Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Concepts & Roles in Administration: Goals & Objectives
Number:	2000/2010
Status:	Active
Legal:
Adopted:	11/20/2008
Last Revised:	11/20/2008
Last Reviewed:

POLICY No. 2000/2010
BRICK TOWNSHIP BOARD OF EDUCATION Administration



The Board of Education shall establish policies that govern all aspects of District operations. The Board expects the educational administration to direct, coordinate and supervise pupils and staff in their efforts to reach goals and objectives adopted by the board.

Within the guidelines of Board policy, negotiated agreements and New Jersey law, the Board expects the educational administration to:

A. Provide up-to-date information and sound professional advice to the Board, as an aid in informed decision-making;

B. Plan, organize, implement and evaluate the educational programs established by Board policy, in order to provide optimum educational opportunities to the pupils of the District;

C. Provide these optimum educational opportunities at the lowest possible cost;

D. Use efficient administrative and management procedures including supervision and evaluation of teaching staff, pursuant to law and regulations, and developed after consultation with and among the Board, administrators and appropriate staff members;

E. Coordinate the resources of the community with those of the District;

F. Keep the Board informed of all new legislative actions or changes in code and statute that affect the policies, programs or operations of the District.


Legal References:

N.J.S.A. 18A:7A-3 et al. Public School Education Act of 1975
N.J.S.A. 18A:7F-1 et seq. Comprehensive Education Improvement and Financing Act of 1996
N.J.S.A. 18A:11-1 General mandatory powers and duties
N.J.S.A. 18A:12-21 et seq. School Ethics Act
N.J.S.A. 18A:54-20 Powers of board (county vocational schools)
N.J.A.C. 6A:8-1.1 et seq. Standards and Assessment
N.J.A.C. 6A:28-1.1 et seq. School Ethics Commission
N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts
N.J.A.C. 6A:32-1.1 et seq. School District Operations

See particularly
N.J.A.C. 6A:32-4.4, -4.5


First Reading: October 23, 2008
Adopted: November 20, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Line of Responsibility
Number:	2121
Status:	Active
Legal:
Adopted:	11/20/2008
Last Revised:	11/20/2008
Last Reviewed:

POLICY No. 2121
BRICK TOWNSHIP BOARD OF EDUCATION Administration




The Board of Education shall operate under a unit control system headed by the Chief School Administrator.

The authority of the Board of Education is transmitted through the Chief School Administrator and Business Administrator/Board Secretary, along specific paths from person to person as shown in the organization chart of the school district. The lines of authority represent direction of authority and responsibility. The lines are those approved by the Board of Education and are intended to establish clear understanding on the part of all personnel of the working relationships in the school system.

Personnel are expected to refer matters requiring administrative action to the administrator to whom they are responsible. Personnel are expected to keep the person to whom they are immediately responsible informed of their activities by appropriate means.





Legal References:

N.J.S.A. 18A:11-1General mandatory powers and duties
N.J.S.A. 18A:17-5 through -14.3 Secretaries, Assistant Secretaries and School Business Administrators
N.J.S.A. 18A:17-15 through -23 Superintendents and Assistant Superintendent of Schools
N.J.S.A. 18A:17-24.1 et seq. Shared Administrators, Superintendents
N.J.S.A. 18A:54-20 Powers of board (county vocational schools)
N.J.A.C. 6A:9-12.3 Authorization
N.J.A.C. 6A:9-2.4 School administrator
N.J.A.C. 6A:9-12.7 School business administrator
N.J.A.C. 6A:32-2.1 Definitions (chief school administrator)



First Reading: October 23, 2008
Adopted: November 20, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Chief School Administrator
Number:	2131
Status:	Active
Legal:
Adopted:	11/20/2008
Last Revised:	11/20/2008
Last Reviewed:

POLICY No. 2131
BRICK TOWNSHIP BOARD OF EDUCATION Administration



The Board of Education, in compliance with state law, will evaluate the Chief School Administrator at least annually.

A. To promote professional excellence and improve the skills of the Chief School Administrator;

B. To improve the quality of the education received by the pupils served by the public schools
of the District.

C. To provide a basis for the review of the job performance of the Chief School Administrator

The role and responsibility of the Board in this evaluation shall be:

A. To review, revise and adopt procedures suggested by the Chief School Administrator for Implementation of this policy;

B. To adopt an individual plan for professional growth and development of the Chief School Administrator based in part upon any needs identified in the evaluation. This plan shall reflect contributions by both the Board and the Chief School Administrator. The duration of the plan will be three to five years, depending on the Chief School Administrator's contract with the school district;

C. To hold an annual summary conference between a majority of the full membership of the Board and the Chief School Administrator. The conference shall include a review of the Chief School Administrator's performance in terms of his/her job description;

D. To adopt, by April 30, subsequent to the annual summary conference, an annual written performance report, approved by a majority of the full membership of the Board. This report shall include:

1. Performance areas of strength;

2. Performance areas needing improvement based upon the job description and evaluation criteria set forth below;

3. Recommendations for professional growth and development;

4. A summary of available indicators of pupil progress and growth, and a statement of how these available indicators relate to the effectiveness of
the overall program and the performance of the Chief School Administrator.

The role and responsibility of the Chief School Administrator shall be to provide information and propose procedures for:

A. Development of a job description and evaluation criteria, based upon the District's goals, program objectives, policies, instructional priorities, State goals, statutory requirements, and the functions, duties and responsibilities of the Chief School Administrator. The evaluation criteria shall include, but not be limited to, available indicators of pupil progress;

B. Specification of methods of data collection and reporting appropriate to the job description;

C. Design of evaluation instruments suited to reviewing the Chief School Administrator's performance based upon the job description;

D. Establishing an evaluation calendar to include a date for the annual conference and including appropriate information to allow proper consideration of all the items to be included in the subsequent written performance report;

E. After the Board's adoption of the annual written performance report, to provide all other appropriate information relative to evaluation of his/her performance not contained in the report.

F. Preparation and review of the Professional Growth Plan for the administrator's professional development.

The policy shall be delivered to the Chief School Administrator upon adoption. Amendments to the policy shall be distributed within 10 working days after adoption.

Legal References:
N.J.S.A. 18A:4-15 General rule-making power
N.J.S.A. 18A:6-10
through -17 Dismissal and reduction in compensation of persons under tenure in public school system. . .
N.J.S.A. 18A:12-21 et seq. School Ethics Act
N.J.S.A. 18A:17-15
through 21 Appointment of superintendents; terms; apportionment of expense. . .
N.J.S.A. 18A:17-20 Tenured and non-tenured superintendents; general powers and duties
N.J.S.A. 18A:17-24 Clerks in superintendent's office
N.J.S.A. 18A:17-24.1 Sharing of personnel by school boards
N.J.S.A. 18A:27-4.1 Appointment, transfer, removal or renewal of officers


First Reading: October 23, 2008
Adopted: November 20, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Administrative Leeway in Absence of Board Policy
Number:	2210
Status:	Active
Legal:
Adopted:	11/20/2008
Last Revised:	11/20/2008
Last Reviewed:

POLICY No. 2210
BRICK TOWNSHIP BOARD OF EDUCATION Administration



In cases where immediate action must be taken within the school system when the Board has provided no guidelines for administrative action, the Chief School Administrator shall have the power to act, but his/her decisions shall be subject to review by the Board at its next regular meeting.

It shall be the duty of the chief school administrator to inform the board promptly of such action and of the need for policy.


Legal References:

N.J.S.A. 18A:11-1 General mandatory powers and duties
N.J.S.A. 18A:17-20 Tenured and non-tenured superintendents; general powers and duties
N.J.S.A. 18A:54-20 Powers of board (county vocational schools)


First Reading: October 23, 2008
Adopted: November 20, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Research Evaluation and Planning
Number:	2240
Status:	Active
Legal:
Adopted:	11/20/2008
Last Revised:	11/20/2008
Last Reviewed:

POLICY No. 2240
BRICK TOWNSHIP BOARD OF EDUCATION Business



As required by law, the Chief School Administrator shall annually direct development or review of district long- and short-range goals and the plan of action to attain them. Objectives shall be developed with community participation and approved by the board of education; the plan of action shall be prepared in consultation with teaching staff members. The District's plans shall be discussed at a public meeting before the date required by law.

Further, the Chief School Administrator shall coordinate continual research and evaluation of programs and facilities. The master plan shall be studied and revised periodically to keep it in accord with the changing circumstances and aspirations of the district.

New Jersey Quality Single Accountability Continuum
By October 30 of each year, the Chief School Administrator shall provide a QSAC report to the public at a regular meeting of the Board. The report shall include all information specified in the administrative code. This report shall be disseminated to all staff and parents, and made available to the media.

School-Level Planning
By September 30, the principal of each school in the district shall coordinate development and implementation of a two-year school-level plan based on school report card data. This plan shall include pupil performance objectives, a review of progress by teaching and administrative staff, and the involvement of parents.

The performance objectives shall be based on pupil performance or behavior standards as defined in the administrative code.

At least once per semester, the principal of each school shall conduct meetings by grade level, department, team or similarly appropriate group to review the school-level plan. The review shall include:

A. School report card data;

B. Progress toward achieving pupil performance objectives;

C. Progress toward achieving core curriculum content standards.

Each principal shall sign a statement of assurance attesting to these activities on the form prescribed by the Commissioner of Education.

The Chief School Administrator shall submit each school's objectives to the Executive County Superintendent for review and approval. The report on the achievement of objectives or progress toward benchmarks for the previous year shall be contained in the October 30th annual report.

The Chief School Administrator will supervise the preparation and timely submission of accurate reports in order to ensure compliance with all Federal, State, County and Local laws and regulations, Board policies, contract terms and conditions. The CSA will promptly prepare and file updates and revisions to reports whenever new information becomes available that would require that an amended report be submitted. The CSA may delegate the preparation and revision of reports to other employees of the Board. However, the CSA retains final responsibility for the action taken when tasks are delegated. If the revisions and corrections are so significant as to compromise the basic integrity of the report, the CSA will inform the Board President in order that appropriate corrective action may be taken by the Board.


Legal References:

N.J.S.A. 18A:7A-10 Evaluation of performance of each school
N.J.S.A. 18A:7A-11 Annual report of local school district; contents; annual report of commissioner; report on improvement of basic skills
N.J.S.A. 18A:7A-14 Review of evaluations of district performance ...
N.J.S.A. 18A:7F-4 Periodic review of core curriculum content standard by state board; establishment of thoroughness and efficiency standards and cost per pupil
N.J.S.A. 18A:7F-6 Approval of budget by Commissioner
N.J.A.C. 6A:8-1.1 et seq. Standards and Assessments
N.J.A.C. 6A:10A-1.1 et seq. Improving Standards-Driven Instruction and Literacy and Increasing Efficiency in Abbott School Districts
N.J.A.C. 6A:26-2.1 et seq. Long-Range Facilities Plans
N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts
N.J.A.C. 6A:32-2.1 Definitions
N.J.A.C. 6A:32-12.1 Reporting requirements
N.J.A.C. 6A:32-12.2 School-level planning
N.J.A.C. 6A:32-13.1 et seq. Student Behavior
N.J.A.C. 6A:32-14.1 Review of mandated programs and services
No Child Left Behind Act of 2001, Pub. L. 107-110, 20 U.S.C.A., 6301 et seq.
Manual for the Evaluation of Local School Districts


First Reading: October 23, 2008
Adopted: November 20, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Action Planning For T&E Certification
Number:	2255
Status:	Active
Legal:
Adopted:	11/20/2008
Last Revised:	11/20/2008
Last Reviewed:

POLICY No. 2255
BRICK TOWNSHIP BOARD OF EDUCATION Administration



The Chief School Administrator shall be responsible for assembling all the necessary documentation to meet state certification requirements.

He/she shall ensure the district's compliance with all indicators when it is within his/her power to do so. He/she shall inform the board in a timely fashion of any areas in which board action is required to bring the district into compliance, and suggest to the board feasible plans of action.

If the school district fails to satisfy the evaluation criteria, the board of education shall cooperate in undertaking corrective action by the development of remedial plans pursuant to the New Jersey administrative code.

Certification requirements for teaching staff members shall not be violated.

Equivalency and Waiver Procedures
The Board may apply to the commissioner for a waiver of a specific rule or an equivalent means of implementing a rule through alternate procedures so long as the following criteria are met:

A. The spirit and intent of New Jersey statutes, applicable federal laws and regulations, and the administrative code are served by granting the equivalency or waiver;

B. The provision of a thorough and efficient education to the students in the district is not compromised as a result of the equivalency or waiver; and

C. There will be no risk to student health, safety or civil rights by granting the equivalency or waiver.

All applications for equivalency and waivers shall be signed by the Chief School Administrator and approved by the Board of Education.

Legal References:

N.J.S.A. 18A:7A-10 Evaluation of performance of each school
N.J.S.A. 18A:7A-14 Review of evaluation and of district performance
N.J.S.A. 18A:7F-1 et al. Comprehensive Educational Improvement and Financing Act
N.J.S.A. 18A:26-2 Certificates required; exception
N.J.A.C. 6A:5-1.1 et seq. Regulatory Equivalency and Waiver
N.J.A.C. 6A:8-1.1 et seq. Standards and Assessments
N.J.A.C. 6A:10A-1.1 et seq. Improving Standards-Driven Instruction and Literacy and Increasing Efficiency in Abbott Districts
N.J.A.C. 6A:23-8.3 Commissioner to ensure achievement of the Core Curricular Content Standards
N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts
N.J.A.C. 6A:32-2.1 Definitions
N.J.A.C. 6A:32-12.1 Reporting requirements
N.J.A.C. 6A:32-12.2 School-level planning
N.J.A.C. 6A:32-14.1 Review of mandated programs and services
Manual for the Evaluation of Local School Districts

First Reading: October 23, 2008
Adopted: November 20, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	No Child Left Behind
Number:	2415
Status:	Active
Legal:
Adopted:	07/24/2008
Last Revised:	07/24/2008
Last Reviewed:

Policy No. 2415
Brick Township Board of Education

The No Child Left Behind Act (NCLB) of 2001 is a reauthorization of the Elementary and Secondary Education Act (ESEA)/Improving America’s Schools Act (IASA) 1994, providing funds to help all New Jersey’s school children achieve, at a minimum, proficiency in the State standards. NCLB embodies four key principles or pillars of education reform: accountability, flexibility, choice, and methodology. The Board of Education elects to augment the instructional program of pupils by projects supported by federal funds allocated under NCLB and the district will comply with the requirements of all the programs authorized by NCLB.

The district may be eligible for several grant programs funded through NCLB, including, but not limited to, Title I through Title VI. Many of the Titles of NCLB have several parts and subparts that provide a funding source for specific purposes.

Application Procedure

The district will submit an annual No Child Left Behind Consolidated Formula Subgrant Application to the New Jersey Department of Education (NJDOE). The school district’s application shall include all information required by the NJDOE and NCLB for the district to be considered for funding under NCLB.

Covered Programs

The intent of NCLB is that all children will meet State academic achievement standards to reach their potential through improved programs. The NCLB Consolidated Formula Subgrant includes the following programs:

1. Title I, Part A provides the programs and resources for disadvantaged students to meet this intent. It requires the State and the district to close the achievement gap by placing a highly qualified teacher in every classroom, improving the qualifications of paraprofessionals who work with disadvantaged students, and using instructional practices that have proven to be effective.

2. Title I, Part D serves neglected and delinquent youth in institutions, community day programs, and correctional facilities to assure they also attain high academic levels of performance.

3. Title II, Part A provides the resources for improving teacher and Principal quality and increasing the number of highly qualified teachers and Principals in classrooms and schools, thereby raising student achievement in the academic subjects. It focuses on preparing, training, and recruiting high-quality teachers and Principals and requires the State to develop plans with annual measurable objectives that will ensure all teachers teaching in core academic subjects are highly qualified by the end of the 2005-2006 school year.

4. Title II, Part D facilitates comprehensive and integrated educational technology strategies that target the specific needs of individual schools. It improves student academic achievement through the use of technology in elementary and secondary schools, while addressing the digital divide such that every student is technologically literate by the end of eighth grade. Effective integration of technology resources and systems with teacher training and curriculum development are encouraged in order to identify and showcase best practices in educational technology.

5. Title III, Part A focuses on the teaching of English to limited English proficient (LEP) children, including immigrant children and youth.

6. Title IV, Part A provides resources for fostering a safe and drug-free learning environment that supports academic achievement.

7. Title V, Part A provides a flexible source of funding to help districts in the development and implementation of various innovative reform initiatives.

8. Title VI, Part B addresses the unique needs of rural school districts.

9. Title IX covers the general provisions applicable to some/all of the programs.

Throughout NCLB, the use of solid research to improve teaching and learning as well as student behavior is required and promoted, and parent(s)/legal guardian(s) are provided with information and options to improve the educational opportunities provided for their children. The emphasis on scientifically based methodology encourages the use of teaching techniques and practices that are founded on research and proven to produce positive results.

Title I

The largest federal program supporting elementary and secondary education is Title I. NCLB strengthens Title I requirements for the State’s assessments, accountability system, and support for school improvement. The law also establishes minimum qualifications for teachers and paraprofessionals in Title I programs.

The school district must use the best available measure for identifying children from low-income families to identify eligible school attendance areas, determine the ranking of each area and to determine allocations as identified in the Title I guidelines and regulations.

The school district will offer Title I services to eligible children enrolled in private elementary and secondary schools. The services and benefits will be equitable in comparison to services and benefits for participating public school children.
The school district will provide the New Jersey Department of Education assurances it will provide the maximum coordination between the Title I program, the regular school program, and services provided by other programs for specialized populations. The Title I program will consider the special needs of homeless children, migrant children, children with disabilities and limited English proficient (LEP) children. Title I funds will be reserved so that migrant children who are otherwise eligible to receive Title I services, even if they arrive during the school year, are served.

Type of Title I Program

The Brick Township School District will offer a Target Assistance Title I program.

High-poverty schools (those with 40% or more pupils from low-income families) are eligible to adopt school-wide programs to raise the achievement of low-achieving students by improving instruction throughout the entire school, thus using Title I funds to serve all children. A school-wide program must be established in accordance with the Title I guidelines and regulations and the New Jersey Department of Education.

Schools that are not eligible for (or do not choose to operate) school-wide Title I programs must use Title I funds to provide targeted services to low-achieving students. A Target Assistance program must be established in accordance with the Title I guidelines and regulations and the New Jersey Department of Education.]

Academic Standards, Academic Assessments and Accountability

The district will comply with the requirements as outlined in Policy 2415.01 - Academic Standards, Academic Assessments and Accountability in accordance with the NJDOE and NCLB.

Fiscal Responsibility

The district will comply with the requirements as outlined in Policy 2415.02 Title I – Fiscal Responsibilities in accordance with the NJDOE and NCLB.

Staff

The district will comply with the requirements as outlined in Policy 2415.03 – Highly Qualified Teachers in accordance with the NJDOE and NCLB. In addition, the district will ensure all paraprofessionals meet the requirements as required by NCLB and as outlined in Policy 4125 – Employment of Support Staff Members.


Parental Involvement

The district will comply with the requirements as outlined in Policy 2415.04 – Parental Involvement in accordance with the NJDOE and NCLB.


Pupil Surveys, Analysis and/or Evaluations

The Protection of Pupil Rights Amendment (PPRA) applies to school districts that receive federal funding from the United States Department of Education. The district will comply with the requirements as outlined in Policy 2415.05 - Pupil Surveys, Analysis and/or Evaluations in accordance PPRA. Unsafe School Choice Option

In the event there is a school in the district designated as Persistently Dangerous or in accordance with the Victims of Violent Criminal Offenses as outlined in NCLB, the district will comply with the requirements of Policy 2415.06 – Unsafe School Choice Option in accordance with the NJDOE and NCLB.

Property

Property acquired through Title I funds for use in public or private schools will be acquired in accordance with the Public School Contracts Law, will be held in title by the Board of Education, and will not be used for other purposes so long as it is required in the Title I program. Property no longer required for Title I purposes will be used for other, similarly funded projects or disposed of in accordance with State and federal guidelines.

Capital Expenses

The Superintendent will assure the district abides by New Jersey’s Public Contracts Law; consults appropriate private school officials prior to making any decisions regarding capital expenses; ensure funds that are received to cover capital expenses provide equitable Title I services to private school pupils; ensure accounts for any capital funding is separately maintained; assure lease purchase agreements are consistent with applicable statute and administrative code.

Post-Award Requirements

The school district will maintain all project records for five years following the completion of the activity for which the funds were used. The school district will prepare and submit all reports as required by the State Department of Education in a timely manner.

Supplement, Not Supplant

Grant funds provided under federal programs, including No Child Left Behind funding, shall supplement, not supplant other non-federal funds that are available to provide programs and services to eligible students, unless otherwise provided in the grant program.

Evaluation

The Superintendent will evaluate the NCLB programs as required by the United States and the New Jersey Departments of Education.

No Child Left Behind Act of 2001

First Reading: June 26, 2008
Adopted: July 24, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Academic Standards, Academic Assessments And Accountabilit
Number:	2415.01
Status:	Active
Legal:
Adopted:	07/24/2008
Last Revised:	07/24/2008
Last Reviewed:

Policy No. 2415.01
Brick Township Board of Education

The No Child Left Behind Act of 2001 (NCLB), §1111, requires New Jersey to have an accountability system to include challenging academic content and academic achievement standards. New Jersey’s Core Curriculum Content Standards define those skills needed for children to be successful in the twenty-first century economy. These skills are measured by State assessments and New Jersey’s accountability design determines a school’s progress toward meeting established standards. This progress measure is referred to as Adequate Yearly Progress (AYP).

Testing Requirements

In accordance with NCLB, beginning in the 2002-2003 school year, schools must administer language arts/literacy and mathematics tests in three grade spans: grades 3 through 5, grades 6 through 8, and grades 10 through 12 in all schools. By the 2005-2006 tests must be administered every year in grades three through eight and one year in grades ten through twelve. Beginning in the 2007-2008 school year, science achievement must also be tested. At least 95% of each pupil group must participate in the assessment process. Pupils who have been enrolled in the school for less than one academic year are not included in the accountability process. Pupils with disabilities who are moved from their neighborhood school to receive services at another school will be included in their home school’s accountability process. Pupils with limited English proficiency must also be assessed, with accommodations. Pupil progress must also be assessed by pupil group (pupils from major racial and ethnic groups, economically disadvantaged pupils, pupils with disabilities, and pupils with limited English proficiency) in accordance with the requirements of NCLB.

Adequate Yearly Progress (AYP)

The New Jersey Department of Education (NJDOE) will establish starting points for AYP and incremental increases in expectations for all schools with the goal of all schools and pupil groups reaching 100 percent proficiency in language arts/literacy, math, and science by the 2013-2014 school year.

School Level Accountability

Each school’s proficiency statistics in each area and pupil subgroup will be compared to the State-wide benchmarks. Results for subgroups with fewer than the number of pupils designated by the NJDOE will be suppressed or excluded from the analysis. Intervals of confidence of 90% will be applied to school results. If a subgroup is identified as not having met AYP, “safe harbor” may be reached if the percentage of pupils not meeting AYP has decreased by 10% from the previous school year.

NJDOE School Classification System

The NJDOE will classify schools into six categories of progress based on a school’s progress toward meeting the established standards. These categories are:

1. Category I – Schools in Need of Improvement

These schools did not achieve AYP and have an achievement gap of more than 25% in attaining the State standards. The progress achieved by these schools demonstrates that significantly greater assistance is needed to reach full State standards.

This includes those schools that met the above criteria for one or more grade levels, even though they also achieved Category II, Schools in Performance Monitoring, in another grade level.

2. Category II – Schools in Performance Monitoring

These schools did not achieve AYP; however the schools have demonstrated the ability to make progress toward incrementally eliminating the achievement gap; 25% or less of students failed to achieve the State standards in one content area. If AYP is not made in the next academic year the school will enter Category I.

Category II includes those schools that met the above criteria even though they also achieved Category III, Schools Approaching the Standards, in another grade level.

3. Category III – Schools Approaching the Standards

These schools have nearly achieved AYP; less than 5% of students have not achieved State standards in only one content area. These schools are likely to meet the State standards within one academic year. However, if AYP is not made in the next academic year the school will enter Category II.
Category III includes those schools that met the above criteria even though they also achieved Category IV, Schools Receiving Conditional Approval, in another grade level.

4. Category IV – Schools Receiving Conditional Approval

These schools have achieved their designated AYP and are progressing toward meeting the State standards. These schools must be monitored for maintenance of achievement.

Category IV includes those schools that met the above criteria even though they also achieved Category V, Schools Receiving Full Approval, in another grade level.

5. Category V – Schools Receiving Full Approval

Category V schools have met State standards in at least one of the prior two years in each subject area.

6. Category VI – Schools Demonstrating Excellence

Category VI schools have always met or exceeded State standards and may be considered exemplary models of success.

The School Improvement Process

Schools that have not made adequate yearly progress for two consecutive school years in the same content area will be identified as needing school improvement before the beginning of the next school year. If any school in the district is identified as a Title I school in need of improvement, the following steps need to be taken in the Title I portion of the Consolidated Application/Plan for funding of programs governed under the No Child Left Behind Act. The plan must be developed in accordance with NCLB §1116 and NJDOE guidelines and shall include:

1. Improvement Plan – The school must develop a two-year improvement plan showing programs and strategies that will be adopted to improve teaching and learning.

2. Professional Development – The school must provide professional development for the school’s staff to improve their skills. At least ten percent of the school’s Title I allocation for two years must be spent to support these professional development activities.

3. Intra-district Choice – The district must develop and offer an intra-district school choice program that includes the process to be used to notify parent(s)/legal guardian(s) of pupils enrolled in the school of the school’s designation as a school in need of improvement. An intra-district school choice program must offer parent(s)/legal guardian(s) the opportunity to transfer their child to another school within the district that is not identified for improvement.

4. Supplemental Services – The school must offer and provide supplemental educational services to disadvantaged children in accordance with NCLB and NJDOE guidelines.

Districts with schools that fail to make AYP, after being identified as needing school improvement, by the end of the first full year after identification must continue to:

1. Offer the intra-district school choice option to parent(s)/legal guardian(s);

2. Make available supplemental educational services in accordance with NCLB §1116; and

3. Provide technical assistance in accordance with NCLB §1116.

Districts that have schools that fail to make AYP by the end of the second full year after being identified as needing school improvement must continue 1, 2 and 3 above and take at least one of the following corrective actions as identified in NCLB:

1. Replace the school staff who are relevant to the failure to make adequate yearly progress;

2. Institute and fully implement a new curriculum that includes appropriate professional development for all relevant staff that is based on scientifically based research and offers substantial promise of improving educational achievement for low-achieving students and enabling the school to make adequate yearly progress;

3. Significantly decrease management authority at the school level;

4. Appoint an outside expert to advise the school on its progress toward making adequate yearly progress based on its school plan;

5. Extend the school year or school day for the school; and/or

6. Restructure the internal organizational structure of the school.

If, after one full year of corrective action, a school subject to corrective action continues to fail to make AYP, the district shall continue to offer the intra-district school choice option, make available supplemental educational services and prepare a plan and make necessary arrangements for alternative governance in accordance with NCLB §1116.

The district may delay, for a period not to exceed one year, implementation of certain corrective action and/or restructuring in accordance with NCLB §1116.

Funds for transportation and supplemental educational services shall be provided in accordance with NCLB, §1116.


No Child Left Behind §1116


First Reading: June 26, 2008
Adopted: July 24, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Title I - Fiscal Responsibilities
Number:	2415.02
Status:	Active
Legal:
Adopted:	07/24/2008
Last Revised:	07/24/2008
Last Reviewed:

Policy No. 2415.02
Brick Township Board of Education
The Brick Township Board of Education will comply with the requirements of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) as amended by the No Child Left Behind Act of 2001.

Maintenance of Effort

To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, §1120A(a), the Brick Township Board of Education will maintain a combined fiscal effort per student, or aggregate expenditures, of State and local funds with respect to the provision of the free public education in the Local Education Agency (LEA) for the preceding fiscal year that is not less than ninety percent of the combined fiscal effort per student, or the aggregate expenditures, for the second preceding fiscal year.

Comparability with Multiple Schools

To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, §1120A(c), the Brick Township Board of Education directs the Superintendent to assign teachers, administrators, and auxiliary personnel to the schools in such a way that the equivalence of personnel is ensured among schools.

Comparability of Materials and Supplies

To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, §1120A(c), the Brick Township Board of Education directs the Superintendent to distribute curriculum materials and instructional supplies to the schools in such a way that the equivalence of such material is ensured among schools.


No Child Left Behind Act of 2001, §1120A


First Reading: June 26, 2008
Adopted: July 24, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Highly Qualified Teachers
Number:	2415.03
Status:	Active
Legal:
Adopted:	07/24/2008
Last Revised:	07/24/2008
Last Reviewed:

Policy No. 2415.03
Brick Township Board of Education


Introduction

The No Child Left Behind Act (NCLB) of 2001 requires all teachers be or become highly qualified in the core academic content area(s) they teach. New, newly hired and veteran teachers in non-Title I schools and veteran teachers in Title I school-wide and targeted assistance programs must satisfy the definition of a Highly Qualified Teacher by the end of the 2005-2006 school year. New and newly hired teachers in Title I schools must satisfy the definition by September 2003.

Definitions

“Equivalent of an undergraduate major” is a 30-credit coherent sequence of courses in a subject field that includes study at the introductory, intermediate and advanced levels.

“New Jersey HOUSE Standard” is New Jersey’s High Objective Uniform State Evaluation Standard to provide teachers with an alternative means of demonstrating their content knowledge for the core academic subject(s) they teach. The New Jersey HOUSE Standard is the means by which teachers can document their content expertise in the core academic subject(s) they teach. The New Jersey HOUSE Standard uses a Content Knowledge Matrix to document college coursework, professional activities, teaching activities, and successful teaching performance.

“New to the Profession” are teachers in their first year of teaching and hired after the first day of school in the 2002-2003 school year. In Title I schools, these teachers must be highly qualified at the time of hire. In non-Title I schools, these teachers must be highly qualified as of the end of the 2005-2006 school year.

“Newly hired teachers” are teachers with prior teaching experience who are either returning to teaching after an absence or are changing school districts. Teachers changing building, class or grade-level assignments within their district are not considered newly hired. In Title I schools, these teachers must be highly qualified at the time of hire. In non-Title I schools, these teachers must be highly qualified by the end of the 2005-2006 school year.

“School Organization” is the most typical organizational structures in New Jersey and are as follows:

Elementary schools (K-5, K-6, K-8) in which classes are self-contained and teachers provide instruction in the full range of content to a single class, all day.

Middle schools (5-8, 6-8) are those in which classes are departmentalized and teachers provide instruction in one or more content areas to different classes of students throughout the day.

Secondary schools (9-12) are those in which classes are departmentalized and teachers provide instruction in one or more content areas to different classes of students throughout the day.

“Teacher – Bilingual Education” is a bilingual teacher that provides direct instruction in one or more content areas in students’ native language and English as a replacement for content instruction provided in a classroom where only English is spoken. The teacher must satisfy the federal definition of a Highly Qualified Teacher for the content area(s) and level(s) they teach.

“Teacher – ESL” is an ESL teacher that provides daily support to students with limited English proficiency and may co-teach classes with a Language Arts Literacy instructor. ESL teachers may also provide direct instruction in English, reading or language arts. When ESL teachers provide direct instruction, they must satisfy the federal definition of a Highly Qualified Teacher based on the grade level of the content/curriculum they teach rather than the chronological age of their students.

“Teaching Assignment” is an assignment teaching in the grade level and/or core academic subject area. It is not the class schedule. Multiple sections of the same course (i.e., three classes of freshman composition or two periods of world history) count as one teaching assignment. Teaching all subjects to one class of elementary or special education (elementary) students all day (i.e., 5th grade, 2nd grade) is one assignment.

“Testing Option” provides the teacher an opportunity to submit a passing score on a State licensing exam taken in New Jersey or a passing score on a State licensing exam taken in another State as verification they have satisfied the federal definition of a Highly Qualified Teacher. Examples of appropriate tests include: The National Teacher Exam (NTE); the Praxis II Elementary Education: Content Knowledge Test; the Praxis II Content Knowledge Test(s) for the relevant content area teaching assignment(s). The Praxis II series of Content Knowledge Tests for the middle school level will become available in New Jersey during the 2003-2004 school year.

“Undergraduate Major” is defined as thirty credits of content coursework within the subject field listed as the major.

“Veteran Teachers” in Title I schools are teachers who were hired before the first day of school in 2002-2003. These teachers may use the New Jersey HOUSE Standard to satisfy the federal definition of a Highly Qualified Teacher. Experienced teachers who are newly hired may also use the New Jersey HOUSE Standard. “Veteran Teachers” in non-Title I schools are teachers who are hired before the first day of school in 2005-2006. These teachers may use the New Jersey HOUSE Standard to satisfy the federal definition of a Highly Qualified Teacher. All veteran teachers must be highly qualified by the end of 2005-2006.

NCLB Core Academic Content Areas

All teachers with primary responsibility for direct instruction in one or more of the core academic content areas are required to demonstrate they satisfy the federal definition of a Highly Qualified Teacher. This includes elementary generalists who teach all subjects to a particular grade/class, special education teachers who provide direct instruction in one or more content areas, middle and secondary level content area instructors and basic skills supplemental teachers. This also includes bilingual teachers and English as a second language (ESL) teachers who provide direct instruction in core academic content.

The New Jersey Core Curriculum Content Standards that align with the list of core academic subjects of §9101 of NCLB are: language arts literacy, science, mathematics, social studies, world languages, and visual and performing arts. Teachers in the areas of health, physical education, technological literacy, career education and consumer, family and life skills and those holding educational services certificates are not required to satisfy the federal definition of a Highly Qualified Teacher. Requirements - Title I Schools and Programs

New to the profession and newly hired elementary teachers must, as of September 2003, do as follows:

1. Hold at least a bachelor’s degree from a regionally accredited institution of higher education;

2. Hold a valid New Jersey teaching certificate for which no requirements have been waived (i.e., no emergency certification); and

3. Pass a rigorous State test of content knowledge and teaching skills in the basic elementary school curriculum (may have been a State certification test such as the National Teacher Examination (NTE) or Praxis II Elementary Education: Content Knowledge Test).

Newly hired elementary teachers may use the New Jersey HOUSE Standard, if needed. However, these teachers must meet the requirement at the time of hire. New to the profession elementary teachers may not use the New Jersey HOUSE Standard.

Veteran elementary teachers who have been working in schools supported with Title I funds prior to the 2002-2003 school year and veteran elementary teachers who are transferring to Title I schools within the district have until the end of the 2005-2006 school year to satisfy the definition of a Highly Qualified Teacher using the criteria listed above or by fulfilling the New Jersey HOUSE Standard in lieu of passing a rigorous State test of content knowledge and teaching skills for an elementary curriculum.

New to the profession and newly hired middle and secondary teachers must, as of September 2003, do as follows:

1. Hold at least a bachelor’s degree from a regionally accredited institution of higher education;

2. Hold a valid New Jersey teaching certificate for which no requirements have been waived (i.e., no emergency certification);

3. Pass a rigorous State test in each core academic subject in which the teacher teaches (may have been a State certification test such as the NTE or Praxis II Content Knowledge Test for the appropriate subject and level); or

4. Successfully complete either an undergraduate major, a graduate degree, coursework equivalent to an undergraduate major, or advanced certification or credentialing (i.e., National Board Certification) for each core academic subject teaching assignment.

Newly hired middle and secondary teachers may use the New Jersey HOUSE Standard, if needed. However, these teachers must meet the requirement at the time of hire. New to the profession middle and secondary teachers may not use the New Jersey HOUSE Standard.

Veteran middle and secondary teachers who have been working in schools supported with Title I funds prior to the 2002-2003 school year and middle and secondary teachers who are transferring to Title I schools within the district have until the end of the 2005-2006 school year to satisfy the definition of a Highly Qualified Teacher using the criteria listed above or by fulfilling the New Jersey HOUSE Standard in each content area teaching assignment in lieu of passing a State test or having a major, advanced degree, coursework equivalent to a major, or an advanced credential (i.e., National Board certification) for each content area teaching assignment.

Requirements – Non-Title I Schools

New to the profession, newly hired and veteran elementary teachers must, by the end of the 2005-2006 school year, do as follows:

1. Hold at least a bachelor’s degree from a regionally accredited institution of higher education;

2. Hold a valid New Jersey teaching certificate for which no requirements have been waived (i.e., no emergency certification); and either:

a. Pass a rigorous State test of content knowledge and teaching skills in the basic elementary curriculum (may have been a State certification test such as the NTE Praxis II Elementary Education: Content Knowledge Test); or

b. Document ten points on the New Jersey HOUSE Standard as an Elementary Generalist.

New to the profession, newly hired and veteran middle and secondary teachers must, by the end of the 2005-2006 school year do as follows:

1. Hold at least a bachelor’s degree from a regionally accredited institution of higher education;

2. Hold a valid New Jersey teaching certificate for which no requirements have been waived (i.e., no emergency certification); and one of the following:

a. Pass a rigorous State test in each core academic subject in which the teacher teaches (may have been a State certification test such as the NTE or Praxis II Content Knowledge Test for the appropriate subject and level); or

b. Hold an undergraduate major, a graduate degree or thirty credits of coursework equivalent to an undergraduate major for each core academic subject teaching assignment; or

c. Hold National Board Certification in the content areas) of the teaching assignment; or

d. Document ten points on the New Jersey HOUSE Standa(rd for each core academic subject teaching assignment.

Districts may hire middle and special education teachers for the 2003-2004 school year who satisfy the requirements for a standard instructional license under the current State licensing regulations. Middle and special education teachers must pass the relevant Praxis II Content Knowledge Test(s) in the 2003-2004 school year. The Praxis II Content Knowledge Test(s) for middle grades will be available early in 2004.

Special Education Teachers who provide direct content instruction must pass the relevant Praxis II Test(s) at the appropriate grade level(s) for the subject(s) they teach based on the grade level of the content/curriculum they teach. Requirements for special education teachers who provide consultative/support (in-class and pull-out) services and/or who co-teach with a content area instructor in general education settings will be as required based on the final version of the reauthorized IDEA legislation.

Parent Notification

In September of each school year, schools receiving Title I funds (including funds used for before/after school programs) must notify all parents/legal guardians of their right to inquire about the qualifications of their child’s teacher(s). In November each year, schools receiving Title I funds must notify parents if any of their child’s teachers have not yet satisfied the federal definition of a Highly Qualified Teacher or if their child has been instructed for four or more weeks by a teacher who has not yet satisfied the definition of a Highly Qualified Teacher. Parent notification requirements apply to the entire school whether or not the teacher is paid in whole or in part by Title I funds or teaches within a target assistance program.

The New Jersey Model for Identifying Highly Qualified Teachers – September 2003 provides the guidance to school districts for teachers to meet the highly qualified teacher requirements of NCLB. The Superintendent will ensure the school district completes its responsibilities in the implementation of the Highly Qualified Teacher requirement of No Child Left Behind Act of 2001.


No Child Left Behind Act of 2001, §1119

The New Jersey Model for Identifying Highly Qualified Teachers, Department of Education, August 2003

First Reading: June 26, 2008
Adopted: July 24, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Parental Involvement
Number:	2415.04
Status:	Active
Legal:
Adopted:	07/24/2008
Last Revised:	07/24/2008
Last Reviewed:

Policy No. 2415.04
Brick Township Board of Education
A school district that receives Title I funds must implement programs, activities and procedures for the involvement of parents in programs assisted by Title I funding. The district will reserve not less than one percent of its allocation under subpart 2 to carry out these requirements, (unless the district’s allocation is $5,000 or less), which shall include promoting family literacy and parenting skills. Parents of pupils receiving Title I services shall be involved in the decisions regarding how funds will be allotted for parental involvement activities.

Each school served with Title I funds shall jointly develop with, and distribute to, parents of participating pupils, this parental involvement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of No Child Left Behind Act (NCLB) of 2001, §1119(a) through (f). Parents will be notified of this policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. This policy shall be made available to the local community and updated periodically to meet the changing needs of parents and schools within the district.

“Parent”, for the purposes of this policy, means a parent and/or legal guardian. “School”, for the purposes of this policy, is a specific school in a Target Assistance Title I program or schools within the district in a school-wide Title I program.

Policy Involvement

Each school served with Title I funds will:

1. Convene an annual meeting, at a convenient time, to which all parents of participating pupils shall be invited and encouraged to attend, to inform parents of their school’s participation and the requirements of this Policy, and the right of the parents to be involved;

2. Offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with Title I funds, transportation, child care, or home visits, as such services relate to parental involvement;

3. Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the school-wide program plan under NCLB, §1114(b)(2);

4. Provide parents of participating pupils:

a. timely information about programs required by NCLB, §1118;

b. 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; and

c. if requested by parents, 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; and

5. Submit any parent comments on the plan when the school makes the plan available to the Board of Education, if the school-wide program plan under §1114(b)(2) of NCLB is not satisfactory to the parents of participating pupils.

Shared Responsibilities for High Student Academic Achievement

Each school served by Title I funds shall jointly develop with parents of all pupils served with Title I funds, a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards. The compact will:

1. Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the pupils served by Title I funds to meet the State’s student academic achievement standards, and the ways in which each parent will be responsible
for supporting their children’s learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child’s classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and

2. Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum:

a. parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual pupil’s achievement;

b. frequent reports to parents on their children’s progress; and

c. reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.

Building Capacity for Involvement

To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and school district assisted with Title I funds:

1. Shall provide assistance to parents of pupils served by the school in understanding such topics as the State’s academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of this Policy, and how to monitor a child’s progress and work with educators to improve the achievement of their children;

2. Shall provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement;

3. Shall educate teachers, pupil services personnel, Building Principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;

4. Shall, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents to more fully participate in the education of their children;

5. Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand;

6. May involve parents in the development of training for teachers, Principals, and other educators to improve the effectiveness of such training;

7. May provide necessary literacy training from Title I funds if the school district has exhausted all other reasonably available sources of funding for such training;

8. May pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;

9. May train parents to enhance the involvement of other parents;

10. May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation;

11. May adopt and implement model approaches to improving parental involvement;

12. May establish a district-wide parent advisory council to provide advice on all matters related to parental involvement in Title I programs;

13. May develop appropriate roles for community-based organizations and businesses in parent involvement activities; and

14. Shall provide such other reasonable support for parental involvement activities under this Policy as parents may request.

Accessibility

In carrying out the parental involvement requirements of NCLB, §1118 and this Policy, the school and school district, to the extent practicable, shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, to include providing information and school reports required under NCLB, §1111 in a format and, to the extent practicable, in a language such parents understand.

The district will inform parents of any parental information and resource centers that provide training, information, and support to parents and individuals who work with local parents, school districts, and schools receiving Title I funds.

The Superintendent of Schools will submit this Policy to the New Jersey Department of Education for review to be sure the Policy meets the requirements of NCLB, §1118.


No Child Left Behind ct of 2001, §1118

First Reading: June 26, 2008
Adopted: July 24, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Pupil Surveys, Analysis and/or Evaluations
Number:	2415.05
Status:	Active
Legal:
Adopted:	07/27/2008
Last Revised:	07/27/2008
Last Reviewed:

Policy No. 2415.05
Brick Township Board of Education
The Protection of Pupil Rights Amendment (PPRA) (20 U.S.C. §1232h; 34 CFR Part 98) applies to school districts that receive funding from the United States Department of Education.

Consent

PPRA requires written consent from parents/legal guardians and pupils who are eighteen years old or emancipated minor pupils before minor students are required to participate in a survey, analysis, or evaluation funded in whole or in part by a program of the United States Department of Education that concerns one or more of the following eight areas referred to as “protected information surveys”:

1. Political affiliations or beliefs of the pupil or pupil’s parent;

2. Mental or psychological problems of the pupil or pupil’s family;

3. Sex behavior or attitudes;

4. Illegal, anti-social, self-incriminating or demeaning behavior;

5. Critical appraisals of others with whom respondents have close family relationships;

6. Legally recognized privileged or analogous relationships, such as with lawyers, physicians, and ministers;

7. Religious practices, affiliations, or beliefs of the student or parents; or

8. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

This consent requirement also applies to the collection, disclosure or use of pupil information for marketing purposes, referred to as “marketing surveys”, and for certain physical examinations and screenings.

“Opt a Pupil Out” Notice

The parents and eligible pupils will be provided an opportunity to opt a pupil out of participating in:

1. The collection, disclosure, or use of personal information obtained from pupils for marketing, to sell, or otherwise distribute information to others;

2. The administration of any other “protected information survey” not funded in whole or in part by the United States Department of Education; and

3. Any non-emergency, invasive physical examination required as a condition of attendance, administered by the school district or its agents, and not necessary to protect the immediate health and safety of a pupil, except for hearing, vision, scoliosis screenings, or any physical examination or screening permitted or required under State law.

Inspection

The parents and eligible pupils, upon request and before administration or use, have the right to inspect:

1. Protected information surveys of pupils;

2. Instruments used to collect personal information from pupils for any of the above marketing, sales, or other distribution purposes; and

3. Instructional material used as part of the educational curriculum.

The school principal shall be responsible for obtaining the consent, annual direct notification to parents and eligible pupils at the start of each school year and after any substantive changes of the “opt a pupil out” rights and the inspection rights provisions of PPRA and this Policy. The “opt a pupil out” notice shall include any specific or approximate dates of the activities eligible for a pupil to “opt out.”

PPRA Consent/Opt Out Violations

Parents or students who believe their rights under PPRA may have been violated may file a complaint with United States Department of Education.


The Protection of Pupil Rights Amendment (PPRA)
(20 U.S.C. §1232h; 34 CFR Part 98)
No Child Left Behind Act of 2001, Title X, Part F, §1061


First Reading: June 26, 2008
Adopted: July 27, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	No Child Left Behind Complaints
Number:	2415.20
Status:	Active
Legal:
Adopted:	07/24/2008
Last Revised:	07/24/2008
Last Reviewed:

Policy No. 2415.20
Brick Township Board of Education

Pursuant to 20 USC 7844, Sec 9304 (a)(3)(C), of the No Child Left Behind Act of 2001 (NCLB), a Board of Education shall adopt a policy and written procedures that offer parent(s) or legal guardian(s), public agencies, other individuals, or organizations a method for receipt and resolution of complaints alleging violations in the administration of the NCLB programs as identified by the New Jersey Department of Education (NJDOE).

Policy and Regulation 2415.20 set forth the requirements for resolving complaints presented by any individual or organization that:

1. A school, school district, other agency authorized by the school district, or by the NJDOE violated the administration of education programs required by the Elementary and Secondary Education Act as amended by NCLB; and/or

2. The NJDOE violated the administration of education programs required by the Elementary and Secondary Education Act as amended by NCLB.

A Complaint shall be a written allegation that shall identify the alleged NCLB violation, the facts supporting the alleged violation, and any supporting documentation.

A Complaint alleging a school in the district, school district, or other agency authorized by the school district, or the NJDOE violated the administration of a program must be submitted to the Assistant Superintendent of Schools. The Assistant Superintendent of Schools shall be responsible to coordinate the investigation of the Complaint. The Assistant Superintendent of Schools shall submit a written report regarding the outcome of the investigation to the complainant. If the complainant is not satisfied with the outcome of the investigation, the complainant may initiate a Complaint by submitting a written Complaint to the NJDOE to the attention of the County Superintendent. The County Superintendent will coordinate the investigation of a Complaint. When the investigation is complete, the County Superintendent will notify the complainant in writing regarding the outcome of the investigation. If it is determined a violation has occurred, the Assistant Commissioner assigned to oversee the matter shall identify and impose appropriate consequences or corrective actions as required by regulation to resolve the Complaint. If the complainant does not agree with the NJDOE’s decision, the complainant may appeal to the United States Department of Education Secretary. A Complaint alleging the NJDOE violated the administration of a program must be submitted to the New Jersey Department of Education Chief of Staff or the United States Department of Education Secretary. The NJDOE requests the complainant first contact the New Jersey Department of Education Chief of Staff to resolve the issue. The NJDOE Office of Strategic Initiatives and Accountability will coordinate the investigation of a Complaint. When the investigation is complete, the Chief of Staff will notify the complainant in writing regarding the outcome of the investigation. If it is determined a violation has occurred, the Chief of Staff shall identify and impose appropriate consequences or corrective actions as required by regulation to resolve the Complaint. If a complainant does not agree with the NJDOE’s decision, the complainant may appeal to the United States Department of Education Secretary.

New Jersey Department of Education 1/26/07 Memorandum – No Child Left Behind Complaint Policy and Procedure

First Reading: June 26, 2008
Adopted: July 24, 2008

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Entry to School Buildings
Number:	2420
Status:	Active
Legal:
Adopted:	04/30/2009
Last Revised:	04/30/2009
Last Reviewed:

POLICY No. 2420
BRICK TOWNSHIP BOARD OF EDUCATION Business



VISITORS

All visitors entering a school site requesting admittance beyond the front office while school is in session must be logged in using the School District's visitor screening system. First time visitors will present their driver's license for school personnel to scan and enroll in the system, and a photo will be taken. If a driver's license is not available, a county ID, passport or Green Card may be used as a substitute. A visitor's Pass will be printed and must be worn.

Log in procedures for every visit thereafter will only require that the visitor present their driver's license and/or name.

If the visitor is not requesting admittance beyond the front office, logging into the visitor screening system is not required.

If school is not in session, visitors must stop in the main office, but are not required to be logged in to the visitor screening system.

PARENTS/GUARDIANS

Parents/Guardians picking up children for early release or at the close of the school day must be entered into the visitor screening system (unless signed out on a school-maintained log) in order to record the date and time of student departure.

Parents/Guardians are responsible for advising school personnel of any changes in emergency contact information.

SPECIAL EVENTS

Events such as, but not limited to, assembly programs, field days, concerts or American Education Week may not require visitor badges. When visitor badges are not required, visitors must restrict their visit to areas specifically designated for the event.

Voting – while voting is occurring, visitors may bypass the visitor screening system and go directly to the polling area only.

DEALING WITH AN OFFENDER

If the visitor screening results in a positive response, school administrators must contact a School Resource Office for assistance. However, if the situation is contentious, the administrator reserves the option to contact the police department.

NONCOMPLIANCE WITH VISITOR SCREENING PROCEDURES

Any individual who refuses to comply with the above stated procedures will be denied access to move beyond the main office.

First Reading: April 2, 2009
Adopted: April 30, 2009

Book:	Brick Township Board of Education Policy
Section:	2000 Administration
Title:	Non-Discrimination
Number:	2510
Status:	Active
Legal:
Adopted:	03/04/2010
Last Revised:	03/04/2010
Last Reviewed:

POLICY No. 2510
BRICK TOWNSHIP BOARD OF EDUCATION Administration


RIGHTS OF PERSONS WITH HANDICAPS OR DISABILITIES/
POLICY ON NON-DISCRIMINATION

It is the policy of the Board of Education that no qualified handicapped or disabled person shall, on the basis of handicap or disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in employment or under any program, activity or vocational opportunities sponsored by this Board. The Board shall comply with §504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. It shall also comply with the Individuals with Disabilities Education Act.

Notice of the Board's policy on nondiscrimination in employment and education will be included in the Board policy manual, posted throughout the district, and referenced in any district statement regarding the availability of employment positions or educational services.

Employment
No employee or candidate for employment shall be discriminated against in recruitment, hiring, advancement, discharge, compensation, training, transfer, or any other term, condition, or privilege of employment solely because of his/her handicap/disability, provided the employee or candidate can, with or without reasonable accommodation, perform the essential functions of the position sought or held.

No candidate for employment shall be required to answer a question or submit to an examination regarding a handicap/disability except as such handicap/disability relates directly to the performance of the job sought. No candidate will be discriminated against on the basis of a handicap/disability that is not directly related to the essential function of the position for which he/she has applied.

Reasonable accommodations, not directly affecting the educational and/or instructional program, shall be made to accommodate employment conditions to the needs of qualified persons with handicaps/disabilities. Such accommodations may include, but are not limited to rescheduling; restructuring jobs; making facilities accessible; acquiring or modifying equipment; modifying examinations, training materials, policies and procedures; and providing readers or interpreters.

The Board employment policies and procedures shall comply with the Americans with Disabilities Act.

Facilities Accessibility
No qualified handicapped/disabled person shall, because of the school district’s facilities being inaccessible or unusable by handicapped/disabled persons, be denied the benefits of, be excluded from participation in or otherwise be subjected to discrimination under any program or activity offered by the Board. No new facilities shall be constructed that do not fully comply with §504 of the Rehabilitation Act of 1973 and the American with Disabilities Act. Alterations to existing facilities or part thereof, shall be altered in such a manner to the maximum extent feasible, that the facilities are readily accessible and usable by individuals with handicaps/ disabilities who have a need to access Board facilities.

Educational Program Accessibility
No qualified handicapped/disabled person shall be denied the benefit of, be excluded from participation in, or otherwise be subjected to discrimination in any activity offered by this district.

The Board has an affirmative obligation to evaluate a pupil who is suspected of having a handicap/disability to determine the pupil’s need for special education and related services. The Board directs that all reasonable efforts be made to identify unserved children with handicaps/disabilities in this district who are eligible for special education and/or related services in accordance with the Individuals with Disabilities Education Act, §504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990. Section 504 of the Rehabilitation Act requires the Board to address the needs of children who are considered handicapped/disabled under §504 and do not qualify for services under the Individuals with Disabilities Education Act. A pupil may be handicapped/disabled within the meaning of §504, and therefore entitled to regular or special education and related aids and services under the §504 regulation, even though the pupil may not be eligible for special education and related services under Part B of the Individuals with Disabilities Education Act.

No pupil will be denied, because of his/her educational handicap/disability, participation in co-curricular, intramural, or interscholastic activities or any of the services offered or recognitions rendered regularly to the pupils of this district.

There will be grievance procedures for persons alleging discriminatory acts by the Board and/or staff. The due process rights of pupils with handicaps/disabilities and their parents will be rigorously enforced.

Enforcement
The Director of Special Services is designated as district coordinator for matters dealing with §504 and Title IX. The district coordinator shall act as a compliance officer and can be contacted at the following address or telephone number:

Address: Herbertsville Annex
2282 Lanes Mill Road
Brick, NJ 08724

Telephone Number: (732) 785-3080 ext. 4510

A complaint regarding a violation of law and this policy will be subject to a complaint procedure that provides for the prompt and equitable resolution of disputes.

The complainant shall be notified of his/her rights of appeal at each step of the process, and accommodations to the needs of handicapped/disabled complainants shall be made. A complainant shall be informed of his/her right to file a formal action for redress with or without recourse to the complaint procedure established by this policy and its accompanying regulation. A complaint regarding the identification, evaluation, classification, or educational program of a pupil with a handicap/disability shall be governed by the due process rules of the State Board of Education, N.J.A.C. 6A:14-2.7 and the Office of Administrative Law, N.J.A.C. 1:6A-1 et seq., and by District procedural safeguard or grievance processes.

Guarantee of Rights
The Board shall not interfere, directly or indirectly, with any person's exercise or enjoyment of the rights protected by the §504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, the Individuals with Disabilities Education Act or Title IX.

The Board shall not discriminate against any person for that person's opposition to any act or practice made unlawful by law or this policy or for that person's participation in any manner in an investigation or proceeding arising under §504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, the Individuals with Disabilities Education Act or Title IX.

Evaluation and Compliance
The Board directs the Superintendent to evaluate district programs and practices on nondiscrimination, in accordance with law, and to report evaluations to the Board. The Board will submit such assurances of compliance as are required by law.

Annual Publication
This Policy will be published yearly prior to the beginning of the school year in a regional newspaper, magazine and/or other written communication that is available to the public.



29 U.S.C. 794 (Sec. 504, Rehabilitation Act of 1973)
20 U.S.C. 1401 et seq. (Individuals with Disabilities Education Act)
42 U.S.C. 12101 (Americans with Disabilities Act of 1990)
N.J.S.A. 10:5-1 et seq.
N.J.S.A. 18A:18A-17
N.J.A.C. 6A:14-1 et seq.
34 CFR Part 104

First Reading: January 28, 2010
Adopted: March 4, 2010