Student Handbook

This Student Handbook is a living document and subject to change. 

Changes to the Ohio Revised Code or the Quaker Preparatory Academy’s Bylaws and Policies may cause the information in this handbook to no longer be accurate.   QPA and QDA  have adopted the same board policy.  Please visit qda.education/board for the latest policy updates.

Last Updated on:  6/15/2022

Welcome        5

Office Location        5

School Mission        5

School Vision        5

School Values        5

Non-Discrimination Notice (Board Policy 2260/1422/3122.02/4122.02)        6

School Calendar        6

Student Records & FERPA (Board Policy 8330 – qda.education/board)        7

Parent and Family Engagement Policy (Board Policy 2111 - qda.education/board)        7

Parent’s Right to Request Educational Program (Board Policy 3120 - qda.education/board)        7

Parent’s Right to Review Educator Credentials:  Notice of Parents Right        7

Notification to Public Regarding Inspection of Instructional Materials (Board Policy 9130/2416/5780 - qda.education/board)        7

Notification in the Event of an Emergency or Serious Threat to Safety (Board Policy 8400/8420 - qda.education/board)        7

School Right to Amend Handbook Statement        7

Photography Release Statement        7

Parent/LC/Student Read Acknowledge Statement and / or Signature        8

Review of Educational Materials        8

Student Privacy and Parental Access to Information Including Surveys, Analyses, and Evaluations (Board Policy 2416 - qda.education/board)        8

Attendance (Board Policy 5200.01 -  qda.education/board)        8

Code of Conduct (Board Policy 5500 - qda.education/board)        8

Frequently Asked Questions about Attendance        8

Truancy (Board Policy 5200 -  qda.education/board -  and OCR 3321)
https://qpa.education/about-qpa/attendance-requirements        9

Excused Absences        10

Unexcused Absences        10

Attendance Procedures        10

Absence Intervention Plan        10

Habitual Truancy Triggers        10

Summary of Events after Triggering Event        10

Failure to Attend Absence Intervention Meeting        11

Consequences for Unexcused Absences        12

Automatic Withdrawal Procedure        13

Filing Charges in Juvenile Court        13

Child Find        13

Special Education (Board Policy 2460 – qda.education/board)        13

English as a Second Language (ESL)/English Learners (EL) English Learner Program        14

Notification of Language Assistance Services:        14

504 Plans        14

Parent and Family Engagement (Board Policy 2111/2261.01 - qda.education/board)        14

Student’s Diagnostic Assessment, Assessment Results, and Accompanying Documents Used in the Assessment (Board Policy 2623.02 - qda.education/board)        15

Positive Behavior Intervention and Supports and Limited Use of Restraint and Seclusion Policy (Board Policy 5630.01 - qda.education/board)        15

Corporal Punishment (Board Policy 5630 - qda.education/board)        15

Diabetes Care Policy (Board Policy 5336 – qda.education/board)        15

Homelessness and the McKinney Vento Homeless Assistance Act        15

Individual Career Plan (OAC 3301-102-10)        15

Career Advising Policy (Board Policy 2413 - qda.education/board)        16

Withdrawal Process (Board Policy 5130 – qda.education/board)        16

Removal, Suspension, Expulsion and Permanent Exclusion (Board Policy 5610/5610.01 - qda.education/board        17

State Assessment and Testing Requirements (ORC 3314)        17

State Testing Chart        18

Grading Policy & Procedure (Board Policy 5421)        18

Grading Scale and GPA Points (General Education Students)        18

Report Cards        18

Academic Progress        18

Tutoring        18

Daily Suggested Schedule        19

Parent/Learning Guide Expectations        19

Parent/Learning Guide Responsibilities        19

Student School Work Expectations        19

Annual Review and Update of Student Assessment and Academic Intervention Policy (Board Policy 2623 - qda.education/board)        20

External Learning        20

Make-up Hours        20

Entrance Requirements (Board Policy 5112 – qda.education/board)        20

Kindergarten        20

First Grade        20

Required Documents        20

Third Grade Reading Guarantee – (Board Policy 2623.03)        21

Definitions         21

Assessment of Reading Skills Program        21

Reading Improvement and Monitoring Plan         23

Reporting Requirements        23

Promotion/Retention        23

Intensive Remediation Services        24

Promotion, Retention, Acceleration Placement, and Retention (Board Policy 5410)        24

Waiver of Fees (Board Policy 6152.01 - qda.education/board)        25

Eligibility Standards        25

Immunizations (Board Policy 5320 – qda.education/board)        26

Academic Integrity (Board Policy 5500 – qda.education/board)        26

District Bullying (Board Policy 5517.01 - qda.education/board)        26

Online Behavior        26

Disciplinary Action        26

Definition/Examples of Plagiarism and Cheating (Board Policy 5500 – qda.education/board)        27

Harassment/Civil Rights Compliance Officers (Board Policy 4362/1662/3362/5517/5517.01 – qda.education/board)        27

Extracurricular Club Eligibility and Participation in Extracurricular Activities (Board Policy 2340/2430.02/5610.05 – qda.education/board)        27

Emergency Medical Authorization (Board Policy 5341 - qda.education/board)        27

Authorization of Student Early Dismissal (Board Policy 5230 - qda.education/board)        27

Access to Student Records (Board Policy 8330 - qda.education/board)        27

Denial of Permission to Release Student Directory Information to Military Recruiters (Board Policy 8330 - qda.education/board)        27

Due Process Rights (Board Policy 5611 - qda.education/board)        27

Complaints, Student and Parent Rights, Address (Board Policies 5710, 9130, 5780, 0113)        28

Materials and Computer Equipment (Board Policy 7540.03 – qda.education/board)        28

Facility Security (Board Policy 7440 - qda.education/board)        28

Course Materials        28

Computer Policy        28

Internet Content Filtering System (Board Policy 7544 – qda.education/board)        29

Computer System Repair        29

Internet Service Provider (ISP Reimbursement (Board Policy 7540.07 – qda.education/board)        29

Change of Address and/or Telephone Number        30

Technical Support        30

Email        30

Emailing Specifics        30

Information Requests (Board Policy 8330 – qda.education/board)        31

Helpful Links        31

Use of Tobacco (Board Policy 5512 – qda.education/board)        31

Drug Prevention (Board Policy 5530 - qpa.education/board)        31

Health Services (Board Policy 5310 - qda.education/board)        32

Prohibition on Carrying a Deadly Weapon or Dangerous Object (Board Policy 3217/4217/5772/7217 - qda.education/board)        32

Control of Blood-borne Pathogens (Board Policy 8453.01 - qda.education/board)        32

Annual Notice for the Release of School Directory Information (FERPA)        32

Tips for Success        32

Contacting QPA        32

Instructional Supervisors        32

Parent Concerns  --- Chain of Command        33

Appropriate Communication Via Phone, Email, Text, and Web Chat        33

How to Meet Attendance Requirements        33

Offline Attendance        34

House Bill 410        34

Habitual Truancy Triggers        34

Summary of Events after Triggering Event        34

Failure to Attend Absence Intervention Meeting        35

Suggested Schedule for Parents        36

Welcome

Welcome to Quaker Preparatory Academy!  Our goal is to support you in your choice to educate your child at home in a comfortable environment with an engaging curriculum, flexible schedules, and hands-on learning opportunities.  Your child will be assigned an instructional supervisor who will be there to support you in following state guidelines, implementing curriculum, and attending state testing.  We are glad you chose to work with our team of certified educational professionals.

QPA is an Ohio Public School and was incorporated in the state of Ohio in 2020. QPA offers a variety of exceptional and accredited curricular options to meet the individual unique needs of a student.  It is a non-profit public school that is funded by state revenue governed by and subject to the Ohio State charter school laws, applicable federal laws and the terms of its contract with its charter sponsor New Philadelphia City Schools.

Office Location

New Philadelphia        400 Mill Ave. SE, Suite 901, New Philadelphia, OH 44663

School Mission

Quaker Preparatory Academy (QPA) will enhance and facilitate student learning by combining state-of-the-art digital curriculum and instruction with access to local school resources that complement that instruction and prepare students to become lifelong learners and productive citizens. 

School Vision

The Quaker Preparatory Academy will engage students to become their own advocates in education through high expectations and goal setting and help instill in students the enjoyment of the process of learning and commitment to continuous learning throughout one's lifetime

School Values

Quaker Preparatory Academy’s core values are passion, accountability, and courage.

Every staff member will be passionate about the unique population and individual needs of the students we serve. That passion may be instilled in the student culture through daily interactions with school staff both on- and offline.

There will be a culture of accountability. Staff will be accountable to students and families to provide an excellent education. Students and families will be accountable to engage and actively participate in the education process. Students will be taught to hold themselves accountable to their goals.

Non-Discrimination Notice (Board Policy 2260/1422/3122.02/4122.02)

Quaker Preparatory Academy does not discriminate on the basis of religion, race, color, ethnicity, national origin, gender, sexual orientation, economic status, disability, or age in its programs and activities and provides equal access to all educational opportunities and designated school groups. Quaker Preparatory Academy is committed to providing an environment that is free from all forms of discrimination which includes sex discrimination, gender- based discrimination, and sexual violence, and providing equal employment opportunities as regulated by Title VII and Title IX, and to insuring the accessibility of appropriate grievance.

Employees or students who engage in discrimination of another employee or student shall be subject to disciplinary action up to and including termination.

The following person has been designated to handle inquiries regarding the non-discrimination policies:

Mrs. Debra J. Kennedy, Superintendent

400 Mill Ave, Suite 901

New Philadelphia, Ohio

Debra J. Kennedy

KennedyD@QPA.education

School Calendar

Student Records & FERPA (Board Policy 8330 – qda.education/board)

Parent and Family Engagement Policy (Board Policy 2111 - qda.education/board)

Parent’s Right to Request Educational Program (Board Policy 3120 - qda.education/board)

Parent’s Right to Review Educator Credentials:  Notice of Parents Right

Notification to Public Regarding Inspection of Instructional Materials (Board Policy 9130/2416/5780 - qda.education/board)

Notification in the Event of an Emergency or Serious Threat to Safety (Board Policy 8400/8420 - qda.education/board)

The Board of Education is committed to maintaining a safe and drug-free environment in all of the District's schools. The Board believes that school crime and violence are multifaceted problems that need to be addressed in a manner that utilizes all available resources in the community through a coordinated effort of School District personnel, law enforcement agencies, and families. The Board further believes that school administrators and local law enforcement officials must work together to provide for the safety and welfare of students while they are at school or a school-related event or are on their way to and from school. The Board also believes that the first step in addressing school crime and violence is to assess the extent and nature of the problem(s) or threat, and then plan and implement strategies that promote school safety and minimize the likelihood of school crime and violence.

School Right to Amend Handbook Statement

These policies shall be made available in the Student Handbook and can be amended at any time, as needed and required by the daily activities and directives of the QPA administration and/or School Board and in accordance with state law. Additional information regarding many of the policies found in this handbook can be found in the Board Policy Manual. Should anything in the Parent Student Handbook conflict with the Board Policy Manual, the Board Policy Manual shall supersede the handbook.

Photography Release Statement

Both students and / or parents / legal guardians can sign a photography release statement. Click the link below to verify you have read, understand, and will abide by the photography release acknowledgement policy. Both student and parent/ legal guardian need to provide last name and student ID number (and choose “yes” to digitally indicate your acceptance, and then click “submit.”

• The Photo Release Form is available in the Maestro Student Information System under Forms

Parent/LC/Student Read Acknowledge Statement and / or Signature 

Both students and Parents are expected to read the handbook carefully, then each click the link in Maestro to verify you have read, understand, and will abide by the rules of the school including those policies listed in this handbook and the Board Policy Manual.

• The Student Agreement Signature Page can be found in the Maestro Student Information System under Forms.

Review of Educational Materials

Parents may review textbooks, reading lists, instructional materials, and academic curriculum used by Quaker Preparatory Academy.

Student Privacy and Parental Access to Information Including Surveys, Analyses, and Evaluations (Board Policy 2416 - qda.education/board)

Attendance (Board Policy 5200.01 -  qda.education/board)

There is a direct correlation between attendance and student achievement, QPA full-time students are required to meet a minimum of 920 hours of attendance per year. Required hours of attendance will be prorated for late enrollees. There should be a strong correlation between attendance logged by the student and lessons completed by the student. The student is on pace for on-time completion of any course in which the student is enrolled.

Code of Conduct (Board Policy 5500 - qda.education/board)

Respect for law and for those persons in authority shall be expected of all students. This includes conformity to school rules as well as general provisions of law affecting students. Respect for the rights of others, consideration of their privileges, and cooperative citizenship shall also be expected of all members of the school community. The Board of Education has zero tolerance of violent, disruptive, or inappropriate behavior by its students.

Frequently Asked Questions about Attendance

1. When can I log attendance?

We request students log attendance daily starting with QPA’s first official day of school until the last day of school (see school calendar)

2. What constitutes earned attendance hours?

Attendance hours can be hours spent completing lessons, studying, practicing previously learned material, preparing for upcoming assessments, taking assessments, completing assignments or projects online or offline, or meeting with your Instructional Supervisor or teacher.

3. Is attendance monitored?

QPA uses automated monitoring tools to monitor attendance. This information is made available through our Student Information System to the student and their parent/guardian. Instructional Supervisors will manually check attendance hours at least once a week to ensure students are meeting attendance requirements..

4. What are supplemental or “offline” hours?

Quaker Preparatory Academy recognizes that families routinely offer many valuable learning activities to their students, in addition to their online course work. Supplemental course work may be recorded in any subject appearing on the student’s Maestro attendance screen.

5. Where do I need to log attendance?

Student attendance is automatically documented when logged into online coursework, but students may document their "offline" time by using the Student Information System Attendance System. Students must list the start and end time of the offline activity and a description of what was done. The student’s instructional supervisor must approve of the submission for the time to count.

6. Why should I log attendance on a daily basis?

Ohio law requires attendance for all students between the ages of 6 and 18. QPA defines student attendance as the time a student has spent logging into classes and completing coursework or working within supplemental resources. This also serves as a formal record of the student’s daily academic engagement and accumulated attendance and progress for the school year.

7. How much attendance may I log each day?

While students may access their courses 24/7, state law will only allow QPA to credit students with up to ten (10) hours of attendance per twenty-four (24) hour period.

8. What should I do if I forgot to log my supplemental hours?

Students may log time for the previous seven (7) days. To enter time for days further back, please contact your instructional supervisor.

9. How many hours should a student log if s/he enrolled after the first day of school?

In most cases, students can multiple 5.12 hours by the number of school days they have been enrolled to calculate their attendance requirements. Students should contact their instructional supervisor to find the exact time.

10. Can more than 920 hours be logged?

920 hours is the minimum attendance required by the state. Any hours above 920 are counted toward the current school year only. We recommend that students spend more than the state minimum requirement to ensure academic growth.

Truancy (Board Policy 5200 -  qda.education/board -  and OCR 3321)
https://qpa.education/about-qpa/attendance-requirements

Ohio law requires school attendance for all students between the ages of 6 and 18. QPA defines student attendance as the time a student has spent attending classes, completing coursework and assignments, and taking part in additional educational opportunities which provide a new learning experience. Attendance hours must meet the state requirements, or a student will be considered truant. QPA recommends that parents log attendance hours on the Maestro regularly. Please be advised students who do not attend school for 72 consecutive hours, without a valid excuse, will be withdrawn for truancy from Quaker Preparatory Academy.

Quaker Preparatory Academy has certain responsibilities under Ohio’s Compulsory Education Laws. The responsibility for compliance with this law belongs to the parents, but the school is obliged to keep an accurate record of attendance. If attendance is logged for a student but there is no evidence of course work or supplemental resources being completed, QPA considers that the student has not “entered into the building” and will assume that the attendance hours that were recorded are not accurate and the hours will be adjusted accordingly.

QPA is required to regularly report attendance records to their respective state education agencies. To ensure that reports are accurate, they can no longer be edited by the learning guide after 10 days. This means the learning guide can go back 10 days to submit offline learning activities.  Once the 10th day has passed the learning guide can no longer edit attendance.   Learning guides should make requests to update attendance and submit offline learning to their instructional supervisor as soon as they realize learning activities were not reported.

Excused Absences

There are times when students have a legitimate reason for being absent from school. Below are reasons for excused absences according to the Ohio

attendance laws:

• Personal illness (medical documentation may be required)
• Death of a relative
• Emergency (validity determined by the principal)
• Observance of religious holidays
• Doctor/dentist appointment (documentation must be provided after the appointment)
• Court appearances verified by subpoenas or official notifications

Unexcused Absences

Unexcused absences may have both academic and disciplinary consequences. Examples of unexcused absences:

• Any absence without a written excuse from the parent/guardian.
• Absences which are not considered to be legitimate under the Ohio attendance laws and/or district policy.

Attendance Procedures

Students must notify QPA and email each teacher if they are going to be absent. Absences will be marked “unexcused” if you are not online working and have not communicated with the proper QPA personnel in advance. Note: If you are working offline, you still need to log into the Student Information System (Maestro). A doctor’s excuse is required If you are hospitalized or have a medical issue that prevents you from working for more than five (5) days.

Students must present a valid Medical Excuse after the 4th absence. Absences will be considered unexcused without a medical excuse.

Absence Intervention Plan

HB 410 requires all Ohio Schools to implement an absence intervention plan for students under 18 that meet one of the following triggers:

Habitual Truancy Triggers

• 30 consecutive school hours missed (unexcused hours only).
• 42 school hours missed in a full calendar month (unexcused hours only).
• 72 school hours missed in a school year (unexcused hours only).

An Absence Intervention Plan (AIP) is used to identify and correct habitual truancy. Once the plan is implemented, students that fail to improve their attendance may be referred to juvenile court for truancy.

Summary of Events after Triggering Event

1. Written notification is sent to the student's parent or legal guardian.
2. The student's Instructional Supervisor will make three good faith attempts to contact the student's parent or guardian to schedule a meeting date and time.
3. A meeting will be held to develop an Absence Intervention Plan. The student, parent/guardian, a QPA Truancy Officer, and the student's Instructional Supervisor will be involved in the Absence Intervention Plan creation process.
4. After the plan is implemented, students that continue to be excessively absent will be referred to juvenile court.
5. A sixty-day review will be conducted after the plan is implemented. Students that fail to make satisfactory progress on their Absence Intervention Plan may be referred to juvenile court.
6. Students that become excessively absent at any point after the sixty-day review will be referred to juvenile court.

Failure to Attend Absence Intervention Meeting

• Parents and guardians that fail to attend an Absence Intervention Meeting may be referred to the county prosecutor's office.
• An Absence Intervention Plan will be implemented with or without the involvement of the student, parent, or guardian.

Consequences for Unexcused Absences

Disciplinary procedures will be applied for unexcused absences under the truancy policy of the Ohio attendance laws and/or district policy.

The Ohio Department of Education requires that QPA offers at least 920 hours of learning opportunities to its students. Not only is there a direct correlation between attendance and student achievement, QPA's operational funding is based on each student’s valid documentation of the required 920 hours of attendance. Required hours of attendance will be prorated for late enrollees. Students should complete at least 920 attendance hours by the last day of the school year for the school to receive full state funding.

If the student is going to be out (not logging in) for more than one day, the advisor must be contacted in advance. One week prior to the absence is the general expectation (see examples below). If the reason for the absence falls outside of the “reasonable” situations set forth below, the advisor will consult with the principal to determine whether the absence will be excused. It is the student’s responsibility to arrange with each teacher regarding missed assignments. It is the preference of the school that students, whenever possible, “work ahead” prior to an absence rather than falling behind and having to “catch up.”

Quaker Preparatory Academy courses are available 24 hours per day and 7 days per week. A missed day of school during the week can be made up on the weekend or completed over the course of several days. To avoid truancy and issues with assignment due dates, communicate with teachers and advisors regarding any planned vacations or illnesses that may be misinterpreted as truancy. Contact with the advisor concerning absences must be made by the Parent by phone or email, although students are encouraged to contact the teacher to learn the details of missed assignments.

In any instance where technical difficulties are a problem with your school-supplied computer or other hardware or software, it is required that the Parent contact K-8 technical support immediately at 1-866-968-7032 or email help.go2QPA.org so qualified technicians can assist in resolving your problem. A student or Parent must request the name of the technician and the ticket number and report them to the academic advisor within 24 hours. Computer problems are not valid reasons for seeking extended time on assignments or test due dates or as a reason why a student has not been working in his/her assigned courses or attending class connect sessions.

Automatic Withdrawal Procedure

As required by ORC 3314.03 a student will be automatically withdrawn from school if the student without a legitimate excuse fails to participate in 72 consecutive hours of learning opportunities offered to the student.

This policy was developed after consultation with the judge of the juvenile court of Tuscarawas County, with the parents, guardians, or other persons having care of the students attending school in the district, and with appropriate State and local agencies.

The student's guardian will be notified by certified mail that such a withdrawal occurred. Notice of the withdrawal will also be sent to the residential school at that time. The student and/or guardian must return all issued school equipment within one week of the withdrawal and immediately enroll the student in an accredited Ohio school.

If after a student has been automatically withdrawn due to lack of participation seeks to re-enroll at QPA, that student can re-enroll the following semester, but must be placed on a participation correction plan.

Filing Charges in Juvenile Court

Charges may be filed with the Juvenile Court in the student’s district of residence due to the following:

• After the seventh day of absence without a legitimate excuse.
• After an excessive number of absences in a school year.

Child Find

The 1997 Amendments to the Individuals with Disabilities Education Act mandate that every school district in the country develop a system to identify children with disabilities, birth through age 21, residing in the district. QPA will make a concerted effort to identify, locate, and evaluate children below 22 years of age, who enroll in the school and have a confirmed or suspected disability in accordance with all federal regulations and state standards. In addition, it shall be the policy of the school that the child with a disability and his/her Parent shall be provided with safeguards, as required by law, throughout the identification, assessment and placement process, and the provision of a free appropriate public education to the child. Any child that you suspect has a disability should be referred to the student’s teachers. From there, that staff member will contact the school’s special programs manager to initiate the Child Find process.

Special Education (Board Policy 2460 – qda.education/board)

Quaker Preparatory Academy offers a full Special Education program for students who have been identified with special needs in accordance with the Individuals with Disabilities Education Improvement Act (IDEIA). General education teachers will work with the Intervention Specialist teachers to identify and serve children with disabilities.

Eligibility is based on definitions outlined in Ohio Revised Code 3301-51-01 and is made by a team of professionals as well as the student’s Parent. Students who are identified with a disability must meet the eligibility criteria set forth in the Operating Standards for Ohio Educational Agencies serving Children with Disabilities. Not all students who learn differently and / or have a disability will meet the eligibility criteria for special education services. General education teachers will provide added support for those students who may not meet eligibility criteria.

Students serviced in special education are expected to meet regularly with their Intervention Specialist and general education teachers.

Students with related services (such as speech or occupational therapy) can be serviced either virtually or face-to- face. A properly licensed therapist will determine if the student’s related service goal can be met virtually. Quaker Preparatory Academy contracts with properly licensed therapists throughout the state and works closely with parents to set these services up for students who qualify; however, final staffing decisions remain under the discretion of the school.

The Special Services Center works to . . .

• ensure that the special education policies and procedures are in accordance with all federal, state and local mandates.
• design, implement and evaluate appropriate programs for students with disabilities.
• provide technical assistance and staff development opportunities.

QPA focuses on the consistency and quality of special education programs and related services within the district.

Each year, school districts throughout the state of Ohio work to identify, locate, and evaluate all children with disabilities between the ages of 3 through 21. Parents who suspect their child may have a disability as described by the Individuals with Disabilities Education Improvement Act (IDEIA) or Americans with Disabilities Act – Section 504, should contact Mrs. Elaine Karp, Director of Special Services, at 330-364-0618.

English as a Second Language (ESL)/English Learners (EL) English Learner Program

Quaker Preparatory Academy supports students identified as English Learners (EL) by providing language instruction that supports English language acquisition for academic success. If families have questions about EL services for a student or language support for Parents, please speak with a teacher or administrator.

Notification of Language Assistance Services:

All Parents of QPA students may request free language translation services at any time. Parents may request information about school programs and activities in a language they can understand. A free, professional live interpreter may be requested at any time by asking a teacher/administrator or by contacting the school directly at 1-866-968-7032.

504 Plans

In accordance with federal and state guidelines for identifying students with special needs to provide educational support, the school may request that the parent provide all documentation of the student’s disability and/or special needs, including any medical history that identifies a diagnosis. It is critical that the information is submitted so that attendance and/or academic progress is not impacted due to the student’s inability to complete the course requirements due to a medical, physical, or mental condition that has a negative impact on learning and progress. Although the parent is not required to provide medical documentation, this information is beneficial for determining eligibility and appropriate accommodations if necessary. The school is responsible for obtaining needed evaluations of the full inclusion model, which means that all special education students receive their instruction alongside their general education peers.

Except for students who are taught using a significantly modified curriculum, QPA teaches students using a and/or documentation to determine eligibility. The parent is responsible for providing relevant information, specific concerns, and input as they relate to the student’s disability. The parent is responsible for providing the school with written consent to obtain necessary documentation and/or evaluations to determine eligibility and develop an appropriate section 504 plan if needed.  Programs Manager, or designee, and are kept in a secure location.

Parent and Family Engagement (Board Policy 2111/2261.01 - qda.education/board)

The Board of Education recognizes and values parents and families as children's first teachers and decision-makers in education. The Board believes that student learning is more likely to occur when there is an effective partnership between the school and the student's parents and family. Such a partnership between the home and school and greater involvement of parents and family members in the education of their children generally result in higher academic achievement, improved student behavior, and reduced absenteeism. This policy shall serve as the District policy, as well as the Parent and Family Engagement policy for each school in the District.

The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), defines the term "parent" to include a legal guardian or other person standing in loco parentis (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child’s welfare).

In accordance with statute and the State Board of Education Parent and Family Involvement policy, the term “family” is used in order to include a child’s primary caregivers, who are not the biological parents, such as foster caregivers, grandparents, and other family members and responsible adults who play significant roles in providing for the well-being of the child.

Student’s Diagnostic Assessment, Assessment Results, and Accompanying Documents Used in the Assessment (Board Policy 2623.02 - qda.education/board)

Positive Behavior Intervention and Supports and Limited Use of Restraint and Seclusion Policy (Board Policy 5630.01 - qda.education/board)

Corporal Punishment (Board Policy 5630 - qda.education/board)

Diabetes Care Policy (Board Policy 5336 – qda.education/board)

Homelessness and the McKinney Vento Homeless Assistance Act

Statement of Policy (Board Policy 5111.01 – qda.education/board) - Title VII-B; Education for Homeless Children and Youth Program

McKinney Vento Resources/References:

http://education.ohio.gov/Topics/Other-Resources/School-Safety/McKinney-Vento-Homeless- Children-and- Youth-Program

McKinney-Vento Homeless Assistance Act, 42 U.S.C.S 11432(g)(3)(E) U.S. Department of Education McKinney-Vento Homeless Assistance Act Non-regulatory Guidance (July 2004)(pages 17-18)

Liaison Contact:

Debra J. Kennedy, Superintendent

Kennedyd@qpa.education

Individual Career Plan (OAC 3301-102-10)

Career Readiness

QPA students in grades 6-8 will participate in the state required Career Readiness Program.  This includes the students completing a Career Cluster Survey each year.  The student will also complete the Student Success Plan his/her first year enrolled in QPA.  That plan will be amended by the student each following year.

QPA will develop an Individual Career Plan for each student including a Graduation Plan that specifies the student's matriculation to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship. The Career Plan will be developed soon after enrollment then reviewed and updated as needed once per semester. The Advisor and Guidance Counselor team will provide career counseling and graduation planning and support for the student related to the Individual Career Plan as required by OAC 3301-102-10. They will closely monitor credit deficiencies and acquisitions throughout the student’s enrollment to ensure that the goals of the Individual Career Plan are met.

Career Advising Policy (Board Policy 2413 - qda.education/board)

Career advising is an integrated process that helps students understand how their personal interests, strengths, and values might predict satisfaction and success in school and related career fields, as well as how to tie these interests and strengths to their academic and career goals. Students need to have access to comprehensive resources and support to prepare for their future success. Through relevant classroom instruction, career-related learning experiences, and a program of counseling and advising, students can discover their interests and explore academic and career pathway options.

The District’s Career Advising Plan shall include:

1. Grade-level examples that link students’ schoolwork to one (1) or more career fields
   
2. Career advising to students in grades K-12, which includes age-appropriate activities and also includes creating and maintaining a Student Success Plan beginning in grade 6.
   
3. Additional interventions and career advising for students who are identified as at risk of dropping out of school.

Withdrawal Process (Board Policy 5130 – qda.education/board)

Parents who decide to withdraw their students from QPA will be contacted by their student’s teacher or advisor to ascertain the reason for withdrawal. The Parent must confirm the public, private or homeschool option the student will be attending following withdrawal from QPA. All attendance hours and progress should be recorded in the Online School through the last day of enrollment. Parents must complete an online Parent Withdrawal form for the school to process the withdrawal.

The withdrawal and reason for it will be immediately transmitted to the QPA Records department. The QPA records department will proceed in accordance with Ohio law. The QPA records department will process the withdrawal, alert the residential district and send records to the stated school of intent. QPA will send prepaid shipping labels to return shipments, and the supplied computer hardware and materials must be returned in a timely manner.

Consistent attendance at one school is preferable and more likely to lead to student success. Research shows that multiple transitions between schools contribute to increased academic risk, failure, and a higher incidence of school dropouts. If you are considering withdrawing your student from QPA, make every effort to reach out to your student’s teacher(s), advisor, school counselor or principal for academic assistance.

When a high school student withdraws from school for a reason other than a change of residence out of state or enrollment in another approved school or program, the Head of School, or designee is obligated to report this fact to the Registrar of Motor Vehicles and the Juvenile Court consistent with ORC 3321.13. Under the law, the Registrar may act to suspend the student’s driver’s license or permit or deny issuance of a license or permit if it has not been issued yet. Such suspension will be in effect until the student turns 18 or until the Head of School or designee informs the Registrar that the student is now attending school.

Truancy charges may be filed with the local courts and educational neglect charges may be filed with Children and Family Services if the student does not report to his/her next school without delay.

Each year, school districts throughout the state of Ohio work to identify, locate, and evaluate all children with disabilities between the ages of 3 through 21.  QPA provides special education services to approximately 50 students with disabilities (approximately 8% of the district’s student population).  Parents who suspect their child may have a disability as described by the Individuals with Disabilities Education Improvement Act (IDEIA) or Americans with Disabilities Act – Section 504, should contact Mrs. Elaine Karp, Director of Special Services, at 330-364-0618.

Removal, Suspension, Expulsion and Permanent Exclusion (Board Policy 5610/5610.01 - qda.education/board

State Assessment and Testing Requirements (ORC 3314)

• The Quaker Preparatory Academy is a community school established under Chapter 3314 of the Revised Code. The school is a public school and students enrolled in and attending the school are required to take proficiency tests and other examinations prescribed by law. In addition, there may be other requirements for students at the school that are prescribed by law. Students who have been excused from the compulsory attendance law for home education as defined by the Administrative Code shall no longer be excused for that purpose upon their enrollment in a community school. For more information about this matter contact the school administration or the Ohio Department of Education. The Ohio Department of Education has established a plan to assess the academic proficiency of the public- school students in the state. QPA students are required to participate in the state diagnostic, Ohio State Assessments according to the parameters and schedule that have been established by the state. State assessments and tests are administered at regional testing sites. Parents must arrange for transportation to ensure their child’s presence at all required state tests and are expected to help the school comply with QPA’s responsibility to fulfill the state testing requirements. Failure to test places QPA at risk and will jeopardize the student’s continued enrollment in QPA.

• Per the Ohio Revised Code 3314.26(A), any student who, for two consecutive school years, has failed to participate in the spring administration of any assessment prescribed under section 3301.0710 or 3301.0712 of the Revised Code for the student’s grade level and was not excused from the assessment pursuant to division (C)(1) or (3) of section 3314.08 of the Revised Cody, shall be withdrawn from QPA and reported to the Ohio Department of Education as required.

• State assessments are used to evaluate the school and are reported on the State Report Card. In addition, individual students are used to support a student’s academic needs. More information regarding the state assessments, including an up-to-date test schedule, can be accessed by visiting the Ohio Department of Education website at: www.ode.state.oh.us > Testing.

Students MUST attend testing on their assigned day(s).  Testing locations will be provided within 50 miles of a student’s residence, and notification of these locations will be mailed prior to the testing date. Grading Policy & Procedure (Board Policy 5421– qpa.education/board)

Local Diagnostic Testing

Students in grades K-8 will be required to take the STAR assessment three times during the year as part of their admission requirements.  This test is administered at home through a Zoom Conference with an instructional supervisor.  These tests are used to help determine if students need extra tutoring or intervention strategies throughout the year.  It is our mission to ensure that all students are working on their assigned grade level.  By monitoring progress through the STAR testing, our teachers can help provide parents with extra support as needed for students.

State Testing Chart

Students MUST attend testing on their assigned day(s). Testing locations will be provided within a 50-mile radius of the student’s residence.  Notification of testing locations will be mailed prior to the testing date.

Grading Policy & Procedure (Board Policy 5421)

Students are evaluated based on several types of assessments, such as daily lessons, assessments, quizzes, and tests.  Teachers are responsible for grading students’ work.

Grading Scale and GPA Points (General Education Students)

90-100% = A

80-89% = B

70-79% = C

60-69% = D

59% and below = F

Report Cards 

At the end of each quarter, students and parents will have access to the student's progress.

Academic Progress  

Students who are enrolled in a full academic year course should be at 100% completion on the last day of school.  Students in a semester course should be at 100% completion after the 1st semester.  If the student has not completed semester A, they should not begin work in semester B until semester A is 100% complete.

Tutoring 

Tutoring is offered free of charge to QPA students.  Instructional Supervisor’s will provide tutor contact information upon request.  

Daily Suggested Schedule

Make sure to log the offline in attendance

Parent/Learning Guide Expectations

Parent/Learning Guide Responsibilities

Upon Enrollment in Quaker Preparatory Academy, parents/ are responsible to:

• Provide reliable internet service and make sure the student has daily access to participate in Quaker Preparatory Academy.
• Supervise and monitor the student daily to ensure he/she is in attendance and is completing and submitting the appropriate amount of school work.
• Enter External Learning Opportunity (ELOs) hours in the Maestro school management system each day.
• Provide transportation to mandated state testing and any other required meetings or activities.
• Communicate with or respond to school staff in a respectful, courteous and timely manner, regarding the student’s education, attend required meetings and conferences (IEP/ETR/AIP if applicable).

Student School Work Expectations

QPA students are required to log in 5 of 7 days each week and should log 25.5 hours in online and offline learning opportunities.  Students are recommended  to log approximately 5.1 hours each day with a maximum of 10 hours in one day.

Electronic Submission of student assignments is required on a regular basis.  This student work demonstrates consistent engagement and will also allow the grading teachers and Instructional Supervisors insight into the student’s academic mastery levels.  Attendance documentation of offline learning hours should be entered into Maestro on a weekly basis.   QPA students are required to participate in all state diagnostic and standardized testing, as required by the Ohio Department of Education.

The administration of the student’s day-to-day education in the QPA program is both exciting and challenging and requires the parent’s/learning guide’s commitment to the discipline and organization necessary to help your child succeed academically.

Annual Review and Update of Student Assessment and Academic Intervention Policy (Board Policy 2623 - qda.education/board)

External Learning

External learning activities are activities that promote learning beyond the online curriculum provided by QPA.  Students should engage in physical activities to promote health and well-being.  Many other activities include but are not limited to the following:  reading for pleasure, reading to find out how to do something, reading for research for schoolwork, building, creating art, online educational games, educational board games, attending school meetings and field trips, educational programming, and participating in career activities.  These should be logged daily.

Make-up Hours

Students who do not successfully achieve their weekly attendance goals, as well as students placed on Attendance Improvement Plans (AIPs), will need to work extra hours either daily or over the weekend to make up those hours.

Entrance Requirements (Board Policy 5112 – qda.education/board)

The Board of Education establishes the following entrance age requirements for students, which are consistent with statute and sound educational practice, and directs that all eligible students be treated in an equitable manner.

Kindergarten

A child is eligible for entrance into kindergarten if he/she attains the age of five (5) on or before August 1st of the year in which he/she applies for entrance.  The Board may admit a younger child to kindergarten if the child satisfies the Board’s early entrance criteria.  A child under age six (6) who is enrolled in kindergarten will be considered of compulsory school age.

The Board will admit to kindergarten any child who has not attained the entrance age requirement of this District but who was properly enrolled in a public or chartered nonpublic school kindergarten before transferring to the District.

First Grade

A child is eligible for entrance into first grade if he/she attains the age of six (6) on or before August 1st of the year in which he/she applies for entrance.  Any student who has successfully completed kindergarten in accordance with R.C. 3321.01(B) shall be admitted to first grade.  

Required Documents

 The Superintendent shall require that each child who registers for entrance to school provide:

• his/her birth certificate or similar documentation authorized by law as proof of age and birthdate;
  
  Acceptable forms of documentation include: foreign birth certificate; religious, hospital, or physician’s certificate showing date of birth; entry in a family bible; baptismal record; adoption record; affidavit from a parent; previously verified school records; or other documents permitted by law.
   
• a certified copy of any custody order or decree together with any modification in such an order or decree.

If such documents are not provided, the child may be admitted under the Superintendent's guidelines. Appropriate law enforcement authorities shall be notified in the event that required documents are not provided in accordance with the provisions of R.C. 3313.672. However, a child who is placed in a foster home or residential facility (i.e., a group home for children, children's crisis care facility, children's residential center, residential parenting facility that provides twenty-four (24) hour child care, county children's home, or district children's home) will not be denied admission solely because the child does not present a birth certificate, comparable certification, or other comparable document upon registration. Such protected child will be admitted under temporary enrollment for a period of up to ninety (90) days to present the required documentation. The protected child and/or the child's parent, guardian, or custodian will be so informed at the time of the child's initial admission.

Each child entering the District's kindergarten or first grade program for the first time must be properly screened for any medical or health problems as well as those related to hearing, vision, speech and communications. The cost for such screening shall be paid by the District.

Any parent may provide the District with a written statement indicating that s/he does not wish to have his/her child screened.  

Third Grade Reading Guarantee – (Board Policy 2623.03)  

All students entering the third grade must demonstrate a certain level of competency in reading before advancing to the fourth grade.

In accordance with State law, the Superintendent shall develop a program for the annual assessment of the reading skills of each student at the end of first, second, and third grade, and identify those students who are reading below their grade level. Each student's classroom teacher shall be involved in the assessment and identification of those students who are reading below grade level.

The District shall provide intervention services to students whose assessments show that they are failing to make satisfactory progress toward attaining the academic standards for their grade level.

Definitions 

"On track" means any student who is reading at grade level based on previous end of year standards expectations by September 30th.

"Not on track" means any student who is not reading at grade level based on previous end of year standards expectations by September 30th.

Assessment of Reading Skills Program

1. Diagnostic assessments in reading, as approved by the Ohio Department of Education (ODE), shall be given by September 30th of each year for students in kindergarten through Grade 3. For kindergarten students, the kindergarten readiness assessment may be administered not earlier than four (4) weeks prior to the start of school and not later than September 30th. For students enrolled in first, second, or third grade, the diagnostic assessments in reading shall be administered at least once annually.

The District shall administer each applicable diagnostic assessment to any student who transfers into the District or into a new school within the District who did not take a diagnostic assessment at the previous school during the current school year. The diagnostic assessment(s) shall be administered within thirty (30) days of transfer.

After the administration of any diagnostic assessment, the District shall provide to each student’s parent a copy of the student’s completed diagnostic assessment, the results of such assessment, and any other accompanying documents used during the administration of the assessment. The preceding documents and information shall be included in any reading improvement and monitoring plan(s) developed with respect to the student. The District shall also submit to the Ohio Department of Education the results of the diagnostic assessments administered pursuant to this section.

2. Diagnostic assessment results shall be translated to ODE’s definitions of "on track" and "not on track". The District shall make the final determination regarding whether a student is "on track" or "not on track".
    
3. If the diagnostic assessment shows that a student is "not on track" to be reading at grade level by the end of the year, the parent will be notified, in writing, of the following:

1. that the school has identified the student as having a substantial deficiency in reading 
2. a description of current services provided to the student

3. a description of proposed supplemental instructional services and supports that will be provided to the student that are designed to remediate the identified areas of reading deficiency 
4. that the statutorily prescribed assessment is not the sole determinant of promotion and that additional evaluations and assessments are available to the student to assist parents and the District in knowing when a student is reading at or above grade level and ready for promotion, and 
5. that the student will be retained in the third grade if s/he does not attain a score in the statutorily prescribed level on the third grade English Language arts assessment, unless the student is exempt as delineated below.

4. For each student identified to be "not on track", the District shall:

6. provide intensive reading intervention services and regular diagnostic assessments immediately following identification of a reading deficiency until the development of a reading improvement and monitoring plan;

The intervention services shall include research-based reading strategies that have been shown to be successful in improving reading among low-performing readers and instruction targeted to the student’s identified reading deficiencies.

7. develop a reading improvement and monitoring plan within sixty (60) days of learning of the reading deficiency;

The District shall involve the student’s parent/guardian and classroom teacher in developing the plan.

8. provide a teacher who has been actively engaged in the reading instruction of students for the previous three (3) years and either:

1. holds a reading endorsement and has attained a passing score on the corresponding assessment, or 
2. has obtained a master's degree with a major in reading. 
3. was rated "above value added," which means most effective in reading, as determined by the Ohio Department of Education (ODE), for the last two (2) school years.

Prior to July 1, 2014, a teacher is also qualified to provide reading guarantee services if the teacher demonstrates evidence of a credential earned from a list of scientifically research-based reading instruction programs approved by the Department of Education.

Effective July 1, 2014, a teacher is also qualified if the teacher has earned a passing score on a rigorous test of principles of scientifically research-based reading instruction.

Reading Improvement and Monitoring Plan 

The reading improvement and monitoring plan developed for students identified as "not on track" shall include:

1. identification of the student’s specific reading deficiency;
2. a description of proposed supplemental instructional services and support that will be provided to the student to remediate the identified reading deficiencies; 
3. opportunities for the student’s parent/guardian to be involved in the instructional services; 
4. a process to monitor the implementation of the student’s instructional services; 
5. a reading curriculum during regular school hours that assists students to read at grade level, provides scientifically based and reliable assessments, and provides initial and ongoing analysis of each student’s reading progress; and 
6. a statement that unless the student attains the appropriate level of reading competency by the end of Grade 3, the student may be retained in third grade.

Such intervention or remediation services shall include intensive, explicit, systematic instruction, and instruction in phonetics pursuant to rules adopted by the State Board of Education.

Reporting Requirements

All assessment results and determinations shall be compiled and maintained by the District. The District shall comply with all reporting requirements of Ohio’s Third Grade Reading Guarantee.

Promotion/Retention

For any student who enters third grade prior to July 1, 2013, and attains a score in the range designated by statute (R.C. 3301.0710(A)(3)) on the third-grade reading achievement test, the District shall do one of the following:

1. promote the student to fourth grade if the student’s principal and reading teacher agree that other evaluations of the student’s skill in reading demonstrate that the student is academically prepared to be promoted to the fourth grade; 
2. promote the student to fourth grade, but provide the student with "intensive" intervention services in fourth grade; or
3. retain the student in the third grade.

For any student who does not attain by the end of the third grade at least a score in the range designated by statute in the reading test prescribed under R.C. 3301.0710(A)(2)(c), the District shall offer intensive remediation services during the summer following third grade.

Beginning with students who enter the third grade in the 2013-2014 school year, no student shall be promoted to the fourth grade who attains a score in the range designated by R.C. 3310.0710(A)(3) on the assessment prescribed to measure skill in English language arts (ELA) expected at the end of third grade unless one of the following applies:

1. the student is limited English proficient student who has been enrolled in United States schools for less than two (2) full school years and has had less than two (2) years of instruction in an English as a second language program; or
2. the student is a child with a disability entitled to special education and related services under R. C. Chapter 3323 and the student’s individualized education program (IEP) exempts the student from retention under State law; or 
3. the student demonstrates an acceptable level of performance on an alternative standardized reading assessment as determined by the Ohio Department of Education (ODE); or
4. all of the following apply:

1. The student is a child with a disability entitled to special education and related services under R.C. Chapter 3323.
2. The student has taken the third grade English language arts achievement assessment, as prescribed.
3. The student's IEP or Section 504 Plan shows that the student has received intensive remediation in reading for two (2) school years, but still demonstrates a deficiency in reading.
4. The student previously was retained in any of grades kindergarten to three. or

5. the student received intensive remediation for reading for two (2) school years but still demonstrates a deficiency in reading and was previously retained in any of grades kindergarten to three. Any such student shall continue to receive intensive reading instruction in grade four. The instruction shall include an altered instructional day that includes specialized diagnostic information and specific research-based reading strategies that have been successful in improving reading among low- performing readers.

A student retained under the provisions of the Third Grade Reading Guarantee and this policy shall be considered for mid-year promotion if that student demonstrates that s/he is reading at or above grade level, in accordance with the provisions of Policy 5410 – Promotion, Academic Acceleration, Placement, and Retention. Such action shall be considered in consultation with the parent/guardian and the Student Intervention Team and with the concurrence of the building administrator.

Intensive Remediation Services

Remediation services for students on reading improvement and monitoring plans shall be research-based reading strategies that have been shown to be successful in improving reading among low-performing readers.

If a student is retained by the Third Grade Reading Guarantee, the student must be provided intense remediation services until s/he is able to read at grade level. The remediation services must include intense interventions and consist of at least ninety (90) minutes of reading instruction daily.

The District shall provide the option for students to receive reading intervention services from one or more providers other than the District. Both the District and ODE have the authority to screen and approve such providers.

Interventions for students who have been retained may include:

1. small group instruction;
2. reduced student-teacher ratios;
3. more frequent progress monitoring;
4. tutoring or mentoring;
5. transition classes containing third and fourth grade students;
6. summer reading camp; or
7. extended school day, week, or year.

Intensive remediation services shall be targeted to the student’s identified reading deficiency. 

This policy shall be reviewed and updated periodically as necessary.

Promotion, Retention, Acceleration Placement, and Retention (Board Policy 5410)

The Board of Education recognizes that the personal, social, physical, and educational growth of children will vary and that they should be placed in the educational setting most appropriate to their needs at the various stages of their growth.

It is the Board's intent that each student is moved forward in a continuous pattern of achievement and growth that is in harmony with his/her own development.

• Promotion:   A student will be promoted to the succeeding grade level when s/he has:

• completed the course and State-mandated requirements at the presently assigned grade;
• demonstrated sufficient proficiency to permit him/her to move ahead in the educational program of the next grade.

• Academic Acceleration:  A student may be accelerated when his/her demonstrated achievement, as well as measured ability, significantly exceeds that of his/her grade level peers. Consideration may be given to promoting him/her to a grade other than the next succeeding one (i.e., whole-grade acceleration), or permitting him/her to enroll in a course other than the next one in the academic sequence (individual subject acceleration). A student will be accelerated in this manner when s/he has:

• achieved the grade/course objectives and State-mandated requirements, if applicable, for the grade/course in which s/he is presently enrolled as well as for the grade(s)/course(s) that will be skipped;
• demonstrated sufficient proficiency to permit him/her to be accelerated in the educational program.

• Retention:  A student may be retained at his/her current grade level when s/he has:

• in the opinion of the professional staff, failed to demonstrate or electronically turn in assignments to show proficiency in the core subjects of Language Arts, Social Studies, Math, and Science;
• in the opinion of the professional staff, failed to achieve the instructional objectives set forth at the current grade level that are requisite for success at the succeeding grade level.

The Chief Executive Officer (CEO) shall develop procedures for promotion, academic acceleration, and retention of students that:

1. require the recommendation of the relevant staff members for promotion, academic acceleration, or retention; 
2. require that parents are informed in advance of the possibility of retention of a student at a grade level; 
3. require that the parent(s) give their consent to the academic acceleration of their child; 
4. assure that efforts will be made to remediate the student's difficulties before s/he is retained;
5. provide parents the opportunity to request the promotion, academic acceleration, placement, or retention of their child;
6. provide parents the opportunity to appeal the decision about their child's promotion, academic acceleration, placement, or retention.

Per the Ohio Revised Code 3313.609, a student who has been truant for more than ten percent of the required attendance days of the current school year and has failed two or more of the required curriculum subject areas in the current grade shall not be promoted to the next grade level, unless the student’s principal and the teachers of any failed subject areas agree that the student is academically prepared to be promoted to the next grade level.

Waiver of Fees (Board Policy 6152.01 - qda.education/board)

The Quaker Preparatory Academy Community School shall waive fees assessed by the Community School only for students whose parent(s)/guardian are unable to afford them. The Chief Executive Officer (CEO) may, as deemed necessary, establish additional procedures to supplement the procedures established in this policy regarding the requests for the waiver of fees.

Eligibility Standards

Students eligible for a waiver of school fees include, but are not limited to, the following:

1. Students who would qualify for free lunches or breakfasts under the School Free Lunch Program Act.
   
2. Students whose families have suffered very significant losses of income due to severe illness or injury in the family or unusual expenses including, but not limited to, fire, flood, or storm damage.
   
3. Other good and just reasons.

Immunizations (Board Policy 5320 – qda.education/board)

Each student entering an Ohio school for the first time is required to present a certificate of immunization from a licensed physician, an authorized representative of the Ohio Department of Health, or local health department stating that the student has received immunizations against communicable diseases as specified by the State of Ohio. Student immunization information may be accessed through the Ohio Department of Education and School protocols. For additional information, please visit the Ohio Department of Education Website. No student shall be permitted to remain in school for more than fourteen days unless the pupil presents satisfactory evidence of proper immunizations.  

Academic Integrity (Board Policy 5500 – qda.education/board)

All work submitted by a student is assumed to have been completed by the student. Students are responsible for observing the standards on plagiarism and properly crediting all sources relied on in the composition of their work. Failure to abide by these standards will be reported to the appropriate administrative authorities and may result in loss of credit and revoked access to course(s), including suspension and possible expulsion for repeated occurrences.

Students failing to abide by these standards could receive a zero for the assignment, the unit, or could fail the course entirely.  These decisions will be made by the principal.

District Bullying (Board Policy 5517.01 - qda.education/board)

The Board of Education is committed to providing a safe, positive, productive, and nurturing educational environment for all of its students. The Board encourages the promotion of positive interpersonal relations between members of the school community.

Harassment, intimidation, or bullying toward a student, whether by other students, staff, or third parties is strictly prohibited and will not be tolerated. This prohibition includes aggressive behavior, physical, verbal, and psychological abuse, and violence within a dating relationship. The Board will not tolerate any gestures, comments, threats, or actions which cause or threaten to cause bodily harm or personal degradation. This policy applies to all activities in the District, including activities on school property, on a school bus, or while enroute to or from school, and those occurring off school property if the student or employee is at any school-sponsored, school- approved or school-related activity or function, such as field trips or athletic events where students are under the school's control, in a school vehicle, or where an employee is engaged in school business.

Online Behavior

QPA expects students to behave properly and use good judgment when communicating online with school personnel.  Illegal or improper use of language and inappropriate websites within the school’s environment is not permitted.

Disciplinary Action

Violation of school conduct as outlined in this Student Handbook may result in disciplinary action.  

Definition/Examples of Plagiarism and Cheating (Board Policy 5500 – qda.education/board)

Plagiarism is the act of submitting someone else’s work as your own original, creative production. If you use another person’s writing or original work, you must cite their words using an appropriate manuscript style in the Works Cited page, Endnotes, or in a Bibliography. The exact wording should be in quotation marks or paraphrased in the paper and referenced as such in the paragraph in which it appears. You may not copy and paste directly from the internet without giving appropriate credit to the author. Plagiarism is a serious academic violation. Plagiarism will result in no credit and will also be considered as a disciplinary issue and may result in removal from QPA.

• Passing off someone else’s work as your own
• Taking credit for something that is not your work
• Not citing sources when using direct language from someone else’s work – includes website information
• Paraphrasing (not quoting) information without citing a source
• Exchanging class information with other students, such as copying tests or homework
• Putting your name on group work that you did not participate in
• Cutting and pasting information (example—MyAccess)
• Writing on hands, cheat sheets, use of study guides during exams, etc.

Harassment/Civil Rights Compliance Officers (Board Policy 4362/1662/3362/5517/5517.01 – qda.education/board)

Extracurricular Club Eligibility and Participation in Extracurricular Activities (Board Policy 2340/2430.02/5610.05 – qda.education/board)

Emergency Medical Authorization (Board Policy 5341 - qda.education/board)

Authorization of Student Early Dismissal (Board Policy 5230 - qda.education/board)

Access to Student Records (Board Policy 8330 - qda.education/board)

Denial of Permission to Release Student Directory Information to Military Recruiters (Board Policy 8330 - qda.education/board)

Due Process Rights (Board Policy 5611 - qda.education/board)

Complaints, Student and Parent Rights, Address (Board Policies 5710, 9130, 5780, 0113)

Materials and Computer Equipment (Board Policy 7540.03 – qda.education/board)

Facility Security (Board Policy 7440 - qda.education/board)

Buildings constitute the greatest financial investment of the District. It is in the best interest of the Board of Education to protect the District's investment adequately. The buildings and equipment owned by the Board shall be protected from theft and vandalism in order to maintain the optimum conditions for carrying out the educational programs.

Course Materials

All instructional materials, including computer equipment and related hardware, are the property of Quaker Preparatory Academy. K-3 students are provided with paper materials for instruction as well as online download availability.  Students in grades 4-8 are not provided paper materials, but may download materials free of charge.  Parents may inquire about purchasing their own paper materials for grades 4-8  from the Amazon Link.  Before the enrollment acceptance of a student in QPA, a Parent must return a signed Agreement of Use of Instructional Property form to the school. Families should handle QPA property with care and ensure an accurate inventory of these materials is maintained in the home. At the end of the school year, or upon withdrawal of the student from QPA, instructions are provided for returning materials.

Computer Policy

Each student enrolled in QPA is entitled to a computer; however, families may elect to waive their right to QPA provided computers. Each student is encouraged to have his/her own computer to participate fully in the school program.

Parents are responsible for returning each computer in good working order as soon as his/her student is no longer enrolled in QPA. Shipping instructions and labels for the computer return are provided.

Factors to consider with multiple computers in the house:

• If you have a dial-up modem Internet connection, an extra phone line is needed for each additional computer to access the curriculum. QPA does not cover the cost for the set- up of phone lines or internet cable services
• If you have a cable or DSL Internet connection, a router or other network device is needed to Internet connection to all the computers. QPA does not cover the cost of the networking hardware, WiFi adaptors, nor the cost of setting up the network. If desired, the cost is at the family’s expense.
• Maintenance is required for each computer, including software upgrades and regular computer virus checks. K-8 Tech Support is available at 1-866-968-7032 or email at help.go2QPA.org needed.

Access to the internet, via computer equipment and resource networks provided to you because of your enrollment in QPA are intended to serve and pursue educational goals and purposes. Communications and internet access should be conducted in a responsible and professional manner.

Reflecting the school’s commitment to honest, ethical, and non-discriminatory practice. Therefore, the following is prohibited:

• Any computer use that violates federal, state, local law, ordinance or regulation.
• Knowing or reckless interference with the normal operation of computers, peripherals, or networks.
• Use of QPA internet-related systems to access, transmit, store, display, or request inappropriate materials or access inappropriate websites, including the downloading or installation of photos, electronic images, games, online programs, or Internet-based music.

Families may be held financially responsible for the negligent or willful destruction of school computer equipment, or for the non-return of school computer equipment upon withdrawal or graduation.

Internet Content Filtering System (Board Policy 7544 – qda.education/board)

QPA owned computer systems are equipped with a content filtering system as required by law. To ensure compliance with our Acceptable Use Policy, all web traffic and computer activity may be logged and is subject to review.

Computer System Repair

While every effort will be made to repair a broken computer system in a timely manner (less than a week), it’s the responsibility of the student to find an alternative computer system to use during the repair process.  

If it is noted that the computer is intentionally damaged or destroyed by the student, it will be the financial responsibility of the guardian to pay for the computer and the student may not receive another computer.

Only the QPA Technology Department is permitted to work on QPA equipment.

Internet Service Provider (ISP Reimbursement (Board Policy 7540.07 – qda.education/board)

(Year Round Internet)

The ACP provides a discount of up to $30 per month toward internet service for eligible households and up to $75 per month for households on qualifying Tribal lands. Eligible households can also receive a one-time discount of up to $100 to purchase a laptop, desktop computer, or tablet from participating providers if they contribute more than $10 and less than $50 toward the purchase price.

Enrollment in the ACP is now open for households with at least one member qualifying under any of the following criteria:

• Has an income that is at or below 200% of the federal poverty guidelines;
• Participates in certain assistance programs, such as SNAP, Medicaid, Federal Public Housing Assistance, SSI, WIC, or Lifeline;
• Participates in Tribal specific programs, such as Bureau of Indian Affairs General Assistance, Tribal TANF, or Food Distribution Program on Indian Reservations;
• Is approved to receive benefits under the free and reduced-price school lunch program or the school breakfast program, including through the USDA Community Eligibility Provision;
• Received a Federal Pell Grant during the current award year; or
• Meets the eligibility criteria for a participating provider's existing low-income program.

For additional information, please see the attached document or visit https://acpbenefit.org/

(School Year Only Internet)

Consistent Internet Access is a requirement for enrollment in Quaker Preparatory Academy. When Internet verification is provided by a student's parent, a portion of the costs associated with Internet access is provided by a supplement for students enrolled in QPA each semester.

Families with students in Grades K-12:

Quaker Preparatory Academy will reimburse a single family with at least one full-time student a maximum of $40.00 per month towards the partial costs associated with their student's high-speed Internet access. The reimbursement period is September through May: Additional students do not result in increased reimbursement.

Note:  No family, regardless of the number of QPA students, will receive more than $40.00 per month.  In addition, students may lose monthly ISP reimbursement if they fail to meet monthly attendance requirements.

This board policy allows for nine (9) months of Internet submission.

Semester 1 bills should include September, October, November, and December.  Semester 1 bills must be submitted by January 15 of each year.

Semester 2 months are January, February, March, April, and May. Semester 2 bills must be submitted by June 15 of each year.

Each monthly bill is required to include the service dates that cover those months and should only include months your student was enrolled. Internet bills must be submitted by the semester. Semester 1 payments will be issued by mid to late February. Semester 2 payments will be issued mid to late July.

Reimbursement payments will be mailed to the address on file.  Please allow 4-6 weeks from the date the documents were sent to accounts payable for processing.

This policy is subject to change.

Change of Address and/or Telephone Number

Students/Parents must inform the QPA office or their Instructional Supervisor immediately if there is a change in residence and/or telephone number.

Students/Parents must also provide a new Proof of Residency if a move has occurred.

Technical Support

The QPA technology department is available to assist in troubleshooting computer issues, account login issues, and course access issues. We are unable to reset locked quizzes. For academic or attendance questions, students should contact their Instructional Supervisor or teacher. Students and their families may contact QPA’s technology department by:

Ticket System: https://qpa.education/resources/technical-support

Toll Free: 1-866-968-7032            

Local: 330-339-7159 | 330-365-5600

Email

Students enrolled in QPA will receive their own @go2QPA.org email address and may also have an email account within their curriculum provider. Emails are subject to review to ensure there is no inappropriate material.  Refer to the Acceptable Use Guidelines and Acceptable Use Policy for additional information. Students may only email their teachers or the QPA staff. Emails to outside accounts will be blocked.

Emailing Specifics

When emailing a teacher or a QPA staff member to request help, please include the following information:

Subject: If your question regards a course, please include the course name and semester in the subject field.

Body: Please include as much information as possible to ensure your questions can be answered fully.

If you are experiencing an issue or have a question about a specific lesson, include the lesson number or name in the body.  Also include any steps that you have taken to help resolve the problem (if applicable). Remember . . . the more information you include, the quicker we can answer your question.

Information Requests (Board Policy 8330 – qda.education/board)

Information requests such as student records, work permits, social security verification, transcript requests, etc., will be processed and sent within 72 hours of receipt of the request.

Helpful Links

Use of Tobacco (Board Policy 5512 – qda.education/board)

The Board of Education is committed to providing students, staff, and visitors with a smoke-free environment. This prohibition extends to any Board-owned and/or operated vehicles used to transport students and to all other Board-owned and/or operated vehicles.  Such prohibition also applies to school grounds and any school-related event, on or off Board premises. The "use of tobacco" means to chew or maintain any substance containing tobacco, including smokeless tobacco, in the mouth to derive the effects of tobacco, as well as all uses of tobacco or tobacco substitutes, including cigarettes, cigars, pipe tobacco, chewing tobacco, snuff, or any other matter or substances that contain tobacco, in addition to papers used to roll cigarettes and/or the smoking of electronic, "vapor," or other substitute forms of cigarettes, clove cigarettes or other lighted smoking devices for burning tobacco or any other substance. For more information, please refer to Board Policy 5512.

Drug Prevention (Board Policy 5530 - qpa.education/board)

The Board of Education recognizes that the misuse of drugs is a serious problem with legal, physical, and social implications for the whole school community.

As the educational institution of this community, the schools should strive to prevent drug abuse and help drug abusers by educational, rather than punitive, means.

 For purposes of this policy, "drugs" shall mean:

1. all dangerous controlled substances as so designated and prohibited by Ohio statute;
   
2. all chemicals which release toxic vapors;
   
3. all alcoholic beverages;
   
4. any prescription or patent drug, except those specifically prescribed for the individual to use in school has been granted pursuant to Board policy;
   
5. anabolic steroids;
   
6. any substance containing betel nut (areca nut);
   
7. any substance that is a "look-alike" to any of the above.

The Board prohibits the use, possession, concealment, or distribution of any drug or any drug-related paraphernalia as the term is defined by law, or the misuse of a product containing a substance that can provide an intoxicating or mood-altering effect on school grounds, on school vehicles, and/or at any school-sponsored event.

 Health Services (Board Policy 5310 - qda.education/board)

The Board of Education may require students of the QPA to submit to periodic health examinations.

Prohibition on Carrying a Deadly Weapon or Dangerous Object (Board Policy 3217/4217/5772/7217 - qda.education/board)

Control of Blood-borne Pathogens (Board Policy 8453.01 - qda.education/board)

Annual Notice for the Release of School Directory Information (FERPA)

High School/Elementary and Middle School

Tips for Success

Many of our curriculum providers have a security policy in place that automatically logs students out after a certain amount of time. The automatic logouts will occur without warning if students do not save, change pages, refresh or reload a page. Typically, students should save their work every five to ten minutes.

Students who are automatically logged out will lose all of the work that was completed since the last time their progress was saved. There is no way for QPA to recover this work. It is the responsibility of the student to save their work.

It is highly recommended that students compose their answers in a word processor like Open Office Writer or Microsoft Word and save the answers frequently.   Then students can copy and paste the completed assignments to their web browser.  Students should submit their answers as soon as they have completed the assignment to prevent data loss.

Don’t wait until the last minute to submit work.

Once again, QPA cannot recover lost work.

Contacting QPA

Instructional Supervisors

Instructional Supervisors can be reached through their QPA cell phone, office phone, or email.  

If you have concerns or feel something inappropriate, contact your child’s Instructional Supervisor or a QPA administrator immediately.  Students and parents can also contact the QPA office at 1-866-968-7032.

Parent Concerns  --- Chain of Command

Student success is important to QPA.  The first point of contact is the Instructional Supervisor for an expression of grievance, informal or formally written.  If the subject of the concern is another school employee or the Instructional Supervisor and cannot be settled with the Instructional Supervisor, the parent or legal guardian should submit the concern to the Principal in writing. If the issue or grievance is not resolved with the Principal, the parent may submit the issue to the Superintendent. The Superintendent or designee will work to investigate and settle the matter.  

Appropriate Communication Via Phone, Email, Text, and Web Chat

Parent/Learning Guide phone conversations with any staff that include profanity, uncontrolled anger, shouting, or threats will not be permitted.  Threats will be taken seriously and forwarded to the appropriate law enforcement personnel. Parents/Learning Guides are expected to maintain consistent communication to email and phone calls with the Instructional Supervisor and the school. Professional, courteous two-way communication is always encouraged.

Appendix

How to Meet Attendance Requirements

QPA recommends that students work around one hour per subject per school day*. This ensures that students meet attendance requirements and progress through their courses in a timely manner. However, students may opt to work in specific subject areas if they choose as long as they meet the attendance goals below.

To ensure students meet attendance requirements, QPA recommends the following goals:

• Students should have 5.1 hours of documented time per school day.
• Students should have 25.5 hours of documented time per week.
• Students should have 920 total hours by the last day of school (if enrolled on the first day of school).

It is important to note that students may document attendance on non-school days (weekends or holiday breaks) to make up for missed time.

For up-to-date attendance requirements, please visit: https://qpa.education/about-qpa/attendance-requirements

Offline Attendance

Student attendance is automatically documented when logged into coursework, but students may document their "offline" time by using the Student Information System Attendance System. Some examples of offline attendance can include any of the following items as long as the student is not signed into their coursework:

• Reading lesson material in a textbook.
• Completing math workbook or practice problems.
• Doing a science experiment.
• Conducting library or Internet research for an assignment.
• Composing an essay or written response in a Word Processor.
• Watching an educational video related to the lesson material.

*Each submission must be approved by the student's Instructional Supervisor for the time to count.

House Bill 410

HB410 requires all Ohio Schools to implement an absence intervention plan for students under 18 that meet one of the following triggers:

Habitual Truancy Triggers

• 30 consecutive school hours missed (unexcused hours only).
• 42 school hours missed in a full calendar month (unexcused hours only).
• 72 school hours missed in a school year (unexcused hours only).

An Absence Intervention Plan is used to identify and correct habitual truancy. Once the plan is implemented, students that fail to improve their attendance may be referred to juvenile court for truancy.

Summary of Events after Triggering Event

1. Written notification is sent to the student's parent or legal guardian.
2. The student's Instructional Supervisor will make three good faith attempts to contact the student's parent or guardian to schedule a meeting date and time.
3. A meeting will be held to develop an Absence Intervention Plan. The student, parent/guardian, a QPA Truancy Officer, and the student's Instructional Supervisor will be involved in the Absence Intervention Plan creation process.
4. After the plan is implemented, students that continue to be excessively absent will be referred to juvenile court.
5. A sixty-day review will be conducted after the plan is implemented. Students that fail to make satisfactory progress on their Absence Intervention Plan may be referred to juvenile court.
6. Students that become excessively absent at any point after the sixty-day review will be referred to juvenile court.

Failure to Attend Absence Intervention Meeting

Parents and guardians that fail to attend an Absence Intervention Meeting may be referred to the county prosecutor's office.

An Absence Intervention Plan will be implemented with or without the involvement of the student, parent, or guardian.

Suggested Schedule for Parents

The Law requires all students to spend a minimum of 5.1 hours learning each day. (5 hrs. & 6 minute)

Learning counts while they are on their computer as well as off their computer (ELO) as long as it is documented in your child’s account. Without 5.1 hours logged each day, a student is considered Truant by State Law.