Combined May 26, 2005 agenda › imagesBoard › Combined_May_26,_2005_agenda.pdf · 2005-05-24 ·...

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1000 West Stone Street PO Box 849 Fayetteville, Arkansas 72702 (479) 444-3000

Board of Education Thursday, May 26, 2005, 5:00 PM

Adams Leadership Center, Winborn Conference Room

Agenda Item Page #

I. Call to Order, Steve Percival, President I-1

II. Pledge of Allegiance, Ramay Junior High School II-1

III. Roll Call of Members III-1

IV. Recognition of People, Events, & Programs IV-1

V. Consent Agenda A. Reading of the Minutes V-A1 B. Certified Staff Changes V-B1 C. Support Staff Changes V-C1 D. Student Transfers V-D1 E. Financial Report V-E1 *Any item shall be removed from the consent items section at the request of one board

member.

VI. Action Items

A. Materials Evaluation Committee Appeal – Steve Percival VI-A1 B. QZAB – Lisa Morstad VI-B1

C. Board Members Ethics Disclosure – Lisa Morstad VI-C1

D. Policy Revisions – Ginny Wiseman VI-D1

E. Student/Parent Handbook Approval – Ginny Wiseman VI-E1

VII. Information Items

A Nutrition & Physical Activity Report– Ginny Wiseman VII-A1 B. Construction Update – Mike Gray VII-B1

C. Teacher Evaluation Instrument – Ginny Wiseman VII-C1

VIII. Citizen Participation VIII-1

IX. Adjournment IX-1

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May 26, 2005

Roll Call

Steve Percival, President Howard Hamilton, Vice President

Christine Bell, Secretary Susan Heil, Member

Tim Hudson, Member Tim Kring, Member

Laura Underwood, Member

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May 26, 2005

Consent Agenda

A. Reading of the Minutes B. Certified Staff Changes C. Support Staff Changes

D. Student Transfers

E. Financial Report

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Fayetteville Board of Education Minutes of the April 28, 2005 Regular Meeting

The meeting convened at 5:00 PM in the Adams Leadership Center with President Steve Percival presiding. The Pledge of Allegiance was led by students from Woodland Junior High School. Roll Call The roll was called and board members Tim Kring, Howard Hamilton, Steve Percival, Susan Heil, Christine Bell and Tim Hudson were present. Recognition Southwestern Bell Communications was inducted into the Superintendent’s Honor Roll for their many contributions to the Fayetteville School District, including assistance with distance learning and Book Hogs. Cathy Foraker, director of external affairs for SBC, was present to accept the award.

Joy Pitts, Asbell cafeteria manager, and Sharon Pepple, Happy Hollow Elementary School principal, were presented with Above & Beyond awards.

Lester Long, director of assessment, and Kristen Scanlon, professional development coordinator, reported that the district was presented the 2005 Excellence in Education Award in recognition of the elementary math program.

Board president Steve Percival announced that board member Tim Hudson has attained Honor Board Member status by completing 15 hours of school board training.

Consent Agenda

Christine Bell made a motion to approve the consent agenda. Tim Hudson seconded the motion, which was approved by a 6-0 vote.

Petition to Intervene Rudy Moore, attorney for the school district, reported on the legal action taken by the Forrest City, Rogers, and other school districts regarding school funding. The deadline for participation in these lawsuits has passed. Howard Hamilton made a motion to take no action regarding these lawsuits. Susan Heil seconded the motion, which passed by a 6-0 vote. 2005-06 District Calendar & Happy Hollow Continuous Learning Calendar Dan Marzoni, certified policy committee chairman, reported that an inservice day was moved to August 18th on proposed calendar B and that PPC has agreed to the change. The teacher vote was 123 for Calendar A and 161 for Calendar B. PPC recommends Calendar B. Howard Hamilton made a motion to accept the PPC recommendation of Calendar B for the 2005-06 district calendar. Tim Hudson seconded the motion, which passed by a 5-1 vote.

Sharon Pepple, principal at Happy Hollow Elementary School, reported that the Happy Hollow continuous learning calendars will automatically coincide with the district calendar; therefore she is recommending Calendar B.

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April 28, 2005 Board Minutes Page 2 Susan Heil made a motion to accept Calendar B for the Happy Hollow continuous learning calendar. Christine Bell seconded the motion, which passed by a 5-1 vote. Sick Leave Policy Revision Lonnie Meadows, classified personnel policy committee chairman, reported that the personnel policy committee is recommending two changes to the Sick Leave Policy (Policy #4243.) The first change is an addition which states that “After 90 days are accrued, unused sick leave shall accrue at 3 days per year thereafter.” The second change is in Section F and states that, upon retirement, classified employees will be reimbursed for unused sick leave in excess of 45 days at the then current beginning daily rate for substitute teachers instead of 80% of the beginning daily rate for substitute teachers. Dr. Bobby New, superintendent, noted that administration supports the recommendations. Howard Hamilton made a motion to approve the recommended changes to the Sick Leave Policy #4243. Tim Hudson seconded the motion, which passed by a 6-0 vote. Secondary Textbook Adoption Judy Rana, assistant superintendent for curriculum and instruction, reported that the secondary textbook adoption committee met and is recommending adoption of the following textbooks for literature: Prentice Hall Publishers for 6th & 7th grade, Glencoe Publishers for 8th & 9th grade, Glencoe Publishers for 10th, 11th and 12th grade, and Write Source for 8th & 9th grade reader’s handbook for grammar. The recommended textbooks have been on display in the district administration building for patrons to review. Christine Bell made a motion to approve the recommended secondary textbook adoptions. Susan Heil seconded the motion, which passed by a 6-0 vote. K-7 Rebids Mike Gray, associate superintendent for operations, introduced Gordon Knetzer, construction manager for the K-7 project. He reported that five items on the original bid list either had no bids or were non-responsive so those items were rebid. Mr. Knetzer recommended that the bid for ornamental steel fencing not be accepted because the school can probably get this done much cheaper with an independent fence builder.

Wes Burgess from Crafton Tull, Inc. reported on the recent developments in the building permit process. He noted that everyone is working closely with the city to make sure that they are aware of our deadline. Construction at the building site is progressing as far as possible.

Howard Hamilton made a motion to accept the recommended K-7 bids for epoxy flooring, operable panel partitions, window treatments and terrazzo flooring. Tim Kring seconded the motion, which passed by a 6-0 vote. QZAB Award No report was made on this item due to the illness of Lisa Morstad. No action was taken.

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April 28, 2005 Board Minutes Page 3 Millage Election Information Steve Percival, board president, presented information regarding the May 10th millage election. He noted that information in the form of “frequently asked questions” is available on the school district website. Mr. Percival reported that in order to give the same percentage salary increase to everyone, the district would have to ask for an addition 2½ to 3 mills and that this was not a feasible option. Adjournment Prior to adjournment, Dr. Bobby New, superintendent, thanked the members of the materials evaluation committee for their hard work on the book reviews. Dr. New expressed his appreciation for the many hours of personal time that they spent during the review process.

Howard Hamilton made a motion to adjourn. Christine Bell seconded the motion, which passed by a 6-0 vote. The meeting was adjourned at 6:17 PM. Closed Session The Board convened in closed session for student expulsion hearings. Open Session The Board reconvened in open session. Ginny Wiseman, assistant superintendent for administration, recommended expulsion for Student A for the remainder of the 2004-05 school year. Christine Bell made a motion to expel Student A for the remainder of the 2004-05 school year. Tim Hudson seconded the motion, which passed by a 5-0 vote.

Ms. Wiseman recommended expulsion for Student B for the remainder of the 2004-05 school year. Tim Kring made a motion to expel Student B for the remainder of the 2004-05 school year. Christine Bell seconded the motion, which passed by a 5-0 vote.

Ms. Wiseman recommended expulsion for Student C for the remainder of the 2004-05 school year. Christine Bell made a motion to expel student C for the remainder of the 2004-05 school year. Tim Hudson seconded the motion, which passed by a 5-0 vote.

Ms. Wiseman recommended expulsion for Student D for the remainder of the 2004-05 school year. Susan Heil made a motion to expel student D for the remainder of the 2004-05 school year. Christine Bell seconded the motion, which passed by a 5-0 vote. The meeting was adjourned at 8:05 PM. ____________________________________ ____________________________________ Stephen M. Percival, President Christine Bell, Secretary

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May 26, 2005

Consent Agenda B. Certified Personnel

TO: Board of Education FROM: Bobby New, Superintendent I recommend approval of the following personnel actions: Provisional Employment1

Name Position & Assignment FTE Replacement/New Period Edward “Ted” Whitehead Assistant Principal, McNair 1.00 Replacement/New 05-06 Contract Renewal Name Mary Bridgforth Dennis Boles Resignation Name Position & Assignment Effective Date Tina McDonald 3rd Grade Teacher, Holcomb 6/1/05 Richard Guthrie English Teacher, Ramay 6/1/05 Bryan Manire Counselor, Jefferson 6/1/05 Megan Lawler 7th Grade Teacher, McNair 6/1/05 Betty Down 4th Grade Teacher, Leverett 6/2/05 Mark Thompson Physics Teacher, East 6/1/05 Wilma Bonds 1st Grade Teacher, Butterfield 6/1/05 Ruth Rodgers 1st Grade Teacher, Vandergriff 6/1/05 Lynda Dockery 1st Grade Teacher, Jefferson 6/1/05 Extended Leave Name Position & Assignment Period Shannon Gallagher-Price7 5th Grade Teacher, Jefferson 05-06 Amy Smith7 Spec Ed Resource Teacher, Jefferson 05-06 Dan Marzoni7 History/SS Teacher, Ramay 05-06 1Pending completion of a criminal background check and receipt of eligibility information from the Department of Education 2Based on student count

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3Year 1 of 1 year new hire probationary Period 4Year 2 of 3 year new hire probationary period 5Year 1 of 3 year new hire probationary period 6Year 3 of 3 year new hire probationary period 7Per policy 4150

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May 26, 2005

Consent Agenda C. Support Staff Changes

TO: Board of Education

FROM: Bobby C. New I recommend approval of the following changes in support staff: Provisional Employment1

Name Position & Assignment Pay Grade/ Replacement/ Period Rate New Position

Thomas Stevens Client Services Tech, Technology 26 Replacement 04-05 Pamela Millican Study Hall Supervisor, East 15 Temporary 04-05 LaBrina McMillan Summer Custodian, District 14 Temporary 04-05 Mary Logue Food Service Technician, Vandergriff 13 Replacement 04-05 Russell Tate Summer Helper, Maintenance 14 Temporary 04-05 Ruth Fowler Custodian, Bates Annex 14 Replacement 04-05 Employment Name Position & Assignment Pay Grade/ Replacement/ Period

Rate New Position Freemon Hafen Grounds Keeper(8 hrs),Maintenance 19 Replacement 04-05 Shelley McGehee Custodian (8 hrs), Woodland 14 Replacement 04-05 Dorothea Justice Summer Painter, Maintenance 14 Temporary 04-05 Cynthia Caudle Custodian (8hrs), Bates 19 Replacement 04-05 Resignations Name Position & Assignment Effective Date Christine Shields Food Service Manager 6/1/05 Tyra Eckwood Elem PE Instructor 6/1/05 Carrie Smith Special Ed Instructional Aide, Leverett 6/1/05 Susanne Lutze Instructional Aide, Root 6/1/05 Michele Wilson Kindergarten Aide, Asbell 6/1/05 Freemon Hafen Custodian (5.5 hrs), Vandergriff 4/29/05 Shelley McGehee Custodian (3.5 hrs), Woodland 4/29/05 Shelley McGehee Food Service Tech (4 hrs), Root 4/29/05 Tabatha Wagner Client Services Specialist, Technology 4/15/05

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Name Position & Assignment Effective Date Anita Kinghorn Attendance Secretary, East 7/1/05 Miranda Stramel Translator/ESL Aide, Leverett 6/1/05 Jodie Standrod Instructional Aide, Washington 6/1/05 Eldora McCarty Custodian, Maintenance 6/30/05 Walter Toney Guided Literacy/Lunchroom Aide, Holcomb 4/22/05 Mary Hicks Child Care Secretary, West Campus June 2005 Betty Vick Child Care Aide, West Campus June 2005 Brenda Gaston Child Care Aide, West Campus June 2005 Leana Luper Child Care Aide, West Campus June 2005 Sarah Price Child Care Aide, West Campus June 2005 Linda Spencer Child Care Aide, West Campus June 2005 Judith Stark Child Care Aide, West Campus June 2005 Rebecca Noble Culinary Arts Aide, West Campus June 2005 Michelle Behrends Dental Clerk, West Campus June 2005 John Perritt Instructional Aide, West Campus June 2005 Dell Ragsdale Printing Clerk, West Campus June 2005 Nancy McKown School Nurse (RN)/Child Care, W. Campus June 2005 Jacquelyn New Tech Prep Specialist, West Campus June 2005 Jessica Wright Registrar, West Campus June 2005 Cynthia Moore Counseling Secretary, West Campus June 2005 Emma Johnson Administrative Assistant, West Campus June 2005 Nina Hittson Library Aide, West Campus June 2005 Maleah Hughes Child Care Aide, West Campus June 2005 Cynthia Caudle Custodian (6 hrs), Custodial 5/9/05 Darla (Blackburn) Wright Sp Ed Aide, Washington 6/1/05 Jean Hill Library Aide, McNair 6/1/05 Patricia Pierce Bus Driver, Transportation 5/11/05 Lavaughn Hammond Sp Ed Aide, West Campus 6/1/05 Shirley Stropes Sp Ed Aide, Butterfield 6/1/05 Otto J. Collins Grounds, Maintenance 5/6/05 Pam Millican Study Hall Supervisor, East 5/26/05 1Pending completion of a criminal background check and receipt of eligibility information from the Department of Education 2Based on student count 3Grant Funded

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Classified Contract Renewals for 2005-06

Donnita D. Acuff Scott A. Adams Jolene R Ahrendsen Randall S. Albright Mary L. Alderson Anna L. Allen Nathan R. Allred Elizabeth M.A. Arambel Shannon K. Arcana Richard A. Armendariz Jennifer A. Ausbrooks Patty Ayson-Plummer Anita L. Backus Brenda J. Baker Wilma J. Baker Donna Bales Catherine K. Barginear Saundra S. Bates Charles G. Baxter Lloyd R. Bell Alice L. Belue Gregory A. Belue James H. Bemis Kevin P. Bennoch Lisa A. Beringer Tony J. Bishop Mava N. Blew Patricia M. Blood David P. Bokina Linda G. Bolin Beckie Booth Betty S. Bowerman Tina M. Bowlin Gina L. Bozoian Angelita R Branch Stefanie A. Brandon

Dabney H. Brannon, Jr. Kathy L. Braun Douglas R. Braun, Jr. Ella J. Briscoe Susan M. Brisiel Laurie J. Britt Destiny A. Brown Georgia Brown Shannon N. Brown Susan M. Brown Norman R. Bryant Jeri L. Buckalew Anita F. Bukey W. L. Bunfill Laura E. Bunten Carol Burkett Judy F. Burnett Laura Y. Burns Willie J. Burns Beth A. Burrell Sharon A. Buss-Rosso Mary Anne Butt Jeannie M. Cabello-Penn Gaylin S. Carl Angela D. Carney Mary S. Carr Danny R. Carter Lesa B. Carter Melody M. Carter Dyanna L. Carver Kathina N. Catron Cynthia A. Caudle Larry J. Caudle Steven H. Caudle Sara L. Chamberlin Tonya L. Childress

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Andrea D. Cleary Flora L. Coakley Brooke L. Collins Jack W. Collins Mary J. Collins Milo Collins C. Nadene Commet Margaret A. Connors Lance X Cook Mary S. Cook Ruby G. Cook Cheyanne D. Coomer Everett W. Coonfield Audra D. Copeland Mary J. Copeland Ethelene D. Cordell Sue L. Cordischi Lillian S. Cornwell Darla R. Cossey Martha A. Couch Sarah L. Cox Joyce L. Crawford Vicki C. Cross Maeleen M. Cunningham Danny A. Curtis Tommy K. Davenport Arlene D. Davis Debra L. Davis Lesa Davis Michael E. Davis Michael K. Davis Susie F. Davis Tana L. Dawson Daniel M. Demmitt Varcos Des Rosiers Michael G. Dillard Shirley J. Dillard Paulette Dodson

Angela S. Dolezal Julie A. Domer David K. Donnell Dianna M. Drain Jack D. Drain Jacqueline K. Drake Jerry D. Drake Susie Drake Ryan D. Dugger Leanne Dunn Mary Kay Easton Connie G. Edwards Raja El-Khoury Jennifer L. Ellison Ruby E. Enoch Kristin J. Esser Angela D. Evans Ann B. Fairchild Ann B. Faires Susan K. Farmer William S. Files Wilson L. Fitch Maria S. Flores Mona A. Foster Jason E. Fowler Ruth I. Fowler Eugene V. Franks Nancy F. Franks Todd C. Fricke John J. Fritz Devis L. Fruchtl Georgia D. Fultz Charles Funderburgh Artie B. Funkhouser LaDonna Gage Janet P. Garcia Matthew P. Garcia Virginia L. Garner

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Carla D. Gates Pamela C. Gayer Karen L. Gegner Matthew E. Gegner Kenneth A. George Mary L. Gibbs Carolyn A. Gilbrech Mark L. Gish Michael L. Glass, Jr. Susan E. Glenn Brenda W. Glidewell Judy L. Goad Rebecca A. Goff Kay C. Gourley Diana J. Gramling Judy E. Gray Preston A. Griffith Jackie D. Grubb Robert Guadagnini Celeste E. Guile Amy D. Guthrie Jay Guthrie Freemon J. Hafen Phillip D. Hafen Anna L. Haggard Dallas L. Hale Lynn A. Hammer Arthur F. Hammond Gloria D. Hammons Allison R.E. Harder Deborah A. Harnish Janet K. Harrelson Debbie G. Harris Wayland A. Harris Joanna Hausam Marianne D Hauser Patsy A. Hawkins John R. Hayes Jr.

Lori Heath John R. Heavner Cynthia A. Hellum Rena L. Hendrix Virginia M. Hester Laura L. Heverling Michal C. Hicks Sandra L. Hicks James E. Higgins Brenda D. Higgs Feleicia K. Hill Jean B. Hill Michael L. Hill Pamela A. Hill Patricia J. Hill Mark L. Hitt Nancy G. Hobgood Herman G. Hogue James R. Holt Shonda R. Holt Naomi J. Hoodenpyle Joanna L. Hossay Shirley F. Hudson Betty A. Huenefeld Susan M. Jamerson Kathy D. Janes Cheryl J. Jefferson Lisa D. Jenkins Anna M. Joerger Jason M. Johnson Katy A. Johnson Cherie A Johnson Paula S. Jones Diana L. Jordan Lora D. Jordan Lola J. Jordon David Gordon Justice Dorothea Justice

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Mark J. Kamer Leah P. Karp Debra K. Kelly Phyllis C. Kelly Rick D. Kelly Kathy L. Kelsey Sharon K. Kerr William Keys Mark R. Kilgore Tia F. King Brenda Kirkland Pamela L. Kiser Amanda L. Koch Jessie Lee Smith Koeppe Janie Lackey Janey E. Lacy Jamie K. Lara Billie S. Ledbetter Stacey R. Ledbetter Barbara S. Lewis Donna K. Lewis JoAnn Lewis Melinda P. Liles Bradley D. Linam Rose M. Linares Julie D. Liter Mollyanne Lloyd Sheila M. Logan Mary F. Logue Melanie F. Long Mary Longdon Donald J. Lumsargis Judy D. Luper Llona Luttrell Brandy M. Macomber Tricia Main Steven L. Marchese Kathy R. Mars

Chris D. Martin Linda D. Mathews Randy L. Mathias John C. Maxey Andrew P. Mayes Joseph L. McAtee Michael L. McCabe Jamie R. McCarty Linda McCawley Jerry O. McClendon Jacqueline L. McCoskey DeLane McCoy Michael D. McCoy Karen K. McGee Claude A. McGehee Shelley K. McGehee Judith A. McGhee Brenda M. McIlvain Angela C. McKnight Valerie J. McLoud Christopher J. McNulty Gail W. McWhorter Lonnie D. Meadows Mary J. Medlin John C. Mefford Linda Mellon Elizabeth J. Metcalf Tina A. Michael Cheryl F. Miller Elizabeth A. Miller Jason G. Miller Lorenzo V. Miravite, Jr. Barbara Mitchell Robert B. Mitchell Bryan D. Moats Bill L. Mobley John B. Mobley Elaine E. Molsachi

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Christina M. Moncrief Gregory W. Mones Sylvia L. Montano Corrine L. Moore John M. Moore Penny J. Morgan Tameka N. Morrison Beverly J. Mouser Louise Neal Paula A. Neal Joy M. Nelson Connie L. Newberry Alice Y. Newell Kelli R. Nixon Barbara B. Noland Pamela A. Norton Janice Oliver Steven L. Olson Patricia D. Omohundro William L. Omohundro Carmen Osburn Rowlanda J. Palermo Norma Parham Alice M. Parker Lillian Parker Nathan T. Parker Randy L. Parker Raymond C. Parker Tyler K. Parker Mary E. Parks Lorene D. Patrick Tracey J. Patrick Mark E. Paul Lovina R. Payton Sheryl D. Pearson Deborah D. Pennington Randel R. Penny Velma Perry

Jeanne V. Peterson Robbie E. Peterson Brenda L. Phillips Chloe Pierce Patricia A. Pierce Harlan E. Pifer Doris F. Piguet Joyce E. Pitts Steven J. Poage Cary S. Pollock Steven D. Porter Lisa M. Posinski Thomas D. Posinski Adam S. Posnak Martin H. Post Julie A. Powell Thomas H. Preston Leanne Price Kimberly Puckett Ralph M. Ramey Roger A. Ramey Sherry M. Ramsey Allen R. Rankin Matthew B. Ransom Kathy L. Ratliff Ricky S. Ratliff Jeany Ray Marsha A. Ray Sheila L. Reagan Kimberlee K. Reeser Amanda G. Reith Sharon K. Rexford Desjohne N. Rhodes Sara M. Rhodes Robert N. Richards Deborah J. Richardson Shannon R. Ridley Tara L. Riley

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Bonnie G. Ritch Ricky Ritch Robert L. Ritch Dana L. Roberts Sandra E. Rodriguez Mildred K. Rogers Kathleen W. Rosteck Duva E. Routh Crystal G. Rowell Dana D. Rozell D. J. Rush Tammie R. Russell Salwa Z. Samara Joyce Sanders Dianna R. Sanderson Blanca L. Santillano James C. Scarbrough Connie J. Schell Jackie Schell Patricia S. Schram Angela S. Schuldt Judy L. Shackelford Malcolm P. Sharp Tammy R. Shedd Buddy W. Sheridan Martha B. Sheridan Sally A. Shipley Emily R. Shirley Travis S. Shofner Valeria M. Sigears Debbie C. Simmons Stephen D. Sisemore Sandra K. Skelton Damariz J. Skinkis Kristy N. Slagle Mary G. Smiley Cassie J. Smith Cynthia A. Smith

Diane L. Smith Gordon W. Smith Lori A. Smith Stephanie A. Smith Linda L. Sorensen Cecil B. Southern Linda C. Southern Mitchell L. Spencer Virginia L. Spencer Linda Y. Springer Judith K. Stark Susie J. Steele Jimmy Steichman Atha J. Stephenson Debra L. Stephenson James D. Stephenson Thomas S. Stevens D. Grant Stewart James A. Stewart Teresa Stewart Sherry L. Stidman Janell Stiers Corina M. Stiles Elvia Stiles Gayle S. Stocker Cheryl A. Story Debon S. Stotts Haley B. Stouffer Bonnie Stout Debra K. Stout James Stowe Curtis A Strange Deborah A. Strange Wilma S. Stufflebean Shari-Lyn A. Suchocki Glenda S. Sullins Matthew T. Sullins Patricia H. Sullivan

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Deborah D. Swaar Rosemary A. Tacker David M. Tankersley Elizabeth A. Tarver David L. Tate Dana A. Taylor Sharron K. Teague McKenya R. Tessmer Kathryn L. Thill Kevin S. Thomas Linda S. Thomas Shirley M. Thomas Romey Thomason Cheryl J. Thompson Martha E. Thornton Jerry L. Thurman Jacki L. Tighe Sharon K. Treece Thomas E. Tuck Rachel L. Turnbull Kelly S. Turner Fred Turrentine Trisha L. Ussery Samuel R. Vaughn Alan D. Vick Henry E. Vick Jan S. Vire Patricia A. Vowell Kathy D. Wallace Jerry L. Wallis Sherry A. Wallis Micki E. Ward Earl C. Warder Theresa D. Warford Donna L. Warren

Brandon L. Watson Crystal D. Watson Suzannne C. Watson John Webb Belinda M. Welsh Carolyn A. West David L. Whitaker C. Michele White Rebecca L. White Valerie K. Whitmill David A. Whittenburg Jeffery M. Whittenburg Glenda J. Wilcox Sharon L. Wilcox Judy L. Wiles Christine N. Wilken James C. Wilkins Emily E. Williams Linda B. Willkie Charles W. Wilson Claire L. Wilson Jamie L. Wilson Marilyn K. Wilson Roy L. Wilson Wilma A. Wilson Tiffany B. Wimberly Beth J. Woessner Fawn S. Wonsower Rhonda R. Wood Robert M. Wright Robin S. Wyckoff Beth Wynne Ananda Yates Traci Yeargan

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May 26, 2005

Consent Agenda

D. Student Transfers

TO: Board of Education FROM: Bobby C. New

I recommend approval of the following student transfer requests:

Incoming: Shirley Washington requests that her child, Joshua Washington, age 10, be transferred from the Farmington School District to the Fayetteville School District.

Executive Summary Financial ReportFayetteville Public Schools

FY2004-05

Actuals Year To Date Year To Date5/19/2005 FY04 Budget FY05 Budget 4/30/2005 % of 4/30/2004

10 months of 12= 83% Note Budget 10 months of 12= 83%

Revenues:Uncommitted Cfwd 5,614,971.89$ 2,358,371.81$ 2,503,147.80$ 5,614,971.89$ Restricted Carryforwards 1,406,351.74$ -$ 1,378,734.19$ 1,406,351.74$ State Funds 21,479,302.00$ 27,527,923.00$ 20,741,861.00$ a 75% 16,469,817.00$ Local Funds 31,273,993.15$ 32,599,917.77$ 26,535,685.90$ 81% 23,084,995.83$ Interest on checking account 361,085.01$ 300,000.00$ 203,002.63$ a 68% 308,350.29$ Fed Funds/Grants/Restricted 6,933,973.55$ 6,156,477.26$ 5,637,870.90$ 92% 5,827,285.74$ Vocational Education 1,330,299.54$ 1,614,050.00$ 632,813.44$ b 39% 1,100,484.42$ Pepsi Contract 207,418.00$ 207,418.00$ 207,418.00$ a 100% 207,418.00$ Athletic Gate Receipts 120,091.00$ 119,000.00$ 111,889.00$ c 94% 120,091.00$ E-rate 101,793.25$ 100,000.00$ 21,539.77$ a 22% -$ Miscellaneous 160,488.81$ 125,000.00$ 257,190.08$ d 206% 119,522.50$ Food Service sales 1,490,495.66$ 1,410,000.00$ 1,198,539.07$ 85% 1,349,997.07$ Reserve 3,981,364.18$ 4,287,214.24$ 4,287,214.24$ 100% 3,981,364.18$

Total Revenues & Reserve: 74,461,627.78$ 76,805,372.08$ 63,716,906.02$ 83% 59,590,649.66$

Expenditures:Salaries 43,745,762.20$ 47,078,069.97$ 33,735,238.91$ e 72% 32,369,312.93$ Fringe Benefits 9,030,918.96$ 11,061,508.32$ 7,757,126.67$ e 70% 7,250,616.32$ Debt Service Payments 3,610,372.67$ 4,393,872.00$ 1,331,918.20$ f 30% 876,809.29$ Maintenance & Operations: Maintenance 1,382,906.26$ 1,310,928.87$ 1,041,806.90$ a 79% 1,231,462.62$ Utilities 1,220,778.37$ 1,192,693.65$ 1,057,515.73$ 89% 1,042,815.01$ Transportation 920,193.00$ 637,766.63$ 635,174.82$ a 100% 840,083.30$ Food Service 1,084,783.81$ 1,054,446.38$ 961,309.66$ a 91% 936,484.43$ Technology 581,650.79$ 552,330.00$ 548,560.23$ g 99% 558,521.95$ Curriculum & Instruction 1,992,498.50$ 1,867,814.58$ 1,943,266.57$ h 104% 1,924,696.19$ School Improv/Prog. Devlp. 167,419.92$ 213,402.11$ 209,471.98$ a 98% 148,768.51$ Athletics/Physical Education 272,859.78$ 259,756.14$ 217,159.41$ 84% 257,461.95$ Grant Expenditures (not personnel) 1,854,557.27$ 1,584,982.24$ 1,380,182.54$ 87% 1,669,347.19$ Miscellaneous 427,830.02$ 491,899.22$ 635,404.52$ i 129% 503,999.41$ Reserve 4,287,214.24$ 4,287,214.24$ 4,287,214.24$ 100% 4,287,214.24$ FY 2003 Restricted Carryforward -$ -$ -$ FY 2004 Restricted Carryforward 1,378,734.19$ -$ 1,378,734.19$ 1,406,351.74$ FY 2004 Unrestricted Carryforward 2,503,147.80$ 818,687.72$ -$

Total Expenditures & Reserve: 74,435,235.81$ 76,805,372.08$ 57,120,084.57$ 74% 55,303,945.08$

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Executive SummaryFayetteville Public Schools

FY2004-2005Notes to Financial Report

a. Funding/Expenditures not incurred equally throughout the year.

b. Vocational funding is lower due to lower student numbers participating. Third quarter billing also occurred later in FY05 so funding will be received later this year.

c. Higher due to preseason ticket sales.

d. Includes a $95k reimbursement for fire damage expenditures at Asbell

e. Lower due to school year beginning in late August and fiscal year beginning July 1st.

f. Debt service payments due on December 1st and June 1st.

g. Technology expenditures include major computer purchases and payment of annual contractual agreements for internet and other district-wide services.

h. Includes purchases of textbooks and supplies purchased before beginning of school year.

i. Includes warehouse paper restocking expenditure and insurance premium expenditure. Warehouse expenditures will later be reallocated to school sites as supplies are ordered and delivered.

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May 26, 2005

Materials Evaluation Committee Appeal

TO: Board of Education FROM: Steve Percival I will conduct the appeal of a patron to the district's decision regarding the recommendation of the Material Evaluation Committee.

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May 26, 2005

QZAB Award

TO: Board of Education FROM: Lisa Morstad I will present information regarding the Qualified Zone Academy Bonds that were recently awarded to the district.

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May 26, 2005

Ethics Law Disclosures

TO: Board of Education FROM: Lisa Morstad I will be asking for board approval of the ethics law disclosures for board members.

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May 26, 2005

Policy Revisions

TO: Board of Education FROM: Ginny Wiseman I will ask the board to adopt policies based on revisions made due to new requirements from the Arkansas Department of Health and current legislative mandates.

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May 26, 2005

Student/Parent Handbook Approval

TO: Board of Education FROM: Ginny Wiseman I will ask the board to approve the elementary and secondary policies and procedures handbook for the 2005-06 school year.

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5.2—ENTRANCE REQUIREMENTS To enroll in a school in the District, the child must be a resident of the District as defined in District policy 5.1—RESIDENCE REQUIREMENTS or meet the criteria outlined in policy 5.40—HOMELESS STUDENTS. Students may enter kindergarten if they will attain the age of five (5) on or before September 15 of the year in which they are seeking initial enrollment. Any student who has been enrolled in a state-accredited or state-approved kindergarten program in another state for at least sixty (60) days, who will become five (5) years old during the year in which he/she is enrolled in kindergarten, and who meets the basic residency requirement for school attendance may be enrolled in kindergarten upon written request to the District. Any child who will be six (6) years of age on or before October 1 of the school year of enrollment and who has not completed a state-accredited kindergarten program shall be evaluated by the district and may be placed in the first grade if the results of the evaluation justify placement in the first grade and the child’s parent or legal guardian agrees with placement in the first grade; otherwise the child shall be placed in kindergarten. Any child may enter first grade in a District school if the child will attain the age of six (6) years during the school year in which the child is seeking enrollment and the child has successfully completed a kindergarten program in a public school in Arkansas. Any child who has been enrolled in the first grade in a state-accredited or state-approved elementary school in another state for a period of at least sixty (60) days, who will become age six (6) years during the school year in which he/she is enrolled in grade one (1), and who meets the basic residency requirements for school attendance may be enrolled in the first grade. Students who move into the District from an accredited school shall be assigned to the same grade as they were attending in their previous school (mid-year transfers) or as they would have been assigned in their previous school. Home-schooled students shall be evaluated by the District to determine their appropriate grade placement. Prior to the child’s admission to a District school:

1. The parent, guardian, or other responsible person shall furnish the child’s social security number, or if they request, the district will assign the child a nine (9) digit number designated by the department of education.

2. The parent, guardian, or other responsible person shall provide the district with one (1) of the following documents indicating the

child’s age: a. A birth certificate; b. A statement by the local registrar or a county recorder certifying the child’s date of birth; c. An attested baptismal certificate; d. A passport; e. An affidavit of the date and place of birth by the child’s parent or guardian; f. Previous school records; or g. Military Identification

3. The parent, guardian, or other responsible person shall indicate on school registration forms whether the child has been expelled from school in any other school district or is a party to an expulsion proceeding.

4. The child shall be age appropriately immunized from poliomyelitis, diphtheria, tetanus, pertussis, red (rubeola) measles, rubella,

mumps, hepatitis B, varicella and other diseases as designated by the Arkansas State Board Department of Health, or have an exemption issued by the Arkansas State Department of Health. Proof of immunization shall be by a certificate of a licensed physician, or a public health department or the military service. acknowledging the immunization.

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Legal References: A.C.A. § 6-18-201 (c) A.C.A. § 6-18-207 A.C.A. § 6-18-208 A.C.A. § 6-18-702 A.C.A. § 6-15-504 (f) Date Adopted: 8-28-03 Last Revised: 11-18-04

5.16—ADMITTING VISITORS TO SCHOOL BUILDINGS

In order to protect the safety of students and teachers and to prevent unnecessary disruption of school programs, it shall be the policy of Fayetteville Schools to require visitors to report to the principal’s office before going to other parts of the building or premises.

PROCEDURES 1. Principals or their designee will determine the visitor’s purpose in the building. Routine requests may be granted or denied verbally. If principals feel more formal recognition should be given to the

request, a visitor’s permit or denial may be issued. Sales persons or solicitors for special projects may be required to get approval from a central office administrator before their request is considered.Central office administrators introducing a person to make a request or making any commitment to a visitor should complete a Visitor’s Permit Card (1240-ES-f) to be presented to the principal.

2. Visitors who frequently or regularly come to the building or premises for an approved purpose may be issued a standing

permit. 3. Guests and/or personal friends invited by school personnel should follow the same procedures as other visitors. 4. All University of Arkansas post-secondary students and staff wishing to visit in a Fayetteville school for any purpose

related to a course, special studies or research activities must get approval by the Director of Field Experiences of the U of A from the appropriate post-secondary administrator prior to the consideration of their request. The Director of Field Experiences appropriate post-secondary administrator will forward approved requests to the appropriate assistant superintendent/administrator for instruction for consideration of district approval. The assistant superintendent/ administrator will communicate with affected school principals in making decisions. (Further information on Field Experience program is found in policy and procedures 4123.)

Adopted: 2-12-74 Revised: 6-27-80 Last Revised: 8-28-03

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5.34—SCHOOL HEALTH POLICY The Fayetteville Schools will take appropriate actions to protect the health and safety of all students. The Superintendent of Schools is authorized to establish such procedures as may be necessary to comply with applicable laws and regulations or to otherwise insure the health and safety of students. Such procedures shall be considered a part of this policy. Students (or their representatives) who feel that this policy is administered in an arbitrary, capricious, discriminatory, or otherwise unfair manner may appeal through appropriate administrative channels, then to the Board of Education

I. Admission to School A. Students are required to be immunized against the following diseases, in accordance with the regulations of the State of Arkansas, prior to their admission to school:

1. Diptheria/pertussis/tetanus (DPT) or tetanus/diptheria (TD) 2. Measles (Rubeola) 3. Measles (Rubella) - one inoculation

4. Poliomyelitis

5. Any additional diseases requiring immunization, as identified by the Arkansas Health Department and/or

the Arkansas Department of Education. Such immunizations must be verified by a licensed physician or a public health department. A. Kindergarten through Grade Twelve

Except as otherwise provided in these regulations, no child shall be admitted to a public or private school of this state who has not been immunized against poliomyelitis, diphtheria, tetanus, pertussis, red (rubeola) measles, rubella, mumps, hepatitis B, and varicella (See Table I)., as evidenced by a certificate of a licensed physician or a public health department acknowledging the immunization. Parents may request waivers of these requirements for health, philosophical, or religious reasons. Such waivers must be properly documented and approved by the Arkansas Health Department. Principals are responsible for approving a student’s immunization record or the appropriate waiver from the immunization requirements.

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Table I Kindergarten through Grade Twelve

Vaccine Minimum Number of Doses Required

Additional Requirements

Polio OPV – Oral IPV – Inactivated

3 At least one dose of polio vaccine must have been administered on or after the child’s 4th birthday. These 3 doses are required for all students, Kindergarten through 12th grade and Transfer.

DTaP – Diphteria/ Tetanus/Acellular Pertussis DTP – Diphteria/ Tetanus/Pertussis DT – Pediatric Td – Adult

3 or 4 At least one dose of DTaP, DTP, DT, or Td must have been administered on or after the child’s 4th birthday. 3 doses are required for all students, 1st through 12th grade and Transfer. Kindergarten students must receive 4 doses.

Measles (M, M/R, M/MR)

2 The first dose must have been administered on or after the child’s 1st birthday. One dose is required for all students, Kindergarten through 12th grade and Transfer. The second dose must have been administered at least 28 days after the first dose. The second dose is required for all students, Kindergarten through 12th grade and Transfer.

Rubella (R, M/R, M/M/R)

1 This dose must have been administered on or after the child’s 1st birthday. This dose is required for all students, Kindergarten through 12th grade and Transfer.

Mumps (M, M/MR)

1 The dose must have been administered on or after the child’s 1st birthday. This dose is required for all students, Kindergarten through 12th grade and Transfer.

Hepatitis B 3 These 3 doses are required for all Kindergarten, 7th grade and Transfer students. ** 7th graders and Transfer students 11-15 years of age may use an alternative two-dose schedule.

Varicella (chickenpox)

1 or 2 One dose is required for all Kindergarten students. The dose must have been administered on or after the child’s 1st birthday. One or two doses are required for all 7th grade students depending on their age. Students less than 13 years of age must receive one dose of vaccine. Students 13 years of age or older must receive 2 doses of vaccine, separated by at least 28 days. A parent/guardian or physician history of disease may be accepted in lieu of vaccine.

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* An alternative two-dose hepatitis B schedule for 11-15 year old children may be substituted for the three dose schedule. Only a FDA-approved alternative regimen vaccine for the two-dose series may be used to meet this requirement. If you are unsure if a particular child’s two-dose schedule is acceptable, please contact the Communicable Disease/Immunization Work Unit for assistance at 501-661-2169. If the child does not meet the immunization requirements for entering school, the school is requested to refer the child to a medical authority (private doctor or health department) for immunization or consultation for when the immunization is due. B. Parents shall be encouraged to have their children undergo a thorough physical examination prior to initial enrollment in school. Such examination shall not be required for enrollment. Forms for reporting the results of these examinations shall be available in each school. In lieu of a physical examination parents may state, in writing, that they do not want their child to have a physical examination. II. Control and Reporting of Infectious Diseases A. In general, each school will follow the guidelines established in the Arkansas School Infectious Disease Guidelines as those guidelines apply to each identified disease. B. Acute infectious diseases will be managed by the school nurse and the building principal. Reporting of diseases and exclusion of students with those diseases will follow the recommendations found in the Guidelines. C. Chronic infectious diseases (such as AIDS, Hepatitis B) will be managed by an Infectious Disease Review Team (IDRT) established for each student who is identified as having such a disease. The IDRT will consist of the following members: 1. A physician appointed by the superintendent 2. A school nurse appointed by the superintendent. 3. The building principal The IDRT will work with the student, the student’s parents and physician, and appropriate public health officials to make a recommendation to the superintendent regarding the most appropriate educational program for the student. The IDRT will use criteria outlined in the Guidelines for determining when the student should be excluded from school. Although such exclusion should not be considered routinely, it may be necessary for the safety of the infected student or for the safety of others at the school. The IDRT’s recommendations will be forwarded to the superintendent. The Superintendents’ decision in such cases may be appealed to the Board of Education.

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D. Appropriate in-service training in the control and treatment of infectious diseases will be provided annually to all school employees, under the direction

of the school nurses. Such training shall be mandatory for all staff members and shall include those areas in the Guidelines under “Procedures for School

Management of Infectious Diseases” (pp. 5-11). Staff members who have direct contact with a student who has a chronic infectious disease may be given additional training if such training is recommended by the IDRT and the superintendent. Such training would be provided by school nurses or appropriate public health officials or medical professionals. E. Custodial procedures for maintaining a clean and healthful school environment will be established by the Supervisor of School Plant Services. F. Procedures for handling and preparing food in school facilities will be established by the Director of Food Services. III. Health Screenings The school district will conduct annual health screenings in the following areas: A. Dental screening for all elementary students and selected junior-high students - to be arranged by West Campus dental clinic personnel.

B. Vision screening for students in kindergarten and grades 1, 3, 5, and 7, 9, 11, Special Education, Students new to the district and teacher referrals- to be arranged by school nurses the Director of Nursing.

C. Hearing screening for students in kindergarten and grades 1, 3, 5, and ,7, 9, 11, Special Education, Students

new to the district and teacher referrals - to be arranged by the Supervisor of Special Education the Director of Nursing.

D. Scoliosis screening for girls in grades 4 5-10 and boys in grades 6, 8, and 10 - to be arranged by school nurses

the Director of Nursing.

E. Body Mass Index (BMI). Heights and weights are to be done on all students in kindergarten through twelfth grade according to the guidelines by the Department of Health—to be arranged by the Director of Nursing.

Principals are expected to cooperate in making the necessary arrangements for these screenings. IV. Administration of Medication School personnel will administer “prescription” medication to students under the following conditions:

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A. A parent has submitted a written request for administration of the medication filled out and signed a Medication Administration Release Form for each medication to be given.

B. The parent has furnished the medication in the original pharmacy labeled container which indicates:

1. The student’s name 2. The name of the medication drug. 3. Clear directions for administration of the medication. C. A written record will be kept by the school documenting the

administration of any medication. The record will include: 1. Student’s name 2. Name of the medication 3. Date and time administered 4. Dosage 5. Signature of person administering medication

* Students may be allowed to carry and use inhalers while in school or while participating in a school sponsored activity, provided the conditions A and B above are followed.

School personnel will administer over the counter medications to students under the following conditions:

A. A parent has filled out and signed a Medication Administration Release Form for each medication to be given with clear directions for the administration of the medication.

B. The parent furnishes the medication in the original container. The container must be sealed when presented

to the school.

C. The container must have the students name written on the container.

D. Over the counter medications can be given by school personnel only if the parent has furnished a note from a physician with clear directions for administration of the medication.

The school principal is responsible for establishing procedures to carry out the administration of medication. Adopted: 9-28-76 Amended: 11-19-85 Amended: 2-28-89 Re-codified 8/28/03

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5.17—STUDENT DISCIPLINE The Fayetteville School District recognizes that effective student discipline can best be achieved and maintained through the cooperative efforts of parents, educators, students, and other community members. Each has the right to expect a wholesome atmosphere that is conducive to learning. Such a climate can best be created where efforts are made to move students toward responsible self-discipline. The school has a responsibility to inform students of their rights and responsibilities; students are responsible for knowing and abiding by the rules and regulations of the school. Parents are responsible for helping their children understand the policy and for supporting the school in its efforts to enforce the policy. All students and parents will be provided copies of this policy and will be required to indicate in writing their receipt of the policy. Students are expected to conduct themselves at all times (at school, at school activities and events, and traveling to and from school) in a manner that will promote the best interest of the school system and will not infringe on the rights of others. The following activities are considered improper and unacceptable and may subject the student to disciplinary action as described in the procedural section of this policy.

1. Disruption and interference with school. This will include interference with the proper conduct of a school, a school activity, or an individual class; attempts to prohibit or discourage attendance by others at school or a school activity; attempts to encourage other students to violate school rules or policies; refusal to identify himself/herself on request of any authorized school personnel; and refusal to identify others engaged in unlawful or disruptive acts or to otherwise fail to divulge information regarding such acts.

2. Damage, destruction, or theft of private or public property. 3. Harassment of students or employees, which shall include but is not limited to:

(a) Speech, such as epithets, derogatory comments or slurs, and lewd propositioning on the basis of race, sex, religion,

national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation. (b) Physical acts, such as assault, impeding or blocking movement, offensive touching, or any physical interference

with normal school activities or learning environment when directed at an individual on the basis of race, sex, religion, national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation.

(c) Visual insults, such as derogatory posters, cartoons, or drawings related to race, sex, religion, national origin,

ancestry, disability, medical condition, marital status, age, or sexual orientation.

4. Assault, bullying, physical abuse, threats, or verbal abuse by a student on a fellow student. 5. Assault, physical abuse, threats, or verbal abuse by a student on any school employee, even if such actions occur off

school premises.

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6. Possession, offering for sale, sale, or use of narcotics, drugs, anabolic steroids, alcohol, inhalants, or other controlled

substances as defined by statute. Unless such possession and use has been authorized by a physician. School officials will be expected to cooperate fully with law enforcement agencies and judicial bodies in the investigation and resolution of drug-related or alcohol related cases involving students, even though the offenses may not have taken place on school property or at a school activity.

7. Possession of any weapon, knife, gun, instrument or article that might be injurious to a person or property. 8. Disregard of reasonable directions or commands given by authorized school personnel. 9. Truancy or chronically poor attendance, as defined by school policy and Arkansas Statute (Act 60, 1983). 10. Extortion from other students. 11. Gambling on school property or at a school activity. 12. Attire that disrupts the educational process or otherwise interferes with the rights or opportunities of others to learn or

teach. 13. Distribution of petitions or other printed matter not approved in advance by the principal. (The principal’s sole basis

for denying such distribution will be substantial belief that possession or distribution of such materials will cause substantial disruption of school activities because of obscene or libelous language, personal attacks, or the method or time of distribution.)

14. Violation of statutory or constitutional regulations. (School penalties may be imposed in addition to any penalties

imposed by the courts.) 15. Violations of established classroom or school rules or regulations. 16. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle, on school property or traveling to

or from school. 17. Possession of a paging device or other electronic communication device on school property, unless such possession is

necessary for health reasons or other compelling reasons. Electronic communication devices are allowed at extra curricular activities unless they pose a significant disruption to the activity or performance. Act 447 amends A.C.A. § 6-18-502(b)

18. Violation of Sexual Harassment Policy No. 5.27, Computer/Network Use Policy No. 5.29, Gangs and Gang Activity

Policy No. 5.26, Bullying Policy No. 5.47, and Conduct To And From School Policy No. 5.19 together with any other district policies regarding student conduct.

19. Use, possession or distribution of tobacco products is prohibited in accordance with Arkansas statute, § 6-21-609. 20. Any behavior not covered above which could reasonably be interpreted as being subversive to good order and

discipline or which causes the learning atmosphere to deteriorate or be disrupted.

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The Board of Education endorses the enforcement of all applicable statutes relating to the abuse and harassment of school employees and students and/or their property.

PROCEDURES

In order to effectively implement the above policy, the following procedures are adopted: School personnel are responsible for dealing with students fairly and honestly and for treating all students with courtesy and respect. The professional staff is encouraged to reward good behavior and to maintain a positive approach in helping students develop acceptable patterns of behavior. Corrective measures of a punitive nature are sometimes necessary; acceptable corrective measures include the following:

1. Conference between the teacher and the student 2. Deprivation of privileges This form of discipline is especially encouraged when the student has developed a pattern of

chronically repeating minor offenses. 3. Referral to a building administrator (principal or assistant principal) 4. Parent-school conferences This type of cooperative action is highly encouraged, especially when a student appears to

be developing a potentially serious behavioral problem. Parents should not expect a report on every problem that arises. When public or private property has been stolen or damaged, the school will work through parents to recover reasonable compensation for damages to that property.

5. Referral to other school personnel (counselor, social worker, nurse, etc.). 6. Referral to out-of-school personnel (physician, psychologist, drug or alcohol treatment centers, law enforcement

personnel, etc.). 7. In-School Suspension (ISS). A student may be placed in the school’s In-School Suspension classroom when such

suspension is necessary for the student to regain or maintain emotional control or when the student’s presence in the regular classroom represents a reasonable threat to others or when the student’s presence in the regular classroom prevents other students from pursuing desirable educational goals. Reasons for suspension may include refractory conduct; insubordination; habitual uncleanliness; or other conduct that would tend to impair the discipline of school, or harm other pupils.

8. Saturday School. A student may be assigned to Saturday School for violation of school rules. 9. Out of School Suspension (OSS). A student may be suspended from school when such suspension is necessary for the

student to regain or maintain emotional control or when the student’s presence at school represents a reasonable threat to others or when the student’s presence at school prevents other students from pursuing desirable educational goals. Reasons for suspension may include immorality; refractory conduct, possession of any weapon; possession, use or sale of narcotics, drugs, anabolic steroids, or alcohol; insubordination; infectious disease, habitual uncleanliness; or other conduct that would tend to impair the discipline of school, or harm other pupils. Any suspension must conform to the following guidelines:

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(a) Prior to any suspension, the student shall receive an explanation of the intended suspension and shall be given reasonable opportunity to present evidence that might argue against suspension.

(b) The student’s parents or legal guardians should be notified immediately of any suspension, and should indicate how the student is to leave school.

(c) Written notice of any suspension should be forwarded to the superintendent’s office and the parents or guardians

as soon as possible. Such notice shall include a statement of the reasons for and conditions of the suspension and shall notify parents or guardians of the established appeal procedures. The notice will be mailed to the address listed on the student’s current enrollment form. A conference with parent or guardian should be scheduled as soon as possible, in an effort to return the student to school.

(d) Building administrators (principals and assistant principals) can suspend students from school for a period not to

exceed ten (10) days, subject to appeal to the assistant superintendent and the superintendent.

(e) At each step in the appeal process, the suspension may be affirmed, revoked, or otherwise modified by the person or group hearing the appeal. Such disposition of an appeal does not in any way prohibit a student or a student’s parent or guardian from pursuing the appeal to the next level.

(f) Procedural due process, as defined by statutes and court decisions, will be followed at all stages of the suspension

process.

If a student under suspension transfers to another school, information regarding the suspension will be sent to that school.

(g) Alternative school program (secondary): When it appears that a student cannot conform to acceptable behavioral standards in the regular school program, the principal may recommend placement in the District’s alternative school.

(h) Extended suspension or suspension for a period greater than ten (10) days: The Board of Education is the only

authority that has the power to remove a student from school for a period greater than ten (10) days. The Board will exercise this authority on the recommendation of the superintendent of schools when a student(s) participates in any activity which tends to disrupt, obstruct, or interfere with orderly education processes; an extended suspension may be for the remainder of the semester, the remainder of the school year, or permanently.

(i) Other forms of discipline determined to be appropriate by the Professional Staff: The following general guidelines

should be applied to any disciplinary methods adopted by the professional staff, as well as to those methods listed above.

i. All methods of discipline should refrain from being a serious inconvenience to students other than the

student(s) involved. Mass punishment is to be avoided.

ii. Within the limits of practicality, all methods of discipline should be directed toward the student who has committed an offense.

iii. All methods of discipline should refrain from promoting an attitude unfavorable to academic or other

schoolwork.

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iv. Methods of discipline that would tend to publicly embarrass the student(s) are not allowed. Disciplinary actions, as outlined above, will not be entered on a student’s permanent record, and will not be divulged to unauthorized personnel, except as provided under “Suspension” and “Extended Suspension,” above. Students with disabilities, as defined in state standards, who engage in inappropriate behavior are subject to normal school disciplinary rules and procedures provided the student’s right to a free appropriate public education is not abridged. The following provisions will apply. 1. For students whose disabilities have behavioral aspects, preventive measures such as behavioral management plans, should

be considered and can be facilitated through the individualized education program (IEP) or the individualized accommodation plan (IAP) and placement processes required by IDEA and Section 504. While there is no requirement that such measures be specified in a student’s IEP/IAP, the IEP or Section 504 Committee for a student with identified disabilities could determine that it would be appropriate to address the use of specific behavioral management and/or discipline procedures in individual situations involving that student and include them in the IEP/IAP.

2. Where in-school discipline or short-term suspension (ten (10) schools days or less) is involved, a school may remove a

student with disabilities for a disciplinary infraction without it being considered a change of placement, and IDEA’S or Section 504 parent-notification provisions would not apply. Also, there is no requirement for a prior determination of whether the student’s misconduct was a manifestation of the student’s disability. During periods of short-term exclusion, schools are not required to provide any educational services to the student. A series of short-term suspensions in the same school year could constitute a change in placement. The IEP/Section 504 team must make the determination. It must also determine whether the misconduct was a manifestation of the student’s disability. Factors such as the length of each suspension, the total amount of time that the student is excluded from school, and the proximity of the suspensions to each other should be considered in determining whether the student has been excluded from school to such an extent that there has been a change in placement. This determination must be made on a case-by-case basis.

3. For a student with disabilities, a suspension or other disciplinary removal for more than ten (10) consecutive school days

may not be considered without the school district first determining whether the student’s misconduct was a manifestation of the student’s disability or due to an inappropriate placement. This determination must be made by a group of persons knowledgeable about the student (such as his/her IEP/IAP Committee), and may not be made unilaterally by one individual.

A. If the student’s misconduct was not a manifestation of his/her disability or an inappropriate placement, the school

district may expel or suspend the student from school for more than ten (10) school days, subject to conditions set forth in the procedural safeguards of IDEA and Section 504.

B. If the student’s misconduct was, a manifestation of his/her disability or an inappropriate placement, the student may

not be expelled or suspended from school for more than ten (10) school days for the misconduct. However, other procedures may be used to address the student’s misconduct. A change in placement, if determined appropriate, could be implemented subject to applicable procedural safeguards. The school district would also have the option of suspending the student from school for ten (10) days or less, or seeking a court order at any time to remove the student from school or to change the student’s placement if it believes that maintaining the student in the current placement is substantially likely to result in injury to the student or to others.

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In addition to showing that the student is substantially likely to cause injury, the school district must show that it has made reasonable efforts to accommodate the student’s disabilities so as to minimize the likelihood that the student will injure him or herself or others.

4. The student who is suspended/excluded for more than ten (10) days should be offered a free appropriate public education

for the duration of the exclusion. 5. A student with a disability who brings a firearm weapon to school, possesses illegal drugs at school, or causes serious

bodily injury to another at school may be removed from school for ten (10) days or less, and placed in an interim alternative education setting for up to 45 calendar school days.

Adopted: 7-20-79 Revised: 2-26-80 Revised: 9-25-84 Revised: 4-22-86 Revised: 9-25-90 Revised: 7-27-93 Revised: 12-19-95 Revised: 6-26-97 Revised: 6-27-02 Re-codified: 8-28-03 Re-codified: 6-24-04 5.67-EXTRACURRICULAR ACTIVITIES The Fayetteville School District will offer curricular and extracurricular activities appropriate for a wide range of student interests and abilities. “Extracurricular activities” are defined as those activities, which take place

• in competition with students from other schools, or

• for an audience of non-school personnel, or

• for a purpose clearly unrelated to regular classroom activities. Examples of extracurricular activities would include, but not be limited to, Odyssey of the Mind, math and foreign language competitions involving other schools, music performances and contests, interscholastic athletic contests (including participation by cheerleaders and drill teams), spirit squads, vocational contest involving other schools, Student Council, school clubs not related to classroom activities. Participation in such activities will be encouraged by the school district. However, the school district reserves the right to deny participation to any student under the guidelines established in the Procedures section, which follows.

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PROCEDURES

Elementary Schools In general, all activities offered by the school will be open to all students. Eligibility to participate may be revoked, at the discretion of the principal, for any students whose general behavior does not meet acceptable standards. Secondary Schools

1. Those who do not meet the eligibility standards of the Arkansas Activities Association (in those activities governed by the AAA).

2. Those who do not meet the eligibility standards of the recognized agency governing any particular activity.

3. Those in grades 7-9 who did not meet the district’s promotion standards, as described in Policy No. 5123,

during the previous school year. 1. Those whose general behavior does not meet acceptable standards as determined by the principal. 2. Those who do not meet approved guidelines established by the staff member in charge of a particular activity.

General Guidelines

• All extracurricular activities should be considered an integral part of the school’s total educational program and should be subject to the same evaluative procedures as those applied to curricular activities.

• Seventh graders will be eligible for participation in all junior-high athletic activities except football, basketball,

and track. A seventh grader may participate in any of those three sports only when special consideration is given to the physical and emotional maturity of the student and only after consultation among the athletic director, the student’s principal, and the student’s parents; the principal will have the final authority to declare the student eligible and will make “the good of the student” the chief criterion in making the decision.

• Ninth graders will be eligible to participate at the high-school level in any athletic activity not offered in the

junior high or at such time that their age makes them ineligible for junior-high athletics

• The maximum number of competitive activities or performances will be determined by the principal, in consultation with appropriate staff members.

• Extracurricular activities will be scheduled so that participant’s absence from class is minimized.

• In general, practice time should not exceed two hours per day.

• Practice sessions will not be scheduled on Thanksgiving Day, Christmas Day, New Year’s Day, or Sundays. Saturday practices are discouraged.

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• Practices will not be held on days school is dismissed for bad weather unless the practice is specifically approved by the principal.

• Interscholastic activities will not be held on days school is dismissed for bad weather unless the activity is

specifically approved by the superintendent’s office on the recommendation of the principal.

• Activities should be scheduled to avoid the need for overnight trips. Any overnight stay of a non-emergency nature must be approved in advance by the superintendent’s office. Overnight stays of emergency nature (due to bad weather, mechanical failure, etc.) may be scheduled at the discretion of the staff member in charge of the activity.

Noninstructional Activities Activities of a non-instructional nature (such as class parties, pep rallies, and assembly programs) will be held only after approval by the building principal. The frequency and duration of such activities will be limited so that interference with the regular instructional program is minimized. Adopted: 6-23-87 Amended: 7- 7-87 Amended: 9-22-87 Amended: 6-19-89 Revised: 11-15-01

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May 26, 2005

Nutrition and Physical Activity Report

TO: Board of Education FROM: Ginny Wiseman I will introduce Karen Minkel who will report the efforts and findings of the district’s Nutrition and Physical Activity Committee (NPAC). The committee was charged with exploring programs and policies that address student health, focusing primarily on reducing obesity rates among children in Fayetteville schools. The report includes general background about school health policies in Arkansas, an analysis of district Body Mass Index (BMI) data, the results of a School Health Index assessment and a five-year action plan for implementing programs and policies. Please take special note of the proposed Student Health Policy. This policy complies with federal legislation that will require all school districts to have some form of a student wellness policy by September 2006.

Nutrition and Physical Activity in Fayetteville Public Schools

May 2005

TABLE OF CONTENTS

EXECUTIVE SUMMARY .............................................................................................. 3

THE BODY MASS INDEX SCREENINGS .................................................................. 5 COMPARISON TO NATIONAL TRENDS............................................................................... 6

FORMATION OF A DISTRICT NUTRITION AND PHYSICAL FITNESS COMMITTEE................................................................................................................... 7

SCHOOL HEALTH INDEX ASSESSMENTS (SHI) ................................................... 7 MODULE: SCHOOL HEALTH AND SAFETY POLICIES AND ENVIRONMENT......................... 8 MODULE: HEALTH EDUCATION ....................................................................................... 8 MODULE: PHYSICAL EDUCATION AND OTHER PHYSICAL ACTIVITY PROGRAMS ............. 9 MODULE: NUTRITION SERVICES ...................................................................................... 9 MODULE: FAMILY AND COMMUNITY INVOLVEMENT....................................................... 9

SCHOOL BOARD WELLNESS POLICY .................................................................. 10

ACTION PLAN............................................................................................................... 11

NEXT STEPS .................................................................................................................. 14

REFERENCES................................................................................................................ 15

APPENDIX A: OVERVIEW OF NUTRITION AND PHYSICAL FITNESS ALTERNATIVES........................................................................................................... 16

COORDINATED APPROACH TO CHILD HEALTH (CATCH).............................................. 16 COMPETITIVE FOODS ..................................................................................................... 16 FARM-TO-SCHOOL ......................................................................................................... 16 GRADUATION REQUIREMENTS.......................................................................................... 17 INCENTIVE PROGRAMS................................................................................................... 17 P.E. TIME....................................................................................................................... 17 POINT-OF-DECISION REMINDERS ................................................................................... 18 PUBLIC ACCESS ............................................................................................................. 18 PUBLIC/PRIVATE PARTNERSHIPS.................................................................................... 18 SCHOOL LUNCHES ......................................................................................................... 18

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Executive Summary The District Nutrition and Physical Fitness Committee has developed an action plan to improve the health of Fayetteville students based on research and the wealth of resources available to the district. These actions include: 1) developing and implementing an elementary Farm to School program; 2) altering school lunches at all grade levels to encourage healthier eating; 3) developing and implementing a weight-loss program for middle school students; and 4) expanding health education to include fourth and fifth grade. The committee developed this action plan to address a disturbing trend that affects Arkansas and the nation: the rise of obesity rates among the entire population regardless of socioeconomic level, gender or ethnicity. Approximately 21 percent of Arkansas children are overweight compared to the national average of 15 percent (Sanders, 2004). Obesity is the number one risk factor for heart disease, which is the leading cause of death in Arkansas. Nationally, 400,000 deaths can be attributed to obesity annually (Trust for America’s Health, 2004). These statistics have led to the development of programs and policies in all 50 states to address the obesity epidemic. In 2003, Arkansas passed revolutionary legislation that was consistent with recommendations by the American Academy of Pediatrics. This legislation targeted schools and had three components: 1) Schools must measure their students’ body mass index (BMI) annually and report results to the state and to each student’s parents; 2) Districts must form Nutrition and Physical Activity committees comprised of teachers, administrators, students, community members, parents and health professionals who review current district policies and recommend actions to improve student health; and 3) A State Health Advisory Committee will create overall recommendations for the State Board of Education to approve. The Fayetteville School District finished its second round of BMI measurements this spring. Though the participation rates in the 2004 BMI screening were lower in Fayetteville relative the rest to the state, these initial findings were illuminating. The percentage of overweight Fayetteville students is lower than the state average, 15 percent of males compared to 22 percent, and 9 percent of females compared to 19 percent, respectively. Consistent with state trends, student BMI’s begin to increase significantly during middle and junior high school, particularly for males. The district formed a Nutrition and Physical Activity Committee (NPAC) that has met monthly as an executive committee and twice as a full committee. The committee has conducted a needs assessment in the areas of health policy, health education, food services, physical education and activity, and community and parent involvement. NPAC has also developed a five-year action plan for the district to address some of those needs. This report shares the committee’s findings and the proposed five-year action plan.

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Introduction The increase in overweight adults and children during the past two decades in the United States has created a health epidemic that does not discriminate by gender, ethnicity or socioeconomic group. Approximately 65 percent of American adults are overweight or obese, which has led to 400,000 deaths per year (Trust for America’s Health, 2004). These sobering statistics have led to the development of legislation and programs in all 50 states that attempt to reverse current trends and provide incentives for individuals and families to improve their nutrition and physical fitness. The upward trend in obesity rates particularly affects Southern and Midwestern states, meaning that Arkansas has a greater health risk relative to the nation. Approximately 21 percent of Arkansas children are overweight compared to the national average of 15 percent (Sanders, 2004). Obesity is the number one risk factor for heart disease, which is the leading cause of death in Arkansas. A Four-County Community Health Needs Assessment (2004) found that weight was one of the top three health concerns in Madison, Benton, Carroll and Washington Counties. Further, Arkansas spends $663 million per year on obesity-related health care costs or $243 per person (Trust for America’s Health, 2004). In 2003, the state of Arkansas passed revolutionary legislation to address overweight and obesity problems among children in the form of Act 1220. This comprehensive policy offered a three-pronged approach to children’s health that focuses on schools:

1) District Nutrition and Physical Activity Committees: These committees are comprised of stakeholders in the schools and community, including teachers, health professionals, administrators, parents and students.

2) Data gathering and research: Schools are required to report to parents an annual body mass index (BMI) percentile by age for each student. Parents receive a report card indicating the results of the BMI screening, and the state uses the data to track trends by region, gender and socioeconomic status.

3) State Child Health Advisory Committee: This body has generated recommended health policies to be adopted by the state, including food serving sizes and physical fitness instruction time recommendations for all grade levels.

This legislation targets school systems because schools have a limited but important role in addressing students’ health. Students often participate in the school breakfast and lunch program, consuming at least one-third of their daily caloric intake during the school day, and are introduced to physical fitness concepts in physical education classes (Jenkins & Campbell, 2004). Schools also have a vested interest in ensuring that their students are healthy because research suggests that students’ health affects their ability to learn. Schools with high percentages of students who do not eat well or exercise regularly have smaller gains in test scores than comparable school populations, and severely overweight children have higher absentee rates that their peers (Action for Healthy Kids, 2004). Moreover, an overweight adolescent has a 70 percent chance of becoming an overweight adult, leading to health problems like diabetes, heart disease, stroke and hypertension (Arkansas Center for Health Improvement, 2004).

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Fayetteville Public Schools has fully complied with Act 1220 and has begun to implement the State Child Health Advisory recommendations. First, Act 1220 prohibits vending machines in elementary schools, a policy Fayetteville Schools already had in place. Second, Act 1220 requires each school district to form an advisory committee comprised of various stakeholders in the health professions and in the schools. Third, schools must assess and report the Body Mass Index of their student population. This report documents those efforts and provides action plans to improve nutrition and physical fitness in the district both in the short- and long-term. The Body Mass Index Screenings Body Mass Index (BMI) was assessed for 4,537 students or 57 percent of the total student population in the district between February 6, 2004 and May 19, 2004. The participation rate was lower than expected due to misinformation about parental consent, particularly at the high school level (48.6% participation rate). The participation rate was also lower for females than for males across all grade levels.

Males Females N Normal or

Underweight Risk of Overweight

Overweight N Normal or Underweight

Risk of Overweight

Overweight

Total 2417 69.0% 16.4% 14.5% 2120 75.9% 15.0% 9.0% The first graph indicates the percent of the school population either overweight or at risk of overweight at each grade level, and the second graph shows BMI data by school. The Arkansas Center for Health Improvement (ACHI) data indicates that boys tend to be more overweight or at risk for overweight than girls, particularly in kindergarten and from 7th grade through 12th grade. These data do not control for variables such as SES or parental BMI. Graph 1: Overall BMI for Males and Females

05

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FemalesMales

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Graph 2: Males and Females Overweight or At Risk for Overweight by Individual Schools

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Comparison to National Trends According to the American Academy of Pediatrics, 15.3 percent of the nation’s 6- to 11-year-olds and 15.5 percent of 12- to 19-year-olds are at or above the 95th percentile for BMI on standard growth charts. In Arkansas, ACHI found that approximately 40 percent of children in Arkansas public schools were overweight or at risk for becoming overweight based on BMI data. A 2001 Youth Risk Behavior Surveillance survey found that 14 percent of Arkansas youth were overweight, but males and minority youth were more at risk than females and whites. Nineteen percent of males compared to 9 percent of females were overweight, and 19 percent of blacks compared to 12 percent of whites were overweight. Fayetteville data do not disaggregate BMI by ethnic or racial categories, but the results disaggregated by gender, shown in the graph below, appear to mirror the state and national trends represented by the Surveillance survey and the American Academy of Pediatrics. The percentage of overweight boys is greater than the percentage of overweight girls. The Fayetteville BMI results suggest that Fayetteville has a smaller population of students at risk of overweight or overweight than the state as a whole, but participation rates in Fayetteville schools may have skewed the final results. Graph 3: % Overweight Students in Fayetteville Better than State and National Averages

0

5

10

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% Overweight

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Formation of a District Nutrition and Physical Activity Committee Following the BMI assessment, Fayetteville Public Schools assembled a Nutrition and Physical Activity Committee in September of 2004, representing different stakeholders in the community and in the schools. From the members selected, an executive committee was formed and has met monthly since October of 2004. The full committee must meet twice during a school year and has met in January and in April of 2005. Table 1: District Nutrition and Physical Fitness Committee

Member Group Represented Ms. Susan Akins

Teachers

Ms. Mechelle Bailey, R.D., L.D.

Health Professions/Parents

*Ms. Ginger Campbell

District Administration

Ms. Jessica Elledge

Students

Dr. Robert Ferguson

Community member

*Ms. Lisa Jenkins, R.D., L.D.

Food Services

Mr. Mike Mason

School administrators

*Dr. Mark Miller

Health professions/Parents

*Ms. Karen Minkel

Community member

*Dr. Bobby New

District administration

*Mr. Bob Shoulders

Community member

*Dr. Lori Turner, R.D.

Community member

Ms. Laura Underwood

School Board/Parents

*Ms. Ginny Wiseman District administration *Denotes an Executive committee member School Health Index Assessments (SHI) The Nutrition and Physical Activity Committee proceeded to conduct a needs assessment for the district in January 2005. SHI is comprised of eight modules and was developed by the Center for Disease Control. The modules are a scientifically based method for conducting a health needs assessment for a school or district. Fayetteville completed the five assessments recommended by the state child health advisory committee. The topics

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were: 1) School Health and Safety Policies and the Environment; 2) Health Education; 3) Physical Education and other Physical Activity Programs; 4) Nutrition Services; and 5) Family and Community Involvement. Each module provides questions that a small, knowledgeable group answers after coming to a consensus. The module provides a tool that allows the group to form a needs assessment using a scoring system based on their answers. The module then takes the group through a process that prioritizes actions and solutions. The full committee completed the needs assessment component of the modules, and the executive committee then discussed and outlined action plans based on those needs assessments. The following tables outline the strengths and weaknesses of the district overall. Module: School Health and Safety Policies and Environment

Strengths Weaknesses 1) Committee and policies in place 1) Communication of policies to visitors 2) Students and staff feel safe and

secure 2) School buses idle while loading

3) Emphasis on “no bullying or harassment”

3) Lack of daily supervision of physical facilities

4) Adequate access to physical activity facilities

4) Adequate professional development for dealing with unintentional injuries

5) Tobacco prevention policies are in place

5) Fundraising efforts in support of healthy eating

6) School connectiveness is positive 6) Enforcement of tobacco-use policies, and tobacco cessation services are not provided

Module: Health Education

Strengths Weaknesses 1) Sequential health curriculum

consistent with standards 1) Elementary school: health education is provided in K-3 only

2) Teachers use active learning strategies

2) Not all health educators attend professional development in health education once a year

3) Students have the opportunity to practice skills

4) A variety of culturally appropriate examples and activities are used.

5) Assignments encourage student interaction with family and community

6) Essential topics on tobacco use prevention, healthy eating, and preventing unintentional injuries, violence and suicide are addressed.

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Module: Physical Education and Other Physical Activity Programs

Strengths Weaknesses 1) Student/teacher ratio 1) Time recommendations in 6th-12th 2) P.E. enjoyable and teaches life-long skills

2) Individualized physical activity and fitness plans

3) Credentialed teachers in 6th-12th 3) Provision of classes for special populations

4) Time recommendations in K-5th grade 4) Elementary instructors are not credentialed

5) Allow substitution for phys. ed classes Module: Nutrition Services

Strengths Weaknesses 1) Low-fat items offered in lunch meals 1) Sites outside the cafeteria do not offer

appealing low-fat items (i.e. competitive foods)

2) Clean, safe cafeterias 2) Promotion of healthy food and beverage choices

3) Variety of choices 3) Little collaboration between food service staff and teachers.

4) Offer breakfast and lunch programs 4) Preparedness for food emergencies 5) A la carte offerings include appealing, low-fat items

Module: Family and Community Involvement

Strengths Weaknesses 1) Parenting strategies district-wide 1) Parent and community involvement in

programs 2) Community access to school facilities 2) Promotion for healthy eating or physical

activity 3) Programs in schools: “Kids for Health” in K-3, “Watch Dog Dads”

3) Student and family involvement in school meals

While Fayetteville Schools scored highest in health education and food services and lowest in family and community involvement, according to the scoring method developed for the assessment, all modules identified strengths and weaknesses in each category. From this assessment and the BMI data, the committee developed an action plan and comprehensive district wellness policy.

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School Board Student Health Policy The federal Child Nutrition Act of 2004 requires each school district that participates in the school meals program to adopt a “wellness policy” by the start of the 2006-07 school year. This policy must include nutrition education, physical activity, nutrition standards and school-based activity goals as well as an action plan for achieving these goals and evaluating outcomes. The following serves as a draft district wellness policy. 5.6 -- Student Health The District promotes healthy schools by supporting wellness, good nutrition and physical activity as part of the total learning environment. The District supports a healthy environment where children learn and participate in positive dietary and lifestyle practices as this optimizes student performance potential. Legal References: A.C.A. §1220 § 730, U.S.C. § 204 (2004) AR560.1 Nutrition*

1. All foods available on school ground and at school-sponsored activities during the instructional day should meet or exceed the state nutrition standards and recommendations, including a la carte items and snacks and beverages sold from vending machines.

2. Emphasis shall be placed on foods that are nutrient dense per calorie. 3. Foods shall be served with consideration toward variety, appeal, taste, safety and

packaging. 4. All fundraising projects for sale and consumption within and prior to the

instructional day are encouraged to follow the state nutrition standards. 5. The use of food items as part of a student incentive program is discouraged, and if

used, must adhere to state nutrition standards. Physical Activity

1. Physical activity shall be included in a school’s education program from grades Pre-K through 8th, pursuant to state statutes.

2. Physical activity shall include regular instruction in physical education, in accordance with the National Association of Sport and Physical Education Standards and the Arkansas Curriculum Framework for physical education, as well as co-curricular activities, and recess.

3. Students shall be given opportunities for physical activity during the school day through daily recess periods, elective physical education classes, and the integration of physical activity into the academic curriculum.

4. Schools shall work with the community to create an environment that is safe and supportive, allowing students to walk and bike to school.

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5. Physical education is offered in accordance with state standards in grades 9th-12th.

Health Education

1. Students in grades PreK through 12 shall receive health education that is interactive and teaches skills that promote healthy lifestyles.

2. Nutrition education shall be offered in school dining rooms as well as the classroom with coordination between teachers and food service staff.

3. Staff who provide health education shall have appropriate training.

Other School-Based Activities

1. The entire school environment shall be aligned with health school goals to positively influence a student’s understanding, beliefs and habits as they relate to good nutrition and regular physical activity.

2. Parents and community members shall have input into most school safety and health programs.

3. Schools shall provide families with opportunities to learn about health and safety topics.

* All administrative regulations exclude current contracts that the district may have. Action Plan The action plan spans a five-year period, specifying tasks and programs that will be completed each year at the elementary, middle school, junior high, high school and district levels. To address the weaknesses identified from the SHI, a best practices and programs nationwide search was conducted. A summary of these programs is in Appendix A. Based on need, cost and predicted outcomes, the executive committee formulated the following action plan.

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Next Steps The Nutrition and Physical Activity Committee intends to continue implementing and evaluating health-related programs that affect Fayetteville public school students. Recommended policies and programs will address the needs of the district and play a part in reversing the trend of rising obesity rates in Arkansas.

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References Action for Healthy Kids. (2004, September). The Learning Connection: The Value of

Improving Nutrition and Physical Activity in Our Schools. Retrieved December, 2004 from http://www.actionforhealthykids.org/AFHK/specialreports/index.php.

American Academy of Pediatrics. (2003). Prevention of pediatric overweight and obesity.

Pediatrics. 112,2:424-428. Arkansas Center for Health Improvement. (2004). The Arkansas Assessment of

Childhood and Adolescent Obesity. Retrieved from www.achi.net on March 17, 2005.

Barak, T. (2004, July 28). Eat your veggies. Education Week. Brody, J. (2004, October 12) Vegetables? Sure. We’ll take some fries. The New York

Times. [electronic version]. Center for Disease Control. (2004, September). Are there special recommendations for

young people?. Retrieved from http://www.cdc.gov/nccdphp/dnpa/physical/recommendations/young.htm on October 14, 2005.

Center for Disease Control. (1996, June 14). Guidelines for school health programs to

promote lifelong healthy eating. 45. RR-9: 1-33. General Accounting Office. (2003, May). Efforts needed to improve nutrition and

encourage healthy eating. (GAO-03-506). Washington, D.C.: U.S. Government Printing Offices.

Gershon, R. (2004, November) Four-County Community Health Needs Assessment.

Social Work Research Center. University of Arkansas. Sanders, R. (2004). Act 1220: What is it really all about?. Arkansas Advocates for

Children and Families brochure. Schmidt, B. W. (2004, November 23). Health classes added, junk food targeted. Argus

Leader. pp. 1A, 6A. Trust for American’s Health. (2004). F as in fat: How obesity policies are failing in

America. Retrieved from http://healthyamericans.org/reports/obesity/ on October 14, 2004.

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Appendix A: Overview of Nutrition and Physical Fitness Alternatives Coordinated Approach to Child Health (CATCH) Developed over 13 years ago, this program provides a comprehensive approach to nutrition and physical education at the school level. Trainers spend one full day with a physical education instructor, the food services manager, and ideally a third grade teacher from each school involved. The program seeks to develop a coordinated approach to encouraging healthy lifestyles by enabling children to hear the same message from teachers, food service workers, P.E. instructors and their parents. “The four CATCH components - Go For Health Classroom Curriculum, CATCH Physical Education, Eat Smart School Nutrition Guide, and family Home Team activities - reinforce positive healthy behaviors throughout a child's day and make it clear that good health and learning go hand in hand. The CATCH Program has scientifically demonstrated that school environments can be created that effect healthy behavioral changes in children. As published in the Journal of the American Medical Association, the CATCH Main Trial (1991-1994) demonstrated that CATCH:

(1) reduced total fat and saturated fat content of school lunches; (2) increased moderate-to-vigorous physical activity during P.E. classes, and; (3) improved students' self-reported eating and physical activity behaviors.”

Cost: $3,600-$5,100 Scope of implementation: The state of Texas, various schools in California, Louisiana, and Minnesota Website: http://www.sph.uth.tmc.edu/catch/about.htm Competitive Foods Currently, the school district receives $207,418 per year for allowing Pepsi vending machines on school property. The majority of the funds go to a bond that funds the high school stadium and other recreational fields, and $50,000 gets distributed among the 15 schools based on pupil enrollment. CHAC recommendations suggest making these machines available to students 30 minutes after the last lunch period rather than throughout the day. Additionally, the serving size of the drinks should be reduced. Cost: Elimination--$207,418, Restricted Access--? Scope of implementation: Georgia, Kentucky, Florida and North Carolina have a similar restriction. Colorado, Connecticut, Nebraska and West Virginia have restrictions that prohibit the sale of soda 30 minutes before and after lunch or during school meal times. Farm-to-School These programs connect schools with local farms with the objectives of serving healthy meals in school cafeterias, improving student nutrition, providing health and nutrition education opportunities that will last a lifetime, and supporting local small farmers. Schools buy and feature farm fresh foods such as fruits and vegetables, eggs, honey, meat, and beans on their menus; incorporate nutrition-based curriculum; and provide students experiential

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learning opportunities through farm visits, gardening and recycling programs. Farmers have access to a new market through schools and connect to their community through participation in programs designed to educate students about local food and sustainable agriculture. A study conducted in Olympia, Washington found that students ate more fruits and vegetables, more students began buying the school lunch and they wasted less food. Cost: Pilot Program: $4,000 Scope of implementation: Approximately 23 states have some form of a farm-to-school program in some of their schools. Website: http://www.farmtoschool.org/ Graduation Requirements This idea would mandate a fitness test that high school students would need to pass in order to graduate. Test items would be based on the National Association for Sports and Physical Education standards. Cost: Unknown—the physical fitness program in schools would need to change in order to ensure that all students had the opportunity to pass the test. Scope of implementation: No other state and no other district have implemented this type of requirement. Website: Trust for America’s Health has recently published a study that compares state policies in regard to physical education. http://healthyamericans.org/ Incentive Programs Schools would offer prizes to students who eat fruits and vegetables. For example, key chains and pencils could be given to students who eat a fruit or vegetable on a particular day. Students who eat a fruit or vegetable every week could enter a raffle for one of the grand prizes. Cost: Up to $15 per student, depending on how many items the school could get donated Scope of implementation: Buffalo, NY has implemented a $450,000 project for 30,000 students over a six-week period. P.E. Time Fayetteville schools could increase the amount of time students spend in physical education. This option would primarily affect middle school, junior high and high school because elementary students currently complete between 120 and 180 minutes of physical activity each week. The recommended guidelines in the CHAC recommendations are 150 minutes each week for elementary students and 225 minutes per week of physical education for students in middle, junior high and high school. Currently, Fayetteville students in the middle and junior high schools have a P.E. class 2-3 times per week and high school students need only half a semester to graduate. Findings from a systematic review found that modifying school P.E. curricula to ensure that students were active the entire time and spent more time in P.E. did not harm academic

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performance and increased aerobic fitness by 8% regardless of gender, grade, ethnicity and type of school setting. Cost: The cost of doubling the number of certified P.E. teachers in the district Scope of implementation: California requires 200 minutes every 10 days in elementary school, 400 minutes every 10 days in junior high and two years of P.E. in high school. Website: See issue report: F as in Fat: How Obesity Policies are Failing in America at www.healthyamericans.org. Point-of-Decision Reminders These reminders are signs that are posted near stairs and elevators and places where students would access food. They can remind people of how many calories are in food items, how many calories are burned by climbing the stairs, and how eating fruits and vegetables decreases chances of developing heart disease. A systematic review was completed of using these signs to increase stair use and found that the prompts can increase stair use by 54%. Cost: Less than $200 for printing, laminating and posting. Public Access Community organizations could use school recreational facilities after school hours to run after-school physical activity programs. Cost: Utility bills plus maintenance and/or security Scope of implementation: Community schools in New York, Toronto, and San Francisco Public/Private Partnerships Achieve for Kids A collaborative would form among McNair and Holt middle schools, the Boys and Girls Club, Achieve and the Fayetteville Athletic Club. The goal would be to offer nutrition and physical fitness counseling and coaching for interested students who fell into the risk of becoming overweight or overweight category based on their BMI results. Holt students would access the program at the Boys and Girls and Club, and McNair students would access the program at FAC. Bob Shoulders and Dr. Mark Miller intend to start a 501c3 that would provide staff and minimize the costs or provide scholarships to families who could not afford the program otherwise. Cost: Minimal—school district might provide transportation Scope of implementation: No existing programs School Lunches School lunches can be altered multiple ways at each grade level in order to increase students’ consumption of balanced, healthy meals. First, kindergarten and first grade could receive a prepared lunch tray in order to ensure that they receive an array of fruits and vegetables, which could encourage them to try new things. Currently, they are able to choose their food items. Second, desserts, pizza and French fries could be restricted or eliminated as a la carte items.

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Third, the prices of less healthy or unhealthy a la carte could be increased in order to subsidize the costs of salads and fruits. Cost: Break even Scope of implementation: Hawaii, Mississippi, Louisiana, Maine and Texas have altered school lunches

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May 26, 2005

Construction Update

TO: Board of Education FROM: Mike Gray Gordon Knetzer, Project Manager from Nabholz, will present an update on the construction projects in the district.

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May 26, 2005

Teacher Evaluation Instrument

TO: Board of Education FROM: Ginny Wiseman I will ask the Board to approve the revisions to Policies 4117 and 4117.2, Evaluation of Certified Employees, Teacher Evaluation Observation Checklist, and Summative Report for Supervisory Evaluation Plan.

Fayetteville School District Policy No. 4117

President, Board of Education Effective Date 7-1-99

Evaluation of Certified Employees

1. Purpose Certified employee evaluation in the Fayetteville School District is based on the premise that professional growth is essential for the improvement of employee performance and instruction. Evaluation should be continuous and constructive and should take place in an atmosphere of mutual trust, support, and respect. The process is a cooperative effort designed to encourage productive dialogue and action between and among staff and supervisors. This evaluation program recognizes the individual differences of each person and utilizes an approach that provides maximum opportunities for improvement and growth. Its purpose is to:

a. improve delivery of instruction for optimal student achievement. b. develop and maintain a climate conducive to learning, and c. guide the professional development of each employee.

2. Notification

By September 30 of each school year, or within one month of later employment, the supervisor will inform each employee in writing of his/her evaluator. The district Notice of Evaluation form will be used for documentation. The evaluator shall be the supervisor of the employee. The supervisor may appoint an alternative evaluator with the approval of the employee.

3. Observations

The evaluator shall meet with the employee and will inform the employee of the details of the evaluation process including but not limited to forms to be used and number of observations. Observations may occur at any time after notification of evaluator through March 1. All competency standards shall be observed or documented in some other manner.

4. Evaluation Plans It is extremely important to the new employee and to the school district that the initial employment years in Fayetteville be successful ones. With that intent, the district will provide a more intensive program of evaluation for employees with less than three total year’s experience (probationary) or less than one year experience (new employee) in Fayetteville. Probationary and new employees, with the exception of administrators, are required to use the Supervisory Plan of evaluation. Veteran employees may choose this plan for evaluation or the Alternative Plan if approved by the evaluator.

a. Supervisory Plan – This is the evaluation plan for direct supervision and frequent observations. For probationary and first year employees to the district, observations will consist of at least one 30 minute announced and one

Fayetteville School District Policy No. 4117

President, Board of Education Effective Date 7-1-99

30 minute unannounced and two shorter visits. The two shorter visits will be unannounced. For veteran employees, observations will consist of at least one thirty-minute period and three shorter visits to be no less than fifteen minutes. The observations may be announced or unannounced at the supervisor’s discretion.

b. Alternative Plan – An alternative plan may be used if approved by the evaluator. This model focuses on the development of professional growth plans and the process of carrying out those plans. Alternative plans may be developed by individuals or by groups. They may be developed for one to three year periods and shall be reviewed annually. Goals should be specific, meaningful and directly impact student learning. While official classroom observations are not required under the alternative evaluation plan, evaluators are still expected to conduct periodic visits to the classrooms of those utilizing that plan.

5. Evaluation Cycle

Employees choosing the Alternative Plan will be expected to use the Supervisory Plan at least once during a four-year period.

6. Process Timelines

The following diagram indicates timelines for the evaluation process:

a. Supervisory Evaluation Plan Notification of Evaluator by September 30

Evaluator/Evaluatee conference by October 15

Observations by March 1.

Summative Conferences by March 30

To Central Office by April 1

b. Alternative Evaluation Plan

Notification of Evaluator by September 30

Evaluator/Evaluatee conference by October 15

Written Mid-Year Report by January 30

Final Report Conference by March 30


c. Administrator Evaluation Plan

August Pre-evaluation conference with supervisor to set goals

September Administrator communicates goals and evaluation process with staff

September - March Gathering feedback and documentation for portfolio

Final Report Conference by March 30


7. Evaluation Forms

Each certified employee shall be evaluated annually using the appropriate form(s) that follow.

Fayetteville School District Summative Report for Supervisory Evaluation Plan

Teacher _____________________ Position__________________ Date___________ Evaluator_____________________________ Time/Period______________ This review has been developed based upon the following: _______ observations _______ conferences ______ portfolio other data (specify)_____________________________________________________ Organizing/Delivery of Content Knowledge for Student Learning The teacher:

1. Articulates learning goals and objectives for the lesson that are appropriate for the students.

2. Demonstrates an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future.

3. Creates or selects teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the state curriculum frameworks.

4. Creates or selects assessment strategies that are appropriate for the students and that are aligned with the goals of the lesson.

5. Develops clear lesson plans stating learning goals and objectives that follow the state curriculum frameworks.

6. Demonstrates integration of technology and other resources in addition to the textbook to enhance learning.

Comments: ________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________ Creating an Environment for Student Learning The teacher:

7. Establishes and maintains rapport with students. 8. Engages students in challenging learning expectations and provides consistent feedback. 9. Establishes and maintains clear standards of conduct and managing students behavior in

a fair and constructive manner. 10. Creates a learning environment that is physically and psychologically safe and conducive

to learning Comments: ________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________ Teaching for Student Learning The teacher:

11. Clearly explains content and addresses students’ questions. 12. Uses a variety of instructional strategies and a base of knowledge to create learning

experiences that make the subject matter meaningful to students.

13. Connects the subject matter to other disciplines. 14. Delivers instruction based on age appropriateness, learning theories, and the

developmental needs of students. 15. Utilizes community resources (such as field trips and guest speakers) to enhance student

learning. Comments: _____________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________ Teacher Professionalism The teacher:

16. Maintains accurate records and meets deadlines. 17. Pursues a planned course of professional growth activities. 18. Serves a positive role model in the school environment. 19. Collaborates with colleagues, parents/guardians, and community to support students’

learning and well being. 20. Communicates with parent(s) or guardian(s) about student learning. 21. Participates in the development and implementation of building and district procedures,

goals, and policies. Comments: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Additional Comments Related to Classroom Performance Strengths ___________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Focus Areas: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Strategies to Address Focus Areas: ________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________ Special commendation/recognition ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ These summative comments do not nullify or replace any other written communications from your evaluator. I have discussed this review with my evaluator and have received a copy. Teacher’s signature Date Evaluator’s signature Date

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