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POLICY No. 6010

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Philosphy of Education
Number:	6010
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6010
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

PHILOSPHY OF EDUCATION

Whereas, the Board of Education of the Township of Brick is a quasi-municipal corporation of the State of new Jersey, organized and existing pursuant to N.J.S.A. 18A and

Whereas, the Board has heretofore adopted a philosophy to provide the best educational program possible for the children of the Township of Brick; and

Whereas, to accomplish this goal, the district has formulated and will implement a course of study which develops the intellectual, social, emotional, moral, physical and aesthetic aptitudes of each youngster in the school community; and

Whereas, the Board wishes to reassure and reaffirm its dedication to this basic philosophy to the residents, parents, taxpayers and, most especially, to the students of this district;

Now therefore, be it resolved by the Board that said does hereby reaffirm and rededicate itself to the following basic philosophy, so that each child shall acquire for himself:

An understanding of himself and an appreciation of his worth as a member of society,

An understanding and appreciation of all people from different social, cultural, and ethnic backgrounds,

A mastery of the basic intellectual skills necessary to function as a contributing member of society,

A full realization of his capacity to achieve in the natural sciences, the social sciences, humanities and creative arts,

A positive attitude towards maintenance of good health habits and an appreciation for physical and emotional well-being,

An appreciation of the opportunities, open, to him in a free society and for the feeling of gratification in himself which results from his contribution to society,

A firm conviction that responsible citizenship is not only self-fulfilling but in-dispensable in a society of freemen,

In seeking the fruition of these goals, the Board and professional staff maintain these beliefs as fundamental:

That each child is unique, having his own pattern and rate of development,

That there is need for a common core of basic skills linked to continuity in program which all students must experience,

That flexibility in school program, not inconsistent with the above, is necessary to enable every student to find his place in our complex society,

That facilities and resources outside of the school community can be utilized to aid and support the school program.

In order to implement this philosophy the Board shall develop in consultation with the chief school administrator and staff members, a written educational plan for the district as a whole and each school within the district. This plan shall be reviewed and adopted annually and shall include:

3. standards for assessing and evaluating the achievement of objectives

4. an assessment of pupil needs

5. the establishment of reasonable pupil minimum proficiency level in the basic communication and computation skills

6. an educational program consistent with these goals, objectives, standards and needs

(320) Revised

Reference: 18A:7A-1 et seq; NJAC 6:83.1 et seq

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6020

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Educational Outcome and Process Goals
Number:	6020
Status:	Active
Legal:
Adopted:	12/08/1988
Last Revised:	12/08/1988
Last Reviewed:

Policy Detail

POLICY No. 6020
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

EDUCATIONAL OUTCOME AND PROCESS GOALS

The public schools in Brick Township shall help every student in the district achieve the following:

OUTCOME GOALS:

8. LEARN TO RESPECT AND GET ALONG WITH PEOPLE WITH WHOM WE WORK AND LIVE

9. LEARN HOW TO BE A GOOD MANAGER OF MONEY, PROPERTY AND NATURAL RESOURCES

18. LEARN HOW TO USE LEISURE TIME
a. Develop ability to use leisure time productively
b. Develop a positive attitude toward participation in a range of leisure time activities – physical, intellectual and creative
c. Develop appreciation and interests which will lead to wise and enjoyable use of leisure time

Re-Adopted: 12/8/88

POLICY NO. 6111

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	School Calendar
Number:	6111
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6111
BRICK TOWNSHIP BOARD OF EDUCATION

SCHOOL CALENDAR

The board of education recognizes that the preparation of a calendar for the instructional program of the schools is necessary for orderly educational planning and for the efficient operation of the district.

The board shall determine annually the days when the schools shall be in session for instructional purposes. Such school calendar shall consist of no fewer than the 180 days of instruction required by law.

When an interruption in educational programming causes a disabled student’s performance to revert to a lower level of functioning that cannot be recouped within a reasonable length of time, an extended school year shall be provided in accordance with the student’s IEP. In any case, the school year shall be at least as long for students with disabilities as for nondisabled students.

The chief school administrator shall prepare the school calendar for board consideration in consultation with teacher and administrator association representatives and the Executive County Superintendent. The board reserves the right to alter the school calendar when feasible and advisable in the best interests of the children of the district.

The board shall adopt annually a list of religious holidays that shall consist as a minimum of those holidays designated by the Commissioner of Education.

Legal References: N.J.S.A. 18A:7F-9 Aid to school districts conditioned on compliance with rules
and standards for equalization of opportunity; aid withheld for
noncompliance
N.J.S.A. 18A:11-1 General mandatory powers and duties
N.J.S.A. 18A:25-3 Teaching, etc., on holidays not required
N.J.S.A. 18A:36-1 School year
N.J.S.A. 18A:36-2 Times when schools are open; determination
N.J.A.C. 6:3-9.3 School attendance
N.J.A.C. 6A:14-4.1(c) General requirements

Piscataway Twp. Ed. Ass’n v. Piscataway Township BOE, App. Div. opinion,
Dkt. No. A-7215-95T2, January 24, 1998

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY NO. 6112

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	School Day
Number:	6112
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6112
BRICK TOWNSHIP BOARD OF EDUCATION

SCHOOL DAY

The length of the school day and the length of periods of instruction at various levels shall be recommended by the chief school administrator and set by the board, and shall be in keeping with requirements of the state board of education.

The particular opening and closing hours for levels and/or schools shall also be subject to board approval. These opening and closing times shall be as uniform as possible at comparable levels throughout the district.

The chief school administrator shall recommend for board approval the length of class periods and the frequency of instruction in individual subjects.

School administrators shall not dismiss school for any part of the school day without the approval of the chief school administrator.

Legal References: N.J.S.A. 18A:36-1 School year
N.J.S.A. 18A:36-2 Time when schools are open; determination
N.J.S.A. 18A:36-16 Rules regarding religious holidays

N.J.A.C. 6:3-9.3 School attendance
N.J.A.C. 6A:14-4.1(c) General requirements

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY NO. 6114

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Emergencies and Disaster Preparedness
Number:	6114
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6114
BRICK TOWNSHIP BOARD OF EDUCATION

EMERGENCIES AND DISASTER PREPAREDNESS

The chief school administrator shall direct the development of plans, procedures and mechanisms for responding to emergencies and crises in the schools that threaten human life and property. He/she shall consult with law enforcement agencies, health and social services agencies and emergency management planners in developing these plans and shall ensure that they provide for the protection of the health, safety and welfare of the school population as well as supportive services for staff, students and their families.

Plans and procedures shall include these elements:

A. Cooperation with local government agencies in developing and carrying out a school/community disaster plan that includes procedures for building lockdowns
when necessary;

B. Mechanisms for the orderly evacuation of buildings in case of fire or other emergencies;

C. Means to provide as much protection as possible for children at school and on
their way to and from school;

D. Training in individual self-protection and survival techniques for pupils and staff;

E. Communicating specific instructions to pupils and staff so that the school emergency
plan may be carried out with the greatest possible speed and safety.

The chief school administrator shall develop and provide an in-service training program for school staff to enable them to recognize and appropriately respond to crises, consistent with the district’s plans, procedures and mechanisms for managing crises. The in-service program shall be reviewed and updated annually.

Fire Drills

Fire drills shall be held at least twice each month for each school. The chief school administrator may order a modification of the fire drills so that they may take the form of indoor drills or of rapid dismissals with outdoor clothing when low temperatures prevail.

Each principal shall report monthly to the Superintendent on the conduct of the fire drills. The principal’s report will include the date, weather conditions, and time to evacuate for each drill conducted.

A written statement of procedures and instructions for fire drills shall be formulated by the chief school administrator and disseminated to all staff.

Instruction in fire prevention shall be given and emphasized in appropriate courses in the curriculum of the schools.

Emergency Closings; Delayed Openings

The chief school administrator is authorized by the board to close the schools, open them late or dismiss them early in hazardous weather or in other extraordinary circumstances which might endanger the health or safety of pupils or school employees.

Each year, parents/guardians, pupils, and staff members shall be informed in advance of how they shall be notified in event of emergency closings. Parents/guardians shall be required to make alternative arrangements for their children in case no one is home to receive a child after an unscheduled early closing.

Bomb Scares

The principal shall follow procedures as set up by the chief school administrator and the Brick Township Police Department. Staff shall follow the procedures established by the chief school administrator to deal with such emergencies.

Legal References: N.J.S.A. 18A:6-2 Instruction in accident and fire prevention
N.J.S.A. 18A:11-1 General mandatory powers and duties
N.J.S.A. 18A:40-12 Closing schools during epidemic
N.J.S.A. 18A:41-1 et seq. Fire drills and fire protection
N.J.S.A. 18A:54-20 Powers of board (county vocational schools)
N.J.A.C. 6A:16-1.4(a)14 District policies and procedures
N.J.A.C. 6A:16-5.1et seq. School Safety See particularly:
N.J.A.C. 6A:16-5.2
N.J.A.C. 6A:16-6.3 Reporting students or staff members to law
enforcement agencies
N.J.A.C. 6A:26-12 Policies and procedures for school facility operation
N.J.A.C. 8:57-1.7 Reporting of diseases occurring in schools

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY NO. 6115

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Ceremonies and Observances
Number:	6115
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6115
BRICK TOWNSHIP BOARD OF EDUCATION

CEREMONIES AND OBSERVANCES

The morning opening exercises will include the pledge of allegiance. Those pupils who have religious or conscientious objections may be excused from participating, but must not disrupt the exercises.

Appropriate recognition shall be given in all schools on the last school day preceding (or the following Monday in the case of Constitution Day and Citizenship Day if September 17^th falls on a Sunday):

A. Martin Luther King Jr.'s Birthday;

B. Lincoln's Birthday;

C. Washington's Birthday;

D. Memorial Day;

E. Constitution Day and Citizenship Day (Sept. 17);

F. Columbus Day;

G. Veterans' Day;

H. Thanksgiving Day.

Suitable exercises are also required by law in all New Jersey public schools in observance of Flag Day (June 14, day of adoption the American flag by the Continental Congress in 1777), Arbor Day (last Friday in April), and Commodore John Barry Day (September 13^th). The board authorizes the chief school administrator to conduct school observances in commemoration of other persons and events of special historical significance.

Pupils shall be encouraged to develop and/or take part in events and activities in connection with special "days", "weeks" or “months” proclaimed by the nation, state or community.

Holidays and special events may be recognized in the district's schools so long as such recognition respects the rights and feelings of others and is consistent with law.

Songs and customs which have come to us from the various elements of our national population may be used to broaden our pupils' awareness of the many elements that make up our American culture. The board shall not prevent, or otherwise deny participation in, constitutionally protected prayer in any district school, consistent with guidance issued by the United States Department of Education and applicable judicial decisions interpreting the religion clauses of the First Amendment of the U.S. Constitution.

This policy supersedes any other board policy that is inconsistent with it.

Legal References: N.J.S.A. 18A:36-3 Display of and salute to flag; pledge of allegiance
N.J.S.A. 18A:36-4 Period of silence (unconstitutional)
N.J.S.A. 18A:36-6 Observance of Flag Day
N.J.S.A. 18A:36-7 through -9 Designation of Arbor Day ...
N.J.S.A. 18A:36-10 through -12 Designation of Commodore Barry Day ...
N.J.S.A. 18A:36-13 Patriotic exercises preceding holidays

U.S.C.A. Const. Amends. 1, 14

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY NO. 6121

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Non-Discrimination/Affirmative Action
Number:	6121
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6121
BRICK TOWNSHIP BOARD OF EDUCATION

NONDISCRIMINATION/AFFIRMATIVE ACTION

No pupil enrolled in the district schools shall be excluded from participation in, denied the benefits of, or be subjected to discrimination in any educational program or activity of this district on the basis of race, color, creed, religion, sex, affectional or sexual orientation, national origin, place of residence in the district, social or economic condition, no applicable disability or because of genetic information or refusal to submit to or make available the results of a genetic test. The Affirmative Action Team as led by the Affirmative Action Officer shall be responsible for planning, implementing and monitoring the district's affirmative action program with respect to school and classroom practices.

Reporting to the Chief School Administrator, the Affirmative Action Team shall review the following areas for compliance with state department of education regulations and make suggestions and/or recommendations when necessary.

A. Curriculum content

The team shall examine the following areas to ensure that curricula eliminate discrimination and promote understanding and mutual respect among students, regardless of race, color, creed, religion, gender, affectional or sexual orientation, ancestry, national origin, socio-economic status or disability:

1. School climate

2. Courses of study

3. Instructional materials

4. Instructional strategies

5. Library materials

6. Software and audio-visual materials

7. Guidance and counseling

8. Extracurricular programs and activities

9. Testing and other assessments

10. Reducing or preventing the under representation of minority, female and male students in classes and programs.

The team shall monitor the curriculum to ensure inclusion of instruction on African-American history in the teaching of United States history and inclusion of instruction on the Holocaust and genocide in the curriculum for all elementary and secondary school pupils.

B. Staff training

The affirmative action officer shall suggest a program of in-service training for school personnel designed to identify and solve problems of bias in all aspects of the school program. An equity in-service program shall be held at the determination of the
chief school administrator for staff, parents and the community.

C. Pupil access

The team shall review all school facilities, courses, programs, activities and services to ensure that all pupils are provided equal and bias-free access to them. Particular attention shall be paid to the following:

1. Ensuring equal access to all school and classroom facilities;

2. Assigning pupils in such a way that the racial/national origin composition of each school's enrollment reflects the composition of the district wide enrollment at each grade level;

3. Refraining from locating new facilities in areas that will contribute to imbalanced, isolated or racially identifiable school enrollments;

4. Assigning pupils so that school and classroom enrollments are not identifiable on the basis of race, national origin or gender;

5. Ensuring that pupils are not separated or isolated within schools, courses, classes, programs or extracurricular activities;

6. Ensuring that minority and male pupils are not over-represented in detentions, suspensions, dropouts or special needs classifications;

7. Ensuring equal and bias-free access for all pupils to computers, computer classes and other technologically-advanced instructional assistance;

8. Ensuring that all limited English-proficient pupils and pupils with disabilities have equal and bias-free access to all school programs and activities;

9. Ensuring equal and bias-free access for language-minority pupils and pupils with disabilities to multiple measures for determining special needs;

10. Ensuring that pupil support services (such as school-based youth services, health care, tutoring and mentoring) are available to all pupils, including LEP pupils;

11. Ensuring that all pregnant pupils are permitted to remain in the regular school program and activities.

D. District support

The team shall ensure that like aspects of the school program receive like support as to staff size and compensation, purchase and maintenance of facilities and equipment, access to such facilities and equipment, and related matters and that all grades within the district are comparable in those areas.

The Chief School Administrator will report to the board annually on continuing compliance.

Legal References:N.J.S.A. 10:5-1 et seq. Law Against Discrimination
N.J.S.A. 18A:4A-1 et seq. New Jersey Commission on Holocaust Education
N.J.S.A. 18A:18A-17 Facilities for handicapped persons
N.J.S.A. 18A:35-1 Course in history of the United States in high school
N.J.S.A. 18A:36-20 Discrimination; prohibition
N.J.A.C. 6:A:7-1.1 et seq. Managing for Equality and Equity in Education
See particularly:
N.J.A.C. 6A:7-1.1,-1.4,-1.7,-1.9
N.J.A.C. 6:8-2.1 Quality assurance annual report
N.J.A.C. 6:8-4.1 Review of mandated programs and services
N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts

20 U.S.C.A. 1681 et seq. - Title IX of the Education Amendments of 1972

29 U.S.C.A. 794 et seq. - Section 504 of the Rehabilitation Act, of 1973

20 U.S.C.A. 1401 et seq. - Individuals with Disabilities Education Act (IDEA)

42 U.S.C.A. 12101 et seq. - Americans with Disabilities Act (ADA)

No Child Left Behind Act of 2001, Pub. L. 107-110, 20 U.S.C.A. 6301 et seq.

Gebser v. Lago Vista Indep. School Dist. 524 U.S. 274 (1998)

Davis v. Monroe County Bd. of Ed. 526 U.S. 629 (1999)

Manual for the Evaluation of Local School Districts (September 2002)

Multi-year Equity Plan, New Jersey State Department of Education Division of Student Services Office of Bilingual Education and Equity Issues

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY NO. 6122

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Articulation
Number:	6122
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6122
BRICK TOWNSHIP BOARD OF EDUCATION

ARTICULATION

In order to optimize student achievement of the Core Curriculum Content Standards, the board of education shall be responsible for the delivery of educational programs at the elementary and secondary levels using a coherent sequence of activities to prepare all students for employment or postsecondary study upon their graduation.

The chief school administrator shall develop programs whereby teachers of the various levels of the district's schools cooperate to achieve smooth transitions from level to level; whereby pupils in the district's schools receive instruction in the same subjects at the same levels as pupils in other districts who will be attending the same high schools; and whereby the transition for district pupils from our elementary schools to the high school is accomplished without unnecessary difficulty for any pupil.

Further, the chief school administrator is encouraged to develop a similar relationship with nursery schools from which district kindergarten pupils come

The board shall make reasonable efforts to develop articulation agreements with New Jersey colleges and universities to facilitate the delivery of college credit courses to qualified students in the high school.

Legal References: N.J.S.A. 18A:38-8.1 through 8-3
Additional member on board of education to represent board of education in each sending district
N.J.A.C. 6:8-1.1 Words and terms defined
N.J.A.C. 6A:8-3.1 Curriculum and instruction
N.J.A.C. 6A:8-3.3 Enrollment in college courses

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY NO. 6130

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	School Organization
Number:	6130
Status:	Active
Legal:
Adopted:	04/12/1893
Last Revised:	04/12/1893
Last Reviewed:

Policy Detail

POLICY NO. 6130
BRICK TOWNSHIP BOARD OF EDUCATION

SCHOOL ORGANIZATION

The schools in the District shall be organized as follows:

Elementary: Grades Kindergarten through Six

Middle: Grades Seven through Eight

High: Grades Nine through Twelve

Depending on exigencies of time and space, this structure may be altered.

The Board shall participate in a shared time vocational-technical program with the Ocean County Vocational Technical School System for the benefit of identified vocationally oriented students.

Date Adopted: April 12, 1893
Date Revised:

POLICY NO. 6140

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Curriculum Adoption
Number:	6140
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6140
Brick Township Board of Education

Curriculum Adoption

The board of education shall provide a comprehensive instructional program to serve the needs of the children of this district. In furtherance of this goal and pursuant to law, the board shall annually adopt the existing courses of study. Adoption includes both content and credit allocation. The board's policy in this respect is to:

A. Adopt those courses of study mandated by the state in a form acceptable to the state department of education. Such courses must include the Core Curriculum Content Standards adopted by the state board of education;

B. Adopt additional courses of study recommended by the teaching staff and administration in a form acceptable to the state department of education and within the financial means of the district;

C. Adapt and revise existing courses of study to meet the changing needs of pupils and the community.

Existing courses shall be reviewed at regular intervals and revised as necessary. No course of study shall be eliminated, revised or implemented without the approval of the board.

The board directs that the curriculum of this district:

A. Be consistent with written goals, objectives and identified pupil needs;

B. Develop individual talents and interests and serve diverse learning styles to motivate pupil achievement;

C. Provide for continuous learning through effective articulation;

D. Provide all pupils continuous access to sufficient programs and services of a library/media facility, classroom collection, or both, to support the educational program;

E. Provide all pupils guidance and counseling to assist in career and academic planning;

F. Provide a continuum of educational programs and services for pupils with disabilities, pursuant to law and regulation;

G. Provide bilingual programs for pupils whose dominant language is not English, pursuant to law and regulation;

Legal References: N.J.S.A. 18A:4-25 Prescribing minimum courses of study for public schools; approval of courses of study
N.J.S.A. 18A:29A-1 et seq. Teacher recognition
N.J.S.A. 18A:33-1 District to furnish suitable facilities; adoption of courses of study
N.J.S.A. 18A:35-1 et seq. Curriculum and courses
N.J.A.C. 6:8-1.1 Words and terms defined
N.J.A.C. 6A:8-1.1 et seq. Standards and Assessment
See particularly:
N.J.A.C. 6A:8-3.1, -5.1
N.J.A.C. 6A:14-4.1 General requirements
N.J.A.C. 6A:15-1.1et seq. Bilingual education
See particularly:
N.J.A.C. 6A:15-1.3, -1.4, -1.5

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY No. 6141

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Curriculum Development
Number:	6141
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6141
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

CURRICULUM DEVELOPMENT

The Board is committed to a policy of constant improvement of the educational program. The Board recognizes the need and value of curriculum development in providing a program of instruction attuned to the philosophy of this Board and designed to achieve the goals of this Board.

The Board in support of development activities will actively seek State and Federal aid. The Board also encourages participation in State-initiated pilot programs whenever an opportunity to do so arises, but the Board reserves authority to accept any outside grants or to approve participation in State-initiated pilot programs.

The contributions of racial, cultural and religious minority groups to the various aspects of our history as a people and a nation shall be included in grades Kindergarten through Twelfth. A special course emphasizing the same may be offered in the high schools.

(341) et. Seq.
Revised

Reference: N.J.A.C. 6:8-3.5(a), -4.5(b), 6:27-1.3

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6141.1

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Curriculum Materials Selection
Number:	6141.1
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6141.1
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

CURRICULUM MATERIALS SELECTION

A. The purpose of this curriculum materials selection policy is:

3. To outline the techniques for application of the cafeteria.

4. To clarify the philosophy and procedures used in selecting and evaluating curriculum materials.

5. To provide a procedure for consideration of objections to the use of particular materials in the educational program.

B. The Brick Township Board of Education, conscious of its responsibility to the community and its children, is deeply concerned with generating a genuine understanding of American freedom through the development of informed and responsible citizens. To this end, and in accordance with its legal responsibilities, the Brick Township Board of Education will strive:

3. To provide a background of information which will enable students to make intelligent judgments in their daily lives.

4. To provide materials on opposing sides of controversial issues so that young citizens may develop under guidance, the practice of critical reading and thinking.

5. To provide materials representative of many religious, ethnic and cultural groups and their contributions to our American heritage.

6. To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection of curriculum materials.

C. The responsibility for final approval and purchase of curriculum materials is legally vested in the Board of Education. Materials purchased or owned by teachers, and used in the classroom, are subject to all the conditions and guidelines set forth in this policy. The Board delegates to the staff the responsibility to select and recommend for purchase the curriculum materials to be used in the instructional program. In selecting and recommending the materials, the staff will take cognizance of the needs of the students and objectives of the program. In this endeavor the Board of Education encourages wide participation involving faculty, students, parents and members of the Board of Education. In this process of selection and recommendation of curriculum materials it shall be the responsibility of each principal to see that this procedure is implemented.

D. Criteria for selection of curriculum materials.

c. Authoritativeness

d. Clarity of presentation

c. Abilities and interests of the students

d. Need to develop proper balance in the school offerings

e. Size of budget

E. Consideration of objections to materials in question will be given objectivity, unemotionally and as an important routine action. The process of consideration of objections will be guided by the best interests of the students, the school, the curriculum and the community. Since differences of opinion do exist in our society, the following procedure shall be observed to recognize those differences in an impartial and factual manner.

1. A criticism of materials shall be presented in writing to the building principal who will forward a copy to the Superintendent of Schools. The form “CITIZENS REQUEST FOR RECONSIDERATION OF MATERIALS” shall be used for this purpose.

2. The material in question will be reviewed and discussed by the Curriculum Materials Review Committee which will be convened by the Chairman of the Review Committee upon notification of a specific request for reconsideration of materials through the Office of the Superintendent of Schools.

3. The decision of the Review Committee shall be reported in writing to the complainant and to the Superintendent of Schools.

4. If the complainant is not satisfied with the decision of the Review Committee, he may appeal to the Board of Education through the Office of the Superintendent of Schools.

F. Suggested membership in the Review Committee:

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6141.2

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Religious Instruction
Number:	6141.2
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6141.2
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

RELIGIOUS INSTRUCTION

No religious instruction shall be conducted on school property during the period of time public school pupils are in school.

(381)
Revised

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6142.1

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Family Life Education
Number:	6142.1
Status:	Active
Legal:
Adopted:	12/09/1981
Last Revised:	12/09/1981
Last Reviewed:

Policy Detail

POLICY No. 6142.1
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

FAMILY LIFE EDUCATION

The purpose of family life education is to give students the knowledge which will support the development of responsible personal behavior and strengthen their family life now and in the future.

Family life education shall be a part of the health education curriculum and shall consist of coordinated sequential instructional units appropriate to the age and maturity of students. The curriculum shall be planned and implemented in accordance with New Jersey Administrative Code 6:29-7.1(j). Community members (including clergy, physicians, and parents), teaching staff and secondary students shall be appropriately involved and consulted in the development and revision of the program.

Parents shall receive an outline of the curriculum and a list of instructional materials to be used for their child’s grade. The Superintendent shall establish procedures whereby a student may be excused from any portion of the family life program which the student’s parents believe to be in conflict with their moral or religious beliefs.

Date Adopted: 12/09/81

POLICY No. 6142.10

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Acceptable Use for Technology Resources
Number:	6142.10
Status:	Active
Legal:
Adopted:	08/17/2006
Last Revised:	08/17/2006
Last Reviewed:

Policy Detail

POLICY No. 6142.10
BRICK TOWNSHIP BOARD OF EDUCATION

ACCEPTABLE USE FOR TECHNOLOGY RESOURCES

Availability of Access

Access to the District's electronic communications system, including the Internet, shall be made available to students and employees for instructional and administrative purposes and in accordance with administrative regulations.

Access to the District's electronic communications system is a privilege, not a right. All users shall be required to acknowledge receipt and understanding of all administrative regulations governing use of the system and shall agree in writing to comply with such regulations and guidelines. Non compliance with applicable regulations may result in suspension or termination of privileges and other disciplinary action consistent with District policies. Violations of law may result in criminal prosecution as well as disciplinary action by the District.

Acceptable Use

The Superintendent or designee shall develop and implement administrative regulations, guidelines, and user agreements, consistent with the purposes and mission of the District and with law and policy governing copyright.

The District's technology resources will be used only for learning, teaching and administrative purposes consistent with the District's mission and goals. Commercial use of the District's system is strictly prohibited.

The District will make training available to all users in the proper use of the system and will make copies of acceptable use guidelines available to all users. All training in the use of the District's system will emphasize the ethical use of this resource.

Software or external data may not be placed on any computer, whether stand-alone or networked to the District's system, without permission from the Superintendent or designee.

○ Using the network to provide addresses or other personal information that others may use inappropriately.

Student Users

Student users must adhere to the standards applicable to all users, listed above, as well as the two that follow:

Internet Safety

The Superintendent or designee shall develop and implement an Internet safety plan that, to the greatest extent possible:

Filtering

The District must, as a prerequisite to receiving universal service discount rates, implement certain Internet safety measures, and submit certification to the Federal Communications Commission (FCC). 47 U.S.C.254.

Each District computer with Internet access shall have a filtering device, service, or software that clocks access to visual depictions that are obscene, pornographic, inappropriate for students, or harmful to minors, as defined by the Children's Internet Protection Act and as determined by the Superintendent or designee.

The Superintendent or designee shall enforce the use of such filtering devices. Upon approval from the Superintendent or designee, an administrator, supervisor, or other authorized person, may disable the filtering device for bona fide research or other lawful purpose.

Monitored Use

Electronic mail transmissions and other use of the electronic communications system by students and employees shall not be considered confidential. Any inappropriate use may warrant monitoring at any time by District staff, approved by the Superintendent or designee, to ensure appropriate use for educational or administrative purposes.

Intellectual Property Rights

Students shall retain all rights to work they create using the District's electronic communications system.

As agents of the District, employees shall have limited rights to work they create using the District's electronic communications system. The District shall retain the right to use any product created in the scope of a person's employment, even when the author is no longer an employee of the District.

Termination/Revocation of System User Account

The District may suspend or revoke a system user's access to the District's system upon violation of District policy and/or administrative regulations regarding acceptable use.

Consequences of Improper Use

Improper of unethical use may result in disciplinary actions consistent with the existing Student Code of Conduct and, if appropriate, other state and federal laws. This may also require restitution for costs associated with system restoration, hardware, or software costs.

Disclaimer of Liability

The District shall not be liable for users' inappropriate use of electronic communication resources or violations of copyright restrictions, users' mistakes or negligence, or costs incurred by users. The District shall not be responsible for ensuring the accuracy, age appropriateness, or usability of any information found on electronic resources, including the Internet.

Legal References
N.J.S.A. 2A:38-A-1 et seq. Computer System
N.J.S.A. 2C20-25 Computer Related Theft
N.J.S.A. 18A:7A-11 District; contents; annual report of commissioner; report on improvement of N.J.A.C

See particularly:
N.J.A.C. 6A:24-1.1 et seq.

6A:24-1.4,2.2,4.1,6.1 Urban Education Reform in the Abbott Districts
6142.10(k)

N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts

17 U.S.C. Sec 101 United States Copyright Law

47 U.S.C. 254(h) Children's Internet Protection Act

N.J. v. T.L.O 469 U.S. 325 (1985)

O'Connor v. Ortega 480 U.S.709(1987)

Manual for the Evaluation of Local School Districts (August 2000)

First Reading: July 20, 2006
Adopted: August 17, 2006

POLICY No. 6142.2

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Drug, Alcohol and Tobacco Education
Number:	6142.2
Status:	Active
Legal:
Adopted:	10/08/1987
Last Revised:	10/08/1987
Last Reviewed:

Policy Detail

POLICY No. 6142.2
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

DRUG, ALCOHOL AND TOBACCO EDUCATION

Consistent with its concern for the health and welfare of pupils, the Brick Township School District shall:

3. Establish and maintain an ongoing in-service drug and alcohol education program for all school personnel;

4. Provide a Student Assistance Program to offer intervention counseling for students who are experiencing drug, alcohol and/or related problems;

5. Cooperate with township agencies and those other country, state and approved private agencies that are involved with and treat young drug and alcohol abusers.

Date Adopted: 10/08/87

POLICY No. 6143

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Curriculum Guides
Number:	6143
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6143
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

CURRICULUM GUIDES

It is the policy of the Board that curriculum guides be prepared for each subject to be taught in the schools of the district.

A teacher is expected to use the guide as the core of the courses that have been assigned. It shall be the responsibility of the Superintendent to insure that the appropriate curriculum guides are being followed by the staff.

(341.61)
Revised

Reference: 18A:33-1, 35-2

Date Adopted: April 18, 1983
Date Revised:

POLICY NO. 6144

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Controversial Issues
Number:	6144
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6144
Brick Township Board of Education

CONTROVERSIAL ISSUES

Free discussion of controversial issues--political, economic, social--shall be encouraged in the classroom whenever appropriate for the level of the group.

Issues may be considered controversial which arouse strong reactions, based either on personal conviction or allegiance to a group. School treatment of controversial issues shall be designed to instruct pupils in fair and objective study techniques. The decision on whether a particular controversial issue shall become a matter for school study shall be based on the timeliness of the question, the maturity and needs of the pupils and the purposes of the schools. Classroom discussions on controversial questions which arise unexpectedly shall be the responsibility of the teacher, who shall provide relevant information on both sides of the question. Such discussions shall be kept free from the assumption that there is one correct answer that should emerge from a discussion and be taught authoritatively to the pupils.

Pupils shall be taught to recognize each other's right to form an opinion on controversial issues, and shall be assured of their own right to do so without jeopardizing their relationship with the teacher or the school.

The building principal shall have the authority to limit or suspend discussion of controversial issues pending a review of the issue/materials. Instructional materials not previously approved must be reviewed by the principal before being introduced into the classroom.

Guest speakers may be invited with the approval of the principal. In determining speakers to be invited for a class or school wide program, consideration must be given as to whether:

A. The speaker is controversial for any reason;

B. The topic is controversial, or sensitive, or known to arouse strong community feelings;

The Chief School Administrator will assist the principal in this regard.

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY No. 6145.5

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	School Government
Number:	6145.5
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6145.5
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

SCHOOL GOVERNMENT

It is important in the maintenance and improvement of democratic institutions that pupils have the opportunity to participate effectively in the decision making processes necessary for developing responsible and productive citizens. Pupils in secondary schools shall, therefore, have the right to form representative government organizations. The bylaws and constitution of any such organization and any changes thereto shall be approved by the Board.

(470)
Revised

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6145.8

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Fund Raising
Number:	6145.8
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6145.8
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

FUND RAISING

The schools including student bodies unless authorized by the Superintendent shall not participate in general community drives or solicitations nor shall pupils solicit for schools or commercial purposes from door to door. Direct solicitation, for funds from children in the schools tend to defeat educational values, may embarrass children, and frequently duplicates appeals made to the home.

(472)
Revised

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6146

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	High School Graduation Requirements
Number:	6146
Status:	Active
Legal:
Adopted:	03/04/2010
Last Revised:	03/04/2010
Last Reviewed:

Policy Detail

POLICY No. 6146
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

HIGH SCHOOL GRADUATION REQUIREMENTS

The Board of Education will recognize the successful completion of the secondary school instructional program by the award of a State-endorsed diploma certifying the pupil has met all State and local requirements for high school graduation. The Board will annually certify to the Executive County Superintendent each pupil who has been awarded a diploma has met the requirements for graduation.

A. High School Graduation Requirements

130

^st

A credit means the award for the equivalent of a class period of instruction which meets for a minimum of forty minutes, one time per week during the school year or as approved through N.J.A.C. 6A:8-5.1(a)2.

The high school graduation 130 credit requirement may be met in whole or in part through program completion of a range of experiences that enable pupils to pursue a variety of personalized learning opportunities, as follows:

a. The district shall choose assessments that are aligned with or exceed the Core Curriculum Content Standards and may include locally designed assessments.

b. The district shall choose from among the following assessment options to determine if pupils have achieved the level of language proficiency designated as Novice-High as defined by the American Council on the Teaching of Foreign Languages (ACTFL) and recognized as fulfilling the world languages requirement of the Core Curriculum Content Standards:

an approved, accredited college course that assures achievement of knowledge and skills that meets or exceeds the Core Curriculum Content Standards.

B. Additional Graduation Requirements

a. Freshmen Experience

C. High School Proficiency Assessment (HSPA) and Alternative High School Assessment (AHSA)

1. The district will provide pupils who have not demonstrated proficiency on one or more sections of the HSPA following the 11^th grade, or applicable Competency Assessments, with the opportunity to demonstrate such

competence through both repeated administrations of the HSPA and the AHSA process conducted in accordance with rules of the State Board of Education.

(2) Passage of the AHSA process in English with appropriate accommodations.

D. Attendance

E. Pupils with Disabilities

1. The district, through the IEP process and pursuant to N.J.A.C. 6A:14-4.11 - Graduation, may, for individual pupils with disabilities as defined in N.J.A.C. 6A:14-1.3, specify alternate requirements for a State-endorsed diploma.

4. If a pupil with a disability attends a school other than that of the school district of residence, which is empowered to grant a diploma, the pupil shall have the choice of receiving a diploma of the school attended or a diploma of the school district of residence.

a. If the school the pupil is attending declines to issue a diploma to the pupil, the district of residence Board of Education shall issue the pupil a diploma if the pupil has satisfied all State and local graduation requirements, as specified in the pupil’s IEP.

F. High School Diploma

G. Notification

H. Reporting

1. The total number of pupils graduated;

2. The number of pupils graduated under the AHSA process;

3. The number of pupils receiving State-endorsed high school diplomas as a result of meeting any alternative requirements for graduation as specified in their IEPs;

^th

I. The Superintendent shall provide the district’s graduation requirements each year they are evaluated through the Quality Single Accountability Continuum (QSAC) to the Executive County Superintendent and update this filed copy each time the graduation policy and requirements are revised.

N.J.S.A. 18A:7C-1 et seq.; 18A:35-1;
18A:35-4.9; 18A:35-7; 18A:36-17
N.J.A.C. 6A:8-1 et seq.; 6A:8-5.1; 6A:8-5.2; 6A:14-4.11 et seq.

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

POLICY No. 6147

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Standards of Proficiency
Number:	6147
Status:	Active
Legal:
Adopted:	02/09/1989
Last Revised:	02/09/1989
Last Reviewed:

Policy Detail

POLICY No. 6147
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

STANDARDS OF PROFICIENCY

The Chief School Administrator, in consultation with the teaching staff, shall develop criteria for evaluation, indicators of achievement of the criteria, and acceptable standards of achievement for all grade levels, courses and programs offered by the district. The criteria, indicators and standards must be related to district goals and objectives. Parents/guardians shall be informed in a timely manner whenever their child appears in danger of failing to meet required proficiency levels. Parents/guardians shall be strongly encouraged to participate in designing remedial plans for their children.

These standards of proficiency shall form the basis for the district’s grading system. The specific indicators of achievement and standards of proficiency developed for all courses and programs accepted for credit toward high school graduation shall be given to pupils and parents/guardians, in writing, at the time the pupil registers for the course.

By September 30^th of each year, the Chief School Administrator shall report to the Board and community at a scheduled meeting on evaluation of pupil achievement toward meeting district goals and objectives.

Legal References:

N.J.S.A. 18A:7c-2
N.J.S.A. 18A:35-4.9
N.J.A.C. 6:8-1.1
N.J.A.C. 6:8-4.3(a)1ii
N.J.A.C. 6:8-4.3(a)8
N.J.A.C. 6:8-6.1
N.J.A.C. 6:8-6.3
N.J.A.C. 6:8-7.1(a)1,3,5
N.J.A.C. 6:39-1.2

Date Adopted: February 9, 1989

POLICY No. 6150

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Instructional Arrangements
Number:	6150
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6150
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

INSTRUCTIONAL ARRANGEMENTS

The Board of Education believes the heterogeneous grouping generally offers the maximum opportunity for the development of individual capabilities, although in some areas identified according to the judgment of the Superintendent, a need for homogeneous grouping may exist.
(342)

Date Adopted: April 18, 1983
Date Revised:

POLICY NO. 6154

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Homework/Makeup Work
Number:	6154
Status:	Active
Legal:
Adopted:	05/29/2008
Last Revised:	05/29/2008
Last Reviewed:

Policy Detail

POLICY NO. 6154
BRICK TOWNSHIP BOARD OF EDUCATION

HOMEWORK/MAKEUP WORK

The board of education believes that homework relevant to material presented in class provides an opportunity to broaden, deepen or reinforce the pupil's knowledge. Teachers must use discretion in deciding the number and length of assignments. The board encourages the use of interrelated major homework assignments such as term papers, themes and creative art projects.

Homework shall not be used for punitive reasons.

Pupils absent and confirmed by parents to be absent should be given an opportunity to make up assignments, class work and tests within a reasonable length of time. In most cases, a reasonable length of time shall be the same number of school days as the days missed.

Legal References: N.J.S.A. 18A:11-1 General mandatory powers and duties
N.J.S.A. 18A:36-14 Religious holidays; absence of pupils on; effect
N.J.S.A. 18A:54-20 Powers of board (county vocational schools)
N.J.A.C. 6:3-1.8 Approved public elementary and secondary school summer

First Reading: March 27, 2008
Adopted: May 29, 2008

POLICY No. 6160

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Instructional Services and Resources
Number:	6160
Status:	Active
Legal:
Adopted:	02/09/1989
Last Revised:	02/19/1989
Last Reviewed:

Policy Detail

POLICY No. 6160
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

INSTRUCTIONAL SERVICES AND RESOURCES

The Board of Education believes that personnel and materials appropriate to the needs of the educational program must be available to each pupil and teacher.

To be in compliance with the requirements of Federal law, the Board directs the Chief School Administrator to distribute curriculum materials and instructional materials to the schools in such a way that equivalence of such materials among the schools is ensured. Staff shall also be assigned to comply with this directive.

The Board will endeavor to provide the supportive resources and personnel necessary for teachers to implement the approved curriculum in their classrooms and work effectively with children.

Legal References:

N.J.S.A. 18A:34-1
N.J.S.A. 6:4-1.3 et seq.

Date Adopted: Feb. 9, 1989

POLICY No. 6161

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Adoption of Textbooks
Number:	6161
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6161
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

ADOPTION OF TEXTBOOKS

The Board by law has the responsibility of selecting the textbooks to be used in the schools. For purposes of this policy “textbooks” shall be defined as those book which are basic to the subject taught.

The Board will base its choice of textbooks on the recommendation of the Superintendent who, it is expected, will involve the appropriate staff members to assist in selecting textbooks.

Criteria to be used by the Board in the selection of all textbooks shall include:

a. Is it related to an approved curriculum guide?

d. Is it suitable for the maturity level of the students?

e. Will it offend community standards?

f. How was the book selected?

g. What will be its cost and probable life?

(347)

Reference: 18A:34-1, 34-2; N.J.A.C. 6:8-4.5(c)

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6162

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Resource Materials
Number:	6162
Status:	Active
Legal:
Adopted:	04/13/1983
Last Revised:	04/13/1983
Last Reviewed:

Policy Detail

POLICY No. 6162
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

RESOURCE MATERIALS

The Board shall provide instructional materials and equipment within budgetary constraints, to implement the district and school educational goals and objectives and meet pupil needs. Such materials shall include reference books, other supplementary titles, all audio-visual materials and equipment, maps, library books, and all other instructional material.

The Superintendent shall be responsible for the selection and maintenance of all resource materials and equipment and shall develop selection procedures which:

c. Insure an inventory of resource materials that is well balanced and well rounded in coverage of subject, types of materials and variety of content.

d. Evaluate the effectiveness of resource materials presently in use.

The Superintendent is directed to apply the following standards to the selection of resource materials:

c. Wherever possible, materials shall represent the many religious, ethnic and cultural groups and their contribution to American heritage.

d. Materials shall relate to, support and enrich the courses of study adopted by the Board.

Date Adopted: April 13, 1983

Date Revised:

POLICY No. 6162.1

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Approval of Speakers
Number:	6162.1
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6162.1
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

APPROVAL OF SPEAKERS

The appearance of speakers in school or school related activities shall be cleared with the Superintendent prior to their appearance.

(824.1)
Revised

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6171.4

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Special Education
Number:	6171.4
Status:	Active
Legal:
Adopted:	02/26/2009
Last Revised:	02/26/2009
Last Reviewed:

Policy Detail

POLICY No. 6171.4
BRICK TOWNSHIP BOARD OF EDUCATION Students

SPECIAL EDUCATION

In compliance with state department of education interpretation of the administrative code on special education, the Board of Education adopts the following policies on providing educational and related services to pupils identified as having educationally disabling conditions as defined in federal and state law.

A. Exemption of educationally disabled pupils from the high school graduation requirements according to N.J.A.C. 6A:14-4.11 through -4.12

A disabled pupil must meet all state and local high school graduation requirements in order to receive a state-endorsed high school diploma unless exempted in his/her IEP. When a pupil has been exempted from any graduation requirement, his/her IEP shall address alternate requirements to be met. By the year specified in code, the Board shall ensure that all pupils with disabilities participate in statewide assessments with appropriate accommodations or modifications, as determined by the pupil’s IEP. If the nature of the pupil’s disability is so severe that the pupil is not receiving instruction in any of the knowledge and skills measured by the statewide assessment and the pupil cannot complete any of the questions on the assessment in a subject area with or without accommodations, the pupil shall participate in a locally determined assessment of pupil progress.

By June 30 of a disabled pupil’s last year in the elementary program, the pupil’s case manager, parent/guardian and teacher(s) shall meet to review the instructional guide and basic plan of the pupil’s IEP in view of the transition to the secondary program. Input from appropriate staff from the secondary
school shall be part of the review.

The basic plan of the IEP for the pupil entering the secondary program will address all the elements required in the administrative code, including specifically addressing graduation requirements. Required reviews of the IEP shall continue to address graduation requirements.

A disabled pupil who has not been exempted from the proficiencies, or has performed below the state minimum level of pupil proficiency on one or more areas of the state-mandated high school proficiency test, may participate in the special review assessment (SRA).

Educationally disabled pupils meeting the standards for graduation according to N.J.A.C. 6A:14-4.12 shall have the opportunity to participate in graduation exercises and related activities on a nondiscriminatory basis.

B. Prevention of needless public labeling of educationally disabled pupils - The Board directs that the names and other personally identifiable data concerning educationally disabled children shall be kept confidential and shall not be included in the public acts and public records of this district. Such names and data shall be reduced to code for inclusion in the public record. A special confidential file shall be maintained listing the names of educationally disabled pupils on whose behalf the Board of Education must take public action. Motions concerning disabled pupils made at public meetings shall be anonymous and referred to this confidential file. This file shall be maintained in accordance with N.J.A.C. 6A:32-7.1.

Further, the Board, administrators, faculty and other personnel shall avoid unnecessary and needless public labeling of such pupils. This shall include the avoidance of public address announcements so designating pupils, any open identification of classrooms with signs so designating, or any item of open or general circulation, such as photographs, audio/videotapes, etc., that so designates an individual pupil or class. Pupil records shall be maintained in accordance with N.J.A.C. 6A:32-7.4.

C. Compilation, maintenance, access to and confidentiality of pupil records according to N.J.A.C. 6A:32-7.4 through –7.6.

To ensure proper accessibility and confidentiality, the records of educationally disabled pupils shall be gathered, updated, maintained, stored, transferred, made accessible and finally disposed of in accordance with the district policy 5125 on pupil records in general. To assure the security of special education records:

1. Provision shall be made for access and security of computer-stored records of educationally disabled
pupils;

2. Clerical and secretarial tasks related to such records shall be performed only under the supervision of
appropriately certified staff.

As with all pupil records, access shall be guaranteed to persons authorized according to N.J.A.C. 6A:32-7.5 within 10 days of the request, but prior to any review or hearing conducted in accordance with state Board of Education regulations.

For the District's general policy and regulation on pupil records see 5125, which deals with all requirements common to disabled and general pupil records including enumeration and description of records, provisions for access, notice to parents/guardians of their rights in regard to the child’s records, etc. NOTE: YOUR GENERAL POLICY ON PUPIL RECORDS SHOULD BE INCLUDED IN THE MATERIAL YOU SUBMIT TO THE COUNTY OFFICE.

D. Identification, location and evaluation of potentially educationally disabled pupils, according to N.J.A.C 6A:14-3.3

The Chief School Administrator shall prepare written procedures for identifying those pupils ages 3 through 21, including pupils attending nonpublic schools, who reside within the District and may be educationally disabled, who are not receiving special education and/or related services as required.

Procedures shall include provision for the referral of pupils who may be experiencing physical, sensory, emotional, communication, cognitive or social difficulties. In order to ensure program placement by a disabled child's third birthday, a written request for initial evaluation shall be forwarded to the District at least 120 days prior to the preschooler attaining age three.

The Board shall ensure that all preschool pupils with disabilities shall have their IEPs implemented no later than their third birthdays. To provide a smooth transition between a child’s preschool program and his/her school age program (public or private), particular attention shall be paid to articulation between those programs.

These procedures and arrangements shall be adopted by the Board after review and possible revision.

The procedures shall include criteria by which to identify the potentially disabled, and require the participation of staff, parents/guardians and appropriate agencies.

Evaluation and Determination of Eligibility

The evaluation process to determine a pupil’s eligibility for educational and related services beyond those available within the regular public school program shall be conducted in strict compliance with the provisions of N.J.A.C. 6A:14-2.3, 2.5, 3.4 and 3.5 dealing with:

1. Parental notice, notification, consent and involvement, including determination of the parents/guardians’ dominant language and necessary accommodations if the language is other than English or if the parents/guardians are deaf;

2. An initial evaluation that consists of a multi-disciplinary assessment in all areas of suspected disability and a written report of the results of each assessment;

3. Determination that a pupil is eligible for special education and related services when he/she has been identified as having one or more of the thirteen categories of disability described in the administrative code, and the disability adversely affects the pupil’s educational performance.

The Chief School Administrator shall oversee development of detailed procedures to govern the evaluation process, and shall implement them after they have been reviewed and adopted by the Board.

The Board shall ensure that a variety of assessment tools and strategies shall be applied to gather information to develop and monitor the IEP, including cooperation and input from the parents/guardians.

Relevant information shall also be related to enabling the pupil to be involved in and progress in the general education curriculum or, for preschool children with disabilities to participate in appropriate activities.

E. Provision of full educational opportunity to educationally disabled pupils

The Board of Education is responsible for providing education for all children resident in the District. All reasonable efforts will be made to resolve an enrolled child’s learning and adjustment difficulties prior to his/her referral to the child study team for screening and/or evaluation. When a pupil is found eligible for special education and related services and the Board of Education cannot provide required instruction and related services from its own resources and facilities, the Board will seek appropriate placement outside the District, and will assume such costs of that placement as are required by law.

The goal of the Board’s special education program is to provide full educational opportunity to all educationally disabled resident pupils ages 3 through 21, as those terms are defined in federal and state law. The Board will make available to parents/guardians of educationally disabled children below the age of three information regarding services available through other state, county and local agencies.

The Chief School Administrator shall ensure that the District's special education programs comply with the law in every respect, including fiscal regulations and reports.

The Chief School Administrator shall also ensure that the District plan for special education is in compliance with administrative code and the approved state plan for special education, according to N.J.A.C. 6A:14-4.1. This plan shall consist of policies, procedures, assurances, a comprehensive system
of personnel development, data collection and an application that describes the use of IDEA Part B funds.

The Chief School Administrator shall ensure that the plan is implemented in this District and shall supervise its operation so that it will accomplish its stated goals and objectives.

F. Participation of and consultation with the parents of educationally disabled pupils toward the goal of providing full educational opportunity to all educationally disabled pupils ages 3 through 21

In order to achieve the District's goal of providing full educational opportunity to all educationally disabled pupils in accordance with the administrative code, parent/guardian participation shall be sought in every successive stage of the special education decisional process, pursuant to N.J.A.C. 6A:14-2.3 and 2.4.

All notifications shall be made and all necessary conferences conducted in the language used for communication by the parent/guardian and the pupil unless it is not feasible to do so, in which case the provisions of administrative code shall be followed.

Written notice to parents/guardians and/or adult pupils shall be provided as follows:

1. The Board shall provide written notice no later than 15 calendar days after making a determination;

2. The Board shall provide written notice at least 15 calendar days prior to the implementation of a proposed action so that the parents/guardians and/or adult pupil may consider the proposal.

The Chief School Administrator shall develop and present to the Board for review and adoption procedures for:

1. Giving notice to parents/guardians when an initial request is being made for consent to evaluate or when a proposal has been made to initiate or change a classification, evaluation or educational placement of the pupil, or the provision of a free, appropriate education. For each instance, all required
information and documentation shall be supplied to the parents/guardians within the timelines set by the administrative code. Particular care must be taken to inform parents/guardians of their right to appeal and their rights in regard to low-cost legal counsel and fees;

2. Seeking consent of parents/guardians to the actions in 1, when such consent is required;

3. Seeking parent/guardian participation in conferences and determinations as specified in 1, and in evaluation of the success of the educational plan for their child. When necessary, conference schedules shall be altered to accommodate working parents/guardians;

4. Mediation when disputes arise during any stage of the special education process which cannot be settled between the original parties.

5. Particularly, parental consent shall be obtained prior to implementation of the initial IEP resulting from evaluation; prior to reevaluation except in the circumstances outlined in code; and prior to the release of pupil records according to N.J.A.C. 6:3-6.

Procedures set out in the administrative code shall be followed when parent/guardian cooperation and/or participation cannot be obtained. When necessary, a surrogate parent shall be appointed to ensure the protection of a pupil’s rights when the parents/guardians cannot be identified or located or the child is a ward of the State of New Jersey. The District shall select and train such surrogate parents in compliance with the administrative code.

No more than 90 calendar days after parental consent has been received shall be allowed for the evaluation, determination of eligibility and, if the pupil is eligible, the development and implementation of the IEP.

G. Provision of special services to enable educationally disabled pupils to participate in regular educational programs to the maximum extent appropriate

The Board of Education will provide the kind and quality of those special education-related services prescribed in the IEP to enable educationally disabled pupils to participate in regular educational programs to the maximum extent appropriate. Such education-related services shall include transportation, ensuring that hearing aids worn by deaf and/or hard of hearing children in school are functioning properly, etc.

When instruction in health, industrial arts, fine arts, music, home economics, and other education programs is provided to groups consisting solely of pupils with disabilities, the size of the groups and age range shall conform to the requirements for special class programs described in the administrative code.

When pupils with disabilities participate in physical education, intramural and interscholastic sports, nonacademic and extracurricular activities in groups consisting solely of pupils with disabilities, the age range and group size shall be based on the nature of the activity, needs of the pupils participating in the activity and the level of supervision required.

The evaluation process to determine a pupil’s eligibility for educational and related services beyond those available within the regular public school program shall be conducted in strict compliance with the provisions of the administrative code.

H. Determination of eligibility according to N.J.A.C. 6A:14-2.3(i)1 and 3.5 through -3.6

Eligibility for special education and related services shall be determined collaboratively by theparents/guardians; a teacher who is knowledgeable about the pupil’s educational performance or District's programs; the pupil, where appropriate; at least one child study team member who participated
in the evaluation; the case manager; other appropriate individuals at the discretion of the parent or District; and for an initial eligibility meeting, certified school personnel referring the pupil as potentially disabled, or the school principal or designee if they choose to participate.

A pupil shall be determined eligible and classified for special education and related services when it is determined that the pupil has one or more of the disabilities defined in the administrative code. A pupil shall be determined eligible for speech-language services when he/she exhibits a speech or language disorder as outlined in the administrative code.

I. The individualized education program for each educationally disabled pupil shall be developed in accordance with the provisions of the administrative code, at N.J.A.C. 6A:14-2.3(i) and N.J.A.C. 6A:14-3.7.

The Board shall ensure that an IEP is in effect for every pupil in the District who is receiving special education and related services.

A written individualized education program shall be developed and implemented for each classified pupil and, in accordance with New Jersey law, a review shall be conducted by the appropriate staff members annually or more often, if necessary, to evaluate the disabled pupil’s progress and to revise the individualized education program.

Meetings shall be conducted to determine eligibility and to develop, review and revise a pupil’s individualized education program. Such meetings shall be scheduled at a mutually agreed upon time and place, and notice of the meetings shall indicate the purpose, time, location and participants.

If the parents/guardians cannot attend the meetings, the Chief School Administrator/designee shall attempt to ensure parental participation, including the use of individual or conference telephone calls.

Documentation shall be maintained of all attempts to secure parent/guardian participation.

Parents/guardians shall receive a copy of the pupil’s IEP and of any revisions made to it.

The IEP shall be developed and monitored with the cooperation and input of parents/guardians. In addition to educational programming, the IEP shall provide for necessary disciplinary action and specify graduation requirements when appropriate. Any accommodations and/or modifications for the
administration of statewide assessments shall be specified in the IEP.

1. No more than 90 calendar days after parental consent has been received shall be allowed for the evaluation, determination of eligibility and, if the pupil is eligible, the development and implementation of the IEP. The IEP shall be implemented as soon as possible following the IEP meeting.

J. Protection of pupils rights in regard to evaluation and reevaluation procedures according to N.J.A.C. 6A:14-3.4 and 3.8

Procedures shall provide all due process protection for the rights of the pupil and his/her parents/guardians, whether the pupil is already enrolled in the schools, or has been located through the process for identification in the section D of this policy.

In order to achieve the District's goal of providing full educational opportunity to all educationally disabled pupils in accordance with the administrative code, parent/guardian participation shall be sought in every successive stage of the special education decisional process. All notifications shall be made and all necessary conferences conducted in the language used for communication by the parent/guardian and the pupil unless it is not feasible to do so, in which case the provisions of administrative code shall be followed. The Chief School Administrator shall develop and present to the Board for review and adoption procedures for:

1. Giving notice to parents/guardians and adult pupils in accordance with N.J.A.C. 6A:14-2.3 when an initial request is being made for consent to evaluate, or when a proposal has been made to initiate or change a classification, evaluation or educational placement of the pupil, or the provision of a free, appropriate education. For each instance, all required information and documentation shall be supplied to the parents/guardians within the timelines set by the administrative code. Particular care must be taken to inform parents/guardians and adult pupils of their right to review all educational records with respect to the identification, evaluation and educational placement of the pupil; to appeal these by requesting a due process hearing; and their rights in regard to free and low cost legal services and legal fees;

2. An independent evaluation at the request of the parent/guardian or adult pupil in accordance with N.J.A.C. 6A:14-2.5(c). Such independent evaluation shall be at no cost to the parent/guardian if it is conducted in compliance with administrative code, unless the District Board of Education initiates a due
process hearing to show that its evaluation is appropriate and a final determination to that effect is made following the hearing. The IEP team shall consider any independent evaluation submitted to it when making decisions regarding special education and/or related services;

3. Mediation when disputes arise during any stage of the special education process which cannot be settled between the original parties. A due process hearing may be initiated by the Board of Education, a parent/guardian or adult pupil;

4. Ensuring what all evaluation procedures, including but not limited to observations, tests and interviews used to determine eligibility and placement of disabled pupils, shall comply with the requirements of N.J.A.C. 6A:14-3.4, 3.5 and 3.7.

K. Placement of educationally disabled pupils in the least restrictive environment according to N.J.A.C. 6A:14-4.2

Educational placement decisions made for each disabled pupil shall always be, insofar as possible, in the least restrictive environment commensurate with the pupil’s educational needs. This means that to the maximum extent appropriate, educationally disabled pupils shall be educated with children who are not educationally disabled. These decisions should be designed to produce a positive effect on the pupil and to ensure the quality of services which he/she requires.

The Chief School Administrator shall encourage positive attitudes toward the educationally disabled in all District pupils and personnel.
Special classes, separate schooling or other removal of educationally disabled pupils from the regular educational environment shall occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily.

In order to ensure a continuum of alternative placements, when the Board cannot provide required instruction and related services from its own resources and facilities, it will seek appropriate placement outside the District, and will assume such costs of that placement as are required by law.
Placement of a disabled pupil in the least restrictive environment shall be determined annually.

Placement shall be provided in appropriate educational settings as close to home as possible.

When the IEP does not describe specific restrictions, the pupil shall be educated in the school he/she would attend if not disabled.

L. Establishment and implementation of procedural safeguards according to N.J.A.C. 6A:14-2.3 through –2.4 and N.J.A.C. 1:6A

The Board of Education directs the Chief School Administrator to establish and implement the required procedural safeguards.

Procedural safeguards shall include:

1. Giving notice to parents/guardians per N.J.A.C. 6A:14-2.3 when an initial request is being made for consent to evaluate or when a proposal has been made to initiate or change a classification, evaluation or educational placement of the pupil, or the provision of a free, appropriate education.

For each instance, all required information and documentation shall be supplied to the parents/guardians within the timelines set by the administrative code. Particular care must be taken to inform parents/guardians of their right to appeal and their rights in regard to legal fees;

2. Seeking consent of parents/guardians to the actions in 1, when such consent is required;

3. Seeking parent/guardian participation in conferences and determinations as specified in 1, and in evaluation of the success of the educational plan for their child. When necessary, conference schedules shall be altered to accommodate working parents/guardians;

4. Mediation when disputes arise during any stage of the special education process which cannot be settled between the original parties.

The Chief School Administrator shall ensure that the District's special education programs comply with the law in every respect, including fiscal regulations and reports.

These procedures shall provide all due process protection for the rights of the pupil and his/her parents/guardians. Procedures shall be conducted in strict compliance with the provisions of the administrative code dealing with parental notification, consent and involvement, including determination of
the parents/guardians’ dominant language and necessary accommodations if the language is other than English or if the parents/guardians are deaf.
To implement achievement of the Board’s goal for provision of special education, the Chief School Administrator shall oversee development of a written plan for special education conforming to the state plan for the educationally disabled. The plan shall consist of policies, procedures, assurances; a
comprehensive system of personnel development; data collection and an application that describes the use of IDEA Part B funds.

M. Complying with other aspects of the District program for special education and/or requirements of N.J.A.C. 6A:14
Written Plan

To implement achievement of the Board’s goal for provision of special education, the Chief School Administrator shall oversee development of a written plan for special education conforming to the state plan for the educationally disabled. After the plan has been approved by the Board of Education and the County Superintendent, the Chief School Administrator shall implement it in this District and supervise its operation so that it will accomplish its stated goals and objectives. The plan, any alterations to it, and an evaluation of its effectiveness will be shared annually with the community.

Discipline

In general, educationally disabled pupils are subject to the same disciplinary constraints and sanctions as nondisabled pupils. However, before disciplinary action is taken against an educationally disabled pupil, consideration must be given to whether the behavior is caused by the disabling condition, whether the program that is being provided meets the pupil’s needs, whether a component of the pupil’s IEP covers
the behavior, or whether the pupil is an immediate danger to himself/herself or others.

A disabled pupil may be removed for disciplinary reasons from his/her current educational placement to an interim alternative educational setting, another setting, or a suspension without the provision of educational services for up to 10 consecutive or cumulative school days in a school year. Such
suspensions are subject to the same District Board of Education procedures as nondisabled pupils.

However, at the time of removal, the principal shall forward written notification and a description of the reasons for such action to the case manager.

Procedures for imposing and implementing disciplinary sanctions on educationally disabled pupils, including removal to an interim alternative educational setting, suspension for more than 10 school days in a school year, or expulsion, shall be in strict compliance with the provisions of state and federal law
and the administrative code. (See N.J.A.C. 6A:14-2.8, 3.7)

Early Intervention

The Chief School Administrator or designee shall gather and make available to parents/guardians of disabled children below the age of three information regarding ameliorative services and programs provided by other state, county and local agencies. The procedures for such dissemination shall be
reviewed and adopted by the Board.

Preschool Disabled Program

The Chief School Administrator shall develop and propose for Board adoption programs and related services for pupils ages three through five who have been identified and classified as preschool disabled.

Such programs and services shall be in strict accordance with New Jersey administrative code.

Placement in Nonpublic Schools

The Board shall provide a genuine opportunity for the equitable participation of pupils with disabilities who have been enrolled in nonpublic schools by their parents/guardians, in accordance with federal law and regulations. All special education programs and services shall be provided with the consent of
parents/guardians.

Pupils shall receive programs and services as specified in N.J.A.C. 6A:14-6.1.

Limited English Proficient

Pupils with limited English proficiency may have educationally disabling conditions that must be addressed in order to provide them the full educational opportunity that is the goal of the District for every child.

Evaluation procedures shall be selected so that the pupil’s cultural background and language abilities are taken into consideration unless it is clearly unfeasible to do so; and shall accurately reflect the pupil’s ability rather than the impairment. All actions under Parent/Guardian Notification, Consent and
Participation are to be conducted in the parents/guardians’ dominant language, unless that is clearly impossible. In that case, care shall be taken that the facts and procedures are made intelligible to the parents/guardians.

Cooperation with Other Agencies

The Chief School Administrator shall investigate the possibilities of working with organizations and agencies providing services for the disabled, and shall present feasible programs and relationships to the Board for consideration.

Evaluation of Program

At least annually, the Board shall review in a public meeting evidence of progress toward achievement of the special education plan as a whole, the success of identification procedures specifically, and the effectiveness of implementation of IEPs.

Eligibility for State and Federal Funds

The Chief School Administrator shall ensure that all requirements for receiving, using and accounting for state and federal funds shall be fulfilled in an accurate and timely manner.

Procurement, control, use and disposition of equipment and supplies purchased with state/federal funds
shall be in full compliance with law.

Access

In addition to educational programs, the Board directs that the Chief School Administrator take into consideration physical access to District facilities for disabled pupils, staff and the community in determining location of programs or planning new facilities per state and federal law.

Key Words

Special Education, Disabled, Graduation Requirements, Records, Pupil Records, Student Records, Special Education Pupil Records

First Reading: February 26, 2009
Adopted:

ADDENDUM: TO 6171.4 SPECIAL EDUCATION POLICY

NEW JERSEY DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION PROGRAMS

BOARD OF EDUCATION POLICIES AND PROCEDURES
FOR ELIGIBILITY UNDER PART B OF THE IDEA

FOR 2008-2009

PART I - POLICIES

COUNTY CODE: COUNTY NAME: OCEAN

DISTRICT CODE: DISTRICT NAME: BRICK TOWNSHIP PUBLIC SCHOOLS

In accordance with Part B of the IDEA and N.J.A.C. 6A:14-1.1, N.J.A.C. 6A:14-1.2(b) and (c), the District Board of Education shall adopt and assure compliance with the following policies:

Policy #1: All students with disabilities, who are in need of special education and related services, including students with disabilities attending nonpublic schools, regardless of the severity of their disabilities, are located, identified and evaluated according to N.J.A.C. 6A:14-3.3.

Policy #2: Homeless students are located, identified and evaluated according to N.J.A.C. 6A:14-3.3, and are provided special education and related services in accordance with the IDEA, including the appointment of a surrogate parent for unaccompanied homeless youths as defined in 42 U.S.C. §§11431et seq.

Policy #3: Students with disabilities are evaluated according to N.J.A.C. 6A:14-2.5 and 3.4.

Policy #4: An individualized education program is developed, reviewed, and as appropriate, revised according to N.J.A.C. 6A:14-3.6 and 3.7.

Policy #5: To the maximum extent appropriate, students with disabilities are educated in the least restrictive environment according to N.J.A.C. 6A:14-4.2.

Policy #6: Students with disabilities are included in statewide and Districtwide assessment programs, with appropriate accommodations, where necessary according to N.J.A.C. 6A:14- 4.10. All students with disabilities will participate in statewide assessments or the applicable Alternate Proficiency Assessment, in grades 3, 4, 5, 6, 7, 8 and 11 in accordance with their assigned grade level.

Policy #7: Students with disabilities are afforded the procedural safeguards required by N.J.A.C. 6A:14-2.1 et seq., including appointment of a surrogate parent, when appropriate.

Policy #8: A free appropriate public education is available to all students with disabilities between the ages of three and 21, including students with disabilities who have been suspended or expelled from school.

1. The obligation to make a free, appropriate public education available to each eligible student begins no later than the student’s third birthday and that an individualized education program (IEP) is in effect for the student by that date;

2. If a child’s third birthday occurs during the summer, the child’s IEP team shall determine the date when services under the IEP will begin;

3. A free, appropriate public education is available to any student with a disability who is eligible for special education and related services, even though the student is advancing from grade to grade;

4. The services and placement needed by each student with a disability to receive a free, appropriate public education are based on the student’s unique needs and not on the student’s disability; and

5. The services and placement needed by each student with a disability to receive a free, appropriate public education are provided in appropriate educational settings as close to the student’s home as possible, and, when the IEP does not describe specific restrictions, the student is educated in the school he or she would attend if not a student with a disability.

Policy #9: Children with disabilities participating in early intervention programs assisted under IDEA Part C who will participate in preschool programs under this chapter will experience a smooth transition and have an individualized education program developed and implemented according to N.J.A.C. 6A:14- 3.3(e) and N.J.A.C. 6A:14-3.7.

Policy #10: Full educational opportunity to all students with disabilities is provided.

Policy #11: The compilation, maintenance, access to and confidentiality of student records are in accordance with N.J.A.C. 6A:32-7.

Policy #12: Provision is made for the participation of students with disabilities who are placed by their parents in nonpublic schools according to N.J.A.C. 6A:14-6.1 and 6.2.

Policy #13: Students with disabilities who are placed in private schools by the District Board of Education, are provided special education and related services at no cost to their parents according to N.J.A.C. 6A:14-1.1(d) and N.J.A.C. 6A:14-7.5(b)3.

Policy #14: All personnel serving students with disabilities are highly qualified and appropriately certified and licensed, where a license is required, in accordance with State and Federal law.

Policy #15: The in-service training needs for professional and paraprofessional staff who provide special education, general education or related services are identified and that appropriate in-service training is provided. The District Board of Education shall maintain information to demonstrate its efforts to:

1. Prepare general and special education personnel with the content knowledge and collaborative skills needed to meet the needs of children with disabilities;

2. Enhance the ability of teachers and others to use strategies, such as behavioral interventions, to address the conduct of students with disabilities that impedes the learning of students with disabilities and others;

3. Acquire and disseminate to teachers, administrators, school Board members, and related services personnel, significant knowledge derived from educational research and other sources and how the District will, if appropriate, adopt promising practices, materials and technology;

4. Insure that the in-service training is integrated to the maximum extent possible with other professional development activities; and

5. Provide for joint training activities of parents and special education, related services and general education personnel.

Policy #16: Instructional materials will be provided to blind or print-disabled students in a timely manner.

Policy #17: For students with disabilities who are potentially eligible to receive services from the Division of Developmental Disabilities in the Department of Human Services, the District will provide, pursuant to the Uniform Application Act, N.J.S.A. 30:4-25.10 et seq., the necessary materials to the parent to apply for such services.

Policy #18: When the school District utilizes electronic mail, parents are informed as to whether they may use electronic mail to submit requests to school officials regarding referral, identification, evaluation, classification, and the provision of a free, appropriate public education. If this is permitted, parents shall be informed of the procedures to access the electronic mail system and that they may not utilize electronic mail to provide written consent when the District provides written notice and seeks parental consent as required by N.J.A.C. 6A:14.

Policy #19: The school District will provide teacher aides and the appropriate general or special education teaching staff time for consultation on a regular basis as specified in each student’s IEP.

PART II – PROCEDURES

In accordance with Part B of the IDEA and N.J.A.C. 6A:14-1.1, N.J.A.C. 6A:14-1.2(b) and (c), the District Board of Education shall assure compliance with the following policies and related procedures below:

Policy #1: All students with disabilities, who are in need of special education and related services, including students with disabilities attending nonpublic schools, regardless of the severity of their disabilities, are located, identified and evaluated according to N.J.A.C. 6A:14-3.3.

AND

Policy #2: Homeless students are located, identified and evaluated according to N.J.A.C. 6A:14-3.3, and are provided special education and related services in accordance with the IDEA, including the appointment of a surrogate parent for unaccompanied homeless youths as defined in 42 U.S.C. §§11431et seq.
AND

Policy #7: Students with disabilities are afforded the procedural safeguards required by N.J.A.C. 6A:14-2.1 et seq. including appointment of a surrogate parent, when appropriate.

Procedures to locate students with disabilities (child find) must ensure that:

1. The Director of Special Services will co-ordinate the Child Find activities.

2. Child find activities are conducted for all children ages 3 through 21, who reside within the District or attend nonpublic schools within the District.

3. Child find activities are conducted at least annually.

4. Child find activities (meetings, printed materials and/or public service announcements) are conducted in the native language of the population, as appropriate.

5. Child find activities address public and nonpublic students, including highly mobile students such as migrant and homeless students.

6. Child find activities for nonpublic school students are comparable to activities conducted for public school students.

a. Child find activities for nonpublic school children provide for consultation with appropriate representatives of the nonpublic school and parents on how to carry out these activities.

7. Child find activities include outreach to a variety of public and private agencies and individuals concerned with the welfare of students, such as clinics, hospitals, physicians, social service agencies and welfare agencies.

For charter schools or state agencies, procedures must ensure that:

1. Child find activities are limited to the population of students enrolled in the charter school or served by the state agency.

2. Person(s) to conduct child find activities are identified.

3. Child find activities are conducted at least annually.

4. Child find activities (meetings, printed materials and/or public service announcements) are conducted in the native language of the population, as appropriate.

Procedures for interventions in the general education program must ensure that:

1. Criteria/steps for initiating interventions in the general education program are identified.

2. Parents, teachers and other school professionals, as appropriate, are informed of the procedures to initiate interventions in the general education program.

3. Activities are in place to determine whether the interventions are effective.

a. The School Principal and teachers are responsible for the implementation/evaluation of the interventions that are identified; and

b. The type, frequency, duration and effectiveness of the interventions are documented.

Procedures for referral must ensure that:

1. Steps are in place to refer students after it has been determined that interventions in the general education program are not effective in alleviating the educational difficulties.

2. Steps are in place to refer students directly to the child study team when warranted.

3. Steps are in place to refer students who may be disabled but are advancing from grade to grade

4. Steps for initiating a referral to the child study team by school personnel identify:

a. The information/documentation of student performance required in the referral;

b. Forms, if any, that are to be submitted by school personnel;

c. School personnel who are responsible to process referrals; and

d. Timelines for processing referrals including the date that initiates the 20-day timeline for conducting the referral/identification meeting.

5. Steps for processing written referrals received from parents identify:

a. School personnel who are responsible to process referrals from parents; and

b. Timelines for processing referrals including the date that initiates the 20-day timeline for conducting the
referral/identification meeting.

6. School personnel, parents and agencies are informed of referral procedures.

For students with disabilities potentially in need of a surrogate parent, procedures must ensure that:

1. A surrogate parent is provided to a student in accordance with N.J.A.C. 6A:14-2.2 when:

a. The parent of the student cannot be identified or located.

b. An agency of the State has guardianship of the student and that agency has not taken steps to appoint a surrogate parent for the student.

c. The student is a ward of the state and no State agency has taken steps to appoint a surrogate parent for the student.

d. No parent can be identified for the student in accordance with N.J.A.C. 6A:14-1.3 except a foster parent, the foster parent does not agree to serve as the student’s parent and no State agency has taken steps to appoint a surrogate parent for the student.

e. The student is an unaccompanied homeless youth and no State agency has taken steps to appoint a surrogate parent for the student.

2. The District will make reasonable efforts to appoint a surrogate parent within 30 days of its determination that a surrogate parent is required for a student.

3. The Chief School Administrator will be responsible for appointing surrogate parents and overseeing the process. The Chief School Administrator will:

a. The person will determine whether there is a need for a surrogate parent for a student;

b. The person will contact any State agency that is involved with the student to determine whether the State has had a surrogate parent appointed for the student; and

c. The person will make reasonable efforts to select and appoint a surrogate parent for the student within 30 days of determining that there is a need for a surrogate parent for the student.

4. The District will establish a method for training surrogate parents that includes provision of information with respect to parental rights and procedural safeguards available to parents and students in accordance with N.J.A.C. 6A:14.

a. The District will appoint a person that will be responsible for training surrogate parents;

b. The training of surrogate parents will ensure that surrogate parents have knowledge and skills that ensure adequate representation of the child with a disability;

c. The training will be designed to make surrogate parents familiar with State and federal requirements for assessment, individualized education program development, and parental rights with respect to the referral and placement process, including their rights with respect to seeking a due process hearing if they disagree with the local procedure or decisions

d. Surrogate parents will be provided with copies of: the Parental Rights in Special Education booklet; N.J.A.C. 6A:14; the Special Education Process; Code Training Materials from the Department of Education Website; and other relevant materials; and

e. Surrogate parents will be provided information to enable them to become familiar with the nature of the child’s disability.

5. The District will ensure that:

a. All persons serving as surrogate parents have no interest that conflicts with those of the student he or she represents;

b. All persons serving as surrogate parents possess knowledge and skills that ensure adequate representation of the student;

c. All persons serving as surrogate parents are at least 18 years of age;

d. If the school District compensates the surrogate parent for providing such services, a criminal history review of the person in accordance with N.J.S.A. 18A:6-7.1 is completed prior to his or her serving as the surrogate parent; and

e. No person appointed as a surrogate parent will be an employee of the New Jersey Department of Education, the District Board of Education or a public or nonpublic agency that is involved in the education or case of the child.

Policy #3: Students with disabilities are evaluated according to N.J.A.C. 6A:14-2.5 and 3.4.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-2.5 and 3.4, no additional written procedures are required.

Policy #4: An individualized education program is developed, reviewed, and as appropriate, revised according to N.J.A.C. 6A:14-3.6 and 3.7.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-2.6 and 3.7, no additional written procedures are required.

Policy #5: To the maximum extent appropriate, students with disabilities are educated in the least restrictive environment according to N.J.A.C. 6A:14-4.2.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-4.2, no additional written procedures are required.

Policy #6: Students with disabilities are included in statewide and Districtwide assessment programs, with appropriate accommodations, where necessary according to N.J.A.C. 6A:14- 4.10. All students with disabilities will participate in statewide assessments or the applicable Alternate Proficiency Assessment, in grades 3, 4, 5, 6, 7, 8 and 11 in accordance with their assigned grade level.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-4.10, no additional written procedures are required.

Policy #8: A free, appropriate public education is available to all students with disabilities between the ages of three and 21, including students with disabilities who have been suspended or expelled from school.

Procedures regarding the provision of a free, appropriate public education to students with disabilities who are suspended or expelled must ensure that:

1. The Principals and Assistant Principals are responsible for implementing suspensions/expulsions in the District.

2. Each time a student with a disability is removed from his/her current placement for disciplinary reasons, notification of the removal is provided to the case manager.

3. A system is in place to track the number of days a student with disabilities has been removed for disciplinary reasons.

4. Suspension from transportation is counted as a day of removal if the student does not attend school.

a. If transportation is included in the student’s IEP as a required related service, the school District shall provide alternate transportation during the period of suspension from the typical means of transportation.

5. Removal for at least half of the school day is reported via the Electronic Violence and Vandalism Reporting System.

6. If the District has an in-school suspension program, participation in the program is not considered a removal when determining whether a manifestation determination must be conducted if the program provides the following: For the purpose of documenting all removals, in-school suspension must be
reported via the Electronic Violence and Vandalism Reporting System even if services were provided.

a. Opportunity for the student to participate and progress in the general curriculum;

b. Services and modifications specified in the student’s IEP;

c. Interaction with peers who are not disabled to the extent they would have in the current placement; and

d. The student is counted as present for the time spent in the in-school suspension program.

7. When a series of short-term removals will accumulate to more than 10 school days in the year a. School officials and the case manager consult to determine whether the removals create a change of placement according to N.J.A.C. 6A:14-2.8(c)2;

b. Written documentation of the consultation between school officials and the case manager is maintained;

c. If it is determined that there is no change in placement, school officials, the case manager and special education teacher consult to determine the extent to which services are necessary to:

1. Enable the student to participate and progress appropriately in the general education curriculum; and

2. Advance appropriately toward achieving the goals set out in the student’s IEP; and

d. Written documentation of the consultation and services provided is maintained.

8. Steps are in place to convene a meeting of the IEP team and, as necessary or required, conduct a functional behavioral assessment and review the behavioral intervention plan according to N.J.A.C. 6A:14 Appendix A, 20 U.S.C. §1415(k).

Procedures regarding the provision of a free, appropriate public education to preschool age students with disabilities must ensure that:

1. Eligible preschool age children who are not participating in an early intervention program have an IEP in effect by their third birthday. This procedure does not apply to secondary school Districts or charter schools that do not serve preschool age children.

a. Responding to referrals according to N.J.A.C. 6A:14-3.3(e)

b. Having a program in place no later than 90 calendar days from the date of consent.

Procedures regarding the provision of a free, appropriate public education to students with disabilities who are advancing from grade to grade must ensure that:

1. A student with a disability, who is advancing from grade to grade with the support of specially designed services, may continue to be eligible when:

a. As part of a reevaluation, the IEP team determines that the student continues to require specially designed services to progress in the general education curriculum; and

b. The use of functional assessment information supports the IEP team’s determination.

Policy #9: Children with disabilities participating in early intervention programs assisted under IDEA Part C who will participate in preschool programs under this chapter will experience a smooth transition and have an individualized education program developed and implemented according to N.J.A.C. 6A:14- 3.3(e) and N.J.A.C. 6A:14-3.7.3 This procedure does not apply to secondary school Districts or charter schools that do not serve preschool age children.

1. A child study team member of the District will participate in the preschool transition planning conference arranged by the designated service coordinator from the early intervention system and will:

a. Review the Part C Individualized Family Service Plan for the child;

b. Provide the parent(s) written District registration requirements;

c. Provide the parents written information with respect to available District programs for preschool students, including general education placement options; and

d. Provide the parent(s) a form to use to request that the Part C service coordinator be invited to the child’s initial IEP meeting.

2. The Part C service coordinator will be invited to the initial IEP meeting for a student transitioning from Part C to Part B.

Policy #10: Full educational opportunity to all students with disabilities is provided.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-1.1, no additional written procedures are required.

Policy #11: The compilation, maintenance, access to and confidentiality of student records are in accordance with N.J.A.C. 6A:32-7.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:32-7, no additional written procedures are required.

Policy #12: Provision is made for the participation of students with disabilities who are placed by their parents in nonpublic schools according to N.J.A.C. 6A:14-6.1 and 6.2.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-6.1 and 6.2, no additional written procedures are required.

Policy #13: Students with disabilities who are placed in private schools by the District Board of Education, are provided special education and related services at no cost to their parents according to N.J.A.C. 6A:14-1.1(d) and N.J.A.C. 6A:14-7.5(b)3.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-1.1(d) and 7.5(b)3, no additional written procedures are required.

Policy #14: All personnel serving students with disabilities are highly qualified and appropriately certified and licensed, where a license is required, in accordance with State and Federal law.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-1.2(b)13, no additional written procedures are required.

Policy #15: The in-service training needs for professional and paraprofessional staff who provide special education, general education or related services are identified and that appropriate in-service training is provided. The District Board of Education shall maintain information to demonstrate its efforts to:

1. Prepare general and special education personnel with the content knowledge and collaborative skills needed to meet the needs of children with disabilities;

2. Enhance the ability of teachers and others to use strategies, such as behavioral interventions, to address the conduct of students with disabilities that impedes the learning of students with disabilities and others;

3. Acquire and disseminate to teachers, administrators, school Board members, and related services personnel, significant knowledge derived from educational research and other sources and how the District will, if appropriate, adopt promising practices, materials and technology;

4. Insure that the in-service training is integrated to the maximum extent possible with other professional development activities; and

5. Provide for joint training activities of parents and special education, related services and general education personnel.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-1.2(b)14, no additional written procedures are required.

Policy #16: Instructional materials will be provided to blind or print-disabled students in a timely manner. Instructional materials will be provided to blind or print-disabled students in accordance with a plan developed by the District. The plan will be the Individualized Education Program of each student with a disability, which will set forth the instructional materials needed, how they will be provided, and address any assistive technology needed to permit the student to utilize the materials.

Policy #17: For students with disabilities who are potentially eligible to receive services from the Division of Developmental Disabilities in the Department of Human Services, the District will provide, pursuant to the Uniform Application Act, N.J.S.A. 30:4-25.10 et seq., the necessary materials to the parent to apply for such services.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-1.2(b)17, no additional written procedures are required.

Policy #18: When the school District utilizes electronic mail, parents are informed as to whether they may use electronic mail to submit requests to school officials regarding referral, identification, evaluation, classification, and the provision of a free, appropriate public education. If this is permitted, parents shall be informed of the procedures to access the electronic mail system and that they may not utilize electronic mail to provide written consent when the District provides written notice and seeks parental consent as required by N.J.A.C. 6A:14.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-1.2(b)18, no additional written procedures are required.

Policy #19: The school District will provide teacher aides and the appropriate general or special education teaching staff time for consultation on a regular basis as specified in each student’s IEP.

Procedures: Due to the specificity of the requirements at N.J.A.C. 6A:14-4.5(d), no additional written procedures are required.

Legal References: Use legal reference sheet.

Cross References: List your appropriate policies. See legal reference sheet for possibilities.

NEW JERSEY DEPARTMENT OF EDUCATION
OFFICE OF SPECIAL EDUCATION PROGRAMS
ASSURANCE STATEMENT
To demonstrate compliance with Part B of the IDEA and N.J.A.C. 6A:14-1.1(b) and (c), the Brick
Township Board of Education shall assure compliance with the above stated policies and procedures.
_________________________________
Director of Special Education Services
Alan Ferraro
Date:
________________________________
Chief School Administrator
Walter Hrycenko
Superintendent of Schools
Date:
Sign the Assurance Statement and attach documentation (Board resolution) that the policies have been
adopted. Submit to the county office of education by April 24, 2009.

POLICY No. 6172.2

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Disaffected Students
Number:	6172.2
Status:	Active
Legal:
Adopted:	12/07/1989
Last Revised:	12/07/1989
Last Reviewed:

Policy Detail

POLICY No. 6172.2
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

DISAFFECTED STUDENTS

The Board recognizes the need for the school district to focus attention on pupils who become disaffected with school. These are students who have been discouraged by their school experience. They are, in sense, defeated learners.

Disaffected students can generally be identified by the following characteristics: poor school attendance; low academic achievement; reluctant participation in learning activities; frequent conflict with classroom and/or school rules; and low self-esteem.

It is critically important that teachers be aware of the attitudes and behavior of their students, particularly as they relate to the above criteria so that effective intervention strategies can be implemented to change negative attitudes and behavior to more positive directions.

Perhaps the best action that the school district can take to prevent disaffecting among its students is the offering of a K-12 program which features strategies that are aimed at preventing learning discouragement. Each child needs to experience success in learning in order to continue to want to learn. Encouragement and support should be extended to each child to nurture the notion that learning is possible and that the learner has it within his/her ability to succeed in school and in life.

The following steps are recommended in dealing with disaffected students:

3. Institute incentives for good attendance;

4. Develop and communicate a philosophy that each student is a worthwhile individual deserving of the best the school has to offer;

5. Involve students, particularly those who are at-risk of dropping out, in extra-curricular activities;

9. Bring in former dropouts to talk to students and school personnel about choices and consequences;

10. Provide staff development programs for school personnel on how to create positive relations and how to avoid adverse situations between themselves and students;

11. Provide support services for the disaffected students and their families.

Legal Reference: N.J.A.C. 6:8-4.3(a)3vii

Date Adopted: December 7, 1989
Date Revised:

Regulations No. 6172.2R

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Disaffected Students
Number:	6172.2R
Status:	Active
Legal:
Adopted:	12/07/1989
Last Revised:	12/07/1989
Last Reviewed:

Policy Detail

Regulations No. 6172.2R
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

DISAFFECTED STUDENTS

Teachers a are urged to be aware of the attitudes and behavior of their students, particularly as they relate to poor school attendance, low academic achievement, reluctant participation in learning activities, frequent conflict with classroom and/or school rules, and low self esteem.

If a teacher identifies a student who demonstrates some or all of the above characteristics, he/she should follow the procedure(s) outlined below:

Elementary Schools

3. Support staff members should be consulted as needed.

4. Based on the case assessment, a plan of action will be developed to help promote a more positive adjustment to school.

5. Parents/guardians should be involved where possible in the development of the corrective plan of action.

Middle and High Schools

3. Support staff members should be consulted as needed.

4. Based on the case assessment, a plan of action will be developed to help promote a more positive adjustment to school. Alternate programs might be considered.

5. Parents/guardians should be involved where feasible in the development of the corrective plan of action.

Date Adopted: December 7, 1989

Date Revised:

POLICY No. 6173

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Bedside and/or Supplemental Instruction
Number:	6173
Status:	Active
Legal:
Adopted:	12/05/1985
Last Revised:	12/05/1985
Last Reviewed:

Policy Detail

POLICY No. 6173
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

BEDSIDE AND/OR SUPPLEMENTAL INSTRUCTION

Students may at times require bedside and/or supplemental instruction. The Board of Education recognizes that in order to provide a thorough and efficient education for all students, the Brick Township School District has a responsibility to provide said instruction. The Board, therefore, directs the Superintendent to prepare Regulations providing students in need with bedside and/or supplemental instruction by appropriately certified teachers.

Date Adopted: December 5, 1985
Date Revised:

Regulations No. 6173R

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Bedside and/or Supplemental Instruction
Number:	6173R
Status:	Active
Legal:
Adopted:	12/05/1985
Last Revised:	12/05/1985
Last Reviewed:

Policy Detail

Regulations No. 6173R
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

BEDSIDE AND/OR SUPPLEMENTAL INSTRUCTION

For the purpose of complying with Policy No. 6173, the following regulations will be adhered to regarding bedside and supplemental instruction:

3. Principals may select an appropriately certified teaching staff member from another school in the Brick Township System who volunteered for bedside and/or supplemental instruction in cooperation with the principal of said other school.

4. In the event volunteers cannot be secured for bedside and/or supplemental instruction within this district, the principal shall assign his/her teaching staff members within their certified areas bedside and/or supplemental instruction to meet students needs. The rate of pay shall be the amount listed in Schedule F of the negotiated Master Agreement between the Board and bargaining unit. All such assignments shall be made by the building principal on a fair and rotating basis.

5. In the event a pupil needs bedside and/or supplemental instruction outside the district, the district shall have the option of using appropriately certified staff volunteers at the negotiated rate and/or contract with appropriately certified outside instructors at the rate of pay required.
Date Approved: December 5, 1985
Date Revised:

POLICY No. 6174

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Summer School
Number:	6174
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6174
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

SUMMER SCHOOL

The Board may conduct a summer program of remedial and enrichment instruction at not cost to students whose principal residence is in this district or whose parents are taxpayers in this district. Other students will be charged tuition.

The Board shall employ the necessary teachers; purchase such books, materials, and equipment as may be necessary; utilize facilities as required; and provide the necessary maintenance services upon the recommendation of the Superintendent. Parents, except parents of handicapped children, shall be responsible for the transportation of their child.

The school administration shall set up regulations with respect to the admission of pupils, evaluation of progress, methods of instruction, class assignments, pupil and teacher assignments, course credit, time of reporting, class duration and other relevant matters not inconsistent with Board policies and with the administration of school during the regular session.

(346)
Revised

Reference: NJAC 6:26-3.1 et seq, 6:27-3.1 et seq

Date Approved: April 18, 1983
Date Revised:

POLICY No. 6200

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Continuing Education
Number:	6200
Status:	Active
Legal:
Adopted:	04/18/1983
Last Revised:	04/18/1983
Last Reviewed:

Policy Detail

POLICY No. 6200
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

CONTINUING EDUCATION

The Board shall maintain a program of continuing education for adults and out-of school youth as part of its total commitment to improve educational opportunity and quality in the community. Each year, an effort shall be made to meet the needs of the local citizens in a rapidly changing world. The Board approves courses, personnel, fees dates and length of course in hours.

Annually, the Board shall adopt a Registration Fee for each course. The Fee shall be reduced for senior citizens and for retired persons. Laboratory fees and material fees may be charge for some courses, in accordance with the schedule adopted by the Board.

(351)

Reference: 18A:49-1 et seq, 18A:50-1 et seq;
NJAC 6:44-3.1, -4.1 et seq

Date Adopted: April 18, 1983
Date Revised:

POLICY No. 6201

	Brick Township Board of Education Policy
Book:	Brick Township Board of Education Policy
Section:	6000 Instruction
Title:	Inter-Generational Education Pilot Program
Number:	6201
Status:	Active
Legal:
Adopted:	03/14/1985
Last Revised:	03/14/1985
Last Reviewed:

Policy Detail

POLICY No. 6201
BRICK TOWNSHIP BOARD OF EDUCATION Instruction

INTER-GENERATIONAL EDUCATION PILOT PROGRAM

In keeping its commitment to providing continuing opportunities for adult citizens, the Board endorses the implementation of a Pilot Inter-generational Education Program at Brick Township Memorial High School. The program would make selected courses available to adult citizens of Brick Township on a space-available basis during the regular school day, commencing with the second semester of the 1984-85 school year.

Date Adopted: March 14, 1985
Date Revised: