

Safeguards

The District will identify in writing the employees who have access to personally identifiable information, and provide training on an annual basis to those staff members.

Destruction of Information

The District will inform parents five (5) years after the termination of special education services that personally identifiable information is no longer needed for program purposes. Medicaid reimbursement records must be retained for a period of at least six years and three months from the date on which the service was rendered or until any dispute or litigation concerning the services is resolved, whichever is later. The parent will be advised that such information may be important to establish eligibility for certain adult benefits. At the parent’s request, the record information shall either be destroyed or made

available to the parent or to the student if eighteen (18) years or older. Reasonable effort shall be made to provide the parent with notification sixty (60) days prior to taking any action on destruction of

records. Unless consent has been received from the parent to destroy the record, confidential

information will be retained for five (5) years beyond legal school age.

Children’s Rights

Privacy rights shall be transferred from the parent to an adult student at the time the student

attains eighteen (18) years of age, unless some form of legal guardianship has been designated

due to the severity of the disabling condition.

Discipline

Students with disabilities may be suspended from school the same as students without disabilities for the same infractions or violations for up to ten (10) consecutive school days. Students with disabilities may be suspended for additional periods of not longer than ten (10) consecutive school days for separate, unrelated incidents, so long as such removals do not constitute a change in the student’s educational placement. However, for any additional days of removal over and

above ten (10) school days in the same school year, the District will provide educational services to a disabled student, which will be determined in consultation with at least one (1) of the child’s teachers, determining the location in which services will be provided. The District will implement the disciplinary procedures in accord with the requirements of CFR 300.530-300.537.

Cross Reference: 1610 Annual Goals and Objectives

2050 Student Instruction

3141 Nonresident Student Enrollment

3141F Nonresident Student Enrollment Form

3210 Equal Education, Nondiscrimination and Sex Equity

8111 Transportation of Students With Disabilities

8426 Therapy Animals

8426P Service Animal Allowance Procedure

Legal Reference: 20-1-213 Transfer of School Records

20-7-469 Dyslexia-definition-screening-internvention

Title 20, Chapter 7, part 4 Special Education for Exceptional Children

10.16.3122 Local Educational Agency Responsibility for Students

with Disabilities

10.16.3220 Program Narrative

10.16.3321 Comprehensive Educational Evaluation Process

10.16.3340 Individualized Education Program and Placement

Decisions

10.16.3346 Aversive Treatment Procedures

10.16.3560 Special Education Records

10.55.805 Children with Disabilities

10.60.103 Identification of Children with Disabilities

37.85.414 Maintenance of Records and Auditing (Medicaid)

29 USC 701, et seq Section 504 of the Rehabilitation Act

42 USC 12101, et seq. Title II of the Americans with Disabilities Act of 1990

Title 20, Chapter 33, Subchapter I Individuals with Disabilities Education Act

34 CFR 300.1, et seq. Individuals with Disabilities Education Act

Policy History:

Adopted on:

Revised on: 2/25/2026

Bozeman Public Schools R

INSTRUCTION

Policy 2162

Section 504 of the Rehabilitation Act of 1973 (“Section 504”)

It is the intent of the District to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services. For those students who need or are believed to need special instruction and/or related services under Section 504 of the Rehabilitation Act of 1973, the District shall establish and implement a system of procedural safeguards. The safeguards shall cover students’ identification, evaluation, and educational placement. This system shall include: notice, an opportunity for the student’s parent or legal guardian to examine relevant records, an impartial hearing with opportunity for participation by the student’s parent or legal guardian, and a review procedure.

Legal Reference: Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794

ADA Amendments Act of 2008

34 C.F.R. §104.1 et seq. Purpose

34 C.F.R. §104.35 Evaluation and Placement

34 C.F.R. §104.36 Procedural safeguards

Policy History:

Adopted on: 2/28/1994

Revised on: 1/10/2011, 12/14/2020

Bozeman Public Schools R

INSTRUCTION

Procedure 2162P

Section 504 of the Rehabilitation Act of 1973 (“Section 504”)

(1) Referral

A. Students who are in need or are believed to be in need of accommodation under Section 504 may be referred for evaluation by a parent/guardian, teacher, other school personnel, or medical or mental health professional.

B. The District will consider the referral, and based upon a review of student records, academic, social, and behavioral records, including records regarding a student’s response to interventions attempted, will determine whether an evaluation under this procedure is appropriate. The district may elect to use regular education intervention strategies to assist the student with difficulties in school. Such intervention strategies may not unduly delay a referral. If the District determines that an evaluation is not warranted, the district will notify parents as to the reasons why.

(2) Evaluation and Placement

A. The purpose of student evaluation shall be to determine eligibility for accommodations as a person with a disability.

B. In interpreting evaluation data and in making educational decisions, the district shall:

Draw upon information from a variety of sources. Evaluation data MAY include but is not limited to: achievement testing, anecdotal records and teacher recommendation, social and cultural background, and adaptive behavior

Ensure that all evaluation data is documented and carefully considered.

Ensure that decisions are made by a group of persons knowledgeable about the student, the meaning of evaluation data, and placement and accommodation options.

C. For students who have been identified as disabled under Section 504, the District shall determine what general education accommodations are needed to ensure that the student receives a free, appropriate education. The District shall ensure that the student is educated with non-disabled students to the maximum extent appropriate to meet the student’s individual needs.

D. Periodic reevaluations shall be provided to determine continuing need and eligibility for accommodations under Section 504. Reevaluations shall occur at a minimum every three years.

(3) Nonacademic Services

A. The District shall provide nonacademic and extracurricular services and activities in such manner as is necessary to afford students with disabilities an equal opportunity for participation in such services and activities.

B. Nonacademic and extracurricular services and activities are provided to the extent that they are provided to non-disabled students, and may include counseling services, physical recreational athletics, transportation, health services, recreational activities, special interest groups or clubs

sponsored by the District, referrals to agencies which provide assistance to persons with

disabilities, and employment of students, including both employment by the District and assistance

in making available outside employment.

Counseling services. Whenever the District provides personal, academic, or vocational counseling, guidance, or placement services to nondisabled students, it shall provide these services without discrimination to students on the basis of disability. The District shall ensure that qualified students with disabilities are not counseled toward more restrictive career objectives than are nondisabled students with similar interests and abilities.

Physical education and athletics. (1) In providing physical education courses and athletics and similar aid, benefits, or services to any of its students, the District may not discriminate on the basis of disability. The District shall offer an equal opportunity for participation to qualified students with disabilities, in physical education courses, interscholastic, club, or intramural athletics.

PROCEDURAL SAFEGUARDS

(1) Notice

The District shall provide written notice to the parent or legal guardian of a Section 504 student, prior to initiating an evaluation of the child and/or determining the appropriate educational placement of the child, including special instruction and/or related services.

Record Review

Upon request, the parent or legal guardian of the student shall be allowed to examine all relevant records relating to the child’s education and the District’s identification, evaluation, and/or placement decision.

Grievance Procedure: Mediation/Impartial Due Process Hearing. If the parent or legal guardian of a student who qualifies under Section 504 for special instruction or related services disagrees with a decision of the District with respect to: (1) the identification of the child as qualifying for Section 504; (2) the District’s evaluation of the child; and/or (3) the educational placement of the child, the parents of the student are entitled to certain procedural safeguards. The student shall remain in his/her current placement until the matter has been resolved through the process set forth herein.

In the event of a disagreement between the parent/guardian and the District, the parties may mutually agree to submit the matter to mediation. A mediator may be selected from the Office of Public Instruction’s list of trained mediators.

The parent or legal guardian of the student may make a request in writing for an impartial due process hearing. The written request for an impartial due process hearing shall identify with specificity the areas in which the parent or legal guardian is in disagreement with the District;

Upon receipt of a written request for an impartial due process hearing, a copy of the written request shall be forwarded to all interested parties within three (3) business days;

Within ten (10) days of receipt of a written request for an impartial due process hearing, the District shall select and appoint an impartial hearing officer who has no professional or personal interest in the matter. In that regard, the District may select a hearing officer from the list of special education hearing examiners available at the Office of Public Instruction, the county superintendent, or any other person who would conduct the hearing in an impartial and fair manner;
Once the District has selected an impartial hearing officer, the District shall provide the parent or legal guardian and all other interested parties with notice of the person selected;

Within five (5) days of the District’s selection of a hearing officer, a prehearing conference shall be scheduled to set a date and time for a hearing, identify the issues to be heard, and stipulate to undisputed facts to narrow the contested factual issues;

H. The hearing officer shall, in writing, notify all parties of the date, time, and location of the due process hearing;

I. Anytime prior to the hearing, the parties may mutually agree to submit the matter to mediation. A mediator may be selected from the Office of Public Instruction’s list of trained mediators;

J. At the hearing, the District and the parent or legal guardian may be represented by counsel;

K. The hearing shall be conducted in an informal but orderly manner. Either party may request that the hearing be recorded. Should either party request that the hearing be recorded, it shall be recorded using either appropriate equipment or a court reporter. The District shall be allowed to present its case first. Thereafter the parent or legal guardian shall be allowed to present its case. Witnesses may be called to testify, and documentary evidence may be admitted; however, witnesses will not be subject to cross-examination, and the Montana Rules of Evidence will not apply. The hearing officer shall make all decisions relating to the relevancy of all evidence intended to be presented by the parties. Once all evidence has been received, the hearing officer shall close the hearing. The hearing officer may request that both parties submit proposed findings of fact, conclusions, and decision;

L. Within twenty (20) days of the hearing, the hearing examiner should issue a written report of his/her decision to the parties;

M. Appeals may be taken as provided by law. The parent or legal guardian may contact the Office of Civil Rights, 912 2nd Avenue, Seattle, WA 98714-1099; (206) 220-7900.

(2) Uniform Complaint Procedure. If a parent or legal guardian of the student alleges that the District and/or any employee of the District has engaged in discrimination or harassment of the student, the parent or legal guardian will be required to proceed through the District’s Uniform Complaint Procedure.

Legal Reference: 34 C.F.R. 104.36 Procedural safeguards

Policy History:

Adopted on: 1/10/2011

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2163

Traffic Education

Bozeman Public School District will provide a drivers’ training instruction program for students who live within the geographic boundaries of the public school district, whether or not they are enrolled in the public school district and provided that students enrolled in the course will have reached their fifteenth (15th) birthday within six (6) months of course completion and have not yet reached nineteen (19) years of age on or before September 10 of the school year in which the student participates in traffic education.

All eligible students will be treated fairly and without bias in the notification, enrollment, and class administration procedures associated with the traffic education program.

The purpose of the program is to introduce students to a course of study which should lead to the eventual development of skills appropriate for a licensed driver. The traffic education program is designed to meet the criteria established by the Superintendent of Public Instruction. These criteria include requirements for instructional time, for instructor certification, recommendations for course of study, and reimbursement procedures.

The District will determine and will communicate on the Traffic Education website how the classroom portion of the traffic education course will be delivered based on available resources. Instruction could be conducted in a traditional classroom environment or delivered remotely online.

Legal Reference: § 20-7-502, MCA Duties of superintendent of public instruction

§ 20-7-503, MCA District establishment of traffic education program

§ 20-7-507, MCA District traffic education fund

10.13.307, ARM Program Requirements

10.13.312, ARM Student Enrollment

Policy History:

Adopted on: 6/12/2006

Revised on: 6/11/2018, 12/14/2020, 7/10/2023

Bozeman Public Schools

INSTRUCTION

Procedure 2163P

Traffic Education

Program Information:

Traffic education information distributed to each parent at each application meeting and to each parent who comes to the Adult and Community Education office. The information is addressed verbally at each application meeting and posted on the traffic education website, www.bsd7.org/students_parents/traffic_education.

Enrollment:

The student’s full legal name as it appears on the birth certificate is required on the application.
All applications accepted. Priority is given to students who reside in School District 7 geographic boundary.
Students must re-apply for a new session of Traffic Ed if they were unsuccessful getting into a class in a prior application process.
Class lists are determined by date of birth, i.e., older students have priority.
Parents/guardians of students who are accepted into a class will receive a letter, sent to the address listed on application form, with class details, i.e., location, teachers, payment schedule, etc.
Once the program fee is paid, there are no refunds, credits, or makeups.

Attendance:

Students and parents/guardians should consider family/student schedules: sports, vacations, jobs, etc. since attendance in the Traffic Ed class is mandatory.
Attendance at all classes is expected, though up to two (2) class absences will be allowed with appropriate classwork made up. A third classroom absence will result in an “unsuccessful” completion of the class. No absences are allowed for the in-car drives/observations or the last two days of class in each session.
Driving is conducted on some Saturdays.

Policy History:

Adopted on: 6/12/2006

Revised on: 8/2011, 10/2014, 7/2017, 7/2018

Bozeman Public Schools

INSTRUCTION

Policy 2164

Homebound, Hospital and Off-Site Instruction

Students Temporarily Incapable of Attending School

Homebound or off-site instruction may be available to students who are temporarily physically and/or emotionally incapable of attending school. Such instruction shall be designed to serve students during the time they are incapable of attending school. It shall be available to students as the need develops. Homebound, hospital and off-site instruction shall be considered an alternative service to be provided only during specific periods. It shall be provided in accordance with state law.

Specific goals of such homebound, hospital and off-site instruction shall be:

To assist the student to maintain academic functioning at as normal a level as possible during the time he/she is unable to attend school.

To promote communication between the student and the school so that he/she feels part of the school community.

Whereas homebound and hospital instruction are intended for those students who are unable to attend school because of a medical disability, off-site instruction is designed for students who present a clear and present danger to self and others. Under these circumstances, a temporary educational placement outside of the school environment must be provided until an appropriate placement can be found, or until it is determined that the student can be safely returned to the school environment.

Students with Disabilities

Homebound, hospital or off-site instruction may be provided to a child with disabilities as an educational placement when the nature or severity of the child’s disability is such that education in a school setting, with the use of supplementary aids and services, cannot be achieved satisfactorily.

Policy History:

Adopted on: 11/24/1986

Revised on: 2/23/2009, 4/08/2024

Bozeman Public Schools

INSTRUCTION

Procedure 2164P

Homebound, Hospital and Off-Site Instruction

I. Instruction for Medically Homebound

Those students who are receiving instructional services who were in the education program and due to medical reasons, certified by a medical doctor, are unable to be present for pupil-instruction. (A.R.M. 10.15.101)

Criteria for counting Homebound students (A.R.M. 10.20.102(8)):

(8) Homebound students, as defined in A.R.M. 10.15.101, and students who are confined to a treatment, medical, or custodial facility may be counted as enrolled for ANB purposes if the student:

(a) is enrolled as defined in A.R.M. 10.15.101 and is currently receiving organized and supervised pupil instruction as defined in 20-1-101, MCA;

(b) is in a home or facility which does not offer a regular educational program; and

A written statement must be on file with the district from the student's physician verifying the medical disability, stating the anticipated length of the absence from the school, and recommending the service as compatible with the student's present health and medical status.

II. Instruction for Students with Disabilities

Home, hospital or off-site instruction may be provided to a child with disabilities as an educational placement when the nature or severity of the child’s disability is such that education in a school setting, with the use of supplementary aids and services, cannot be achieved satisfactorily. State and federal regulations guiding the provision of a Free Appropriate Public Education (FAPE) shall be followed in determining an appropriate instructional program.

Such students will be considered as students with an IEP-driven shortened-day, and may be counted as enrolled full-time for ANB purposes.

III. Instruction for Students who Pose a Clear and Present Danger to Others

At the discretion of the Superintendent, a student may be placed immediately on off-site instruction when the student's behavior is determined to endanger the welfare and safety of self and/or others. Students who receive home, hospital, or off-site instruction for reasons other than medical-homebound or IEP shortened-day services will be counted as “present-homebound” but will not be counted for ANB purposes.

IV. Conditions of Instruction:

Homebound, hospital or off-site instruction will be provided by or under the direction of a teacher with a current Montana certificate. Technology assisted instruction may be provided as part of a homebound, hospital, or off-site program. Five hours per week of one-to-one instruction will normally be considered adequate to maintain a student's skill level. Homebound instruction shall not exceed 10 hours per week, unless required to provide FAPE. It is expected that students will work independently on assignments between tutorial visits.

During instructional time another adult, preferably a member of the student's family, may be required to be present at the location of instruction.

Policy History:

Adopted on:

Revised on: 7/21/1988, 5/11/2009, 8/31/2011, 4/08/2024

Bozeman Public Schools

INSTRUCTION

Policy 2165

Early Targeted Interventions

Purpose and Goals

The Board of Trustees finds proficiency in reading and math at or above grade level to be essential for educational success. The purposes of this policy are to:

provide parents with voluntary early interventions for their children;
increase the number of children in the District who are reading and math proficient at the end of 3rd grade and in so doing help those children develop their full educational potential pursuant to Article X, section 1(1), of the Montana Constitution; and
foster a strong economic return for the state on early literacy and math investment through enhancing the District’s skilled workforce and decreasing future reliance on social programs and the criminal justice system.

The Board of Trustees intends to collaborate with the Board of Public Education and Office of Public Instruction to achieve the purposes of this policy by gathering, analyzing, and making available outcome data and by continually refining the interventions to increase the efficacy and efficiency of each intervention.

The Superintendent may develop procedures to ensure the effective administration of this policy.

Compliance

The early targeted intervention strategies, programs, and services established, authorized, and implemented by this policy shall be in accordance with early childhood education standards at Title 10 Chapter 63 ARM. The early targeted intervention strategies, programs, and services established, authorized, and implemented by this policy shall include, at minimum:

ongoing evaluation of student progress used to tailor instruction to specific student needs;
strategies to encourage, enhance, and honor parental involvement;
methods to employ and assign qualified staff to deliver programming who have completed a fingerprint based criminal background check in accordance with Policy 5120 and Policy 5122 and receive regular professional development in accordance with Policy 5121;
adherence to eligibility standards;
organization, when applicable, of classrooms which satisfy physical, supervision, safety, and capacity standards; and
dedicated Trustee and administrative leadership in accordance with Policy 6110.

Child Evaluation

An eligible child is defined as a child who has been determined, through evaluation methodologies selected by the Board of Public Education, to be below a trajectory leading to reading or math proficiency at the end of 3rd grade. An eligible child may receive early targeted intervention provided by the District for the subsequent school year in accordance with this policy.

The Board of Trustees authorizes the District staff to administer evaluation methodologies each year to a child who will be 4 years of age or older on or before the following September 10 and who has not yet entered 3rd grade.

A child shall not be evaluated to determine eligibility for early targeted intervention without written parental consent.

Classroom Based Programming

The Board of Trustees has established a classroom-based early targeted intervention program. The Board of Trustees authorizes the District staff to admit, enroll, and serve an eligible child who is 4 years of age or older on or before September 10 of the year in which the child is to participate in the program and who is not entering and who has not completed kindergarten in the District’s classroom-based early targeted intervention program. The classroom-based program shall foster parental engagement and be research-based and proven effective at developing early literacy and math skills in populations at risk of not being reading or math proficient at the end of 3rd grade

Jumpstart Programming

The Board of Trustees has established a jumpstart early targeted intervention program. The Board of Trustees authorizes the District staff to admit, enroll, and serve an eligible child who is 5 years of age or older on or before September 10 of the year in which the child is to participate in the program and who has not yet completed 3rd grade.

An eligible child participating in a jumpstart program provided by a district other than the child's resident school district does not require an out-of-district attendance agreement and is not subject to the tuition laws under 20-5-320 through 20-5-324.

The District’s jumpstart program shall take place during the time between the end of one school calendar year and the start of the next school calendar year, as set by the Board of Trustees in accordance with Policy 2100, preceding a child's entry into kindergarten, 1st grade, 2nd grade, or 3rd grade. The jumpstart program shall be at least 4 weeks in duration and provide at least 120 instructional hours. The jumpstart program shall be designed in a manner to increase the likelihood of a child being evaluated at the end of the ensuing school year to be at or above a trajectory leading to reading and math proficiency at the end of 3rd grade.

Reporting and Funding

The Board of Trustees authorizes the District administration to include an eligible child participating in a classroom-based program in accordance with this policy in enrollment counts for the purpose of ANB calculations in the manner described in Policy 3121.

The Board of Trustees authorizes the District administration to report the number of eligible children participating in a home-based program to the superintendent of public instruction for purposes of receiving payment for provided programming.

The Board of Trustees authorizes the District administration to include an eligible child participating in a jumpstart program in accordance with this policy in enrollment counts on a quarter-time basis for the purpose of ANB calculations in the manner described in Policy 3121.

The Board of Trustees shall monitor the early intervention programs and authorize the District administration to report annually to the superintendent of public instruction on the efficacy of the program no later than July 15 of each year.

Cross Reference: 2100 School Calendar

3121 Enrollment and Attendance Records

5120 Hiring Practices

5121 Applicability of Personnel Policies

5122 Fingerprints and Criminal Background Investigations

6110 Superintendent Duties and Authority

Legal Reference: Article X, section 1(1), of the Montana Constitution

Title 20, Chapter 7, Part 18 Early Targeted Interventions

Title 10 Chapter 63 ARM Early Childhood Standards

Section 20-9-311, MCA Calculation of ANB

Policy History:

Adopted on: 4/08/2024

Revised on: 7/28/2025

Bozeman Public Schools

INSTRUCTION

Policy 2166

Gifted Program

To the extent possible with available resources, all gifted and talented students will have the opportunity to participate in appropriate educational programs. “Gifted and talented students” are students of outstanding abilities, who are capable of high performance and who require differentiated educational programs beyond those normally offered in public schools, in order to fully achieve their potential contribution to self and society.

The District shall:

Provide educational services to gifted and talented students that are commensurate to their needs, and foster a positive self-image.

Comply with all federal and state laws and regulations regarding addressing gifted education.

Provide structured support and assistance to teachers in identifying and meeting the diverse student needs of gifted and talented students, and shall provide a framework for considering a full range of alternatives for addressing student needs.

The Superintendent will establish procedures consistent with state guidelines for nominating, assessing, and selecting children of demonstrated achievement, or potential ability in terms of general intellectual ability and academic aptitude.

Legal References: §§ 20-7-901 - 904, MCA Gifted and Talented Children

10.55.804, ARM Gifted and Talented

Policy History:

Adopted on: 11/24/1986

Revised on: 9/12/2016

Bozeman Public Schools

INSTRUCTION

2166P

Gifted Programming

In compliance with Policy 2166 and in keeping with the Bozeman Public Schools' goal to offer instructional strategies that address differences in abilities, needs, and learning needs of all students, the district is committed to the identification of gifted learners and providing appropriate educational experiences for them.

Academic Acceleration Procedure

The Bozeman Board of Trustees believes that all students, including advanced learners, should be challenged and supported to reach their full potential. In accordance with the belief that all children are entitled to an education commensurate with their specific needs, students who can exceed the grade-level indicators and benchmarks set forth in the standards must be afforded the opportunity and be encouraged to do so. For some advanced learners, this can best be achieved by affording them access to curriculum, learning environments, and instructional interventions at an advanced grade level.

Note: This procedure may be affected by changing conditions. If the need to re-write this procedure becomes necessary, or in the event that temporary district-wide circumstances require implementation of a short-term alternate procedure, there will be no grandfathering, i.e., exemptions that allow continued operation under an earlier posted procedure.

Definition

Acceleration: Acceleration occurs when students move through traditional curriculum at rates faster than typical. Acceleration may occur via curriculum compacting, early entrance to kindergarten or college, dual-credit courses such as Advanced Placement and dual enrollment programs, and whole grade or subject-based acceleration.

Grade-Level Acceleration (GLA): The practice of assigning a student to a higher grade level than is typical given the student’s age on a full-time basis for the purpose of providing access to appropriately challenging learning opportunities (e.g. after completing first grade, a student is placed in a 3rd grade classroom in the fall). GLA is a well-researched Tier 3 MTSS intervention and is appropriate when a student’s aptitude and achievement is well beyond grade-level standards and similar age peers in all core academic areas.

Referrals and Evaluation

District protocols detailing the procedures specific to GLA have been established and shall be available to district staff and parents at each school building.
The gifted education coordinator shall work collaboratively with building principals, staff, and site acceleration teams to ensure district-wide alignment with the GLA protocols
Any student residing in the District meeting the district SSA or GLA screening recommendation guidelines may be referred by a district staff member or a parent/guardian to the principal of his/her school for consideration of accelerated placement. A student may refer himself or herself through a district staff member who has knowledge of the referred child’s abilities.

The principal of each building shall ensure that all staff s/he supervises is aware of the procedures for referring students and shall collaborate with the gifted education coordinator to solicit student referrals for possible accelerated placement screening annually.

Each building acceleration team will adhere to the GLA and SSA protocols to determine the most appropriate available learning environment for the referred student and if acceleration screening is appropriate.

A student must be referred for accelerated placement 60 or more days prior to the end of the school year for GLA, or by the designated SSA window deadline as stated in the district assessment calendar.
For students new to Bozeman Public Schools in the fall, acceleration screening referrals will occur 3-4 weeks after the first day of school. Sufficient evidence for the consideration of acceleration must be provided by the prior school district.
A parent or legal guardian of the evaluated student shall be notified in writing of the outcome of the evaluation and screening process within 45 days of the submission of the referral to the referred student’s principal for GLA and within 30 days of the SSA window closing. A parent or legal guardian of the referred student may appeal in writing the district’s decision to the Deputy Superintendent within 30 days of being notified of the team’s decision. The student will remain in the current grade level but will begin the fall in an active MTSS status to monitor needs.

Accelerated Placement

All accelerated placement will take place at the start of the following school year.
Students who are new to the district and meet the criteria for single-subject or grade-level acceleration will be placed in the appropriate setting within the timeframe recommended by the team.
For students who require a change in building to support SSA, parents are responsible for providing transportation.
The SSA and GLA protocol shall specify an appropriate transition period for the accelerated placement.

At any time during the transition period, it may be determined by the building staff, parent or student that the accelerated placement should be reconsidered. In such cases, the principal shall remove the student without repercussions from the accelerated placement.
At the end of the transition period, the accelerated placement shall become permanent. The student’s records shall be modified accordingly.

If the principal deems a distance-delivered course is appropriate, s/he and the gifted coordinator will coordinate services that will be provided on the school site. Only distance delivered courses meeting A.R.M. 10.55.907 will be approved. Most typically, distance delivery will be from the Montana Digital Academy. Distance delivered courses that require a fee will be decided based on the availability of funds.

Credit for high school courses taken before the last day of grade 8 will be awarded pursuant to the guidelines in Policy 2410 and 2410P.

District Protocols: Single-Subject Acceleration

Grade-Level Acceleration

Cross Reference: 2375 Advancement Requirements

2410 High School Graduation Requirements

2413 Credit Transfer/Assessment for Placement

2421 Promotion and Retention

2168 Distance Learning Courses

Legal Reference: ARM 10.55.907 Distance, Online, and Technology Delivered Learning

Policy History:

Adopted on: 5/12/2008

Revised on: 6/02/2010, 4/24/2013, 8/27/2014, 2/19/2021, 3/11/2025

Bozeman Public Schools

INSTRUCTION

Policy 2167

Correspondence Courses

The District will permit a student to enroll in an approved correspondence course from a school accredited by a nationally recognized accreditation program or agency as verified by the Superintendent, in order that such student may include a greater variety of learning experiences within the student’s educational program not covered by Policy 2168 and 2170.

Credit for correspondence courses may be granted, provided the following requirements are met:

Prior permission has been granted by the Superintendent or designee and documented in a

correspondence course plan that includes the details of enrollment and completion of the course;

The program fits the education plan submitted by the regularly enrolled student;

Credit is granted for the following approved schools:

Schools verified by the Superintendent to be accredited by a recognized accrediting agency;

Community colleges, vocational-technical institutes, four-(4)-year colleges and universities and state-approved private schools in the state of Montana; and

Other schools or institutions which are approved by the District after evaluation for a particular course offering.

The District shall not be obligated to pay for a student’s correspondence courses unless otherwise specified in Policy 2170. Any courses the District does not pay for will not be included in the ANB calculation in accordance with Policy 3121.

No correspondence courses are allowed that serve to supplant required coursework in grades 9-12.

Cross Reference: 2410-2410P High School Graduation Requirements

3121 Enrollment and Attendance Records

Legal Reference: § 20-7-116, MCA Supervised correspondence study

ARM 10.55.906 High School Credit

§ 20-9-311, MCA Calculation of average number belonging (ANB) -- three-year

Averaging

Chapter 580 (2023) Remote Instruction

Chapter 307 (2023) Transformational Learning

Policy History:

Adopted on: 11/24/1986

Revised on: 1/14/2002, 5/10/2010, 8/18/2014, 12/14/2020, 1/10/2022, 4/25/2022, 7/10/2023

Bozeman Public Schools R

INSTRUCTION

Policy 2168

Remote Instruction from Non-District Sources

For the purposes of this policy, remote instruction is pupil instruction that occurs through virtual learning processes incorporating distance and online learning methods that best prepare pupils to meet desired learning outcomes which is not delivered by District-employed staff or through Montana Digital Academy. Remote instruction authorized under this policy is distinct from remote instruction provided under Policy 2050 and Policy 2170.

The District may authorize student use of remote instruction from non-district sources programs, provided the following requirements are met:

The remote instruction programs and/or courses shall meet the learner expectations adopted by the District and be aligned with state content and performance standards;

The District shall provide a report to the Superintendent of Public Instruction, documenting how it is meeting the needs of students under the accreditation standards, who are taking a majority of courses during each grading period via remote instruction programs;

The District will provide qualified instructors and/or facilitators as described in state law and regulations;

The District will ensure that the remote instruction learning facilitators receive in-service training on technology-delivered instruction as described in state law and regulations;

The District will comply with all other standards as described in applicable state laws and regulations and District Policies.

The District will permit a student to enroll in an approved, remote instruction course under this policy, in order that such student may include a greater variety of learning experiences within the student’s educational program.

Credit for remote instruction courses under this policy may be granted, provided the following requirements are met:

Prior permission has been granted by the Superintendent or designee and documented in a personalized learning plan that includes the details of enrollment and completion of the course;

Remote instruction courses may be allowed to supplant required coursework in grades 6-12 if approved by the Superintendent or designee.

The Superintendent or designee has verified the course is delivered from school or institution to be accredited by a nationally recognized accreditation program or agency.

The District will not be obligated to pay for a student’s remote instruction courses under this policy unless

required for graduation or otherwise specified in Policy 2170. Any courses the District does not pay for will not be

included in the ANB calculation in accordance with Policy 3121.

Cross Reference: 2050 Innovative Student Instruction

2100 School Calendar and Year

2170 Digital Academy Classes

2410-2410P High School Graduation Requirements

3121 Enrollment and Attendance Records

Legal Reference: § 20-9-311(4)(d),MCA Calculation of Average Number Belonging

ARM 10.55.705 Administrative Personnel; Assignment of School

Administrators/Principals

ARM 10.55.906 High School Credit

Chapter 580 (2023) Remote Instruction

Chapter 307 (2023) Transformational Learning

Policy History:

Adopted on: 12/10/2007

Revised on: 5/10/2010, 8/18/2014, 4/08/2019, 12/14/2020, 1/10/2022, 4/25/2022, 7/10/2023

Bozeman Public Schools R

INSTRUCTION

Form 2168F

Online and Technology Delivered Learning – Information and Guidelines for Success

Online learning is an alternative to learning in a traditional classroom. One of the misconceptions that students have is that online learning is an easier route. Online learning is a more flexible route, but it is not easier. The guidelines below are some things to think about as you decide if online learning is for you.

In order to take an online course, you must complete an online registration form. You may need to complete an online or part-time attendance approval form. You should see your counselor for these forms. Your application will be reviewed by your school counselor and administration. You will be asked to give a reason for taking an online learning course, and you will be asked to indicate criteria that fit your particular situation. Look at the statements below and answer them honestly. If you answer no to any of them, you might reconsider if online learning will work for you:

Technical Competencies and Access

Taking into consideration my personal, academic, work and extracurricular activities (sports, clubs, etc.), will I be able to devote as much or more time to my online class, as I do for my traditional studies?
Am I comfortable using the Internet as a means of communication and research?
Do I have daily access to a computer with Internet access and email? (Access at school or during the school day is not guaranteed.)
Do I understand how to send and receive email, send and receive email attachments, browse and search the Internet, manage files, upload items, use word processing programs, type reasonably fast and with accuracy and understand the basics of computer applications such as copy, paste and save?

Learning Styles

Am I confident in seeking help from teachers?
Am I able to prioritize tasks, manage my time, organize assignments and complete assigned work within a deadline?
Are my writing, reading and communication abilities above average?
Am I comfortable working alone on assignments?
Do I learn best when I read the directions, rather than an instructor lecturing and giving verbal explanations?
Do I like to take an active part in discussion boards (forums)?

Other Important Issues to Consider before signing up for an online learning course

Successful online learning students have parents, teachers and mentors who support their learning. You will be asked to secure signatures from your parents and your counselor to participate.
You must also be able to allocate enough time to complete your coursework. This is a challenge for a lot of students. Once a student gets behind in an online class, it is difficult to catch up.
You must be honest with yourself. If you are not self-motivated, then this is not the place for you. Students taking online classes are responsible for their own learning as there is no face-to-face interaction with the teacher. Students must be disciplined to stay on top of assignments, due dates, note taking, reading, writing, commenting, etc.

For high school students, courses taken online will count toward graduation, will be posted on your transcript, and will count toward your GPA.

SCHOOL NAME

2168F (Currently 2169F)

(reference: District Policy 2168, 2170, 2410P)

Policy History:

Adopted on:

Revised on: 3/31/2022

Bozeman Public Schools

INSTRUCTION

Policy 2170

Digital Academy Classes

The purpose of the Montana digital academy is to enhance the state's system of education and support the development of the full educational potential of each person consistent with the provisions of Article X, section 1(1), of the Montana constitution.

The District recognizes that the District and students enrolled on either a full time or part time basis may have a need for greater flexibility in the educational program due to funding, teacher availability, individual learning styles, health conditions, employment responsibilities, lack of success in traditional school environments or a desire for students to accelerate their learning and work at the college level before leaving high school. The District acknowledges that remote instruction offered by the Montana Digital Academy (MTDA) may fulfill these needs. MTDA is a specific form of remote instruction distinct from those offered in accordance with Policies 2050 and 2168.

MTDA is authorized by Montana law to charge fees for students to access offered courses. The District shall pay fees for students enrolled in an MTDA class that is required for graduation as specified in District policy or the student handbook or as determined by the Superintendent or designee. The District may charge students a reasonable fee for an MTDA course or activity not required for graduation. The Board of Trustees authorizes the Superintendent to waive the fee in cases of financial hardship. Any courses the District does not pay for will not be included in the ANB calculation in accordance with Policy 3121.

The Superintendent, or designees, shall be responsible for developing procedures for the MTDA that address related topics that may include but are not limited to specification and determination of graduation requirements and fee collection for classes that are not required. Further, the MTDA ensure compliance with Montana law including:

Further, the MTDA ensure compliance with Montana law including:

MTDA courses satisfy the requirements of the MTDA Clearinghouse and empower students to become

community, college, and career ready, through:

core subject matters required under accreditation standards or adopted by the Board of Trustees;
innovative educational programs, as defined in Section 15-30-3102, MCA; and
proficiency-based courses under Policy 1005FE and Policy 2050.

Qualified district staff provides information and guidance to students and parents regarding the selection of appropriate MTDA courses to meet their needs, as well as a suitable number of MTDA courses in which a student may enroll consistent with Policy 2158
The curriculum requirements of the state and school district are met.
All MTDA courses taken by the students will be approved by the administration in advance of enrollment.
All teacher-led online courses include licensed, highly qualified teachers.

Cross Reference: 2050 Innovative Student Instruction

2100 School Calendar and Day

2158 Family Engagement

2168 Remote Instruction

2170P Digital Academy Procedures

2420P Grading and Reporting Guidelines

3121 Enrollment and Attendance Records

3520 Student Fees, Fines, and Charges

Legal Reference: §20-7-1201, MCA Montana digital academy – purposes - governance

§20-7-1202, MCA Funding – rulemaking authority

§20-9-213, MCA Fees

§ 20-9-311, MCA Calculation of average number belonging (ANB) -- three-year averaging

Chapter 580 (2023) Remote Instruction

Chapter 307 (2023) Transformational Learning

Chapter 537 (2023) Revise Digital Academy

Policy History:

Adopted on: 8/09/2010

Revised on: 1/10/2022, 4/25/2022, 7/10/2023

Bozeman Public Schools

INSTRUCTION

Policy 2170P

Digital Academy Classes

The District will permit a student to enroll in Montana Digital Academy (MDA) or Edgenuity classes in order that such student may include a greater variety of learning experiences within the student’s educational program or enroll in a class for credit recovery.

The District will allow students to enroll in the Montana Digital Academy or Edgenuity program under the following conditions:

The student must be an enrolled student in the District.

Prior permission has been granted by the principal and documented in a course plan that includes the details of enrollment and completion of the course.

The program fits the education plan submitted by the regularly enrolled student.

A part-time student must be enrolled for a minimum of 180 aggregate hours of instruction as provided in 20-9-311(4)(a)(i). This can be an onsite or an MTDA or an Edgenuity class.

Determination of Montana High School Association (MHSA) eligibility will be based on eligibility rules established by MHSA. Students who wish to take MTDA or Edgenuity classes and participate in MHSA activities must follow all extracurricular eligibility rules.

The student will have the option of taking the MTDA or Edgenuity class(es) in the school building, during school time, or outside of the school building at a remote location, depending how and when such class(es) is/are offered.

Any MTDA or Edgenuity course offered may be made available to a student at the discretion of the Superintendent or designee and all courses offered by MTDA or Edgenuity shall be considered approved by the Board of Trustees for the applicable school fiscal year.

The District shall pay fees for students enrolled in an MTDA or Edgenuity class that a student needs to remain on track for graduation as specified in District policy or the student handbook or as determined by the Superintendent or designee. Classes defined as satisfying a need of a student to remain on track for graduation include classes taken for purposes of credit recovery and classes where remote delivery of the course is specifically identified as part of the IEP of a student with a disability. Classes defined as being required for graduation do not include remote classes that duplicate courses already made available to a student by the District onsite as determined by the Superintendent or designee. Remote courses in which a student requests to enroll despite onsite availability will therefore be considered an elective class not required for the student to remain on track for graduation and will be, subject to a student fee as referenced in this policy.

The District shall charge students a reasonable fee for an elective MTDA or Edgenuity course or activity not required for graduation. The Board of Trustees authorizes the Superintendent to waive the fee in cases of financial hardship.

Policy History:

Adopted on:

Revised on: 11/01/2010, 8/31/2011, 8/27/2014, 9/08/2015, 9/15/2021, 3/31/2022, 9/22/2022, 7/10/2023

Bozeman Public Schools

INSTRUCTION

Policy 2171

Significant Writing Program

The Board of Trustees has determined that a significant writing program is critical for the education program of the students. The significant writing program has been developed by the administration and staff and approved by the Board. The District’s intensive writing program does not meet the requirements of a significant writing program as defined in the Administrative Rules of Montana.

Legal References: 10.55.701(2) (p) ARM Board of Trustees

10.55.713 (4) ARM Teacher Load and Class Size

Policy History:

Adopted on: 8/18/2014

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2171P

Writing Program – Bozeman Public Schools Procedure

Intensive Writing Program

Classes capped at 21:

English I

English II

AP English

Classes capped at 25:

English IV

Journalism I

Creative Writing

College Prep Writing

Applied Writing

Components of an effective, intensive writing program:

Explicit writing instruction is part of the course content as a significant, recurring activity;
Students use writing as a tool for learning and understanding course content;
Students develop information literacy by finding, evaluating, and using information effectively;
Students formulate and express opinions and ideas in writing;
Students learn to write in forms and for purposes and audiences typical of disciplines and professions in ways that are clearly separate from foundational skills courses;
Students receive constructive responses to their writing, with feedback explicitly directed at improving the quality of their writing;
Students revise formal documents as part of the process of writing;
A significant portion (at least 50%) of the course grade depends on the quality and content of written assignments, which teachers evaluate according to explicit criteria. (Montana Association of Teachers of English Language Arts, 2012)

Policy History:

Adopted on: 8/18/2014

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2221

School Closure

The Superintendent may order closure of schools in the event of extreme weather or other emergency, in compliance with established procedures for notifying parents, students, and staff.

The Board of Trustees is authorized to declare that a state of emergency exists within the community. A declaration issued by the Board of Trustees is distinct from any declaration in effect or previously issued by local, state or federal authorities. An emergency declaration issued by the Board of Trustees authorizes the School District to take extraordinary measures to protect students and staff while delivering education services in a manner authorized by law. The method and location of instruction and related educational services shall be implemented in a manner that serves the needs of students, their families, and staff and preserves the School District’s full entitlement of funding.

The trustees may order the emergency closure of schools for one (1) school day each year, without the need to reschedule the lost pupil instruction time when the closure is the result of an emergency. The 1-school-day closure under this subsection is not subject to the reduction in BASE aid pursuant to Section 20-9-805, MCA.

In the event of a declared emergency, the School District shall avail itself of all flexibilities allowed by law, rule, or regulation and shall be otherwise governed by the school finance laws and rules of the state of Montana. The School District shall comply with auditing requirements and reserves the authority to assert its rights to manage school district funds or seek state and federal funds in a manner consistent with the full flexibility available under all applicable laws.

If a declaration of emergency is declared by the Board of Trustees, it may later adopt a resolution that a reasonable effort has been made to reschedule the pupil-instruction time lost because of the unforeseen emergency. If the trustees adopt the resolution, the pupil-instruction time lost during the closure need not be rescheduled to meet the minimum requirement for aggregate hours that a school district must conduct during the school year in order to be entitled to full BASE aid. At least 75% of the pupil-instruction time lost due to the unforeseen emergency must have been made up before the trustees can declare that a reasonable effort has been made.

For the purposes of this and related policies, "reasonable effort" means the rescheduling or extension of the school district's instructional calendar to make up at least 75% of the hours of pupil instruction lost due to an unforeseen emergency through any combination of the following as outlined in accordance with Policies 2050 and 2100:

(a) extending the school year beyond the last scheduled day;

(b) the use of scheduled vacation days in the district's adopted school calendar

(d) extending instructional hours during the school day.

Cross Reference: 2100 School Calendar and Day

2050 Student Instruction

8110 Bus Routes and Schedules

Legal Reference: §§ 20-9-801 - 802, MCA Emergency School Closure

§§ 20-9-806, MCA School closure by declaration of emergency

§§ 20-9-805. Rate of reduction in annual apportionment entitlement.

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020, 1/10/2022

Bozeman Public Schools

INSTRUCTION

Policy 2221P

School Closure

All students, parents, and school employees should assume that school will be in session and buses running as scheduled, unless there is official notification from the Superintendent to the contrary. Such notice will be given via public media.

In the event extremely cold temperatures, wind chill factors, snow, wind, or other circumstances require a modification of the normal routine, the Superintendent will make the modification decision prior to 6:00 a.m. and contact the public radio stations for broadcast to the community and will initiate the emergency fan-out communication procedure to all administrators.

Modification of the normal routine generally occurs in one of two ways. The first circumstance occurs when buses are unable to safely make their normal runs. In this case bus transportation is suspended, but school is still in session. Students are encouraged to attend, but parents must make the judgment relative to safety for their children to reach school and return at the end of the day.

The other rare and very unusual circumstance occurs when conditions are such to warrant closure of the schools. In this circumstance, two situations may occur: 1) The first situation occurs when the Governor declares a state of emergency and no state funds are to be denied the school district as a result of school closure. 2) The other situation occurs when a state of emergency may not exist throughout the state, but conditions require closure in Bozeman.

In both situations, the Work Schedules and Responsibilities as outlined below apply except as follows: In a Governor-declared emergency situation where no state funds are to be denied, all classified employees will be paid in the same manner as though school were not closed. Administrators and other certified staff will consider the day(s) as regular work days for purposes of fulfilling their contract. For those employees who actually do work, as stipulated below, equivalent compensatory time or additional straight pay will be provided.

Work Schedules and Responsibilities for School Closures

Superintendent

Only the Superintendent has authority to close schools. The Superintendent will be on duty throughout any existing or potential emergency situation, day or night. All orders of doubtful origin should be confirmed with the Superintendent.

Central Administrative Personnel

Central administrative personnel will be expected to report for duty on their assigned shifts in the event of any school closure, insofar as is safely possible. Additional hours may be required, especially of the maintenance supervisor, business manager, and Director of Human Resources, depending on the nature of the emergency. If it is absolutely impossible for a central administrator to report for duty, the administrator may take the day as a personal leave day or vacation day, with the permission of the Superintendent.

Building-Level Administrators, Non-Teaching “Exempt” Personnel, and Key Support Staff

All building-level administrators and non-teaching “exempt” personnel will report for duty per their normal shifts or as otherwise directed each day during the school closure, together with the head custodian and at least one (1) secretary, insofar as is safely possible. The building administrator will ascertain that the building has been adequately secured and that any child who mistakenly reports to school [in the event school has been closed] is properly and safely cared for and returned home per District policy. The administrator and this minimal support staff shall notify other staff and/or other support employees of the situation and will respond to telephone questions. When the situation has been stabilized, the personnel who reported to work may choose to return home. An administrator or exempt employee who does not work a normal day will then adjust his/her work year, by memorandum to the Superintendent or designee, by the number of hours not worked on the day or days of school closure.

12-Month Classified Employees

In the event of school closure, 12-month classified personnel may report for duty or not report for duty, as directed by their immediate supervisor. Building secretaries and secretaries to key central administrative personnel who are required to be on duty are expected to report for duty. If a 12-month classified employee is unable to or does not report for duty, the employee will complete a leave request form to declare the day as personal leave, vacation, or leave without pay.

10- and 11-Month Classified Employees

Ten- and 11-month employees may report for duty or not report for duty as directed by their immediate supervisor. If such employees do not report for duty, they will complete a District leave request form to declare the day as personal leave, vacation, or leave without pay.

Aides, Food Service Workers, and Other 9¼-Month Classified Employees

These employees work only those days school is in session and are not expected to work when school is not in session. If school has been closed, 9¼-month employees should not report for duty unless otherwise directed by their immediate supervisor. 9¼-month employees will complete a leave request form to declare the day as personal leave, vacation, or leave without pay.

Teachers (Teachers, Librarians, Psychologists, Counselors)

If schools are closed for weather or other emergency conditions, teachers are not expected to report for duty unless directed otherwise. Teachers do not need to submit an absence form. In cases of school closures, it is customary for the days to be made up at another time; thus teachers will typically still fulfill their contract days.

Policy History:

Adopted on: 4/24/1989

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2230

Grouping for Instruction

A student will be assigned to an instructional group or a classroom which will best serve the needs of that individual while still considering the rights and needs of other students. Factors to be considered in classroom assignments are class size, peer relations, student-teacher relations, learning style of individual teachers and any other variables that will affect the performance of the student.

The criteria for grouping should be based upon the learning goals and objectives being addressed and the student's ability to achieve those purposes.

Policy History:

Adopted on: 11/24/1986

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2231

Class Size

It is the goal of the district to maintain class size at the optimum level appropriate to student learning needs and maturation levels. Optimum level or optimum class size shall be defined for these purposes as the number currently mandated by the Board of Public Education. Optimum numbers may be exceeded occasionally in a given year when circumstances related to late enrollments, classroom space, financial resources or other such factors so mitigate. An appropriate amount of aide time will be provided to teachers for each student above one full time student more than the optimum.

The superintendent shall have the authority to combine classes, eliminate classes, or make assignments which provide for the most economical but educationally sound classroom environment.

Legal Reference: 10.55.712 ARM Class Size: Elementary

10.55.713 ARM Class Size: High School & Middle School

Policy History:

Adopted on: 11/24/1986

Revised on: 4/13/1998

Bozeman Public Schools

INSTRUCTION

Policy 2240

Summer School

The Board of Trustees authorizes a summer program of instructional offerings for the purpose of remediation of credit, maintenance of skills, and enrichment. All classes offered for credit must meet minimum state requirements for accreditation and may be delivered at the school or at another offsite location. Remediation credit courses shall be offered for grades 9-12, in accordance with District advancement requirements. Credit course offerings must be approved by the Board of Trustees.

Policy History:

Adopted on: 11/24/1986

Revised on: 3/09/2009, 12/14/2020, 1/10/2022

Bozeman Public Schools

INSTRUCTION

Policy 2240P

Summer School

Remediation Credit

Credit courses will be offered for make-up of credit grades 9-12. A course in English, math and science for grade 9 must be held regardless of enrollment. English classes for grades 10, 11, and 12 will be held if sufficient students enroll. Students may earn 1/2 unit of credit per subject, upon successful completion of the course.

Pass/fail courses will be offered at grades 7 and 8 as needed.

An elementary remedial reading class will be offered and students placed in the class upon recommendation of the classroom teacher.

Elective Credit

Elective courses may be offered for credit in subject areas not currently taught in the schools. All elective credit courses must be approved by the principal and the summer school administrator.

All credit courses must meet minimum standards for the number of classroom hours and will be taught by teachers with appropriate certification.

Enrichment Courses

A variety of courses will be offered in areas of interest to students, but no credit will be given. Courses need not be restricted to school-age students.

Maintenance Courses

Some courses may be offered in special education and at the elementary level to help students maintain skills over the summer.

Fees

Students will be charged fees for all courses which are not required for graduation.

Policy History:

Adopted on: 12/14/2020

Revised on:

Bozeman Public Schools R

INSTRUCTION

Policy 2250

Community and Adult Education

Efforts will be made to maximize the use of public school facilities and resources, realizing that education is a lifelong process involving the whole community. The District may make its resources available to adults and other non-students, within limits of budget, staff, and facilities, provided there is no interference with or impairment of the regular school program. Community and adult education and other offerings may be developed in cooperation with community representatives, subject to approval and authorization by the Board.

Legal Reference: § 20-7-703, MCA Trustees’ policies for adult education

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2250P

Community Education

The Community Education Department offers programs designed to provide an avenue for more effective community involvement, citizen participation, and educational opportunities for all ages. Within this department are three (3) programs:

A. Adult Education

B. Adult Basic Education

C. Traffic Education

Each of these programs is unique and has its own function as follows:

Adult Education

Funding for Adult Education comes from high school and/or elementary district taxes, student fees, and other sources as provided by law. The term "adults" refers to persons age 16 or over who are not regularly enrolled, full-time pupils for the purposes of ANB computation and advanced opportunities programming.

Procedures for Adult Education:

The Superintendent or designee shall be responsible for the development, promotion, supervision, and coordination of all the programs.

The Superintendent or designee will actively participate in community agency groups to access current and ongoing knowledge of local educational and workforce opportunities that apply to the programs so as to avoid duplication and overlapping of educational efforts.

Potential instructors must make an application to teach, submit a course outline, and have an interview with the Superintendent or designee. Teaching certification is not required. References are checked as needed.

Requests for instructor salary increases will be submitted to the Superintendent or designee for review and approval in conjunction with then-current District protocol.

Programming shall be determined by the needs and interests of the community, either by use of surveys, expressed interests by community members, identification of needs by community organizations, and by the success of ongoing classes or programs. The Superintendent may also authorize and create Adult Education programs and use associated funding to meet specific needs within the District, so long as those programs meet statutory requirements.

Promotion of programs will be through a variety of media venues including, but not limited to, social media, public service announcements on radio, local newspapers, or TV as deemed appropriate by the Superintendent or designee.

Supervision and evaluation of classes or programs may be accomplished by the member of the staff who has responsibility for the Adult Education program. Evaluation may be accomplished in part by class member surveys at the conclusion of each course or as deemed appropriate.

Enrollment of students, collection of fees, providing suitable classroom and lab facilities, and assignments of students shall be accomplished by Community Education Department staff.

Classes are fee-supported and must meet minimum enrollments.

Teaching materials, hand-outs, outlines, etc. may be duplicated or prepared by office staff if submitted appropriately by the various instructors.

Certificates of merit or accomplishment may be offered upon satisfactory completion of courses.

Adult Basic Education

This program is funded by federal and state monies along with fiscal support from local Adult Education funds and in-kind contributions. Through this program, basic subjects such as remediation study, high school equivalency preparation, career and workforce readiness training, and citizenship education are offered at no cost to students.

Traffic Education

Cross Reference: 2163-2163P Traffic Education

Policy History:

Adopted on:

Revised on: 1/01/2015, 2/20/2025

Bozeman Public Schools R

INSTRUCTION

Policy 2309

Library Materials

Purpose

The purpose of the School District Library Program is to: prepare students to access, evaluate, and use resources effectively and efficiently to meet their information needs; provide materials in varied formats which support the district curriculum, independent learning, individual educational needs, and personal enjoyment; ensure selection of a broad range of materials on controversial issues to support student development of critical analytical skills; and encourage collaboration with other educators to develop strategies that meet the needs of students and the honor applicable laws and regulations.

Student Rights and Services

The District has libraries in every school with the primary objective of implementing and supporting the educational program in the schools. It is the objective of these libraries to provide students a means to voluntarily access a wide range of materials on all appropriate levels of difficulty, with diversity of appeal and the presentation of different points of view. The District meets the educational, recreational, and/or research needs of this community by providing access to our collections to all community members, developing unique outreach activities that support literacy. Librarians, in consultation with Administration, will, upon request engage with parents regarding the parent’s student and the student’s access to library materials.

The provision of a wide variety of library materials at all reading levels supports the District mission that the public schools in Montana teach students to develop their full educational potential so that they become capable of contributing to the further good of that society. In support of these objectives, the Board reaffirms the principles of intellectual freedom, access to information, and free speech inherent in the First Amendment of the Constitution of the United States and Article II, Section 7 of the Montana Constitution.

The Superintendent is responsible for selection of library materials. Ultimate responsibility for the selection of library materials rests with the Board. The Board, acting through the Superintendent, thereby delegates the authority for the selection of library materials to the principal in each of the schools. The principal further delegates that authority to the librarian in the school.

Management Practices

Each school librarian is responsible for evaluating the collection for currency, appropriateness, and usefulness, within the budget constraints consistent with this Policy. Standard checklists, catalogs, reviews, bibliographies are used to measure the existing collection against authoritative recommendations. To the extent possible, currency or accuracy of content, use, patron requests, appearance, and subject coverage related to curriculum are taken into consideration in the decision to retain an item.

District libraries are authorized purchase and provide access to materials in a wide variety of formats, including but not limited to books, audio books, eBooks, videos, DVDs, computer software, maps, periodicals, CDs, and a variety of online subject databases. In general, the libraries do not purchase multiple copies of materials unless it has been determined that multiple copies are necessary to support a particular curricular area. Exceptions are made in the case of some popular fiction where demand is high.

Collection Responsibilities and Selection

Selection and approval of materials for the libraries remains the legal responsibility of the Board of Trustees and Superintendent consistent with Section 20-7-204, MCA. The responsibility for the selection of materials for the individual school libraries has been delegated to the individual librarians with faculty and administrative consultation.

Professional reviewing sources as well as recommended lists are consulted in the selection of materials. Materials shall support and be consistent with the general educational goals of the State and District, as well as support the aims and objectives of individual schools and specific courses. Selection of library materials is a professional task conducted by library staff. In selecting library materials, the librarian will evaluate the existing collection; assess curricula needs; examine materials; and consult reputable, professionally prepared selection aids. Materials selected and approved for appearance in a school library collection shall follow the following criteria:

recognize the primary objective of the school library is to serve as a voluntary setting for students to engage in individualized use

depict in an accurate and unbiased way the pluralistic nature of society in a way

that enriches and supports the basic system of quality education provided by the District

be of interest to students and suitable for appropriate levels of maturity, difficulty, and interest to promote the enlightenment of students which the specific school library serves

stimulate growth in knowledge, literary appreciation, and ethical standards for students which the specific school library serves

demonstrate serious literary, scientific, artistic, political, or philosophical value for students which the specific school library serves

provide comprehensive information to enable pupils to make intelligent judgments on a range of topics and issues in an educationally relevant manner

assist teachers in providing moral and civic instruction to pupils consistent with Section 20-4-301(1)(f), MCA;
recognize the distinct and unique cultural heritage of American Indians

comply with equality and nondiscrimination standards in Article X, Section 1 of the Montana Constitution and Section 49-2-307, MCA

When honoring the above requirements, librarians shall consider the following factors when selecting library materials:

Educational significance

Contribution the subject matter makes to the curriculum

Interests of the students
Reputation and significance of the author, producer, and publisher

Contribution the material makes to the breadth of representative viewpoints on controversial issues

Quality and variety of format

Value commensurate with cost and need

Timeliness or permanence

Gifts

Gifts of books or money are accepted by the school libraries when appropriate consistent with Policy 7260 and Sections 20-6-601 and 20-9-604, MCA. The criteria for accepting books or other materials are the same as that outlined in the Collection Responsibilities and Selection Procedures. The superintendent or designee shall be consulted on all potential donations. Materials deemed unsuitable for the library will not be accepted. Some donated items may be distributed to students, staff, or local community. The libraries will make the prospective donor aware of this policy.

Maintenance

Collection development includes the weeding or maintenance of library materials. Each school librarian is responsible for maintenance of the library’s materials, with the consultation of other administrative and faculty members as needed. The librarian is responsible for continually maintaining the collection throughout the year. Librarians shall consider the following factors when maintaining library materials:

Items worn or damaged beyond repair
Duplicate copies of seldom used titles
Materials unused over a period of five to seven years
Materials which contain outdated or inaccurate information
Materials no longer of relevance to the curriculum or interests of the students
Materials that no longer meet the current selection standards included in this Policy

When possible, any discarded materials that have academic merit will be made available to district teachers. Rare, cultural, or historic texts may be kept in local archives. Some discarded materials may become available to students or local programs. Finally, district librarians will make every effort to recycle unwanted materials or dispose of materials in a proper way.

Discarded materials will be clearly stamped:

“WITHDRAWN FROM PUBLIC SCHOOL DISTRICT LIBRARY PROGRAM”

Materials will be discarded in compliance with Section 20-6-604, MCA. When the decision to sell or dispose of library materials is made, the Board will adopt a resolution to sell or otherwise dispose of the material because it is or is about to become abandoned, obsolete, undesirable, or unsuitable for the school purposes of the District. The Board will publish a notice of the resolution in the newspaper of general circulation in the District. The resolution may not become effective for fourteen (14) days after notice is published.

Public Access to Library Materials

School library and classroom library books are provided primarily for use by District students and staff. Library books may be checked out by either students or staff. Individuals who check out books are responsible for the care and timely return of those materials. The building principal or their designee is responsible for assessing fines for damaged or unreturned books.

District residents, non-parents, or parents/guardians of non-resident students attending the District may be allowed use of library books at the discretion of the Superintendent or their designee. Permission to check out materials shall be obtained from the Superintendent or their designee. However, such access shall not interfere with regular school use of those books. Use of the library books outside of the District is prohibited except for inter-library loan agreements with other libraries.

Review and Reconsideration

Requests to review and reconsider placement of library materials selected and placed in a school library under this policy will be considered in accordance with Policy 2314 or Policy 1700, when applicable.

Cross Reference:

2158 Parent/Family Engagement and Involvement in Education Policy

2314 Learning Materials Review

2330 Controversial Issues and Academic Freedom

3210 Equal Education, Nondiscrimination and Sex Equity

Legal Reference: § 20-4-402(5), MCA Duties of district superintendent or county high school principal

§ 20-7-203, MCA Trustees’ policies for school library

First Amendment, United States Constitution

Article II, Section 7, Montana Constitution

Article X, Section 1, Montana Constitution

§ 20-4-301(1)(f), MCA Duties of Teacher

§ 20-4-402(5), MCA Duties of district superintendent or county high school principal

§ 20-6-604, MCA Trustees Power to Accept Gifts

§ 20-6-604, MCA Sale of School Property After Resolution

§ 20-7-203, MCA Trustees’ policies for school library

§ 20-7-204, MCA School library book selection

§ 20-9-604, MCA Gifts, legacies, devises, and administration of endowment Fund

§ 40-6-703, MCA Parental Involvement in Education

§ 49-2-307, MCA Discrimination in Education

Policy History:

Adopted on: 7/28/2014

Revised on: 7/15/2024

Bozeman Public Schools R

INSTRUCTION

Policy 2311

Instructional Materials

The Board is legally responsible to approve and to provide the necessary instructional materials used in the District. Textbooks and instructional materials should provide quality learning experiences for students and:

Enrich and support the curriculum;
Stimulate growth in knowledge, literary appreciation, aesthetic value, and ethical standards;
Provide background information to enable students to make intelligent judgments;
Present opposing sides of controversial issues;
Be representative of the many religious, ethnic, and cultural groups and their contributions to our American heritage;
Depict in an accurate and unbiased way the cultural diversity and pluralistic nature of American society.

Basic instructional course material in the fundamental skill areas of language arts, mathematics, science, and social studies should be reviewed at intervals not exceeding five (5) years, or consistent with the state’s standards revision schedule that are consistent with the goals of the continuous school improvement plan. All instructional materials must be sequential and must be compatible with previous and future offerings.

Instructional materials may be made available for loan to students when the best interest of the District and student will be served by such a decision. Students will not be charged for normal wear. They will be charged replacement cost, however, as well as for excessive wear, unreasonable damage, or lost materials. The professional staff will maintain records necessary for the proper accounting of all instructional materials.

Cross Reference: 2314 Learning Materials Review

Legal Reference: § 20-4-402, MCA Duties of district superintendent or county high school principal

§ 20-7-601, MCA Free textbook provisions

§ 20-7-602, MCA Textbook selection and adoption

10.55.603(4)(b), ARM Curriculum and Assessment

Policy History:

Adopted on: 11/24/1986

Revised on: 1/13/2003, 9/10/2007, 4/23/2012, 6/09/2014

Bozeman Public Schools R

INSTRUCTION

Procedure 2311P

Selection, Adoption, Use and/or Removal of Instructional Resources

Three levels of Resources:

Primary/Core: Major instructional resources integral to a course, subject to board approval.
Supplemental Resources: Additional instructional resources that support/enhance instruction (resources must tie to course standards), not subject to board approval.
Incidental Resources: Additional instructional resources that are used occasionally within classrooms at the discretion of the classroom teacher (resources must tie to course), not subject to board approval.

Selection Criteria

ALL resources used in Bozeman classrooms will be evaluated using the following criteria:

Academic Content: Resource aligns with District Standards, supports the BSD7 Long Range Strategic Plan (LRSP), takes into consideration the varied interests, abilities, and maturity levels of the students served, stimulates growth in knowledge, literary appreciation, aesthetic value and ethical standards, and fosters respect and appreciation for cultural diversity and varied opinions.

Objectionable Content: Resource is free of obvious biases, stereotypes, errors, or misleading omissions in the document, free of advertising that limits the content, and free of explicit or prurient (sexualized) vocabulary, language, or concepts.

Material Development or Usage: Resource facilitates learning that could not otherwise be achieved and rates highly in reviews (both professional and local). Resource enriches and supports the curriculum.

Instructional Features: Resource is accessible to both teachers and students, taking into consideration varied ages, proficiency levels, and maturity levels of students served. Resource encourages student learning. Resource comes in a variety of accessible alternate formats (for example, print materials that include audio versions, online materials that interact with screen readers, videos that include closed captioning).

Additional Criteria for Instructional Technology

Product specifications, qualities, and/or costs: Resource is compatible with district technology, is cost effective considering licenses, updates, maintenance, does not pose security issues or compromise sensitive data, complies with Children’s Internet Protection Act (CIPA) requirements, and is reliable and accessible to all students.

Selection and Adoption of Primary/Core Resources:

Primary/Core Resources are the major instructional resources integral to a course.

The selection and adoption of Primary/Core resources will proceed as follows:

Adoption of standards precedes instructional resource review and selection.
Curriculum committees will be responsible for reviewing and recommending resources.

The function of the committee is to ensure the resources are selected in conformance with stated criteria and established district goals and objectives.
Each committee should develop, prior to selection, a set of selection criteria against which instructional resources will be evaluated.

Recommendation will be made to the Superintendent and final approval will be made by the Board of Trustees via the Primary/Core Resource Matrix, which is updated every spring by the appropriate Deputy Superintendent.
Funding for Primary/Core Resources will be made through the General Fund Request Process.

The piloting of resources may be authorized by the Superintendent for no more than one school year prior to board adoption and shall be restricted to specific classes.

Primary/Core materials may be substituted for students with an IEP by a student’s IEP team.

Grades 6-12: At the beginning of the course, teachers will send home a disclosure document that lists required readings and includes a clause stating: ‘Parental questions/concerns should be addressed with the teacher.’

Selection of Supplemental Resources

Additional instructional resources that support/enhance instruction.

Selection of supplemental resources should be a cooperative, continuing process in which teachers have the primary responsibility for selection using the following procedures:

The Teacher completes the Supplemental Resource Vetting Form addressing the selection criteria for choosing learning materials.
The Teacher schedules a department/team/grade-level review meeting to gain input from their colleagues.
The Teacher submits the Supplemental Resource Vetting Form for principal approval.
If a resource is approved by the building Principal the resource may be used.
If Principal and Teacher do not agree and a supplemental resource is not approved, an appeal may be made by either the Teacher or the Principal to the appropriate Deputy Superintendent. The appeal process will include a meeting of all involved parties

Vetted 6 - 8 & 9 - 12 Supplemental Resource* lists:

6-8: Vetted Supplemental Resource Lists

ELA (ELA district committee will maintain a vetted Supplemental Resource List)

HS: Vetted Supplemental Resource Lists

Department Chairs will maintain a vetted Supplemental Resource List for each department
The list will be reviewed annually by HS Principals & Department Chairs.

*Resources that include a Privacy Policy or Terms of Service may not be placed on the vetted list.

Such resources must be reviewed on an ongoing basis by the teacher using it.

At Teacher and Principal discretion, a Supplemental Resource OPT-OUT Form or OPT-IN Form may be sent home for a particular Supplemental Resource.

Students who Opt-Out from use of a Supplemental Resource must be provided a valid, equivalent
educational resource/assignment

Teachers will respect the choices of students and parents

Selection of Incidental Resources:

Additional instructional resources that are used occasionally within classrooms at the discretion of the classroom teacher (newspaper articles, online resources).

The selection and use of Incidental Resources will proceed as follows:

A teacher shall exercise professional judgment with regard to using an Incidental Resource, paying attention to the Selection Criteria and instructional value of the materials. No administrative approval or notification is needed.

At teacher and principal discretion, an Incidental Resource OPT-OUT Form or OPT-IN Form may be sent home for a particular Incidental Resource.

Students who Opt-Out from use of an Incidental Resource must be provided a valid, equivalent educational resource/assignment

Teachers will respect the choices of students and parents

Removal of Instructional Resources

Textbooks and other instructional resources may be removed when they no longer meet the criteria for initial selection or when they have been judged inappropriate through the Learning Materials Review Process.

Community Resources

The Community-Based Supplemental Resource Proposal Process and associated forms (2311F2-F3-F4) will be followed to utilize community expertise to deliver content in the classroom. This will be done through a Central Office process.

Selection, Adoption, and Removal of Textbooks and Instructional Materials

Curriculum committees will generally be responsible to recommend textbooks and major instructional materials purchases. Recommendations will be made to the Superintendent. The function of the committee is to ensure that materials are selected in conformance with stated criteria and established District goals and objectives. A curriculum committee may consist of only those members in a particular department. The same basic selection procedures should be followed as with District-wide committees.

Selection and Adoption

Textbooks shall be selected by a curriculum committee representing the various staff who will likely be using the text. In most, but not all, cases an administrator will chair the committee. Each committee should develop, prior to selection, a set of selection criteria against which textbooks will be evaluated. The criteria should include the following, along with other appropriate criteria. Textbooks shall:

Be congruent with identified instructional objectives;
Present more than one viewpoint on controversial issues;
Present minorities realistically;
Present non-stereotypic models;
Facilitate the sharing of cultural differences;
Be priced appropriately.

Removal

Textbooks may be removed when they no longer meet the criteria for initial selection, when they are worn out, or when they have been judged inappropriate through the Learning Materials Review Process.

Cross Reference: 2310 Selection of Library Materials

2314 Learning Materials Review

2316 Movies/Videos

2330 Controversial Issues and Academic Freedom

Legal Reference: 20-4-301 M.C.A. Duties of teacher -- nonpayment for failure to comply

20-4-402 M.C.A. Duties of District Superintendent or County High School Principal

20-7-601 M.C.A Free textbook provisions

20-7-602 M.C.A. Textbook Selection and Adoption

10.55.603(4)(b), ARM Curriculum and Assessment

Policy History:

Adopted on:

Revised on: 1/13/2003, 9/10/2007, 8/01/2011, 4/23/2012, 5/06/2013, 5/07/2014, 10/20/2015,

6/21/2016, 7/18/2019, 8/15/2019, 4/06/2022, 11/22/2022

2311F1

Policy History:

Adopted on:

Revised on: 7/18/2019

2311F2

Bozeman School District #7

Community-Based Resource Application

Date: ___________________________________________________________________________

Name: __________________________________________________________________________

Group/Agency: ___________________________________________________________________

What content or subject area do you have resources or educational materials to supplement district curriculum?

What grade level are your resources or education materials appropriate?

(Circle appropriate choice)

Elementary Middle School High School All Levels

What evidence or research is available to ensure materials are effective?

Description of proposed resources or materials. Please attach sample lessons and examples of the proposed materials:

Rationale for your resources or materials to be used in our curriculum: (Please refer and address the BSD7 standards and benchmarks found in the Bozeman Public Schools curriculum). Information can be found at:

https://www.bsd7.org/teaching_and_learning/curriculum_standards

Budget:

(Material costs and possible sources of funding)

Policy History:

Adopted on: 4/23/2012

Revised on: 4/10/2017, 9/12/2018

Bozeman School District #7

Community-Based Resource Application

Scoring Sheet

Form 2311F3

Date of Review: __________________________________________________

Committee Members Present: ______________________________________

Proposal Title: ___________________________________________________

Point of Contact: _________________________________________________

Content Area: ____________________________________________________

What grade level are resources or education materials appropriate?

Elementary Middle School High School All Levels

Review Committee Score:

0 = Inappropriate for any grade level	1 = Not appropriate for indicated grade level	2 = Appropriate for indicated grade level
Notes

What evidence or research is available to ensure materials are effective?

Review Committee Score:

0 = No evidence or research presented	1 = Evidence or research is insufficient and/or conducted by developer and is not validated by neutral 3rd party researcher	2 = Evidence or research was conducted by a neutral 3rd party and shows program is effective
Notes

Description of proposed resources or materials. Please attach sample lessons and examples of the proposed materials.

Review Committee Score:

0 = No description or sample lessons presented in proposal	1 = Description of materials are insufficient and/or unclear	2 = Description and sample lessons are complete and thorough
Notes

Rationale for your resources or materials to be used in our curriculum: (Please refer and address the MT Common Core State Standards and standards and benchmarks found in the Bozeman Public Schools curriculum). Information can be found at:

http://www.bsd7.org/district/departments/curriculum_instruction/standards/

Review Committee Score:

0 = Resources are not aligned with standards, benchmarks and critical competencies	1 = It is unclear based on proposal whether materials align with standards, benchmarks and critical competencies	2 = Resources are clearly aligned with standards, benchmarks and critical competencies
Notes

Budget:

(Material costs and possible sources of funding)

Review Committee Score:

0 = Excessive cost to the district and no outside funding outlined	1 = Minimal cost to the district and outside funding is available to assist with the cost of the program	2 = No cost to the district and is fully sustainable
Notes

Overall Score (0-10):

_________________

Notes:

Policy History:

Adopted on:

Revised on: 4/23/2012

2311F4

Supplemental Resources Vetting Document

Supplemental Resources are additional instructional resources that support/enhance instruction that are used on a regular basis within classrooms. Selection of supplemental resources should be a cooperative, continuing process in which teachers have the primary responsibility for selection. Please use this form to guide your process for vetting any supplemental resource you would like to use in your classroom.

*Note: This form does not need to be used to vet an Incidental Resources, which is any additional instructional resources that are used occasionally within classrooms at the discretion of the classroom teacher.

Teacher Name:		Department/Grade Level:
Principal Name:		School Name:
Resource Name:
	Is this resource digital? ❑ Yes ❑ No

Academic Content

Describe how the resource aligns with the District Content Standards:

Describe how the resource meets the varied interests and abilities of your students:

Describe how the resource fosters respect and appreciation for cultural diversity and varied opinions:

Objectionable Content

Describe how the resource is free of obvious biases, stereotypes, errors, or misleading information:

Describe how the resource is free of advertising that limits content:

Describe how the resource is free of explicit or prurient (sexualized) vocabulary, language, or concepts:

Material Development or Usage

Describe how the resource facilitates learning that could not be otherwise achieved with currently approved

resources:

Describe how the resource enriches and supports the current curriculum:

Instructional Features

Describe how the resource is accessible to both teachers and students, taking into consideration varied ages, proficiency levels, and maturity levels of students served:

Describe how the resource encourages student learning:

Describe how the resource comes in a variety of accessible alternate formats:

Digital Third Party Resources
In order to use any digital third-party resource that requires students to log in, BSD7 requires that the vendor/company signs the Montana Data Privacy Agreement (DPA).
Reference this document for an alphabetized list of approved resources. We do our best to keep this list current and consistent with the Montana SDPC database. If your resource is approved, you may use it with students immediately. If you do not see your resource in the Approved section, scroll down to page 4 to see if it is on the Pending list.
Is the resource listed on the Approved Resources List for use in the District?			Yes No
If your desired resource is not listed, please submit the I Want to Use This! form on Kissflow after your Principal approves the use of the supplemental resource. Submission of this form will initiate our process for requesting the vendor to sign the Montana Data Privacy Agreement (DPA). Once the vendor has signed the agreement, you will be notified that the resource has been approved, and it will be added to our Approved section. You may not use the resource until that time.

Department/Team/Grade-Level Review Meeting
Date:
Team Members:
Department/Team/Grade-Level Review Notes:
Department/Team/Grade-Level Approval: Yes No

Building Principal Approval
Building Principal Name:
I approve the use of the supplemental resource outlined and vetted above.	I do not approve the use of the supplemental resource outlined and vetted above.
Building Principal Signature:

Policy History:

Adopted on:

Revised on: 4/04/2022

Bozeman Public Schools R

INSTRUCTION

Policy 2312

The District recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for unauthorized copying or use of audio, visual, digital, or printed materials and computer software, unless the copying or use conforms to the “fair use” doctrine.

Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research.

Under the fair use doctrine, each of the following four standards must be met in order to use the copyrighted document:

Purpose and Character of the Use – The use must be for such purposes as teaching or scholarship.
Nature of the Copyrighted Work – The type of work to be copied.
Amount and Substantiality of the Portion Used – Copying the whole of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.
Effect of the Use Upon the Potential Market for or value of the Copyrighted Work – If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement, and making multiple copies presents the danger of greater penalties.

While the District encourages its staff to enrich learning programs by making proper use of supplementary materials, it is the responsibility of staff to abide by District copying procedures and obey requirements of law. Under no circumstances will it be necessary for staff to violate copyright requirements in order to properly perform their duties. The District cannot be responsible for any violations of the copyright law by its staff.

The display of dramatic performances, musical works, motion pictures or television programing to students may only occur for educational purposes under the following standards:

During onsite instruction
When viewed in a classroom or designated place of instruction
With a lawfully made copy or via an authorized account
As a regular part of instruction and directly related to the curriculum

Employees should contact the administration with inquiries about accessing lawful copies of materials or accounts to access materials available via online platforms to ensure compliance with copyright laws.

Any staff member who is uncertain as to whether reproducing or using copyrighted material complies with District procedures or is permissible under the law should consult the Superintendent. The Superintendent will assist staff in obtaining proper authorization to copy or use protected materials, when such authorization is required.

Legal Reference: 17 USC 101 - 1332 Federal Copyright Law of 1976

Policy History:

Adopted on: 11/24/1986

Revised on: 10/08/2012, 4/25/2022

Bozeman Public Schools R

INSTRUCTION

Procedures 2312P

Authorized Reproduction and Use of Copyrighted Material in Print

Materials on the Internet should be used with caution since they may, and likely are, copyrighted.
Proper attribution (author, title, publisher, place and date of publication) should always be given.
Notice should be taken of any alterations to copyrighted works, and such alterations should only be made for specific instructional objectives.
Care should be taken in circumventing any technological protection measures. While materials copied pursuant to fair use may be copied after circumventing technological protections against unauthorized copying, technological protection measures to block access to materials may not be circumvented.

In preparing for instruction, a teacher may make or have made a single copy of a chapter from a book; an article from a newspaper or periodical; a short story, short essay, or short poem; or a chart, graph, diagram, drawing, cartoon, or picture from a book, periodical, or newspaper. A teacher may make multiple copies, not exceeding more than one (1) per student, for classroom use if the copying meets the tests of “brevity, spontaneity and cumulative effect” set by the following guidelines. Each copy must include a notice of copyright.

Brevity

A complete poem, if less than 250 words and two pages long, may be copied; excerpts from longer poems cannot exceed 250 words.
Complete articles, stories or essays of less than 2500 words or excerpts from prose works less than 1000 words or 10% of the work, whichever is less, may be copied; in any event, the minimum is 500 words. (Each numerical limit may be expanded to permit the completion of an unfinished line of a poem or prose paragraph.)
One chart, graph, diagram, drawing, cartoon, or picture per book or periodical issue may be copied. “Special” works cannot be reproduced in full; this includes children’s books combining poetry, prose, or poetic prose.

Spontaneity. Should be at the “instance and inspiration” of the individual teacher when there is not a reasonable length of time to request and receive permission to copy.

Cumulative Effect. Teachers are limited to using copied material for only one (1) course in the school in which copies are made. No more than one (1) short poem, article, story or two (2) excerpts from the same author may be copied, and no more than three (3) works can be copied from a collective work or periodical issue during one (1) class term.

Teachers are limited to nine (9) instances of multiple copying for one (1) course during one (1) class term.

Limitations do not apply to current news periodicals, newspapers, and current news sections of other

periodicals.

Performances by teachers or students of copyrighted dramatic works without authorization from the copyright owner are permitted as part of a teaching activity in a classroom or instructional setting. All other performances require permission from the copyright owner.

The copyright law prohibits using copies to replace or substitute for anthologies, consumable works, compilations, or collective works. “Consumable” works include: workbooks, exercises, standardized tests, test booklets, and answer sheets. Teachers cannot substitute copies for the purchase of books, publishers’ reprints or periodicals, nor can they repeatedly copy the same item from term-to-term. Copying cannot be directed by a “higher authority,” and students cannot be charged more than actual cost of photocopying. Teachers may use copyrighted materials in overhead or opaque projectors for instructional purposes.

Authorized Reproduction and Use of Copyrighted Materials in the Library

A library may make a single copy or three digital copies of:

An unpublished work which is in its collection;
A published work in order to replace it because it is damaged, deteriorated, lost or stolen, provided the unused replacement cannot be obtained at a fair price.
A work that is being considered for acquisition, although use is strictly limited to that decision. Technological protection measures may be circumvented for purposes of copying materials in order to make an acquisition decision.

A library may provide a single copy of copyrighted material to a student or staff member at no more than the actual cost of photocopying. The copy must be limited to one (1) article of a periodical issue or a small part of other material, unless the library finds that the copyrighted work cannot be obtained elsewhere at a fair price. In the latter circumstance, the entire work may be copied. In any case, the copy shall contain the notice of copyright, and the student or staff member shall be notified that the copy is to be used only for private study, scholarship, or research. Any other use may subject the person to liability for copyright infringement.

At the request of a teacher, copies may be made for reserve use. The same limits apply as for single or multiple copies designated in “Authorized Reproduction and Use of Copyrighted Material in Print.”

Authorized Reproduction and Use of Copyrighted Music or Dramatic Works

Teachers may:

Make a single copy of a song, movement, or short section from a printed musical or dramatic work that is unavailable except in a larger work for purposes of preparing for instruction;
Make multiple copies for classroom use of an excerpt of not more than 10% of a printed musical work if it is to be used for academic purposes other than performance, provided that the excerpt does not comprise a part of the whole musical work which would constitute a performable unit such as a complete section, movement, or song;
In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance when the purchased copies have been lost, destroyed or are otherwise not available.
Make and retain a single recording of student performances of copyrighted material when it is made for purposes of evaluation or rehearsal;
Make and retain a single copy of excerpts from recordings of copyrighted musical works for use as aural exercises or examination questions; and,
Edit or simplify purchased copies of music or plays provided that the fundamental character of the work is not distorted. Lyrics shall not be altered or added if none exist.

Performance by teachers or students of copyrighted musical or dramatic works is permitted without the authorization of the copyright owner as part of a teaching activity in a classroom or instructional setting. The purpose shall be instructional rather than for entertainment.

Performances of nondramatic musical works that are copyrighted are permitted without the authorization of the copyright owner, provided that:

The performance is not for a commercial purpose;
None of the performers, promoters or organizers are compensated; and,
Admission fees are used for educational or charitable purposes only.

All other musical and dramatic performances require permission from the copyright owner. Parents or others wishing to record a performance should check with the sponsor to ensure compliance with copyright.

Recording of Copyrighted Programs

Television programs, excluding news programs, transmitted by commercial and non-commercial television stations for reception by the general public without charge may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by a school for a period not to exceed the first forty-five (45) consecutive calendar days after date of recording. Upon conclusion of this retention period, all off-air recordings must be erased or destroyed immediately. Certain programming such as that provided on public television may be exempt from this provision; check with the principal or the subscription database, e.g. united streaming.

USE OF INFORMATION RESOURCES REGULATION

Off-air recording may be used once by individual teachers in the course of instructional activities, and repeated once only when reinforcement is necessary, within a building, during the first 10 consecutive school days, excluding scheduled interruptions, in the 45 calendar day retention period. Off-air recordings may be made only at the request of and used by individual teachers, and may not be regularly recorded in anticipation of requests. No broadcast program may be recorded off-air more than once at the request of the same teacher, regardless of the number of times the program may be broadcast. A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers. Each additional copy shall be subject to all provisions governing the original recording.

After the first ten consecutive school days, off-air recordings may be used up to the end of the 45 calendar day retention period only for evaluation purposes, i.e., to determine whether or not to include the broadcast program in the teaching curriculum. Permission must be secured from the publisher before the recording can be used for instructional purposes after the 10 day period.

Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content. Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or compilations. All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.

Authorized Reproduction and Use of Copyrighted Computer Software

Schools have a valid need for high-quality software at reasonable prices. To assure a fair return to the authors of software programs, the school district shall support the legal and ethical issues involved in copyright laws and any usage agreements that are incorporated into the acquisition of software programs. To this end, the following guidelines shall be in effect:

All copyright laws and publisher license agreements between the vendor and the school district shall be observed;
Staff members shall take reasonable precautions to prevent copying or the use of unauthorized copies on school equipment;
A back-up copy shall be purchased, for use as a replacement when a program is lost or damaged. If the vendor is not able to supply a replacement, the school district shall make a back-up copy that will be used for replacement purposes only;
A copy of the software license agreement shall be retained by the, Technology Services Supervisor and,
A computer program may be adapted by adding to the content or changing the language. The adapted program may not be distributed.

Fair Use Guidelines for Educational Multimedia

Students may incorporate portions of copyrighted materials in producing educational multimedia projects such as videos, Power Points, podcasts and web sites for a specific course, and may perform, display or retain the projects.

USE OF INFORMATION RESOURCES REGULATION

Educators may perform or display their own multimedia projects to students in support of curriculum-based instructional activities. These projects may be used:

In face-to-face instruction;
In demonstrations and presentations, including conferences;
In assignments to students;
For remote instruction if distribution of the signal is limited;
Over a network that cannot prevent duplication for fifteen days, after fifteen days a copy may be saved on-site only; or,
In their personal portfolios.

Educators may use copyrighted materials in a multimedia project for two years, after that permission must be requested and received.

The following limitations restrict the portion of any given work that may be used pursuant of fair use in an educational multimedia project:

Motion media: ten percent or three minutes, whichever is less;
Text materials: ten percent or 1,000 words, whichever is less;
Poetry: an entire poem of fewer than 250 words, but no more than three poems from one author or five poems from an anthology. For poems of greater than 250 words, excerpts of up to 250 words may be used, but no more than three excerpts from one poet or five excerpts from an anthology;
Music, lyrics and music video: Up to ten percent, but no more than thirty seconds. No alterations that change the basic melody or fundamental character of the work;
Illustrations, cartoons and photographs: No more that five images by an artist, and no more than ten percent or fifteen images whichever is less from a collective work;
Numerical data sets: Up to ten percent or 2,500 field or cell entries, whichever is less;

Fair use does not include posting a student or teacher’s work on the Internet if it includes portions of copyrighted materials. Permission to copy shall be obtained from the original copyright holder(s) before such projects are placed online. The opening screen of such presentations shall include notice that permission was granted and materials are restricted from further use.

Notices – Before including this section, make sure employees are ready to comply with it and notices are posted.

The principal is responsible for ensuring that appropriate warning devices are posted. The warnings are to educate and warn individuals using school district equipment of the copyright law. Warning notices must be posted:

On or near copiers;
On forms used to request copying services;
On video recorders;
On computers; and,
At the library and other places where interlibrary loan orders for copies of materials are accepted.

Policy History:

Adopted on:

Reviewed on:

Revised on: 7/01/2005, 10/08/2012

Bozeman Public Schools

INSTRUCTION

Policy 2313

Free or Inexpensive Materials

Free and inexpensive instructional materials shall be selected using the same procedure as would apply to other library or instruction materials (cross reference with policies on Selection of Library Material, Selection of Instructional Material).

Policy History:

Adopted on: 11/24/1986

Reviewed on:

Revised on:

Bozeman Public Schools R

INSTRUCTION

Policy 2314

Learning Materials Review

While the staff makes every effort to select high quality, appropriate learning materials that are satisfactory to the general public, objections occasionally may be raised. Learning materials, for the purposes of this policy, shall be considered to be any material used in classroom instruction, library materials, or any materials that a teacher might provide a student as part of the course of instruction.

When an objection does occur complainants will discuss their concerns with the appropriate school staff and supervising administrator prior to pursuing a formal complaint. Should a citizen wish to make a formal protest regarding specific material used in a school within the district, the form for requesting reconsideration of instructional materials must be used (2314F2). A separate form must be completed for each specific material that is being requested to be reviewed.

If a request to remove an item from the school or limit its accessibility is appealed beyond the building level, it will be acted upon by a Learning Materials Review Committee. The committee will be appointed by the Superintendent or designee as needed.

The Materials Review Committee will consist of one administrator who will chair the committee and who will be a voting member. It will also include faculty member(s), community member(s), and librarian(s) or classroom teacher(s), as appropriate.

No committee member may serve on a review originating from an elementary (K-8) school at which he/she is employed or has a child. Staff members may participate in a review originating from either high school or Bridger Charter Academy, but the staff member must be from a department other than where the material is being used.

In the event that the complainant fails to appear at a hearing in which they have previously committed to appear, the hearing will be adjourned and the complaint dismissed.

At least one spokesperson representing each side of the issue will be heard. All meetings including committee deliberations will be open to the public. A written decision will be delivered to the complainant within 10 school days following the last committee meeting. That decision will apply to all other schools of similar grade levels. If a committee decision is to remove a board-approved core instructional material, that recommendation must be heard by the Board of Trustees for final approval.

An appeal must be delivered in writing to the superintendent within 10 school days. The Board will make the final decision on appeals.

Only one form for requesting reconsideration of instructional materials (2314F2) will be reviewed at a time.

Cross Reference: 1700 Uniform Complaint Procedure

Policy History:

Adopted on: 11/24/1986

Revised on: 8/25/1987, 3/29/1993, 6/14/1993, 9/11/1995, 10/09/2000, 4/25/2019, 8/26/2019, 10/24/2022

Bozeman Public Schools

INSTRUCTION

Procedure 2314P

Learning Materials Review

The Materials Review Committee will consist of members as outlined in the policy.

When a resident of the school district questions the appropriateness of the materials being used, the following steps must be taken:

Discuss the material in question with the teacher-librarian or classroom teacher.

Meet and discuss the issue with the teacher, teacher-librarian and appropriate administrator (herein referred to as principal) involved. In the event both the teacher/teacher-librarian and principal agree, the material may be withdrawn and no further action will be required. In the event that the teacher, teacher-librarian, or principal believes the material should remain in use, the material will continue in use subject to further appeal through the Learning Materials Review process. The principal will complete the “Principal’s Summary of Informal Reconsideration Request” form to file in the principal’s office (Appendix A) and submit it to the Deputy Superintendent Instruction.

If the problem is not resolved through this process, a request for reconsideration of learning materials shall be submitted by the complainant on the forms supplied by the district and available in the principal’s or the Deputy Superintendent Instruction’s office. One form (Appendix B) must be completed for each challenged title. The form must be completely filled out and submitted within 10 school days of Step 2 (above) to the principal, who will inform the Superintendent of the complaint.

Upon receipt of the request, the Superintendent or designee shall direct the Materials Review Committee chairperson to take the following steps:

Inform the principal and other appropriate personnel of the challenge and dates of the review committee’s meetings.

Provide the members of the Materials Review Committee access to the material and any published reviews in advance of the meetings.

Direct the Materials Review Committee to take the following steps:

1) Read, view or listen to the material in its entirety.

2) Research general acceptance of the material by reading reviews and consulting recommended lists.

3) Attend all meetings in order to listen to the spokespersons as requested for each side of the issue.

4) Determine the extent to which the materials support the curriculum.

5) Complete the appropriate “Checklist for Materials Review Committee’s Reconsideration of Learning Material” (see Appendix C), judging the material for its strength and value as a whole and not in part.

The Review Committee will complete all deliberation with all possible dispatch and submit its written report to the Superintendent, the complainant, building principal, and other appropriate staff within 40 school days of the receipt of the form. A majority vote of the eligible committee members will be required to determine its recommendation.

Should the parties involved not be satisfied with the decision of the committee, they may, within 10 school days following the committee’s decision, request to the Superintendent, a review by the Board of Trustees. The complaint and committee report shall be made available to the Board of Trustees. The matter will be discussed within 40 school days at a regularly scheduled Board of Trustees’ meeting and a decision given to the complainant.

Any learning materials that have been removed by a teacher-librarian teacher or principal for political, religious, or social reasons (other than routine weeding of obsolete or worn out items) will be listed and submitted to the Deputy Superintendent Instruction immediately following the removal of the materials. The Deputy Superintendent Instruction may recommend this go through the Learning Materials Review process.

To ensure a comprehensive review of the questioned material, if a request for recondideration is pending before the committee, subsequent requests will be added to a list and will be taken up in the order they were submitted.

Policy History:

Adopted on:

Revised on: 8/25//1987, 9/11/1995, 11/13/2013, 5/18/2022

APPENDIX A

2314F1

PRINCIPAL’S SUMMARY OF INFORMAL RECONSIDERATION REQUEST*^[1]

SCHOOL DATE

COMPLAINANT

TITLE

MATTERS OF CONCERN

ACTION TAKEN

APPENDIX B

2314F2

CITIZEN’S REQUEST FOR RECONSIDERATION OF MATERIAL

School

Please check type of material:

Book CD Web-based Resource

Periodical DVD Other

Pamphlet

Author

Title

Request initiated by:

Address

Group represented (if any): Phone:

The person requesting reconsideration of the material is required to read or view the work in its entirety. Have you done so?

The review process will continue only after the material has been read, viewed, or listened to in its entirety.

If sufficient space is not provided, attach additional sheets.

To what in the material do you object? (Please be specific, cite pages, time on a dvd, etc.)

Why do you object to these materials?

Was there any merit in this material? (Please comment)

What do you believe is the theme or purpose of this material?

For what age group would you recommend this material? (Please comment)

Are you aware of the judgment of the material by literary critics?

Would you care to recommend other material of the same subject and format?

What do you recommend be done with this material?

Policy History:

Adopted on:

Revised on: 11/13/2013

APPENDIX C

2314F3

CHECKLIST FOR MATERIALS SELECTION COMMITTEE

RECONSIDERATION OF MATERIAL

TITLE:

AUTHOR:

A. Purpose

1. What is the overall purpose of the material?

B. Appropriateness

1. Is the material appropriate for age/ability level of the student?

2. How does the material meet the curriculum needs?

3. How does this title contribute to a wide range of materials for students’ use?

C. Literary Quality

1. If fiction, what artistic and literary qualities does the work exhibit?

D. Reviews

1. Sources of reviews (indicate whether favorably or unfavorably reviewed)

E. Content

1. If non-fiction, is the work accurate, objective, relevant and timely?

2. Does the title appear in one or more reputable selection aids? (Please list title of selection if answer is yes).

Additional Comments:

Recommendation by Materials Selection Committee for treatment of challenged materials:

Signatures of Materials Selection Committee:

Policy History:

Adopted on:

Revised on: 11/13/2013

APPENDIX D

Form 2314F4

MATERIALS REVIEW COMMITTEE APPLICATION

APPLICANTS NAME

ADDRESS

Do you have children attending a Bozeman school?

If so, which ones?

Please list all work experiences that you think may qualify you for this committee. Include dates and locations.

Please list all personal experience that may qualify you for this position. Include dates and locations.

Are you willing to attend all meetings of the committee?

Are you willing to listen to all sides of the argument before forming an opinion?

Policy History:

Adopted on:

Revised on: 11/13/2013

Bozeman Public Schools

INSTRUCTION

Policy 2315

K-12 Library Collection Policy

Collection management policies are a prerequisite to maintaining a useful materials collection. A collection management policy describes how the library’s collection serves its users, where the strengths and weaknesses are, how the collection relates to those in other local libraries, and what the goals are for the development of the collection. The Superintendent or designee shall develop collection management procedures that support the objectives of this policy.

Cross Reference: 2310 Selection of Library Materials

Policy History:

Adopted on: 5/13/1991

Revised on: 9/13/1993, 2/11/2008, 7/18/2019

Bozeman Public Schools

INSTRUCTION

Procedure 2315P

Collection Management Procedures

Introduction:

Mission Statement
The library media centers exist to support and enrich the school curriculums and promote recommended recreational reading; provide historical, current, culturally accurate, and diverse information for intellectual growth for all users; provide a welcoming environment that stimulates student’s interest in reading, provides tools for accessing all forms of information, and exploring new ideas; promotes intellectual freedom using the principles inherent in the First Amendment of the Constitution of the United States, and as expressed in the School Library Bill of Rights and endorsed by the American Association of School Librarians.

Purpose of the Procedure
The collection management procedure will be maintained to focus on each library media center’s educational goals, to evaluate collection growth, and to ensure continuity of purpose within curriculum changes.

User Groups Defined
Elementary patrons are considered to be students from preschool through the fifth grade, their respective teachers, parents and community. Middle school patrons are considered to be students from the sixth grade through the eighth grade level, their teachers, parents and the community. High school patrons are considered to be students in grades 9-12, their teachers, parents and the community.

Patron Needs Defined
All students will be given the materials needed to meet the curriculum standards as set forth in the latest adoption of the curriculum, plus a selection of recommended recreational reading materials. Teachers will be afforded a current and relevant professional collection as needed to meet their curriculum standards. Parents and community members will be afforded use of library materials as available without compromising use by the District patrons. The confidentiality of all patrons is guaranteed through the use of a secured automated circulation system.

Cooperative Management and Interlibrary Loan
Cooperative sharing is practiced within the Bozeman Public School system whenever possible in the spirit of Interlibrary Loans, and to other entities in our District and area when deemed appropriate, and subject to availability.

General Priorities and Policies:

Chronological Coverage and Formats
As budget allows, newer materials are collected. Libraries will endeavor to keep their collections current to within 20 years for general items, exclusive of classic and historical items. This shall include a variety of formats, including digital resources.

Copyright Compliance
A full policy on copyright issues is contained in the District Copyright Compliance Procedure #2312P.

Funding Considerations
State and local tax monies are allocated to the schools. This money is allocated on a per pupil basis by grade level. Grants and additional funding sources are actively pursued.

Collection Responsibilities and Selection Procedures
The teacher-librarians select recommended materials, based on curriculum need, as well as student and faculty requests (see Selection of Library Materials Policy #2310). Requests for District Media Center purchases should be made using 2315F.

Donation Policy
Donations are accepted as long as no restrictions are attached. Donations must meet the adopted criteria for addition to or withdrawal from the library collection (see section in Selection of Library Materials Policy #2310) and the District Donation policies #2313 and #7260.

Gift materials may be accepted with the understanding that they must meet criteria set for material selection.

Collection Maintenance
Mending of items is a routine process completed by available staff. Worn materials that are relevant and have circulated within the past 5 years may be rebound to extend their use if possible.

The weeding process will be used to maintain the collections as high-quality, appealing, current and relevant representing a variety of viewpoints with a balanced consideration of topics. Weeding is an ongoing process which requires continuous evaluation for condition, usefulness and relevancy and is not intended to remove controversial items to subvert the Learning Materials Review Committee review procedures as outlined in Policy #2314. Materials deemed irrelevant for one grade level or site, but still useful for another site will be re-stamped for the appropriate new location.

Weeding Guidelines:

Items deemed out-of-date or inaccurate or superseded by newer materials. The District currently uses the Follett Titlewise Collection Development analysis tool to determine dated materials.
Items no longer in demand or have not been circulated in over five (5) years.
Items which no longer support a curriculum, and are no longer relevant to the collection.
Items which are in bad condition physically.
Equipment items in an obsolete format, or are damaged beyond repair.
Realia which is no longer relevant, or damaged.
Biased or erroneous information will not be retained if it has no historical value.

Weeding

When materials no longer meet the criteria for selection, they shall be weeded. Weeding is a necessary aspect of selection, since every library will contain works which may have answered a need at the time of acquisition, but which, with the passage of time, have become obsolete, dated, unappealing, or worn out.

Discarded materials will be clearly stamped:

“WITHDRAWN FROM ________________ LIBRARY ON DATE”

Materials will be discarded in compliance with state law.

De-Selected Materials:

K-5:

If it is being sent to another site, item will be sent “as-is” for reprocessing.
Site copy must be deleted from the automated catalog.
If the item is being withdrawn, it is stamped as withdrawn, boxed and placed for shipment to the District Disposal per policy #7251.
Items damaged beyond repair or use may be disposed of on-site.

Complaints and Censorship
A full policy on the review of materials is contained in the District’s Learning Materials Review Policy #2314.

Subject Areas Collected
The collections are maintained and developed with the goal of supporting the District’s curriculums and providing quality recreational reading for District patrons. Library Media Centers support this goal by providing high-quality, current and relevant materials and information to its users, accommodating the wide variety of reading interests and abilities of all students, with the intent of presenting a variety of viewpoints and a balanced consideration of topics.

Present Collection Levels
A basic level of information is maintained in all subject areas with an up-to-date collection that introduces readers to the subject and indicates the varieties of information available elsewhere.

Future Acquisition Goals
The future acquisition goals for District collections are to build a core collection across all Dewey Classification subject areas. Each school’s library collection will support the appropriate curriculum at that level and provide for intellectual growth and interest. Fiction collections will support District reading goals and provide abundant opportunities for recreational reading. Destiny and Titlewise reports will be used to generate the beginning and end of year forms for evaluation. (See Form attachment).

Special Collections

Special Collections, including materials associated with Indian Education for All, are available at each site including the District Media Center collection.

Professional Collections
Professional Collections are available at each site including the District Media Center Professional Collection.

Instructions for future acquisitions evaluation and collection development forms.
Follett Destiny software should be used to print a report at the beginning of the school year and at the end of the school year. Reports should be compared and evaluated to provide information regarding the library’s current collection and progress toward acquisition goals. Reports should be provided to the Building Principal.

Directions:

In Follett Destiny go to Back Office > Reports (left-hand column) > Library statistics > Printable > Print 2 copies.

In Follett Destiny go to Back Office > Reports (left-hand column) > Collection Statistics Summary. Choose Age tab > Printable > Print 2 copies.

In Follett Destiny go to Back Office > Reports (left-hand column) > Collection Statistics Summary. Choose Value tab > Printable > Print 2 copies.

These instructions may be revised pending new updates from Follett.

Policy Implementation, Evaluation, and Revision
This policy and procedure will be reviewed every three years and updated as needed by the teacher-librarians.

Policy History:

Adopted on:

Revised on: 9/13/1993, 2/11/2008, 4/08/2014, 5/05/2017

Bozeman Public Schools

INSTRUCTION

Policy 2316

Movies/Videos

The Bozeman Public Schools use appropriate movies and videos during school as a tool in the educational process. Any film, or a segment of a film, selected for viewing must have educational value, and have a direct link to the instructional learning objectives of the approved curriculum. Student engagement, rather than passive modes of instruction, is most beneficial to students. Therefore, videos, including feature length films, are to be used both appropriately and sparingly.

Cross Reference: 2311 Instructional Materials

Policy History:

Adopted on: 7/11/2005

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2316P

Video Sources

Any video from the district media center or legally purchased by school libraries or through school budgets may be shown. Grade level recommendations/ratings should be observed.
Commercially rented and privately owned videos may only be shown according to the guidelines below.

Guidelines

If a video presentation (film, television production, computer and or Internet download) has been found to have educational value:

The teacher wishing to present it must first view it in its entirety.
The teacher must design an engaging lesson that involves best instructional practices and discussion prior to, throughout, and after the presentation.
If the content could be deemed potentially controversial, the principal is notified in advance.

Use of films must be age appropriate:

Elementary (K-5)

G, or P.G. rated films/segments may be used at the elementary level. P.G. movies may be shown only with parental permission and only if the following steps are taken:

The teacher and the principal meet to discuss the rationale and appropriateness of the film.
The teacher will prepare and present sufficient introductory and follow-up activities for the film’s use.
The individual teacher will inform parents, provide a rationale, and solicit parental approval prior to the viewing date via an opt-out parent permission form.
The individual teacher will offer, without penalty, an alternative assignment to any student whose parent(s) withhold permission.

Middle (6-8)

G, or P.G. rated films/segments may be used at the middle school level. P.G.-13 movies may be shown only with parental permission and only if the following steps are taken:

The teacher and the principal meet to discuss the rationale and appropriateness of the film.
The teacher will prepare and present sufficient introductory and follow-up activities for the film’s use.
The individual teacher will inform parents, provide a rationale, and solicit parental approval prior to the viewing date via an opt-out parent permission form.
The individual teacher will offer, without penalty, an alternative assignment to any student whose parent(s) withhold permission.

High School (9-12)

G, P.G., and P.G.–13 rated films/segments may be used at the high school level. R- rated films may be used at the high school level only if they provide a uniquely effective supplement to a course’s established curriculum. The following steps must then be followed:

The department has established a standing committee, consisting of five department members, to discuss the rationale and appropriateness of the film.
The teacher will prepare and present sufficient introductory and follow-up activities for the film’s use.
The individual teacher will inform parents, provide a rationale, and solicit parental approval prior to the viewing date via an opt-in parent permission form.

The individual teacher will offer, without penalty, an alternative assignment to any student whose parent(s) withhold permission.

If a video presentation (film, television production, computer and/or Internet download) is designed to educate students on issues such as drugs, sex education, personal safety, puberty and related health issues, the same procedure as outlined above should be followed along with:

Prior written notification to parents/guardians at least one week in advance.

Any portion of the procedure may be overridden for good and sufficient reason by the principal or the Superintendent.

Instructional Use

“Fair Use” guidelines permit use of a lawfully obtained copyrighted video or film for instructional purposes in a normal instructional setting.

Non-Instructional Use

Videos and films shown solely for reward or entertainment or other non-instructional use must be approved by the building administrators. Permission for non-instructional use must be sought by contacting the copyright holder.

Policy History:

Adopted on: 6/13/2005

Revised on: 5/01/2006, 6/21/2016

Bozeman Public Schools

INSTRUCTION

Policy 2320

Field Trips, Excursions, and Outdoor Education

The Board recognizes that field trips, when used as a device for teaching and learning integral to the curriculum, are an educationally sound and important ingredient in the instructional program of the schools. Such trips can supplement and enrich classroom procedures by providing learning experiences in an environment beyond the classroom. The Board also recognizes that field trips may result in lost learning opportunities in missed classes. Therefore, the Board endorses the use of field trips, when educational objectives achieved by the trip outweigh any lost in-class learning opportunities. The principal will be responsible to make the initial approval of the trip and by his/her signature, certifying that, in his/her judgment, the objectives achieved by the trip fully outweigh lost learning opportunities.

Field trips are defined as non-MHSA travel by vehicle away from the school premises under the supervision of a teacher, for the purpose of affording students a direct learning experience not available in the classroom.

Out-of-state and international field trips may be approved by the Board if the trip is a logical extension of an instructional program, has clear educational value, and sufficient funds can be raised for the trip. All out-of-state and international trips must be approved in advance by the Board prior to any contact with students, with exception of trips to Yellowstone National Park. Failure to comply with this provision will result in the trip being disapproved.

Unless specifically approved in advance, state-level participation in an activity does not grant permission to participate out of state.

Staff members may not solicit students during instructional time for any privately arranged field trip or excursion without Board permission.

Requests for out-of-state trips will be submitted for Board approval at least 30 days in advance of the trip. Requests for international trips will be submitted for Board approval at least 90 days in advance of the trip. Requests will include, to the extent available, estimates of total funds needed and the anticipated method of raising these funds. Any necessary information not supplied at the time of the initial request shall be provided immediately upon becoming available. Funds for these trips, including expenses for supervisors, must come from student fundraising or fees as provided by Policy #3530/3530P or from support groups as provided by #4222/4222P, or individual student/parent funds.

District employees and volunteers are encouraged to use commercial transportation, rental cars, and vans, and as a last choice drive personal vehicles. The superintendent shall develop procedures which will promote the safe operation of field trips.

Transportation and lodging for trips or events under this policy shall be in accordance with Policy 8132. The presence of a person with a currently valid first aid card is required during school-sponsored activities, including field trips, athletic, and other off-campus events. Parental permission shall be documented for all school sponsored trips.

Cross Reference: 2158 Parent/Family Engagement and Involvement in Education Policy

8132 Activity Trips

Legal Reference: ARM 37.111.825 Health Supervision and Maintenance

Title 40, Chapter 6, Part 7 Rights of Parents

Policy History:

Adopted on: 11/24/1986

Revised on: 7/27/1987, 6/20/1988, 6/22/1992, 4/26/1993, 5/27/1997, 11/10/1997, 6/08/1998, 9/09/2002, 12/14/2020, 6/10/2024

Bozeman Public Schools

INSTRUCTION

Procedure 2320P

Field Trips, Excursions, and Outdoor Education

The District views field trips as important instructional tools that are deeply integrated into the academic curriculum. These experiences serve to enrich classroom learning by providing students with unique opportunities to engage with the world beyond school walls.

Because field trips are a core component of the educational program rather than an optional privilege, they must not be utilized as behavioral incentives or withheld as a form of punishment for attendance or conduct. Every student is entitled to these curricular experiences, and participation should remain independent of disciplinary actions.

The District also recognizes that field trips may result in lost learning opportunities in missed classes. Trustees do, therefore, endorse the use of field trips when the educational objectives achieved by the trip clearly outweigh any lost learning opportunities. The principal will be responsible for making the initial approval of the trip and by his/her signature, certifying that, in his/her judgment, the objectives achieved by the trip fully outweigh lost learning opportunities.

Unless specifically approved in advance, state-level participation in an activity does not grant permission to participate out of state.

Requests for out-of-state trips will be submitted for Board approval at least 30 days in advance of the trip. Requests for international trips will be submitted for Board approval at least 90 days in advance of the trip. Requests will include, to the extent available, estimates of total funds needed and the anticipated method of raising these funds. Any necessary information not supplied at the time of the initial request shall be provided immediately upon becoming available. Funds for these trips, including expenses for supervisors, must come from student fund raising or fees as provided by Policy #3530/3530P or from support groups as provided by #4222/4222P, or individual student/parent funds.

No staff member may solicit students during instructional time for any privately arranged field trip or excursion.

District employees and volunteers are encouraged to use commercial transportation, rental cars and vans, and as a last choice drive personal vehicles. The superintendent or designee shall develop procedures which will promote the safe operation of field trips.

General Guidelines

Day field trips require the approval of the principal. Overnight trips must have the approval of the principal and the Deputy Superintendent. Kindergarten-grade 5 overnight approval is a site-based decision with ultimate decision-making authority at the principal level.

Tent camping is not allowed.

Overnight field trips are done on a voluntary basis by teachers. Teachers should not be forced to build overnight trip experiences for their students. Out-of-state field trips and international field trips must have specific approval from the Board of Trustees. All travel will be provided by the District or by commercial carrier except as noted elsewhere in this policy.

Chaperones must complete a background check before participating on overnight trips or unsupervised activities. See Volunteer Handbook for more information.

In required classes, there will be no charge to the student for a field trip that is for credit or graded. Students who do not participate in a graded trip will do so without penalty and must be provided an alternate assignment/activity that is as much as practical related to the trip in its educational value.

Non-graded field trips may require students to contribute funds in order to participate. If a field trip is an activity that is not graded, students may elect to participate or not, without penalty. Students who do not participate will be allowed to complete other assignments or be provided other non-graded activities. Students who wish to participate but are unable to pay for the trip will receive a scholarship for whatever amount is necessary to allow for their participation.

The principal will allow a student to participate in graded and/or non-graded field trips when that student meets the established criteria for participation in the activity.

Field trip request forms and employee vehicle usage forms may be found in KissFlow and must be completed prior to consideration.

Day Field Trips

Staff member requesting a day field trip shall submit a completed field trip request form to the principal. This form shall include a list of instructional objectives as well as a list of pre- and post-learning activities. The principal will approve the field trip based on his/her assessment of the cost/benefit of the trip. Upon approval by the principal, the teacher will notify the parent, in writing, per procedures 4a and 4b below no later than two days prior to the trip.

The sponsoring staff member is responsible to coordinate all activities related to the field trip. This includes completing the KiSSFLOW form, ordering and confirmation of the bus, contact with the site to ensure maximum learning opportunities, assessing all activities related to the site for safety, planning for health and medical needs, and providing for adequate supervision. In the event that transportation is provided by staff or parent, the teacher is responsible to see that all requirements as specified by policy are met.

Adequate supervision will typically be defined in the elementary school as one adult supervisor for every ten students. At the middle and high schools, at least two adult supervisors will be provided for each bus except where additional supervision is necessary. Buses with fewer than 25 students will require one adult supervisor.

Field trips and parental permission: With the exception of overnight trips, trips beyond the school grounds generally fall into two categories:

Walking excursions of no more than a half-day. Parent(s) will be notified of these trips by teacher note; but parent(s) will not be required to sign a note giving child permission to participate. Parents will have signed an Annual Walking Field Trip Permission Form.

Trips of more than a half-day or trips for which transportation is involved. These require a separate, signed permission form. Parents will be asked to sign a field trip permission form, indicating consent to the child's participation and allowing Bozeman School District employees or volunteers in charge of your child to obtain all necessary emergency medical treatment in the event your child is injured.

For either 4(a) or 4(b), specific school procedures may be more restrictive.

5. Field trips and health/medical:

All field trips require an accompanying adult who is certified in First Aid.

Notify the BSD7 nurse if there are specific health care needs that need to be covered if this is an overnight field trip (K-8 students only).

For field trips, especially when you may be a distance from EMS services, check out a stock epinephrine pen from your designated school supply. At the end of the field trip, return the stock epi. Notify the nurse if there was any incident where it was used or perhaps broken.

Review students with health conditions who may need extra precautions during the field trip. (For example, students with asthma should bring their inhalers on any outside skiing trips. Students with severe allergies should bring their own epinephrine pen. Students with diabetes may need an adult chaperone.)

Review any students’ 504 plans that may address the need for prior parent notification of field trips.

Health/Medical Guidelines for Overnight Field Trips:

Notify the school nurse about the overnight trip as soon as possible.

Students who normally do not take medication during school hours, may need to take medications during an overnight field trip. (For instance, ADHD medication or allergy medication are often taken 1x at home.) Students in K-5 are not allowed to take medication without prior health care provider and/or parent permission.

Students who already have a physician's order for medication at school will not need new orders, unless the times administering the medication is different. The nurse can assist you with this.

Students who have asthma inhalers or epinephrine pens may carry those with them if the paperwork is complete and the situation is appropriate. (K-5 students)

Send home notice to parents asking if their child will require medication on the field trip. (K-8 students)

Students may be offered over the counter medications in the event of an accident or injury if a parent consent form is signed. (K-8 students)

Notify nurse once medical forms are returned and the nurse will organize medical paperwork.

Each student with daily medication will need a physician order form, and a medication log. (K-8 students)

Each student with as needed (prn) medication will need a parental consent form. (K-8 students)

If your class needs a lice check before the field trip (required for some Yellowstone field trips), schedule that time with school nurse for a few days before the trip and have the form available.

Put together a first aid kit. Suggestions include: Variety of bandages, ace bandage, alcohol wipes, moleskin for blisters, first aid tape and gauze pads, instant cold and warm packs, folding warming blanket, scissors, tweezers. Medications may include: antibacterial ointment, anti itch cream or afterbite, ibuprofen, acetaminophen (Tylenol), burn cream.

Complete the medication administration training with school nurse if you will be administering medications.

Students are to be monitored 24 hours a day. Ensure that you have nighttime coverage.

A Few Days Before Trip (K-8):

Parent brings in medication for student. Medication must be in the original labeled container or packet. Parents can request 2 labeled containers from the pharmacy, if it is a prescription medication. No baggies with pills in it will be accepted. Prepare a medication log for each of these students. Review with the parent any specific instructions (e.g., take with food). Put the physician order, medication and medication log in a ziplock bag with the student’s name written on the outside of the bag.

Check out stock epinephrine from school supply.

Organize all the medical supplies, student medications and paperwork into backpack, (perhaps 2 backpacks if you are going to take the first aid kit on hiking events). Student medications should be kept in a supervised location or locked container.

Notify other chaperones of any student with specific health needs that may need monitoring and does not break confidentiality issues. Notify chaperones the location of the First Aid kit.

Refer to medication administration guidelines when giving medications on field trips.

Cross Reference: 3530 Student Fundraising Activities

5430/5430P/5430F Volunteers

Policy History:

Adopted on: 11/24/1986

Revised on: 7/27/1987, 6/20/1988, 6/22/1992, 4/26/1993, 5/27/1997, 11/10/1997, 6/08/1998,

9/09/2002, 9/08/2006, 1/20/2015, 9/27/2024, 5/19/2026

2320F1

BOZEMAN PUBLIC SCHOOLS DISTRICT. NO. 7

VOLUNTEER VEHICLE USAGE FORM

Please complete this form and send it to the school site administrator for review and approval. If you are an

employee, please complete the Vehicle Usage Form on Kissflow.

Driver and Insurance Information:

Name: Date of Birth:

Address:

City/State/Zip: Home #: Work #:

Drivers Lic. #: Class: Expiration Date

Moving violations received, if any, in the past 3 years? # Explain:

Number of accidents, if any, in the past 3 years? # *Explain:

(*Use additional sheet, if necessary, for explanation and attach it to this form.)

Insurance Company: Telephone #:

Policy #: Expiration Date:

Driver Statement:

I certify the vehicle is equipped with seat belts for all occupants.

I certify the vehicle is regularly maintained and kept in good mechanical condition.

I certify that I have not received a DWl, DUI, OWI, OUI, refusing substance tests, reckless driving, manslaughter, hit and run, eluding a police officer, any felony, drag racing, license suspension or driving while license suspended in the last 36 months.

I consent to the school district checking my Motor Vehicle Record (MVR) with the Department of Motor Vehicles (DMV).

I certify I am 21 years of age or older.

I certify I have a valid Montana drivers license and there are no restrictions preventing me from transporting students in my vehicle.

I certify the following minimum vehicle insurance requirements outlined by the Bozeman School District are met:

Bodily Injury Liability and Property Damage combined $300,000

Medical (for passengers) 5,000

Under and Uninsured Motorist 300,000

Volunteer Signature Date

School/Site Administrator’s Signature Date

School/Site Name Date

Original Form to be kept at School/Site

BOZEMAN PUBLIC SCHOOLS DISTRICT NO. 7

VOLUNTEER DRIVER INSTRUCTION FORM

Volunteer drivers using their vehicles to transport students on field trips or other school-sponsored and district-approved field/activity trips must comply with the following requirements:

A valid Montana drivers license.

The following minimum insurance coverage amounts if private vehicles are used: $300,000 bodily injury liability and property damage combined, $5,000 medical and $300,000 under and uninsured motorist.

A minimum age of 21 years to transport students.

Completion of the appropriate Volunteer Vehicle Usage Form and submittal to the principal five days prior to the field trip. The principal is the approving administrator.

Completion of a new Volunteer Vehicle Usage Form upon expiration of the driver’s vehicle insurance policy.

Compliance with the law requiring each passenger, including the driver, to use a seat belt. There is to be no sharing of seat belts.

Carrying only the number of passengers for which your vehicle is designed, not to exceed more than a total of six passengers, including the driver. Trucks or pickups may carry only as many as can safely sit in the passenger compartment. No passengers shall be carried in a pickup.

It is recommended that a first aid kit and fire extinguisher be carried in the vehicle.

Emergency information for each occupant (both students and adults) must be maintained in the vehicle. Student emergency information is provided on the emergency portion of the field trip parent permission form.

Report accidents/ injuries to school as soon as possible.

Questions and/or accident report may be referred to the Business Office at (406) 522-6045

Thank you for volunteering your services to benefit our students. Have a fun, safe trip!!

2320F3

School Name

FIELD TRIP WITH TRANSPORTATION PERMISSION FORM

Destination________________________________________

Date(s) of field trip__________________________________

Departure time_____________________________________

Return time________________________________________

Mode of transportation_______________________________

Special items needed by student________________________

__________________________________________________

(please return the bottom portion to your child’s teacher)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - -

(Student’s Name)_________________________________has my permission to attend the School Name field trip:

Destination______________________________

Date___________________________________

Mode of transportation_____________________

(Teacher’s Name)_________________________________________

Daytime contact number____________________________________

Parental Authority for Medical Care – I authorize Bozeman School District #7 employees or volunteers in charge of my student to obtain all necessary emergency medical care and authorize any licensed physician and/or medical personnel to render necessary emergency medical treatment to the student.

______________________________________________ _____________________

Parent/Guardian Signature Date

2320F4

School Name

Annual Walking Field Trip Permission Form

School Year XXXX – School Year XXXX

Throughout the school year, our teachers will be conducting various field trips; these will be related to the curriculum and will be designed to be educationally meaningful. In order to prevent our asking you to sign for permission for each walking field trip, we’re using this one form for the entire school year. You will, however, be notified each time your child will be leaving the building for a walking field trip; the classroom teacher will send information regarding the date, approximate time of the trip, the purpose, and the activities. If you have questions, please don’t hesitate to contact your child’s teacher.

Trips involving transportation require an

additional signed permission form.

(Student’s Name)_________________________________has my permission to attend all walking field trips at School Name during the XXXX-XXXX school year.

(Teacher’s Name)_________________________________________

Daytime contact number____________________________________

______________________________________________ _____________________

Parent/Guardian Signature Date

2320F5

FIELD TRIP RELEASE - TRAVEL PERMISSION FORM

BOZEMAN SCHOOL DISTRICT #7

GRADES K-12

Date ________________________ Teacher __________________________________

Activity ______________________________________________________________________

Location ______________________________________________________________________

The following students will be traveling home with their parent/guardian or other pre-approved adult.

BY SIGNING THIS ACKNOWLEDGMENT, THE SCHOOL DISTRICT IS RELIEVED OF ITS RESPONSIBILITY OF TRANSPORTING THE STUDENT HOME.

Student’s Name Signature

10.

11.

12.

13.

14.

15.

2320F8

Acknowledgement of Risk Associated with Participation in ___________Trip Involving Travel to ___________

Bozeman Public Schools Affirms that it will exercise ordinary care and skill in the sponsorship and supervision of the ______________________ trip.

I _________________________ (Participant) and parents/legal guardians _________________________ and

__________________________ Acknowledge:

That the selection of the destination(s) for the trip has been made by ______ for the purposes of educating students on matters related to ______. This is an educational trip with the sites and destination selected for educationally relevant reasons associated with the instruction of _________.
That Bozeman Public Schools has fully advised us and that we understand the trip is voluntary and not tied to a grade in the course/s associated with the trip.
That Bozeman Public Schools has fully advised us and that we understand the inherent risks associated with travel generally and my/my child’s participation in a trip involving travel to the identified destination and sites.
That inherent risks of which I have been apprised include the risk of:

Injury;
Illness;
Death; and
Other loss, including but not limited to:

Confiscation of and/or damage to property;
Suspension/denial of rights of due process and other constitutional protections enjoyed within the United States by virtue of my status as a citizen but generally unavailable during international travel;
Health and other related quarantines/isolations of an unknown duration to be determined by governing authorities where I may travel and/or within the United States upon my attempted return. In the event supervision is required beyond the scope of the trip itinerary due to health and other related quarantine/isolation orders of governing authorities or airline policies, additional costs will be the responsibility of the student/family.
Inability to participate in certain activities or attend events at certain locations due to laws, regulations, ordinances, rule, or policy governing the activity, method of travel, attendance, or location that have been adopted and implemented by specific nation, state, municipality, jurisdiction or private business.

This includes laws, regulations, ordinances, rules, or policies of the specific nation, state, municipality, or location related to COVID-19 vaccination, masking, isolation/quarantine, and/or other mitigation requirements.
Bozeman Public Schools may be able to provide accommodations and/or alternative supervision for situations that limit participation of a student/adult mentioned above, however, alternate activities will not be provided.

That my child may not engage in any activity that violates District policy, handbook provision, volunteer or staff directive, or applicable law, law, regulation, ordinance, or legally valid rule. Specifically, any use of alcohol or drugs during such trip is strictly prohibited regardless of the legality of such use in any location during such trip.
That Bozeman Public Schools has fully advised us and that we understand that if any portion of the trip is canceled, postponed, amended, adjusted or otherwise changed due to the decision of any vendor, airline, agent, or other provider because of government order, war, insurrection, pandemic, weather, or other act, any payment we have issued to such vendor that is affected or lost by the decision is our sole responsibility and not the responsibility of Bozeman Public Schools.

That I fully understand and appreciate the risks above and voluntarily choose to participate/allow my child to participate in such trip. I understand the District may accommodate student needs in accordance with District policy, however, any costs associated with failure to adhere to the risks outlined in this agreement will be the responsibility of the student/family.

I further acknowledge my assumption of responsibility to strictly follow all policies, rules, laws, and directives of any volunteer or staff of Bozeman Public Schools and to comply with the terms of this agreement and district policy during my participation in such trip. I further acknowledge that any failure to comply with directives as set forth herein shall constitute a voluntary and unreasonable exposure of myself and others to known dangers and foreseeable risk of harm and shall be considered comparative negligence on my behalf within the meaning of 27-1-702, MCA.

Dated this ______ day of _____________, ______.

_____________________ _____________________ _____________________

Guardian 1 Guardian 2 Student

2320F9

TRAVEL RELEASE

PLEASE READ CAREFULLY AND SIGN THE FOLLOWING FOREIGN TRAVEL STATEMENT:

It is an incredible responsibility for a teacher to take a group of students on an extended trip to another country. The decision to take such a trip is not made lightly. The Teacher takes on the responsibilities of tour guide, administrator, teacher, treasurer, nurse, and administrator of discipline. The Teacher is vitally interested in the well-being and education of the individual student, but must balance that with consideration for the good of the group. The Teacher needs the same sleep time as the students, the same quiet time to relax, the same opportunity to enjoy and learn from the trip.

It is therefore necessary that parents and students fully understand the purpose of the trip, the expectations of the chaperones, the code of conduct which will govern the trip, and the consequences to the student for violation of the code.

My son/daughter _______________________________________ has my permission to participate in the trip to Country Name, Month, Year.

This trip is school board approved and provides the usual supervision by the accompanying chaperones.

The undersigned understands and agrees with the RULES AND CONDUCT CODE as follows:

Selection of participants

In general, students eligible for the trip to Country Name must understand and agree to all financial and behavioral requirements of the trip.

Teacher Name(s) has/have the right to select only those students who, in their opinion, will benefit from the trip, who have demonstrated a genuine interest in Country Name culture and language, and who will abide by the code of conduct for the duration of the trip.

[Other requirements may be listed as appropriate.]

Cooperation

The success of a foreign study trip is based on mutual trust, respect and understanding between the chaperones, the student and the parents. Students who violate this trust by inappropriate behavior endanger themselves and the group. Insubordination is the breaking of this trust by willful disregard of the rules or instructions given by a chaperone.

Each student is expected to act in an orderly and cooperative manner. He/She is expected to follow the instructions given by the chaperone, since the chaperone is responsible for the guidance and safety of the group. He/She is expected to be on time and at the designated place for all activities. Excessive noise or rowdy behavior detract from the purpose of the trip and may bring censure of the group by local citizens. Therefore, such behavior will not be tolerated.

The following behavior is expected:

The student will attend school as specified by the chaperones.
Mature, courteous, thoughtful behavior and conduct of highest quality is expected at all times.
The student is expected to obey all rules and safety precautions established by the chaperones during the travel and group activities.
Absences from the host family must be approved by both the host family and official chaperone. At all times, the host family and chaperone must know the activities and location of the student.
At no time may a student be alone without a chaperone, host family member, or a fellow student.
No use of alcohol or illegal drugs is allowed on this trip. Abuse of alcohol or other drugs will result in the participant’s immediate return to the United States at the expense of his/her parents. While we recognize that students may be traveling to countries with different cultural attitudes, the purchase or consumption of any alcoholic beverage by a minor is not permitted on a school outing. Chaperones are also not allowed to purchase any alcohol for students to bring home.
No use of tobacco is allowed on this trip.
The student is not allowed to drive a car in Country Name. Any driving will be considered as the illegal operating of a motor vehicle and will be reported to the local authorities.
Any illegal activity will be referred to Country authorities for local action.
Personal injury or property damage caused or contributed to by the student will be paid for by the student.
Use or possession of illegal drugs or narcotics will result in the participant’s immediate return to the United States at the expense of his/her parents. In the case of arrest for the above, the student becomes the total responsibility of his/her parents.

Any student who acts inappropriately or refuses to cooperate will first be warned. Continued inappropriate behavior or lack of cooperation will be considered insubordination and parents will be called and informed of the problem. The student and parents will pay for this call. Any further violation will result in the student being sent home at the parents’ expense. A single instance of very inappropriate behavior may result in the participant’s immediate return home.

Appearance

Students on a foreign study trip are diplomats and representatives of the United States and Bozeman Schools. Their appearance should reflect this.

Students are expected to wear neat, clean, tasteful clothing that is appropriate for school or the scheduled group activity. Clothing should be appropriate for Country dress standards. Sweats, gym shorts, tank tops, and cut-offs would not be appropriate. Footwear is required.

Students should be prepared for a variety of weather conditions including rain, wind, and cold, as well as possible temperatures in the XX’s.

Medical Information

For the safety and well-being of the student, it is imperative that the chaperones have complete knowledge of the medical needs of the student, including any medication being used by the student. The medical card must be conscientiously and completely filled out.

Agreement

The undersigned attest that they have read the RULES AND CONDUCT CODE, understand its requirements and penalties, and agree to abide by these rules. The undersigned parent(s)/guardian(s) agree to accept a collect call if an infraction occurs and that they will pay travel expenses back to Bozeman in the event their son/daughter is so penalized.

_______________________ ____________________________________

Date Signature of Parent

Home Phone ______________________ Work Phone ______________________

_______________________ ____________________________________

Date Signature of Parent

Home Phone ______________________ Work Phone ______________________

_______________________ ____________________________________

Date Signature of Student

_______________________ ____________________________________

Date Signature of Chaperone

2320F11

STUDENT EVENT OR TRIP AUTHORIZATION AND EMERGENCY CARE FORM

As a condition to participate in the Bozeman School District’s ________ event or trip on __________ your student is required to complete the enclosed form. It is the policy of the School District to require an acknowledgement of risk and emergency medical treatment release as a condition of participating in this activity. If your student would like to participate, please carefully read and sign this document. Refusal to participate will not result in a failing grade for the lesson. Those students that do not participate will engage in alternative activity.

This event or trip includes and __________. There is an inherent risk of injury in this type of event and activities. By signing this agreement I acknowledge that the school district staff and volunteers try to prevent accidents. I, the undersigned, hereby acknowledge and understand that, regardless of all feasible safety measures that may be taken by the district, participation in this event entails certain inherent risks. These inherent risks that attendees specifically acknowledge include but are not limited to injury; illness; hospitalization, chronic health issues, quarantines of an unknown duration to be determined by governing authorities and death. By voluntarily entering this event or facility, I am specifically acknowledging awareness and knowledge of these inherent risks. All School District Policies are in effect when at the event or trip.

I further certify that my student will honor all instructions of district staff and volunteers and failure to honor instructions may result in dismissal from the activity and a failing grade for the lesson. I agree to accept responsibility for my student’s participation in the above-referenced activity. I understand any negligence arising out of the student’s participation in the program shall be attributed to me as comparative negligence within the meaning of Section 27-1-702, MCA.

I authorize qualified emergency medical professionals to examine and in the event of injury or serious illness, administer emergency care to my student. I understand every effort will be made to contact the family or contact person noted below to explain the nature of the problem prior to any involved treatment. In the event it becomes necessary for the district staff in charge to obtain emergency care for my student, I understand that neither the district employee in charge of the field trip nor the school district assumes financial liability for expenses incurred because of an accident, injury, illness and/or unforeseen circumstances.

I have been informed the class will meet at the following location _______________________ until approximately ______________________.

Participant and Parent Signature: :________________________________________________________________

Student’s Printed Name:________________________________________

Parent/Guardian Printed Name:________________________________________

Address: ________________________________ Phone Number: __________________________

Signature: _________________________________ Date: ___________________

Class Participant

Signature: _________________________________ Date: ___________________

Parent/Guardian

Emergency Contacts

Name and phone #s of person/people to contact in case of an emergency:

______________________________________________________________________

Name Phone Number

______________________________________________________________________

Name Phone Number

Medical Information

Do you have a medical condition which the school should be aware of before allowing you to participate in the field trip’s activity? Yes _____ No _____. If yes, please state the nature of the medical condition: _______________________________________________________________________

Allergies____________________________________________________________

Medications (Prescriptions and over the counter)

_______________________________________________________________________

Revised: 2/16/2022

2320F12

Bozeman Public Schools

ALTERNATIVE TRAVEL REQUEST

(RELEASE OF STUDENT TO ADULT OTHER THAN PARENT/GUARDIAN FROM ACTIVITY OFF-SITE)

I, THE UNDERSIGNED PARENT OF _______________________________________, UNDERSTAND THE FOLLOWING BOZEMAN SCHOOL DISTRICT #7 POLICIES AND PROCEDURES REGARDING STUDENT ACTIVITY TRAVEL:

Travel by private transportation rather than school-assigned carriers is prohibited unless written approval is obtained.

When traveling, students must travel on the bus or other official transportation to and from the event unless written arrangements have been made by the parent.

Parents may request their student be released to an individual , who is not the parent/guardian/caretaker relative by completing a Bozeman Public Schools Alternative Travel Request (2320F6) and receiving approval by the principal. A teacher/coach/advisor may then release the student, but only in a face-to-face meeting and upon signature of the Field Trip Release – Travel Permission Form (2320F5).

Coaches reserve the right to refuse requests by players to leave their teams if, in the coaches’ opinion, it does not serve in the best interest of the individual or program to do so.

Alternative travel requests by parents should be directed to the building principal.

I understand that if I have arranged, through written approval, to have my son/daughter transported from an activity, the duty and responsibility of the school, teacher/coach/advisor, and School District has ended when my son/daughter is released to my care. I also release, and discharge, the School District to the full extent permitted by law, from any and all claims arising out of the alternative transportation arrangements made by me for my son or daughter.

I hereby request permission from the school, and grant my own permission for the above listed student to use alternative transportation as outlined below:

Date of Trip: ______________ Event: _________________________________________

Reason for Request:_____________________________________________________________

_____________________________________________________________________________

Description of Alternative Transportation:___________________________________________

_____________________________________________________________________________

Parent Signature: ________________________________________ Date: ___________

Teacher/Coach/Advisory: _________________________________ Date: ___________

Principal/Designee: ______________________________________ Date: ___________

8-10-2007

2320F13

BOZEMAN PUBLIC SCHOOLS DISTRICT. NO. 7

STUDENT TRANSPORTATION LIABILITY RELEASE FORM

It is the policy of Bozeman Public Schools to provide transportation for students whenever possible for school activities and/or sporting events. It is also the district’s requirement to have a signed liability release form from the parent or guardian of any student who chooses to transport themselves to a school activity using their own vehicle.

I fully understand that some activities involve inherent risks to my child regardless of reasonable safety measures taken by the district. In consideration of the school district’s agreement to allow my child, _________________________________, to transport himself/herself to school activities, I agree to accept responsibility for any loss or injury that occurs during his/her travel that is not the result of fraud, willful injury or the willful negligent or violation of a law by a trustee, employee or agent of Bozeman Public Schools.

Parent Name: ____________________________________ Date:______________

(Please Print)

Signature:______________________________________________

Address:_______________________________________________________________________________

Phone Number: ________________________________________

Copy of vehicle insurance on file? _____ Yes _____ No

Policy History:

Adopted on: 4/13/2022

Revised on:

Bozeman Public Schools

INSTRUCTION

Policy 2321

Guest Speakers

The district encourages the extension of instructional experiences through the use of guest speakers. A sound education requires that students face issues and gain access to divergent points of view.

The superintendent or designee shall establish procedures for the approval of the use of a guest speaker. When an invited speaker expresses opinions which are partisan or considered controversial by a large portion of the community, the school shall provide for the presentation of opposing views.

Policy History:

Adopted on: 11/24/1986

Revised on: 7/18/2019

Bozeman Public Schools

INSTRUCTION

Procedure 2321P

Guest Speakers

The superintendent or their designee is authorized to select, invite and organize speakers for the benefit of the students, parents, staff and stakeholders in the school district. Such events will be consistent with district policy, educationally relevant and dedicated to upholding the mission of the school district. Speakers or events will be nonpartisan and nonsectarian. The superintendent or their designee will consider requests for specific events or speakers from parents or other citizens in accordance with this and other applicable school district policies. A speaker’s opinions do not reflect the views of the Board or school district officials.

When a teacher or club advisor believes that a guest speaker will contribute to the curriculum by helping to achieve the goals and objectives of the course, the staff member will follow the procedure set out below:

As early as possible prior to the proposed visit, the teacher will notify the principal of the name of the proposed speaker, how the speaker's topic will relate to the curriculum and the proposed date of the visit.

If the teacher and the principal believe the guest speaker's topic is controversial, both parties will attempt a course of action to adhere to the controversial issue (see Policy 2331--Controversial Issues).

In the event the speaker's topic is determined to be controversial, the teacher will notify students beforehand that any student who wishes not to attend the presentation will have an alternative assignment.

If a non-class member would like to attend, prior approval must be granted by the principal.

The guest speaker will be registered in the office by the teacher on the day he/she speaks.

Approval of a guest speaker will be exercised in a manner consistent with the principles of free inquiry and expression.

If the principal has reason to believe that the appearance of the guest speaker would not contribute to the curriculum or would be harmful to the students, he/she may deny the appearance of the guest speaker. If the teacher disagrees with the denial, she/he may appeal the decision to the Deputy Superintendent Instruction.

Cross Reference: 2330 Controversial Issues and Academic Freedom

4120 Public Information Program

4320 Contacts with Students

Policy History:

Adopted on:

Revised on: 6/21/2016, 1/20/2017

Bozeman Public Schools

INSTRUCTION

Policy 2322

Contests for Students

Contests may be made available to students by outside organizations through the schools, subject to certain limitations. The administrator shall determine that the contest is not in conflict with nor will it diminish the primary educational aims of the schools and that it meets the needs and interests of students.

The schools shall confine their participation to those national contests which are currently placed on the approved list published annually by the Committee on National Contests and activities of the National Association of Secondary School Principals.

A state or local contest in which students participate shall be:

One that supplements and does not interfere with the regular school program.

One that is beneficial to youth in education, civic, social, or ethical development.

One that makes it possible for individual students to work out contributions by their own efforts and does not invite dishonest collaboration.

One whose subject is not commercial, controversial, sectarian, or concerned with propaganda. It must emphasize high moral standards, good citizenship, and intellectual competence.

One from which no contestant shall be excluded because of race, color, creed, sex, or payment of entry fee.

One which does not place an undue burden on students, teachers, or the school nor require frequent or lengthy absence of participants from the school.

One sponsored by an organization engaged in a creditable or acceptable enterprise, regardless of kind or amount of prizes offered. The contest or activity must not be used as a “front” for advertising a company name or product.

Contests will not be allowed unless they further the educational goals of the District.

Policy History:

Adopted on: 11/24/1986

Revised on:

Bozeman Public Schools R

INSTRUCTION

Policy 2330

Controversial Issues and Academic Freedom

The District will offer courses of study which will afford learning experiences appropriate to levels of student understanding. The instructional program respects the right of students to face issues, to have free access to information, to study under teachers in situations free from prejudice, and to form, hold, and express their own opinions without personal prejudice or discrimination.

Teachers will guide discussions and procedures with thoroughness and objectivity to acquaint students with the need to recognize various points of view, importance of fact, value of good judgment, and the virtue of respect for conflicting opinions.

The Board encourages and supports the concept of academic freedom, recognizing it as a necessary condition to aid in maintaining an environment conducive to learning and to the free exchange of ideas and information.

In a study or discussion of controversial issues or materials, however, the Board directs teaching staff to take into account the following criteria:

Relative maturity of students;
District philosophy of education;
Necessity for a balanced presentation; and
Necessity to seek administrative counsel and guidance in such matters.

Legal Reference: Article X, Sec. 8, Montana Constitution - School district trustees

§ 20-3-324(16) and (17), MCA Powers and duties

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2332

Religion and Religious Activities

In keeping with the United States and Montana Constitutions and judicial decisions, the District may not support any religion or endorse religious activity. At the same time, the District may not prohibit private religious expression by students. This policy provides direction to students and staff members about the application of these principles to student religious activity at school.

Student Prayer and Discussion

Students may pray individually or in groups and may discuss their religious views with other students, as long as they are not disruptive or coercive. The right to engage in voluntary prayer does not include the right to have a captive audience listen, to harass other students, or to force them to participate. Students may pray silently in the classroom, except when they are expected to be involved in classroom instruction or activities.

Staff Members

Staff members may not encourage, discourage, persuade, dissuade, sponsor, participate in, or discriminate against a religious activity or an activity because of its religious content when in the course of completing official duties.

Graduation Ceremonies

Graduation is an important event for students and their families. In order to assure the appropriateness and dignity of the occasion, the District sponsors and pays for graduation ceremonies and retains ultimate control over their structure and content.

District officials may not invite or permit members of the clergy to give prayers at graduation. Furthermore, District officials may not organize or agree to requests for prayer by other persons at graduation, including requests by students to open or deliver a prayer at graduation. The District may not prefer the beliefs of some students over the beliefs of others, coerce dissenters or nonbelievers, or communicate any endorsement of religion.

Baccalaureate Ceremonies

Students and their families may organize baccalaureate services, at which attendance must be entirely voluntary. Organizers of baccalaureate services may rent and have access to school facilities on the same basis as other private groups and may not receive preferential treatment. The District may not be identified as sponsoring or endorsing baccalaureate services. District funds, including paid staff time, may not be used directly or indirectly to support or subsidize any religious services.

Assemblies, Extracurricular and Athletic Events

District officials may not invite or permit members of the clergy, staff members, or outsiders to give prayers at school-sponsored assemblies and extracurricular or athletic events. District officials also may not organize or agree to student requests for prayer at assemblies and other school-sponsored events. Furthermore, prayer may not be broadcast over the school public address system, even if the prayer is nonsectarian, nonproselytizing, and initiated by students.

Student Religious Expression and Assignments

Students may express their individual religious beliefs in reports, tests, homework, and projects. Staff members should judge their work by ordinary academic standards, including substance, relevance, appearance, composition, and grammar. Student religious expression should neither be favored nor penalized.

Religion in the Curriculum

Staff members may teach students about religion in history, art, music, literature, and other subjects in which religious influence has been and continues to be felt. However, staff members may not teach religion or advocate religious doctrine or practice. The prohibition against teaching religion extends to curricular decisions which promote religion or religious beliefs.

School programs, performances, and celebrations must serve an educational purpose. The inclusion of religious music, symbols, art, or writings is permitted, if the religious content has a historical or independent educational purpose which contributes to the objectives of the approved curriculum. School programs, performances, and celebrations cannot promote, encourage, discourage, persuade, dissuade, or discriminate against a religion or religious activity and cannot be oriented to religion or a religious holiday.

Student Religious Groups

Students may gather as non-curricular groups to discuss and promote religion in accordance with District Policy 3233.

Distribution of Religious Literature

Students may distribute religious literature to their classmates, subject to the same constitutionally acceptable restrictions the District imposes on distribution of other non-school literature. Outsiders may not distribute religious or other literature to students on school property, consistent with and pursuant to the District policy on solicitations (Policy 4321).

Religious Holidays

Staff members may teach objectively about religious holidays and about religious symbols, music, art, literature, and drama which accompany the holidays. They may celebrate the historical aspects of the holidays but may not observe them as religious events.

Cross Reference: 3550 Student Clubs and Organizations

3233 Student Use of Buildings: Equal Access

3510 School Sponsored Student Activities

Legal References: 20-7-112 Sectarian publications prohibited and -- religious materials

allowed – prayer

Kennedy v. Bremerton 597 U.S. ___ (2022)

Chapter 280 (2023) Religious materials and prayer in schools

Chapter 281 (2023) Religious expression for students and teachers

Policy History:

Adopted on: 11/24/1986

Revised on: 11/12/2012, 12/14/2020, 7/10/2023

Bozeman Public Schools

INSTRUCTION

Procedure 2332P

Religious Beliefs and School Activities

It is recognized that some students hold religious beliefs which do not allow them to participate in some school activities such as parties, the Pledge of Allegiance, dancing and other festival events. In order to assist the teacher, the following shall be used as a guide:

All students are expected to attend school days when activities occur in which they may not wish to participate. Students may be excused from that portion of the day that is unacceptable to them without penalty. Students are responsible for those learning outcomes which are required as a part of the course.

Teachers are not responsible to assure that student behavior is congruent with the parents wishes. Teachers should allow nonparticipation but are not responsible for it.

If nonparticipating students are in the classroom during an unacceptable activity, they are to stay in the classroom unless prior arrangements have been made.

Under no circumstances is a nonparticipating student to be singled out.

Those students who are released to receive religious instruction under policy #2334 shall not be counted absent under policies #3122 or #3123.

Policy History:

Adopted on: 12/14/2020

Revised on:

Bozeman Public Schools R

INSTRUCTION

Policy 2333

Participation in Commencement Exercises

Statement of Policy

A student’s right to participate in a commencement exercise of the graduating class at a Bozeman School District high school is an honor. As such, participation in this ceremony is reserved for those members of the graduating class who have completed all state and local requirements for graduation before the date of the ceremony. Exceptions to this policy may be granted by the building principal for students in extenuating circumstances who have a reasonable and achievable plan to complete any remaining graduation requirements during the summer following the commencement ceremony prior to the start of the next school year. Students who complete their requirements after the date of commencement exercises will receive their diplomas at that time.

Organization and Content of Commencement Exercises

The school district will permit students to honor their American Indian heritage through the display of culturally significant tribal regalia at commencement ceremonies. Any item that promotes drug use, weapon use, threats of violence, sexual harassment, bullying, or other intimidation, or violates another district policy, state, or federal law may not be worn during graduation.

The school administration may invite graduating students to participate in high school graduation exercises according to academic class standing or class officer status. Any student who, because of academic class standing, is requested to participate may choose to decline the invitation.

The school administrators will review presentations and specific content, and may advise participants about appropriate language for the audience and occasion. Students selected to participate may choose to deliver an address, poem, reading, song, musical presentation, or any other pronouncement of their choosing.

The printed program for a commencement exercise will include the following paragraphs:

Any presentation by participants of graduation exercises is the private expression of an individual participant and does not necessarily reflect any official position of the District, its Board, administration, or employees, nor does it necessarily indicate the views of any other graduates.

The Board recognizes that at graduation time and throughout the course of the educational process, there will be instances when religious values, religious practices, and religious persons will have some interaction with the public schools and students. The Board, while not endorsing any religion, recognizes the rights of individuals to have the freedom to express their individual political, social, or religious views.

Legal Reference: Art. II, Sec. 5 Montana Constitution - Freedom of religion

Art. X, Sec. 1(2) Montana Constitution – Educational Goals and Duties

Art. X, Sec. 7 Montana Constitution - Nondiscrimination in education

§ 20-5-201(3), MCA Duties and Sanctions

§ 20-1-308, MCA Religious instruction released time program

§ 20-7-112, MCA Sectarian publications prohibited and prayer permitted

Policy History:

Adopted on: 2/23/2009

Revised on: 5/10/2010, 11/12/2012, 9/08/2014, 7/24/2017, 4/24/2019, 12/14/2020, 4/26/2021

Bozeman Public Schools

INSTRUCTION

Policy 2334

Release Time for Religious Instruction

Upon written request of a student’s parent or guardian, renewed at least annually, a student must be released from regular school attendance for the purpose of receiving off campus religious instruction.

Release of a student for the purposes of religious instruction will not adversely affect the student’s enrollment status or attendance record.

Cross Reference: 2330 Controversial Issues and Academic Freedom

Legal Reference: Art. II, Sec. 5 Montana Constitution - Freedom of religion

Art. X, Sec. 7 Montana Constitution - Nondiscrimination in education

20-1-308, MCA Religious instruction released time program

20-7-112 Sectarian publications prohibited and prayer permitted

Policy History:

Adopted on: 12/14/2020

Revised on: 7/28/2025

Bozeman Public Schools R

INSTRUCTION

Policy 2335

Human Sexuality Instruction and Identity Instruction

Definitions

The following definitions apply for the purposes of this policy:

“Human sexuality instruction" means instruction that has the goal or purpose of studying, exploring, or informing students about any of the following human sexuality topics: intimate relationships, sexual anatomy, sexual reproduction, sexually transmitted infections, sexual acts, sexual orientation, gender identity, abstinence, contraception, or reproductive rights and responsibilities.

"Identity instruction" means instruction that has the goal or purpose of studying, exploring, or informing students about gender identity or gender expression, or sexual orientation.
"Instruction" means the conduct of organized learning activities, including the provision of materials, for students in a public school, whether conducted by a teacher or other school staff or guests invited at the request of the school or district and regardless of the duration, venue, or method of delivery.

Neither "human sexuality instruction" nor "identity instruction" includes or applies to a teacher's response to an unexpected student-initiated inquiry related to the topics under each term to the extent necessary to resolve the inquiry or to maintain civility and decorum in the classroom.

Annual Notice to Parents

Using contact information most recently provided by the parent or guardian, the District shall annually notify in advance the parent or guardian of each student scheduled to be enrolled in a course that includes units or lessons on human sexuality instruction or identity instruction of:

the basic content of the district's or school's human sexuality instruction or identity instruction intended to be taught to the student and the option to review all curriculum materials related to human sexuality instruction or identity instruction; and

the parent's or guardian's right to withdraw the student from the District’s human sexuality instruction; and

the requirement that the parent or guardian provide written permission to allow the child to attend identity instruction.

The annual notice shall include an electronic link to materials or summaries of materials consistent with copyright laws for the District’s health enhancement curriculum including lesson plans or other materials used for human sexuality instruction or identity instruction and a calendar of events or assemblies at which human sexuality instruction or identity instruction will be provided.

Additional Notice to Parents

In addition to the annual notice required above, the District will provide notice to parents no fewer than 5 school days or more than 14 school days prior to holding an event or assembly or first introducing materials for instructional use.

Parental Permission

The District will not require or permit a student to attend or participate in identity instruction without the prior written permission of the parent or guardian. Written permission may be provided by the parent following the annual notice to parents, but parents or guardians shall have the right to cancel or rescind permission by providing written notice to the Superintendent at any time.

Excused Absence

Any student whose parent or guardian has withdrawn the student from human sexuality instruction or has not provided prior written permission for participation in identity instruction will be excused from attending such instruction, and the absence will be an excused absence in accordance with § 20-5-103, MCA.

Summary of Curriculum

The District shall prepare a summary of the district's health enhancement curriculum and shall review and prepare any updates to the summary each year. The summary is public information and is subject to the public's right to access information pursuant to § 2-6-1003, MCA.

Cross Reference: 2132 Student and Family Privacy Rights

2158 Parent/Family Engagement and Involvement in Education Policy

3120 Compulsory Attendance

Legal Reference: 20-5-103 Compulsory Attendance and Excuses

20-7-120, MCA Excused Absences from Curriculum Requirements

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020, 9/26/2022, 7/28/2025

Bozeman Public Schools

INSTRUCTION

Policy 2336

Flag Display

The United States flag, which shall be not less than four feet by six feet, shall be displayed upon or near each school except during inclement weather. The Montana State flag must be properly displayed in an appropriate location in the building.

Legal Reference: 20-3-324 M.C.A. Powers and Duties (Trustees)

10.55.503(8) A.R.M. School Plant and Facilities

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2375

Advancement Requirements (9-12)

The District has established a set of advancement requirements for 9-12 grade students which will act as a guide in helping students move methodically and purposefully on a course that will eventually lead to high school graduation. Therefore, the following advancement requirements are required in the District:

To advance to the 10th grade, students must earn at least three (3) units of credit in 9th grade, two (2) of which must be in English, math, or science.

Failure to pass a 9th grade English, math, or science class shall necessitate the failed course being retaken in the 9th grade, even though the student may have earned enough credit to advance to the 10th grade.

Students who have failed one or more 9th grade courses may get credit for that course by retaking it during the summer.

A student who is retained in the 9th grade would normally have to repeat all classes. However, the middle and high school principals may, through a joint agreement, allow the student to take one or more advanced courses. In the event that the principals of the middle and high school do not agree on allowing a student to take advanced courses, the decision will be appealed to the Superintendent.

Students may be retained at each grade level if the following year requirements are not met by August 30:

A minimum of three (3) units is required for advancement into the 10th grade.

A minimum of nine (9) units is required for advancement into the 11th grade.

A minimum of fifteen (15) units is required for advancement into the 12th grade.

Policy History:

Adopted on: 9/12/1988

on: 7/15/1997, 7/14/2008, 12/14/2020, 4/27/2022

Bozeman Public Schools

INSTRUCTION

Policy 2410

High School Graduation Requirements

The Board will award a regular high school diploma to every student enrolled in the District who meets graduation requirements established by the District. The official transcript will indicate the specific courses taken and level of achievement.

The Board will establish graduation requirements which, at a minimum, satisfy those established by the Board of Public Education (A.R.M. 10.55.904 and 905). Generally, any change in graduation requirements promulgated by the Board will become effective for the next class to enter ninth (9th) grade. Exceptions to this general rule may be made, when it is determined by the Board that proposed changes in graduation requirements will not have a negative effect on students already in grades nine (9) through twelve (12). The Board will approve graduation requirements as recommended by the Superintendent.

To graduate from a BSD7 High School, a student must have satisfactorily completed the last quarter prior to graduation as a BSD7 High School student. Highly unusual exceptions may be considered by the principal, such as a student exchange program in a recognized school.

A student with a disabling condition will satisfy those competency requirements incorporated into the individualized education program (IEP). Satisfactory completion of the objectives incorporated in the IEP will serve as the basis for determining completion of a course.

A student may be denied participation in graduation ceremonies in accordance with 20-5-201(3), MCA. In such instances the diploma will be awarded after the official ceremony has been held.

Legal Reference: § 20-5-201, MCA Duties and sanctions

§ 20-3-322 (3), MCA Meetings and Quorum

10.55.904, ARM Basic Education Program Offerings: High School

10.55.905, ARM Graduation Requirements

10.55.906, ARM High School Credit

Policy History:

Adopted on: 11/24/1986

Revised on: 4/24/1989, 3/27/1995, 1/22/1996, 1/09/2006, 2/23/2009, 6/26/2012, 8/18/2014,

12/12/2016, 12/10/2018, 12/14/2020

Bozeman Public Schools

INSTRUCTION

Procedure 2410P

High School Graduation Requirements

Publication of Graduation Requirements

Prior to registering in high school, each student will be provided with a copy of the current graduation requirements. Graduation requirements shall also be included in the student handbook.

Credits

A unit of credit is defined as the equivalent of at least 8100 minutes for one year or demonstration of proficiency in an equivalent course that meets the district’s curriculum and assessment requirements, which are aligned with each of the content standards or the flexibility provided in ARM 10.55.906(3) and 10.55.906(4).

Students shall be expected to earn a total of 23 units in order to complete graduation requirements. Special education students who have successfully completed their IEP leading to completion of high school will be awarded a diploma.

Waiver of Requirement

Graduation requirements generally will not be waived under any circumstances. However, in rare and unique hardship circumstances, the principal may recommend and the Superintendent approve minor deviation from the graduation requirements in accordance with state law. The Board may waive specific course requirements based on individual student needs and performance levels. Waiver requests shall also be considered with respect to age, maturity, interest, and aspirations of the students and shall be in consultation with the parents or guardians.

Alternative Programs

A student may be given credit for a course satisfactorily completed in a period of time shorter or longer than normally required and, provided that the course meets the district's curriculum and assessment requirements, which are aligned with the content standards stated in the education program. Credit toward graduation requirements may be granted for planned learning experiences from accredited programs, such as summer school, university courses, and correspondence courses, extension, and distance learning courses, adult education, summer school, work study, work-based learning partnerships, and other experiential learning opportunities, custom-designed courses, and challenges to current courses. The District shall accept units of credit taken with the approval of the District and which appear on the student's official school transcript. Credit for work experience may be offered when the work program is a part of and supervised by the school.

All classes attempted at BSD7 High Schools and all acceptable transfer credits shall be recorded on the transcript. All grades earned, including failures and retakes, shall be recorded as such and utilized in the calculation of Grade Point Average and class rank. Credit shall be awarded only once regardless of repetition of the course.

Credits for high school courses taken in middle school

Only courses taken after the last day of grade 8 will count toward high school graduation, unless the student has been approved by the middle and high school administration to enroll in a high school course at a BSD7 high school. For a middle school student wishing to take a high school course, enrollment in the course is dependent on space availability. Algebra 1 and First Year World Language courses taught at the middle school are considered middle school courses and are not eligible for high school credit.

Middle school students who wish to enroll in Geometry or Algebra 2 are encouraged to take those courses on a high school campus whenever possible. However, if there is a conflict with the schedule or there is no space available in a high school course, middle school students may enroll in MTDA and will be granted high school math credit upon enrollment in high school. Middle school students, who are taking an online course (other than Geometry or Algebra 2) prior to the 9th grade, may be granted general elective credit upon enrollment in high school.

For courses, either taken at a high school or taken online through MTDA, course grade and credit will be placed on the transcript when the student enrolls at the start of the 9th grade year. Students who are interested in pursuing high school courses before the start of 9th grade should be aware that the grade and credit for their performance in that course will be reflected on the high school transcript and will be calculated in the high school GPA.

Transcripts

Transcripts shall reflect work taken both inside and outside of the regular District course offerings. This shall include university courses, correspondence courses, home school courses (per Policy 2413), courses taken in other schools/districts.

Dual Credit

Dual credit allows high school students to simultaneously earn credit toward both a high school diploma and college coursework that can lead to a postsecondary degree or certificate, or toward transfer to another college. As noted in the Student Handbook, the District will assign the grade given by the classroom teacher The primary purpose of offering dual credit courses is to deliver high quality, introductory, college level courses to high-performing high school students. The Bozeman School District has dual credit partnerships with several post-secondary institutions.

Students interested in dual credit opportunities must meet with their building administration to determine available options.

Dual credit courses are taken on BSD7 high school campuses.

Dual Enrollment or University Enrichment Courses

Dual Enrollment allows high school students to simultaneously earn credit toward both a high school diploma and college coursework that can lead to a postsecondary degree or certificate, or toward transfer to another college. Students interested in dual enrollment opportunities must meet with their school counselor to determine available options. Students should be aware of Montana High School Association on-campus attendance eligibility requirements for activity participation.

Early Graduation

In accordance with provisions of § 20-9-313, MCA, the ANB of a school may be increased when a high school district provides early graduation for a student who completes graduation requirements in less than eight semesters or the equivalent amount of secondary school enrollment. The increase must be established by the trustees as though the student had attended to the end of the school fiscal year and must be approved, disapproved, or adjusted by the superintendent of public instruction.

The Board hereby authorizes the Superintendent or designee to recommend to the Board for early graduation students who have completed the minimum requirements for graduation in less than eight semesters.

Post-Graduation

The Board may admit an individual who has graduated from high school but is not yet 19 years of age even though no special circumstances exist for waiver of the age requirements outlined in Policy 3310. The Board authorizes the administration to notify parents and students of this opportunity to enroll after earning a diploma or purposes post-secondary or career preparation. Any student enrolled under this provision shall be included in the District’s ANB calculation.

Montana Youth Challenge Academy Diploma

Bozeman Public Schools allows students who complete the Montana Youth Challenge Academy (MYCA) to receive a high school diploma. The board approves the awarding of a Bozeman Public Schools diploma to any BSD/MYCA student who meets the following criteria:

Completes the Montana Youth Challenge Academy (MYCA) program of study
Passes the HiSET exam at MYCA
Receives an endorsement from the BSD7 high school administrative team.

Cross Reference: 2600 Work Experience

3125 Education of Homeless Children

Legal Reference: § 20-9-313, MCA Circumstances under which regular average number belonging may be increased

10.55.906, ARM High School Credit

10.55.905, ARM Graduation Requirements

§ 10-1-1402, MCA Montana Youth Challenge

Chapter 80 - 2021 General Legislative Session

HB 246 – 2021 General Legislative Session

Policy History:

Adopted on:

Revised on: 7/27/1987, 5/09/1988, 3/27/1995, 1/22/1996, 1/09/2006, 2/23/2009, 4/05/2010, 6/03/2010, 3/14/2013, 8/18/2014, 9/27/2017, 4/25/2019, 5/29/2019, 7/10/2019,

1/20/2022, 3/31/2022, 6/01/2022, 6/22/2022, 12/20/2024

Bozeman Public Schools R

INSTRUCTION

Policy 2413

Credit Transfer and Assessment for Placement

Grades 9-12

Requests for transfer of credit or grade placement from any non-accredited, nonpublic school will be subject to examination and approval before being accepted by the District. This will be done by the school counselor or principal or, in the case of home schools, by a credit evaluation committee consisting of a counselor, a staff member from each subject area in which credit is being requested, and a school principal.

The credit evaluation committee will:

Document that a student has spent approximately the same number of classroom hours in home school as would have been spent in a regular class in the District;

Document that a student followed a curriculum essentially similar to that of a course for which credit is requested;

Document that in the event of a credit request in a lab, industrial arts, or music course, equipment and facilities were sufficient to meet required learning activities of the course;

Consider if a student has satisfactorily passed, in all courses in which a final exam normally is given, a final exam prepared and administered by a staff member in the District.

Consider other demonstrations of proficiency that align with current credit earning practices.

The District will give credit only for home schools which have met all requirements as specified in Montana law. Credit from home schools will be accepted only when a like course is offered in the District.

The school transcripts will record courses taken in home schools or non-accredited schools by indicating title of the course, school where the course was taken, and grade.

Grades 1-8

Requests from parents of students in non-accredited, nonpublic schools for placement in the District school system will be evaluated by an assessment-for-placement team. That team will include:

A school principal;

One (1) teacher of the grade in which the student is being considered for enrollment; and

One (1) counselor (grades 6-8 only).

The assessment-for-placement team will cause the District-adopted norm-referenced test and/or the end-of-the-year subject-matter test to be administered and scored. The assessment-for-placement team will take into account the following in its recommendation for grade placement:

Documentation that the non-accredited, nonpublic school has provided a comparable number of hours as the child would have attended in a public or private school;

That the child followed a similar curriculum as would have been provided in an accredited public or private school;

That the result of the end-of-the-year test indicates the student has mastered most prerequisite skills; and

That the child achieved an NCE score of forty (40) or above on the Standard Achievement Test.

Parents of students in home schools are encouraged to maintain a log documenting dates of instruction, content of instruction, amount of time spent on that instruction, scores on tests, and grades in all activities.

The District is not obligated to provide instructional materials for other public or private schools.

If a parent or guardian is not in agreement with the placement of the child, he/she may request a hearing before the Board.

Legal Reference: § 20-5-110, MCA School district assessment for placement of a child who enrolls from a nonaccredited, nonpublic school

Policy History:

Adopted on: 11/24/1986

Revised on: 7/24/1989, 5/14/1990, 1/14/2002, 1/26/2004, 6/11/2007, 7/14/2008, 4/26/2019, 12/14/2020, 4/25/2022, 12/12/2022

Bozeman Public Schools

INSTRUCTION

Procedure 2413P

Credit Transfer/Assessment for Placement

In the case of students currently enrolled at a BSD7 high school who plan to receive a BSD7 high school diploma but who wish to home school (for a maximum of one high school credit per school year, not to exceed two total high school credits over the course of a student’s high school enrollment), the following procedures will be followed:

Students or parents seeking a homeschool option for a course must meet with the department chair prior to procuring home school forms from Central Administration.

Specific curriculum documents, course requirements, and assessment information will be made available to students and families considering a request by the department chair.

Home school forms must be picked up at Central Administration, completed, and submitted to the County Superintendent of Schools.

Upon completion of the home school course, the student and parent will meet with the school counselor, appropriate department head, and the building principal. In order to receive credit for home school situations in which a student will receive a BSD7 high school diploma, students will be required to provide documentation of home school hours and evidence of appropriate and complete curriculum followed in the home school situation. The student will be required to complete all required course assessments with a passing grade. The school principal will render a decision as to whether credit is granted based on these criteria and input from the department chair and school counselor.

Credit granted under this procedure will be posted on the transcript as pass/fail.

Policy History:

Adopted on: 6/11/2007

Revised on: 4/05/2010, 4/26/2019

Bozeman Public Schools

INSTRUCTION

Policy 2420

Grading and Progress Reports

The Board believes cooperation between school and home is a vital ingredient in the growth and education of students and recognizes its responsibility to keep parents informed of student welfare and progress in school.

The issuance of grades and progress reports on a regular basis serves as a basis for continuous evaluation of student performance and for determining changes that should be made to effect improvement. These reports will be designed to provide information helpful to the students, teachers, counselors, and parents.

The Board directs the Superintendent to establish a system of reporting student progress and will require all staff to comply with such a system as part of their teaching responsibility. Staff and parents will be involved.

Policy History:

Adopted on: 11/24/1986

Revised on: 9/14/1992, 1/25/1993, 7/18/2019

Bozeman Public Schools

INSTRUCTION

Procedure 2420P

Grading and Reporting Guidelines

As a District, we recognize the need to effectively link grading and reporting practices with District-wide curricular, instructional, and assessment philosophies and practices and to consistently align grading practices within and among grade levels and courses.

The Bozeman Public Schools’ Grading and Reporting Guidelines, developed through a collaborative committee process that included teachers and administrators from all levels, facilitate the implementation of a grading philosophy that is consistent with educational best practices and all other aspects of the District’s teaching and learning practices. At the same time, these practices provide some flexibility for individual teacher use, because effective grading practices must be implemented by teachers based on both evidence and professional judgment.

Philosophy:

A student’s grade should reflect what the student knows or has learned and the grade should clearly communicate that achievement status to students, parents, and others.

Grades will be consistent, accurate, meaningful and supportive of learning.

Purposes for Grading Students’ Work

Communicate achievement status to students, parents, and others
Provide information that students can use for self-evaluation and growth
Encourage student growth and progress in learning
Identify students for available educational opportunities (e.g., courses or programs)
Evaluate the effectiveness of curricular, instructional, and assessment practices and programs

Definitions

Scores: the number (or letter) given to any student assessment or performance
Grades: the number (or letter) reported at the end of a period of time as a summary statement of student performance
Achievement: absolute level of performance/learning towards standards
Growth: improvement by an individual relative to prior performance
Progress: improvement by an individual relative to a goal or standard

Guidelines K-8

Guideline 1: Relate grades to the achievement of the District’s course/grade level standards.

BSD7 course/grade level standards provide the basis for determining grades for each course and grade level.

Guideline 2: Use agreed-on performance standards as the reference points when determining grades.

The meaning of grades, whether letters or numbers, are derived from clear descriptions of performance standards (refer to grade level band instructions).
Students earn the grade when they reach the goal, which means a bell curve is not used.

Guideline 3: Separate achievement from all other dispositions and behaviors.

Behavior, attendance, participation, effort, attitude and other behaviors are not reflected in reported academic grades unless defined in state standards, benchmarks, essential learning expectations or District curriculum.
Teachers emphasize accountability in meeting timelines and expectations. However, when students struggle with meeting timelines it remains important that assignments be completed to demonstrate levels of achievement on learning goals. Therefore, accepting late assignments, in a reasonable manner, is important in order to assure that students meet the learning goals measured by those assignments, providing the submission of work is within manageable timeframes established at the school and classroom level (i.e., end of units, end of quarter, end of semester).
Any academic penalty for assignments completed late will not unreasonably affect a student’s final grade. For example, if late work completed demonstrates a student’s proficiency, it should not take the final grade below the proficiency level.
Support systems to help students struggling with timely completion of assignments are available to students to assist them in meeting deadlines and completing unfinished work.
Separate grades indicating work ethic, effort, attitude, etc., may be reported separately.
A student’s grade is not to be dependent upon the achievement or behavior of others when using cooperative grouping, teachers should assign individual grades rather than a group grade.

Guideline 4: Sample student performance. Don’t score everything & don’t include all scores in grades.

Grades are determined primarily on a combination of assessments (both unit and course/grade level) and performance tasks.
Rubrics, assessment checklists, and other types of scoring guides are used to provide formative feedback on various types of performance tasks (e.g., products, projects, and other performances).
On any given learning goal, a grade assigned reflects the student’s most recently consistent performance.

Formative assessment information is intended to provide input for students regarding areas in which improvement is needed. Subsequently, formative information will not be the primary determinant of a student’s grade.
Practice on previously taught skills is important to help students master learning goals. (To encourage completion of practice assignments by students, academic credit may be granted for completion of assignments providing it does not unreasonably affect a student’s final grade.)

Guideline 5: Grade in pencil and maintain records so they can be easily updated.

Students are given multiple opportunities to demonstrate their progress related to the mastery of clearly articulated learning goals within timeframes established at the school and classroom level (i.e., end of units, end of quarter, end of semester).
Resubmission of assignments and assessments is encouraged for students who are struggling to meet established learning goals.

Resubmission provides students who are struggling to meet established learning goals opportunities to seek higher levels of achievement. However, prior to resubmissions being accepted, students must demonstrate that steps have been taken to increase their proficiency level.

Support systems to help students struggling to master learning goals are available to students to assist them in the learning process.

Guideline 6: To determine grades at the end of the grading period, professional judgment will be used when considering the body of evidence.

The most consistent level of achievement is used, with emphasis on the more recent performance when applicable.
When averaging scores, use of median or mode, rather than the mean, is considered best practice.
Best practice supports that zeros should not be assigned for missing or incomplete work.
Extra credit opportunities may be provided only when relevant to demonstrating intended curriculum standards.

Guideline 7: Use quality assessments and properly record evidence of achievement.

Assessments that meet rigorous design criteria (e.g., clear targets, clear purpose, appropriate match of target and method, appropriate sampling, and lack of bias and distortion) are used.
Appropriate tools (e.g., portfolios, checklists) to record and maintain evidence of achievement as well as evidence of work habits/life skills are used.

Guideline 8: Involve students in the assessment and grading processes throughout the learning cycle.

Students understand in advance how their grades will be determined (age appropriate).
Students are involved in the assessment process, record keeping, and communicating their achievement and progress.

Grading and Reporting

Elementary K -5

A Report Card will be provided to parents/guardians at the end of the school year. The Report Card is a summary of a student’s proficiency/achievement at the end of an academic year, attendance, and Characteristics of a Successful Learner. This document is the student’s grade-level permanent record.

Parent-Teacher Conferences are held in the fall and spring.

The fall conference is an opportunity to discuss student goals, share data, and build relationships between the school and families. The Spring conference is a face-to-face communication opportunity to share data, discuss progress, and review goals.

Teachers and parents/guardians also meet as needed.

A Mid-Year Proficiency Report is sent home at the end of January. This report is a snapshot of a student’s current performance in all academic content areas and characteristics of a learner.

K-5 Report Card Performance Level Descriptors describe students’ knowledge, skills, and abilities in a content area. These descriptions provide a picture or profile of student achievement at the four performance levels relative to the grade level standards. The scale is also intended to be the “filter” through which all assignments and assessments are run.

4 = Advanced

3 = Proficient

2 = Developing

1 = Emerging

NA = Not Assessed

• Demonstrates exceptional content knowledge and process skills of standards.

• Independently applies knowledge and skills to rigorous and complex situations.

• Demonstrates content knowledge and process skills of standards.

• With minimal support applies knowledge and skills to new situations.

• Demonstrates partial content knowledge and process skills of standards.

• With moderate support applies knowledge and skills to routine situations.

• Demonstrates minimal content knowledge and process skills of standards.

• Inconsistently applies knowledge and skills to routine situations.

No basis for evaluation at this time.

Students’ proficiency in the area of Characteristics of a Successful Learner and Effort are reported with the following performance descriptors:

Consistently demonstrates characteristics with no prompting

Consistently demonstrates characteristics with minimal prompting

Sometimes demonstrates characteristics

Rarely demonstrates characteristics

Middle School 6-8

In an effort to keep the lines of communication open between parents/guardians and teachers, conferences at the middle school will be held at least once each year.

Teachers are encouraged to communicate information relative to the students’ academic progress and effort, days absent, social behavior and attitudes toward school to parents/guardians on a consistent basis.

Academic Score Descriptors

Proficiency Level to Date	Descriptor	Actionable Language
3	Proficient	Mastery of standards. The student demonstrates mastery of concepts and skills. Performance is characterized by the consistent ability to apply skills and strategies with accuracy, quality, and independence. A level of “3” is the goal for students to achieve.
2.5	-----	The student is showing significant progress toward the mastery of concepts and skills but has not yet reached it. Performance is becoming more consistent and higher quality, but student still requires support.
2	Developing	Developing an understanding of standards. The student is making progress in concepts and skills. Performance is characterized by the ability to apply skills and strategies with varied consistency, quality, and support.
1	Emerging	Acquiring a basic understanding of standards. The student is beginning to understand basic concepts and demonstrate basic skills. Performance is inconsistent and application of skills and strategies needs considerable support and guidance.

Other Scores
4	Advanced	Exceeds mastery of standards. The student independently and consistently demonstrates advanced understanding of course standards. Performance is characterized by higher level thinking and application of skills in rigorous and complex situations. In some cases a “4” may not be an available level.
3.5	---	Has mastered all previous skills/concepts, and is progressing to the next level of learning.
I	Insufficient Evidence	Little or no evidence has been demonstrated.
NA	Not Assessed

PowerTeacher Pro will utilize the table below to translate standard-based grades into a traditional letter grade.

Scores will indicate the student achievement relative to the course objectives. Scores will communicate how well a student understood and integrated the material, and if the student is prepared to proceed to the next level of material based on achievement of standards.

Behaviors related to a student’s success will be communicated by scores on the following Attributes of a Successful Learner:

Organization - Prioritizes, sets goals anticipating needs and hurdles, properly manages time and meets deadlines.

Engagement - Listens actively, participates and contributes, works well collaboratively and independently

Perseverance - Sustains a high level of effort through difficult concepts; demonstrates persistence in pursuit of excellence.

Universal Expectations - Actively involved in a way that is safe, responsible, respectful, positive and kind.

Attributes Score Descriptors

Score	Descriptor	Actionable Language
3	Proficient	The student demonstrates this attribute. She or he rarely requires any prompting and often models this attribute for others.
2.5	-----	All of Developing and significant effort towards improving this attribute is apparent.
2	Developing	The student sometimes demonstrates this attribute and requires frequent reminders and support from the teacher.
1	Emerging	The student seldom demonstrates this attribute and requires constant reminders and support from the teacher.

Other Scores
4	Advanced	The student always demonstrates this attribute without prompting, and encourages/helps others to do the same
3.5	---	All of Proficient and significant effort towards improving this attribute is apparent.
I	Insufficient Evidence	Little or no evidence has been demonstrated.
NA	Not Assessed

Guidelines High School 9-12

Guideline 1: Relate course grades to student’s achievement of district’s course/grade level standards/learning expectations.

BSD7 course/grade level standards/learning expectations provide the basis for determining grades for each course/grade level.
Teachers recognize that achievement is separate from other dispositions and behaviors.
When defined in state standards, benchmarks, essential learning expectations, or district curriculum - behavior, attendance, participation, effort, or attitude may be reported.

Guideline 2: Use agreed-on performance standards/learning expectations as reference points for determining grades.

Clear descriptions of learning expectations/performance standards determine the meanings of grades - whether letters, numbers, or proficiency indicators.
Student’s recorded grade reflects whether or not a student has reached the goal, which means a bell curve is not used.

Guideline 3: Sample student performance using both formative and summative assessments.

Not all assignments must be included in grade calculations
Rubrics, assessment checklists, and other types of scoring guides are used to provide formative feedback on various types of performance tasks (e.g., products, projects, and other performances).
Grade assigned reflects the student's most recent consistent performance for certain learning goal(s).
Formative assessments are intended to provide input for students regarding areas for improvement and are not to be the primary determinant of a student’s grade.
Student practice on previously taught skills should be encouraged to help students master learning goals.

Guideline 4: Use quality assessments and maintain electronic records/evidence of achievement that can be easily updated.

Use assessments with clear purpose and targets that meet rigorous design criteria.
Use appropriate tools (e.g., portfolios, checklists) to record and maintain evidence of achievement.

Guideline 5: Ensure student understanding of the assessment and grading processes throughout the learning cycle.

Ensure students understand in advance how their grades will be determined.
Encourage students to take responsibility for following their achievement and progress by staying aware of and involved in their learning.

Guideline 6: When calculating grades, consider the effects of zeros, averages, and extra credit on whether the final grade reflects what a student knows and is able to do.

High School 9-12 Reporting

Grades will be updated regularly in PowerSchool for all classes. Comments will be updated for all students every six weeks. Teachers will contact parents/guardians of any student receiving a D or F in their class.

Calculation of the unweighted and weighted GPA will be as follows:

Unweighted-Traditional Grade Scale	Weighted- Traditional Grade Scale	Unweighted-Standards Based Grade Scale	Weighted-Standards Based Grade Scale
A=4	A=5	AP=4	AP=5
B=3	B=4	P+=4	P+=5
C=2	C=3	PR=3	PR=4
D=1	D=2	DP=2	DP=3
F=0	F=0	DE=2	DE=3
		E=1	E=2
		I=0	I=0

The unweighted GPA will include grades from all courses. The weighted GPA will include grades from all courses and weighting for those courses identified in the high school curriculum guide as Advanced Placement (AP) or leading to an Advanced Placement Exam.

Interpretation of letter grades will be as follows:

Traditional Letter Grade		Traditional Letter Grade	Traditional Grade Range	Proficiency Level Standards-Based
A =	Superior or 90-100	A	93-100	Advanced Proficient
A =	Superior or 90-100	A-	90-92	Proficient
B =	Very Good or 80-89	B+	87-89	Proficient
		B	83-86	Proficient
		B-	80-82	Proficient
C =	Acceptable or 70-79	C+	77-79	Developing
		C	73-76	Developing
		C-	70-72	Developing
D =	Poor or 60-69	D+	67-69	Developing
		D	63-66	Emerging
		D-	60-62	Emerging
F =	Failure or 50-59	F	50-59	Emerging
I =	Insufficient evidence of achievement OR 0-49	F	0-49	Insufficient Evidence

Grades will indicate the student achievement relative to the course objectives and will communicate how well a student understood and integrated the material and if the student is prepared to proceed to the next level of material based on achievement of standards.

The teacher will determine the best method of assessing and reporting the student's progress towards meeting the curriculum objectives standards. The method of assessing and reporting may vary depending on the nature and objectives of the curriculum. The individual teaching methods must be disclosed in writing to students and parents/guardians at the beginning of the course. The methods must be suitable for determining an academic grade.

Standards-Based Grading is the practice of assessing and communicating that accurately shows evidence of student learning and progress toward mastery of skills based on a targeted set of adopted standards. Grades will be assigned according to the district approved conversions.

Grade	Description	Grade Points (in GPA)
AP	Advanced Proficient	4
P+	Proficient Plus	4
PR	Proficient	3
DP	Developing Plus	2
DE	Developing	2
E	Emerging	1
I	Insufficient Evidence	0
P	Pass	N/A

Definition of Proficiency for Calculation of ANB

For purposes of this procedure, the term “proficiency” means progress toward mastery of the year-end objectives/standards for a course, based upon a body of evidence, and in the professional opinion of the teacher of record. The determination of proficiency by a teacher must not require seat time as a condition or other element of determining proficiency.

The body of evidence considered for review of proficiency may include, but is not limited to, formative and summative course assessments, district benchmark assessments, quality of work completed, and teacher observations and feedback. Teachers of record have full professional discretion in determining proficiency of pupils in courses taught.

The District may waive specific course requirements based on individual student needs and performance levels. Waiver requests shall also be considered with respect to age, maturity, interest, and aspirations of the students and shall be in consultation with the parents or guardians. Waiver of course requirements indicates proficiency has been determined and the District’s intent to include the student receiving the waiver in the ANB count.

At the discretion of the District, a student may be given credit for a course satisfactorily completed in a period of time shorter or longer than normally required and, provided that the course meets the District's curriculum and assessment requirements, which are aligned with the content standards stated in the education program. Examples of acceptable coursework include, but are not necessarily limited to, those delivered through correspondence, extension, and distance learning courses, adult education, summer school, work study, specially designed courses, and challenges to current courses. These circumstances indicate that proficiency has been determined and permit the District intent to include the student in the ANB count.

Legal Reference: 20-7-1601, MCA Personalized learning

Policy History:

Adopted on:

Revised on: 9/14/1992, 1/25/1993, 12/10/2001, 5/31/2002, 9/24/2004, 7/24/2006, 6/24/2013,

8/06/2013, 1/24/2014, 8/15/2014, 5/27/2016, 8/17/2016, 2/28/2018, 4/26/2019, 7/11/2023

Bozeman Public Schools

INSTRUCTION

Policy 2421

Promotion and Retention

The Bozeman Public Schools provide rich educational opportunities that allow students to progress through a curriculum based on state and national standards. The Bozeman Public School District acknowledges that educational success may require multiple supports and interventions to reach individual students at all levels. Curriculum, time, and instruction may be modified to meet the needs of individual students.

Students, parents, staff, and the community must share the responsibility for growth in student achievement and the implementation of intervention plans for students.

Retention will be considered in instances where there is a strong likelihood that the student will benefit academically, socially, and/or emotionally. Emphasis will be placed on the implementation of an intervention plan to prevent retention.

The Board recognizes that students of the same age are at many intellectual and developmental levels and that these differences are a normal part of human development. Because of these differences, the administrators and teaching staff are directed to make every effort to develop curricula and programs that will meet the individual and unique needs of all students and allow them to remain with their age cohorts.

It is the philosophy of the District that students thrive best when placed in or promoted to grade levels with other students of compatible age, physical, social, and emotional status. It is the District’s philosophy to promote students who demonstrate effort within those compatibilities. It is equally the District’s philosophy and practice to retain students who do not make a reasonable effort to meet grade-level expectations, as long as those expectations are commensurate with the individual student’s ability and rate of learning.

If a parent insists that a student be retained or promoted, a notice will be placed in the student’s file that the retention or promotion was a parent’s decision and not recommended by the school.

Policy History:

Adopted on: 11/24/1986

Revised on: 10/12/1992, 6/13/2005, 12/14/2020

Bozeman Public Schools

INSTRUCTION

Procedure 2421P

Promotion/Retention

In order to increase the likelihood that students will benefit from retention, the following procedures will be followed:

The student must be identified as a potential candidate for retention and have a Student Assistance Team (SAT) in progress to provide intervention and support, prior to spring break.

If the parent requests a retention, the request must be made in writing.

The students must be at least two years below grade level in reading and math.

If the child meets any one of the following criteria, the child will be promoted:

a. Is significantly older than peers or has been previously retained.

b. Is of low ability.

c. Has a handicapping condition.

d. Has a very high ability.

e. Has significant contributing family problems.

f. Is being considered for retention because of discipline problems.

g. Parents oppose retention. *

If a parent insists on the child being retained, a notice will be placed in the child’s file that the retention was a parent decision and not recommended by the school.

A Student Retention Worksheet (2421F) should be completed and placed in the student’s file with supporting documentation attached.

*Poor attendance can lead to retentions in spite of parent objection.

Policy History:

Adopted on: 10/12/1992

Revised on: 5/14/2008

2421F

STUDENT RETENTION WORKSHEET

General Information

Student's Name: __________________________________________________ Grade: _________

Date of Birth: _____________Age: ________Gender: ____ School: ________________________

Parent's Name: ______________________________ Teacher/Team: _______________________

Retention Request Generated By: parent teacher counselor principal

Multiple factors will be analyzed when considering a student for retention.

No one factor by itself is sufficient reason for retention.

Academic/Social Data

Candidate for Retention (check all that apply):

_________Previous Interventions Documented _________STAR

_________Below proficient on Smarter Balanced Assessment

_________Below proficient in ELA or Math _________Other

Current level of functioning in class: _________________________________________

Attendance (general analysis): _______________________________________________

Optional Other (e.g., Light’s Retention Scale): _________________________________

Circle if applicable: Transiency Mental Health History EL

Health History Previous Retention Immaturity

Student & Parent attitude about possible retention: ___________________________

Previous school's records: ____________________________________________________

SPED Testing results: _______________________________________________________

Other relevant information: (special needs, learning styles, etc.)

____________________________________________________________________________

Supplementary information utilized:

____________________________________________________________________________

Contact Deputy Superintendent Instruction: ___________________________ (date)

Factors for retention:

Factors against retention:

Final recommendation of team: ______________________________________________

Parent preference: __________________________________________________________

Final placement decision: ____________________________________________________

Policy History:

Adopted on: 5/14/2008

Reviewed on:

Revised on: 4/13/2015, 5/10/2017

Bozeman Public Schools

INSTRUCTION

Policy 2430

Homework

Homework is a constructive tool in the teaching/learning process when geared to the needs and abilities of students. Purposeful assignments not only enhance student achievement, but also develop self-discipline and associated good working habits. As an extension of the classroom, homework must be planned and organized, must be viewed as purposeful to the students, and should be evaluated and returned to students in a timely manner.

Teachers may give homework to students to aid in the students’ educational development. Homework should be an application or adaption of a classroom experience and should not be assigned for disciplinary purposes.

Policy History:

Adopted on: 11/24/1986

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Policy 2445

Safety Program

The individual school has a responsibility for supervision of students while under the custodialship of the school system. In addition, the school has the responsibility to educate students in regard to home and school safety. The superintendent or designee is, therefore, directed to develop procedures and to implement a safety education program for the District.

Cross Reference:

3122 Attendance Policy

3123 Attendance Policy Procedure - Truancy

3415-3415P Management of Sports Related Concussions

Policy History:

Adopted on: 11/24/1986

Revised on: 7/18/2019

Bozeman Public Schools

INSTRUCTION

Procedure 2445P

Safety

Parents and students have a right to expect a safe educational environment while under the custodialship of the schools. The school staff is therefore directed as follows:

6-12 Principals

The 6-8 principals are directed to:

Provide bus supervision one-half hour before school begins and up until the last bus has departed following the dismissal of school.

Develop and communicate safety rules to staff members, students and parents and to assure that staff implements these safety rules.

Monitor in conjunction with the Director of Facilities, school facilities and grounds for potential safety hazards.

Work with the instructional staff in identifying potential safety hazards with particular focus on such areas as physical education, shop, chemistry and other labs.

K-5 Principals

The K-5 principals are directed to:

Provide playground supervision one-half hour before school begins and up until the last bus has departed following the dismissal of school.

Provide supervision at all other times students are on the playground during school hours.

Assure that each teacher implements the safety curriculum as specified.

Develop and communicate safety rules for staff, students and parents and to assure that staff implements these rules and that parents are informed of these safety rules.

Monitor in conjunction with the Director of Facilities, the facilities and playground and report any potential safety hazard.

Work with the instructional staff in identifying potential safety hazards with particular focus on such areas as physical education, science areas and playgrounds.

It is the principal's responsibility to take appropriate action to correct potential safety hazards.

Instructional Staff, K-12

The instructional staff is directed to:

Implement the safety curriculum as developed.

Call to the principal's attention potential safety hazards.

Be on time to designated areas of supervision.

Implement the safety procedures for which professionals are routinely held accountable.

Policy History:

Adopted on:

Revised on: 2/16/2006

Bozeman Public Schools R

INSTRUCTION

Policy 2450

Recognition of Native American Cultural Heritage

The District recognizes the distinct and unique cultural heritage of Native Americans and is committed in to the District’s educational goals to the preservation of such heritage consistent with Article X, Section 1 (2) of the Montana Constitution.

In furtherance of the District’s educational goals, the District is committed to:

Working in consultation with Montana Tribes in close proximity to the District, when developing courses of study, when providing instruction, when implementing educational goals or adopting rules relating to education of students in the District;

Periodically reviewing its curriculum to ensure the inclusion of cultural heritage of Native Americans, which will include but not necessarily be limited to:

Considering methods by which to provide books and materials reflecting authentic historical and contemporary portrayals of Native Americans;

Taking into account individual and cultural diversity and differences among students;

Providing necessary training for school personnel, with the objective of gaining an understanding and awareness of Native American culture, which will assist the District’s staff in its relations with Native American students and parents.

The Board requires certified staff to satisfy the requirements for instruction in American Indian studies, set forth in § 20-1-503, MCA, if an Indian Education for All payment is issued to the District under Section 20-9-329, MCA.

Cross Reference: 2000 Goals

Legal Reference: Art. X, Sec. 1(2), Montana Constitution

20-1-501, et seq., MCA Indian Education for All

20-1-503 Indian Education for All

Article X, section 1 Educational Goals and Duties

10.55.603 ARM Curriculum and Assessment

10.55.701 ARM Board of Trustees

10.55.803 ARM Learner Access

Chapter 718 (2023) Indian Education for All

Policy History:

Adopted on: 1/10/2005

Revised on: 12/14/2020, 7/10/2023, 7/28/2025

Bozeman Public Schools

INSTRUCTION

Policy 2500

English Learner Program (EL)

In accordance with the Board’s philosophy to provide a quality educational program to all students, the District shall provide an appropriate planned instructional program for identified students whose dominant language is not English. The purpose of the program is to increase the English proficiency of eligible students, so they can attain academic success. Students who are English Learners (EL’s) will be identified, assessed, and provided appropriate services.

The Board shall adopt a program of educational services for each student whose dominant language is not English. The program shall include bilingual/bicultural or English as a second language instruction.

The Superintendent or designee shall implement and supervise an EL program which ensures appropriate EL instruction and complies with applicable laws and regulations.

The Superintendent or designee, in conjunction with appropriate stakeholders, shall develop and disseminate written procedures regarding the EL program, including:

Program goals.

Student enrollment procedures.

Assessment procedures for program entrance, measurement of progress, and program exit.

Classroom accommodations.

Grading policies.

List of resources, including support agencies and interpreters.

The District shall establish procedures for identifying students whose language is not English. For students whose dominant language is not English, assessment of the student’s English proficiency level must be completed to determine the need for English as a Second Language instruction.

Students whose dominant language is not English should be enrolled in the District, upon proof of residency and other legal requirements. Students shall have access to and be encouraged to participate in all academic and extracurricular activities of the District.

Students participating in EL programs shall be required, with accommodations, to meet established academic standards and graduation requirements adopted by the Board.

The EL program shall be designed to provide instruction which meets each student’s individual needs based on the assessment of English proficiency in listening, speaking, reading, and writing. Adequate content-area support shall be provided while the student is learning English, to assure achievement of academic standards.

The EL program shall be evaluated for effectiveness as required, based on the attainment of English proficiency, and shall be revised when necessary.

At the beginning of each school year, the District shall notify parents of students qualifying for EL programs about the instructional program and parental options, as required by law. Parents will be regularly apprised of their student’s progress. Whenever possible, communications with parents shall be in the language understood by the parents.

The District shall maintain an effective means of outreach to encourage parental involvement in the education of their children.

Legal Reference: Title VI, Civil Rights Act of 1964

Equal Education Opportunities Act as an amendment to the Education Amendments of 1974 Bilingual Education Act

20 U.S.C. §§ 7401, et seq., as amended by the English Language Acquisition, Language Enhancement, and Academic Achievement Act

Policy History:

Adopted on: 9/13/2004

Revised on: 12/14/2020

Bozeman Public Schools

INSTRUCTION

Procedure 2500P

EL PROGRAM

PURPOSE

Because of its commitment to quality education for all children within its boundaries, Bozeman Public Schools has established an EL (English Learner) program. The EL program has the following purposes:

The primary goal of the program is to give these students a reasonable opportunity to learn the language of instruction that is used at the grade level in which they are placed. The EL program is not a bilingual program, one in which the students are taught in their native languages.
To offer vocabulary enrichment to Limited English Proficient (EL) Native Americans.
To acquaint students who qualify for the EL program with the formats of instruction and the instructional materials used in their regular classrooms. Tutoring in English skills and content courses may be a secondary means to the end of acquiring English as quickly and as completely as possible. Instructing the EL student in all basic skills except English therefore, will remain the primary responsibility of the regular classroom teacher and, if the student qualifies, the specialist teachers. The EL program will supplement, but not supplant, the instructional services offered by regular education, special education, Title I, or Title VII.
To provide support for the regular and special education teachers by helping them design and monitor individual education plans for the EL student.
To assist EL students and their parents in adjusting socially and emotionally to their new school community which initially may seem unfamiliar and discomforting to them. This includes acting as liaison between the parents and the school. It also involves acting as the students’ advocate in all dealings with the school.

COMPONENTS OF THE EL PROGRAM

EL Teacher:

EL instruction will be provided by an ELEL Teacher who will report to the Director of Fine Arts and Student Programs.

EL Paraprofessionals:

Depending on federal funding of the Title III grant, there is also the possibility of hiring part-time paraprofessionals to help tutor the students. EL paraprofessionals will be hired through the regular hiring process of the Bozeman School District. They may also be chosen from interested classroom aides already hired in the district. The Director of Fine Arts and Student Programs, building principal(s) and EL teacher will determine who will be hired as an EL paraprofessional. The paraprofessionals will receive training from the EL teacher who will be in weekly contact with them. The EL paraprofessionals will have direct contact with the classroom teacher and will be under the supervision of the EL teacher or the building principal when the EL teacher is not present. Evaluation of the EL paraprofessionals will be done by the building principal in consultation with the EL teacher.

EL Instruction:

EL instruction will be conducted in the least restrictive environment. When, in the best interests of the student, instructional support occurs in the classroom, the regular classroom teacher will provide a place in his/her classroom for the EL teacher to work with students. In other cases the program will operate according to a “pull out” model in which one or several EL students will be taught grammar, vocabulary, pronunciation, spelling, reading, writing, and listening comprehension. The students may also be tutored in their content courses. Middle school and high school students may receive tutoring in their content courses or be placed in a special EL class. Teachers will receive training in a variety of strategies appropriate for work with EL students, including sheltered instruction.

EL Caseload:

The EL teacher and EL paraprofessionals will not be expected to provide support to more students than is reasonably possible. It is the responsibility of the EL teacher to rank the EL students according to their needs using the WIDA screener and enroll qualifying students into EL programming. Students who are formally exited from Title III will be monitored by the EL teacher and classroom teacher and re-enrolled if warranted.

Students who are no longer receiving EL instruction, will be monitored by the classroom and EL teachers and will receive support again if teacher and district common assessment results warrant.

SELECTION AND PLACEMENT

It is important that EL time be allocated equitably throughout the district. The amount of time allotted to each child will be determined by his/her linguistic need based on district capacity. Students with special needs that are non-language related will be evaluated as soon as possible to determine if they qualify for special education services. EL students may qualify for Title I and/or Title VII services.

The decision to exit a student from the EL program will be made by the EL teacher in consultation with the principal and classroom teacher, parents, and representatives from Title I and Title VII when necessary. After the EL coordinator has conferred with the aforementioned representatives and the EL student has met the exit criteria, an exit document will be signed by the EL coordinator. This document includes a clause that states that the exited EL student will be 'on watch' for two years and re-enrolled in Title III programming should future academic needs arise. If the student is receiving EL services that are related to an IEP, the special education case manager will address changes in services through the IEP Team and process.

Native American students in grades K-12 may be referred to the EL teacher by the student’s current teacher, counselor, the school principal, or the student's parents if they qualify for Speech and Language intervention, score below the 50th percentile in reading on the standardized test given every year, or score below their grade level on the Woodcock - Language Survey as administered in coordination with the SPED team.

EL student progress will be reviewed annually. A student will be considered eligible to exit the EL program after achieving a score of 4.7 composite score on the ACCESS test with a minimum score of 4 on each of the four domains. In addition to achieving the exit score on the ACCESS test, the EL coordinator and classroom teacher must determine if the student's classwork is commensurate with peers. If so, an exit meeting shall be held and the EL will be formally exited from Title III programming. The exit document must be signed by the classroom teacher, the principal, the EL teacher, and the parents. The exited student will be monitored for two years and re enrolled in EL programming if academic needs arise.

A request for EL screening may be made by a teacher, parent, or administrator. Screener requests from teachers must be submitted using the electronic MTSS form and sent to the site administrator and EL teacher. The EL teacher has 10 days to screen the referred student. If the student qualifies for Title III programming, teachers and administrators are notified and accommodations are listed in PowerSchool. The parent will receive written notification of enrollment into EL programming with a description of EL accommodations and possible services.

CRITERIA FOR SELECTION AND REVIEW

The Bozeman School District uses the following assessments to identify EL students and determine their eligibility for EL services:

The WIDA Access is the primary assessment used to identify EL students and determine eligibility. In instances when there are concerns regarding a learning disability, the EL teacher will work with the SPED team to administer a Woodcock Language Survey.

The following criteria may also be used to determine a student’s eligibility for EL services:

English Language Ability: Students who cannot understand or speak the language of instruction cannot benefit from instruction and, therefore, require EL instruction. Can the student understand the teacher’s instructions/Can the student make himself/herself understood (express basic needs)? If the answer to either question is “no,” the student requires EL services.

Conceptual Base: Students who cannot readily translate their linguistic base of concepts, prepositions, relations, and patterns into English equivalents may lag behind their English speaking classmates in academic work. In these cases, other alternatives may be appropriate. Consultative services also may be available from the speech and language specialist or special education teachers. If qualified the student may receive services from special education or Title I.

Teacher Assessment: Teachers quickly develop an idea of which students do not understand the language of instruction, but often language deficiencies display the symptoms of learning disabilities. Is the teacher having a difficult time placing the student in appropriate reading materials? Is the student failing to benefit to any degree from the language arts program? If the answer to these questions is “yes,” the child should be referred to the MTSS team for possible EL placement.

Student and Parent Attitudes: Motivation to learn English is critical to the success of EL instruction. If the student is having difficulty accepting the new language, clinging to what s/he knows best, the student and/or the parents may need special counseling from the EL teacher.

Educational Plan:

When it is determined that a student is eligible for EL services, an individualized plan will be developed by the EL teacher in consultation with the student’s current teacher, the EL teacher, the school principal, and shared with the student's parents.

Learning objectives will be developed based on the MTSS model.
A schedule will be made that, to the extent possible, will not conflict with language rich activities such as health enhancement or music.
Advice will be provided as to what in-classroom accommodations are appropriate for the student.
Classroom work to be done when s/he is not receiving EL instruction will be suggested.
Participation in state and local assessments is required of all ELs who have been in EL programming for over one year.
Classroom assessments will be modified to meet the individual English Language Proficiency (ELP) levels of all EL students.

Grading:

Grades will be determined in collaboration with the building principal, classroom teacher, counselor, and EL teacher. Report card comments regarding student performance and progress will be included on the PowerSchool report card. Levels 1-3 high school students who attend regular education classes and complete modified or alternative EL course curriculum during the class may earn a pass/fail option in lieu of a letter grade. In these instances the teacher will include additional commentary explaining that the EL student attended regularly, worked to the best of their linguistic ability and earned credit for the course, but may not have mastered all of the content standards presented in the course due to limited English proficiency.

Policy History:

Adopted on: 3/10/2010

Reviewed on:

Revised on: 12/07/2021, 12/13/2021

Bozeman Public Schools R

INSTRUCTION

Policy 2510

School Wellness

The Bozeman Public Schools District is committed to providing school environments that promote and protect children’s health, well-being, and ability to learn by supporting healthy eating and physical activity. Therefore, it is the policy of the Bozeman Public Schools District that:

The development of the school wellness policy, at a minimum, will include:

Community involvement, including input from teachers of physical education and school health professionals, parents, students, school food service, the school Board, school administrators, educators, and the public. Training of this team of people on the components of a healthy school nutrition environment is recommended.
Goals for nutrition education, nutrition promotion, physical activity, and other school-based activities that are designed to promote student wellness in a manner that the local education agency determines appropriate.
Implementation, Periodic Assessment, and Public Updates, including expanding the purpose of the team of collaborators beyond the development of a local wellness policy to also include the implementation of the local wellness policy with periodic review and updates, inform and update the public every three years, at a minimum, (including parents, students, and others in the community) about the content and implementation of the local wellness policies, and to measure periodically and make available to the public an assessment of the local wellness policy, including:

The extent to which schools are in compliance with the local wellness policy;
The extent to which the LEA’s local wellness policy compares to model local school

wellness policies; and

The progress made in attaining the goals of the local wellness policy.

Nutrition guidelines for all foods available on each school campus under the local education agency during the school day, with the objectives of promoting student health and nutrient-rich meals and snacks. This includes food and beverages sold in a la carte sales, vending machines, and student stores; and food and beverages used for classroom rewards and fundraising efforts.
Guidelines for reimbursable school meals to ensure that the District offers school meal programs with menus meeting the meal patterns and nutrition standards established by the U.S. Department of Agriculture.
A plan for measuring implementation of the local wellness policy, including designation of one or more persons within the local education agency or at each school, as appropriate, charged with operational responsibility for ensuring that each school fulfills the District’s local wellness policy.

Nutrition Education and Nutrition Promotion

All students K-12 shall receive nutrition education that teaches the knowledge and skills needed to adopt healthy eating behaviors and is aligned with Montana’s Health Enhancement Standards. Nutrition education shall be integrated into the curriculum. Nutrition information and education shall be offered and promoted throughout the school campus and based on the U.S. Dietary Guidelines for Americans. Staff who provide nutrition education shall have the appropriate training, such as in health enhancement or family and consumer sciences.

Health Enhancement and Physical Activity Opportunities

The District shall offer health enhancement opportunities that include the components of a quality health enhancement program taught by a K-12 certified health enhancement specialist.

Health enhancement shall equip students with the knowledge, skills, and values necessary for lifelong physical activity. Health enhancement instruction shall be aligned with Montana’s Health Enhancement Standards.

All K-12 students of the District shall have the opportunity to participate regularly in supervised, organized or unstructured, physical activities, to maintain physical fitness, and to understand the short- and long-term benefits of a physically active and healthy lifestyle.

Nutrition Standards

The District shall ensure that reimbursable school meals and snacks meet the program requirements and nutrition standards found in federal regulations. The District shall encourage students to make nutritious food choices through accessibility, advertising and marketing efforts of healthful foods.

The District shall monitor all food and beverages sold or served to students during the normal school day, including those available outside the federally regulated child nutrition programs (i.e., a la carte, vending, student stores, classroom rewards, fundraising efforts). The District shall consider nutrient density and portion size before permitting food and beverages to be sold or served to students. The Superintendent shall continually evaluate vending policies and contracts. Vending contracts that do not meet the intent and purpose of this policy shall be modified accordingly or not renewed.

Other School-Based Activities Designed to Promote Student Wellness

The District may implement other appropriate programs that help create a school environment that conveys consistent wellness messages and is conducive to healthy eating and physical activity, such as staff wellness programs, non-food reward system and fundraising efforts.

Maintaining Student Wellness

The Superintendent shall develop and implement administrative rules consistent with this policy. Input from teachers, parents/guardians, students, school food service program, the school Board, school administrators, and the public shall be considered before implementing such rules. A sustained effort is necessary to implement and enforce this policy. The Superintendent shall measure how well this policy is being implemented, managed, and enforced. The Superintendent shall report to the Board, as requested, on the District’s programs and efforts to meet the purpose and intent of this policy.

Legal Reference: PL 108-265 The Child Nutrition and WIC Reauthorization Act of 2004

PL 111-296 The Healthy, Hunger-Free Kids Act of 2010

Policy History:

Adopted on: 3/06/2006

Revised on: 1/23/2012, 7/19/2019, 4/25/2022

Bozeman Public Schools

INSTRUCTION

Procedure 2510P

Nutrition

The following guidelines shall be in effect:

Food served in the K-8 meal program shall meet the nutrition guidelines set forth by the USDA.

Grades 9-12 will follow guidelines set by BSD7:

Calories 825 minimum
Fat 30% or less calories from fat
Saturated Fat 10% or less calories from saturated fat
Sodium Goal of 1500mg
Meat/MA 1 oz. minimum
Grain 1 oz. minimum, 50% of all items served must be whole grain
Milk 8 oz.
Fruit ½ cup minimum, unlimited offered
Vegetable ½ cup minimum, unlimited offered
5 components will be offered: meat/meat alternate, grain, fruit, vegetable, milk. For a meal to be reimbursable, 3 of the 5 components must be taken. A serving of fruit or vegetable (0.5 cup minimum) is required to be one of the 3 components.
A la carte snacks and beverages: 70% of a la carte snack items and beverages offered will follow the USDA Smart Snack guidelines.

Food sales by school groups may be conducted providing such sales do not occur during, or for the period of one hour before or after a meal service. These sales must not compete with the school breakfast or lunch program.

All food that is sold must meet the health department standard for storage, preparation and service.

Vending

All vending machines available for student use in the K-8 schools will be operated by the District Food Service Program.

Money generated from vending machines in all staff/faculty lounges which are generally not available for student use should be administered by staff groups and not deposited in district funds including extracurricular funds. The District is not liable in any way for these employee funds.

Any food vending machine available for student use in K-8 is acceptable provided that all vended foods meet the USDA Smart Snack Guidelines. Any food vending machines available for student use in grades 9-12 will follow guidelines set by BSD7. All proceeds from such machines are used exclusively by the Food Service Department for the benefit of the program, as required by state law.

Vending machines with non-carbonated drinks and District-approved carbonated drinks may be placed in the high schools or Bridger Charter Academy. In order to receive District approval, carbonated drinks:

Must be Smart Snack compliant
May not contain phosphoric acid
If the beverage is not carbonated water, it must contain at least 70% natural juice
May not be marketed as energy drinks, and
May not contain added sugar

The District retains the right to impose further restrictions on a case-by-case basis.

At least 80% of the net profit realized from the vending machines must be spent directly on students or student groups and shall be deposited into the high school student activity accounts. The other 20% can be spent for staff social needs and should be handled through a staff social fund outside of the district accounts. The above percentages can be adjusted for individual purchases requested by the high school principal at the discretion of the Deputy Superintendent Operations. The high school principal shall establish procedures and criteria for distribution of the profits to students or student groups.

Policy History:

Adopted on:

Revised on: 11/11/1991, 11/11/1997, 2/11/2005, 5/23/2017, 4/26/2019, 7/18/2019

Bozeman Public Schools

INSTRUCTION

Policy 2600

Work Based Learning Program

The Board recognizes that education should be making classroom experiences a meaningful process of learning about all practical aspects of life. The Board believes that the inclusion of career education in the basic curriculum will provide students with information about the many career opportunities available and will establish a relationship between what is taught in the classroom and the world of work.

Work-based learning must provide all participating students with on-the-job experience and training along with career and complimentary vocational/technical classroom instruction to contribute to each student’s employability. The students’ classroom activities and on-the-job experiences must be planned and supervised by the school and the employer to ensure that both activities contribute to the student’s employability. Students enrolled in a work-based learning program must receive credit for related classroom instruction and on-the-job training. In the absence of a proficiency model, the time requirement for students in work-based learning must be converted and is equivalent to the time requirement for credit to be earned.

Students may submit a proposal for a tailored Work Based Learning program that divides their time between instruction in school and specific learning at a job. Each proposed program will be planned by Work Based Learning coordinators and the employer (or employer groups) and shall be in accordance with state and federal laws and regulations governing employment of students under age 18. The Work Based Learning coordinators will communicate with employers on a monthly basis and will visit work sites to determine if the placement is appropriate for student employment.

The particular program designed for each student shall be set forth in a written protocol approved by the student, his or her parents or guardians, the work-experience coordinator and the employer. This shall stipulate the terms of employment, the provision for academic credit, the student’s work-based experience goals, prioritizing the student’s academic commitments, and assessment of the work-based learning experience goals.

The Work Based Learning coordinator shall make such arrangements as necessary with employers for evaluating the student's on-the-job performance and for keeping records of job attendance.

The employer or supervisor shall complete the District volunteer agreement form and satisfy a name-based and fingerprint criminal background check in accordance with District Policies 5120 and 5122. The employee and District shall also complete workers compensation insurance and general liability insurance requirements in accordance with the attached procedure in a manner consistent with the Work Based Learning opportunity provided to student.

Cross Reference: 2600P Work Based Learning Procedures

2600F Work Based Learning Affiliation Agreement and Consent Form

Legal reference: Title 41, Chapter 2, MCA Fair Labor Standards Act 29 U.S.C. 212 and 213, et seq.

Chapter 247 2021 General Legislative Session

Section 29-71-118(7), MCA Employee, worker, volunteer, volunteer firefighter, and volunteer emergency care provider defined --election of coverage.

Chapter 477 (2023) Work Based Learning

Policy History:

Adopted on: 8/26/2019

Revised on: 1/10/2022, 4/11/2022, 7/10/2023

Bozeman Public Schools

INSTRUCTION

Procedure 2600P

Work-Experience Program - Insurance

The School District Work Based Learning coordinator will work with School District administration to identify the appropriate insurance coverage for a student’s tailored work-experience opportunity. A student will not commence a Work Based Learning opportunity until the appropriate insurance option has been identified and implemented by all parties. The option selected will be noted as part of the student’s Work Based Learning plan.

Option 1

Employer pays the student to work for them in a paid internship. Student learns from the employer like a newly hired employee and skill sets are acquired through doing actual work for the employer. Student earn credit for employment as documented in the Work Based Learning plan. Employer is required to show proof of workers compensation coverage for the student via a copy of a current workers compensation policy if the Work Based Learning plan shows the student will receive school credit for the employment. Medical costs and other related workers compensation claim expenses for accepted workers compensation claims due to injury to the student while working in the course and scope as part of the Work Based Learning shall be covered by the employer’s workers compensation coverage.

Option 2

Employer does not pay the student. Student earns school credit as part of a Work Based Learning plan but student may be assigned credit as part of another course. Employer has a volunteer endorsement added to their workers compensation policy and pays that premium to their carrier. School District requires the employer to show proof of workers compensation coverage with the volunteer endorsement added via a copy of a current workers compensation policy. Medical costs and other related workers compensation claim expenses for accepted workers compensation claims due to injury to the student while working in the course and scope as part of the Work Based Learning shall be covered by the employer’s workers compensation coverage.

Option 3

Employer does not pay student. Student earns school credit for Work Based Learning opportunity as outlined in the Work Based Learning plan. School district adds a school to work endorsement onto the school workers’ compensation policy. School District pays the workers compensation premium costs for the endorsement and other required insurance coverage. Parent liability risk waiver forms should be signed in advance to recognize the inherent risks present with this learning opportunity and to clearly state the student has personal medical insurance coverage in place. Medical costs and other related workers compensation claim expenses for accepted workers compensation claims due to injury to the student while working in the course and scope as part of the Work Based Learning shall be covered by the School District’s workers compensation coverage.

Option 4

School District provides a work-based learning opportunity off school grounds. Opportunity takes place during school period hours, awards school credit hours toward graduation requirements, and is led by a teacher of the school district and/or co-taught by a trade person or general contractor. No workers compensation coverage being provided. School District is responsible for general liability coverage for the students and parent liability risk waiver forms should be signed in advance to recognize the inherent risks present with this learning opportunity and to clearly state the student has personal medical insurance coverage in place.

Policy History:

Adopted on: 8/26/2019

Revised on: 9/15/2021

Form 2600F

WORK BASED LEARNING AFFILIATION AGREEMENT

This Affiliation Agreement is entered into between (high school) and ______________________________________(workplace learning site).

WHEREAS High School has established a ____________________Work Based Learning program for students interested in career exploration opportunities; and

WHEREAS High School wishes to affiliate with ________________________________ (workplace learning site) for the purpose of providing Career Exploration and Assessment experiences for students enrolled in the _______________________Work Based Learning Program; and

WHEREAS the Workplace Learning Site is willing to permit the Career Exploration experience on its premises with the terms set forth in this Affiliation Agreement;

NOW THEREFORE, the parties agree as follows:

The High School shall assume full responsibility for planning and execution of the student program of instruction including curriculum content, Work Based Learning orientation, emergency contact information, and parent/guardian consent.
The High School shall ensure participating students have completed safety instruction specific to the work site prior to participation in the Work Based Learning experience.
The High School shall provide a Work Based Learning Coordinator responsible for instruction and coordination with appropriate Workplace Learning Site personnel for the planning, selecting, and evaluating of students’ experiences.
The Work Based Learning Coordinator, Workplace Supervisor, and student will work collaboratively to determine the career readiness, employability skills, and proficiency guidelines set forth in the personalized work based learning program.
The Workplace Learning Site agrees to designate a Workplace Supervisor, who has completed the Volunteer Agreement Form, and whose responsibility it shall be to assist the Work Based Learning Coordinator in selection and coordination of student experiences appropriate to the level of learning.
The Workplace Learning Site professional practitioners shall be responsible for overseeing the students’ experience and training activities. They shall orient the students to their activities, direct their activities and supervise their activities to assure safe and satisfactory experiences and performance.
The High School shall be responsible for assigning students to the Workplace Learning Site for experience. The High School shall notify the Workplace Learning Site at least one (1) month in advance of its planned schedule of students and types of experiences to be provided. This schedule shall be subject to approval of the Workplace Learning Site.
The Workplace Learning Site shall make available the necessary equipment and supplies as determined by the Workplace Learning Site in conjunction with the High School.
The Workplace Learning Site shall provide the Work Based Learning Coordinator with frequent student performance evaluations in the manner and frequency so designated by the High School.
The High School shall work with the Workplace Learning Site regarding the removal of any student from the Workplace Learning Site whenever the student is not performing or meeting the workplace requirements. Responsibility for student disciplinary measures, if any, shall be with High School and not with the Workplace Learning Site.

When deemed necessary by the work-experience coordinator, the employer, supervisor, or other employees with regular unsupervised access to the student shall complete District volunteer agreement form and satisfy a name-based criminal background check or provided the results of name-based background check completed within the last 12 months.

Workplace Supervisor initials the selection specific to this Work Based Learning placement:

__________ Employer pays the student to work for them in a paid capacity. Student learns from the employer like a newly hired employee and skill sets are acquired through doing actual work for the employer. Student may earn school credit for employment as documented in the Work Based Learning plan. Employer is required to show proof of workers compensation coverage for the student via a copy of a current workers compensation policy if the Work Based Learning plan shows the student will receive school credit for the employment. Medical costs and other related workers compensation claim expenses for accepted workers compensation claims due to injury to the student while working in the course and scope as part of the Work Based Learning opportunity shall be covered by the employer’s workers compensation coverage.

___________ Employer does not pay the student. Student does not earn school credit as part of a Work Based Learning plan but student may be assigned credit as part of another course. Employer has a volunteer endorsement added to their workers compensation policy and pays that premium to their carrier. School District requires the employer to show proof of workers compensation coverage with the volunteer endorsement added via a copy of a current workers compensation policy. Medical costs and other related workers compensation claim expenses for accepted workers compensation claims due to injury to the student while working in the course and scope as part of the Work Based Learning opportunity shall be covered by the employer’s workers compensation coverage.

___________ Employer does not pay student. Student earns school credit for the Work Based Learning opportunity as outlined the Work Based Learning plan. School district adds a school to work endorsement onto the school workers’ compensation policy. School District pays the workers compensation premium costs for the endorsement and other required insurance coverage. Parent liability risk forms should be signed in advance to recognize the inherent risks present with this learning opportunity and to clearly state the student has personal medical insurance coverage in place. Medical costs and other related workers compensation claim expenses for accepted workers compensation claims due to injury to the student while working in the course and scope as part of the Work Based Learning opportunity shall be covered by the School District’s workers compensation coverage.

____________ School District provides a work-based learning opportunity off school grounds. The learning opportunity takes place during school period hours, awards school credit hours toward graduation requirements, and is led by a teacher of the school district and/or co-taught by a trade person or general contractor. No workers compensation coverage being provided. School District is responsible for general liability coverage for the students and parent liability risk forms should be signed in advance to recognize the inherent risks present with this learning opportunity and to clearly state the student has personal medical insurance coverage in place.

_____________________________________ ___________________________________ Workplace Supervisor Date

_____________________________________ ___________________________________

Work Based Learning Coordinator Date

PARENT/GUARDIAN CONSENT FOR WORK BASED LEARNING EXPERIENCE

I, (full name)________________________________________________ as legal guardian of

________________________________________________ (child’s full name) a student

enrolled in the _____________High School acknowledge the following:

The program of study includes opportunities for my child to participate in an off-campus Work Based Learning opportunity, and I give my consent to my child participating in the offsite Work Based Learning component, and I agree to support and assist with enforcement of the content included in the Work Based Learning placement

I agree to accept responsibility for my student’s participation in the above-referenced activity. I understand any negligence arising out of the student’s participation in the program shall be attributed to me as comparative negligence within the meaning of Section 27-1-702, MCA. I agree to counsel my child to abide by the rules and regulations set forth by the workplace learning site.

I have signed the Parent/Guardian Consent and agree to the stated conditions.

____________________________________________ ____________________________

Parent/Guardian signature Date

____________________________________________ ____________________________

Parent/Guardian printed name Phone number

____________________________________________ ____________________________

Address City/State/Zip code

Policy History:

Adopted on:

Revised on: 9/15/2021, 1/12/2022

Table of Contents

[1] This completed form to be circulated, within 30 days, to all principals of schools of a similar grade level.

Policy History:

Adopted on:

Revised on: