November 5, 2018 School Board Meeting Agenda SUPERINTENDENT'S REPORT AND AGENDA Regular Meeting of the Board of Education Independent School District No. 280, Richfield, Minnesota Richfield Public Schools inspires and empowers each individual to learn, grow and excel Monday, November 5, 2018 7:00 pm Regular School Board Meeting I. CALL TO ORDER II. REVIEW AND APPROVAL OF THE AGENDA III. INFORMATION AND PROPOSALS -- NON-ACTION ITEMS A. Reports and Information from School Sources Superintendent Update 1. Introduction of student board representatives-Diego Niquio, Naseer Folson 2. Centennial School- ENVoY and the Seven Gems 3. Preliminary Staffing Report 4. Richfield Health Resource Center – Vicky Schneider/Christina Gonzalez 5. Student-Board District Improvement Presentations B. Commendations IV. CONSENT AGENDA A. Routine Matters 1. Minutes of the regular meeting held October 15, 2018 2. General Disbursements in the amount of 1,724,971.50 as of October 31, 2018 A. Personnel Items V. OLD BUSINESS A. New Board Policy – Parent/Guardian Engagement-Second Read B. Attendance Policy 545 and Guideline 545.1 Second Read C. Policy 955- Fundraising D. Legislative Platform
Transcript
November 5, 2018 School Board Meeting Agenda
SUPERINTENDENT'S REPORT AND AGENDA
Regular Meeting of the Board of Education
Independent School District No. 280, Richfield, Minnesota
Richfield Public Schools inspires and empowers each individual to learn, grow and excel
Monday, November 5, 2018 7:00 pm Regular School Board Meeting
I. CALL TO ORDER
II. REVIEW AND APPROVAL OF THE AGENDA III. INFORMATION AND PROPOSALS -- NON-ACTION ITEMS
A. Reports and Information from School Sources Superintendent Update 1. Introduction of student board representatives-Diego Niquio, Naseer Folson 2. Centennial School- ENVoY and the Seven Gems 3. Preliminary Staffing Report 4. Richfield Health Resource Center – Vicky Schneider/Christina Gonzalez 5. Student-Board District Improvement Presentations
B. Commendations
IV. CONSENT AGENDA A. Routine Matters
1. Minutes of the regular meeting held October 15, 2018 2. General Disbursements in the amount of 1,724,971.50 as of October 31, 2018
A. Personnel Items
V. OLD BUSINESS
A. New Board Policy – Parent/Guardian Engagement-Second Read B. Attendance Policy 545 and Guideline 545.1 Second Read C. Policy 955- Fundraising D. Legislative Platform
November 5, 2018 School Board Meeting Agenda
VI. NEW BUSINESS
A. First Read Guidelines 501.2 Initial Entrance to the School district B. Donations
VII. ADVANCE PLANNING
A. Legislative Update
B. Information and Questions from Board
C. Future Meeting Dates 11-19-18 7:00 pm Regular Board Meeting – Public Comment 12-03-18 7:00 pm Regular Board Meeting – Truth in Taxation
D. Suggested/Future Agenda Items
VIII. ADJOURN REGULAR MEETING
FOR INFORMATION Agenda Item III.A.3
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting, November 5, 2018
Subject: Staffing Report – October 2018 Brenda Nielsen, Director of Human Resources, will review the October 2018 Staffing Report.
Background Information (Prepared by Brenda Nielsen) The staffing report lists all full time and part time employees with the exception of board members, reserve teachers, community education teachers, non-public employees and casual employees who work for short periods of time in seasonal positions. The report indicates that there are 692 employees or 631.9821 full time equivalent (FTE) positions in Richfield Public Schools in October 2018. This represents an increase of 36.6258 FTE positions from October 2017. The increase in FTE’s includes additional staff at our Early Learning/Pre-School program, the addition of Student Engagement Specialists at most buildings, as well as additional teaching staff at all grade levels to lower class sizes.
Staffing Report
November 5, 2018
District Overview
• The staffing report reflects 692 employees or 631.9821 FTE’s
• 364 Teachers / 354.7575 FTE
• 125 Paraprofessionals / 100.1747 FTE
• 79 Custodial & Transportation / 65.4875 FTE
• 27 Mgmt. & Admin. Support Professionals / 26.75 FTE
• 35 Nutrition Services / 24.2499 FTE
• 14 Miscellaneous / 13.0 FTE
• 7 Student Engagement Specialist / 6.5625 FTE
• 1 Registered Nurse / 1.000 FTE
• 40 Administration and Classified Management / 40.0 FTE
Districtwide Changes
Increase of 33 employees or 36.62585 FTE’s • Increase 22.8275 Teacher FTE’s
● Bathroom improvements - part of facility referendum
● Dual language programming reviewed and improvement
● Equity and access and racial viewpoints added to curriculum
● The creation of a private location for prayer
● Homework policies and practices reviewed
● Athletics review and conference change occurring 19-20
Ongoing Improvements
● Recruit and hire more diverse staff (25 new TOC)
● Staff training in equity (Full Innocent Classroom Training)
● Expanded advanced course offerings with a focus on
historically underrepresented populations of students
Activities Planned for SY 18-19
● Small events at each school to gather more input
● Continue to make improvements based on student input
● All high school students participate in feedback to the school
board on school improvement
Superintendent Proposals
Students Focused- It is important to ask our customers how to make our service better.
Empowering- All students participate- University of Minnesota College In the Schools, regular American Government, ELL, Special Education courses.
21st Century Skills- Equip our students to identify problems, create solution, and then sell an idea.
Trust Building- Relationship of trust between superintendent, the school board, teachers and students.
ProcessStep One- Create a list of problems facing our school. They were asked to fit in the following categories.
1. Student Engagement and Proficiency 2. Improved Graduation Rate- Achievement Gap3. College Readiness- Academic Skills, Critical Thinking4. School Culture5. Equity
Step Two- Choose the one problem your group would like to address.
Step Three- Establish the criteria your solution would be based upon
Step Four- Identify potential solutions
Step 5- Score the criteria and choose the best solution.
Step 6- Create an action plan to implement the solution.
L
Example Lou’s Birthday Party
Problem- What to serve for dinner?
Criteria- cost, prep time, Lou’s fav, clean-up, other kids.
Potential Solutions- hot dogs, pizza, spaghetti, tacos, fried fish
Action plan- I will order Dominos 3 hours before the meeting.
A Proposal to Improve College Readiness
Presented by William Voigt
Introduction to the Problem● After just over a month of senior year, it is easily
recognizable that Richfield High School does not adequately prepare their students for the College Application Process
● In comparison with other schools, it seems that RHS is doing the bare minimum in terms of College Application Guidance
WHY we chose the College Application Process:
● This is something that has directly impacted all of us!○ College Applications are harder than they need to be
● In order to gain information and knowledge regarding College Applications, students have to reach out to the counselors. If a student does not request help, they likely will not receive it.
● At RHS, the blunt reality is that students are not willing advocate for themselves. In other words, RHS students are less likely to reach out to counselors in an effort to receive help regarding College Applications.
Problem● Students are entering senior year and the college
application process unprepared.● Applying for college often is not a solely independent
process -- students will likely need the guidance of an experienced individual. Without a stable home life or outreaching counselors, students are left to fend for themselves.
● RHS students are seeing the college application process as a barrier, not as an opportunity.
Possible Solutions...● Extra Counselor(s) + Increased Duties
○ Adding 1+ counselors to the RHS staff would give our current counselors less duties (less assigned students = less duties). This would provide the opportunity to give more duties to the new/existing counselors, much of which could be centered around the College Application Process. Or RHS could hire counselors specifically designated to college advocation.
● Course (1 semester) specifically dedicated for Application Process / Scholarship Opportunities / Seeking Aid
○ If these processes crucial to College Application are required as assignments, students will likely complete them with more effort and in a timely manner. Not to mention, a designated teacher who has experience with the College Application Process could serve as a mentor.
● A more informative Advisory class○ This option would give every student access to college counseling regardless of their
willingness because advisory class is a requirement. Since every teacher is also an advisory teacher, they would need extra training.
Criteria to determine solution● Cost
○ Each option would be rather expensive: hiring staff and funding schoolwide training ○ Ranking (Least Expensive to Most Expensive)
■ 1. Advisory Training 2. Semester-long course 3. Extra Counselor(s)
● Effectiveness○ Important factors in determining effectiveness are individual attention and solid structure. The
following options are ranked from Most effective to Least Effective.■ 1. Extra Counselor(s) 2. Semester-long course 3. Advisory Training
● Student Desire○ The student body’s opinion on these options will reflect their participation in becoming College
ready. ○ Ranking (Most desirable to Least desirable)
■ 1. Extra Counselor(s) 2. Advisory Training 3. Semester-long course
Solution - Hiring/Expanding Counselors’ Roles● The main challenge for Richfield students in their college application process is their reluctance to get
the help they need. ● That being said, the system that most effectively counters this issue is hiring /expanding counselors’
roles. ● Although additional salaries makes this method easily the most expensive, the potential effectiveness
is more important than the initial payment. Additional Counselors will result in the most immediate and widespread change, and in turn they will funnel money back into the school district with higher enrollment rates (a school that adequately prepares students for college will naturally attract more students).
● The advisory method would add little to no change to the readiness of RHS students simply because of the culture around advisory. To students, advisory is a free period to slack off and get grade checks. Therefore, additional college preparation in the advisory curriculum won’t be seen as having the same level of importance as being approached by a counselor.
Action Plan● Route 1: Hiring 1-2 Specific College Counselor(s) -
○ Our current three counselors would perform the same tasks that they do now.○ The new counselors would serve as solely college counselors for juniors and
seniors applying to college (helping with the application and selection process, as well as application for federal aid and scholarships).
● Route 2: Expanding the counselor staff and incorporating a more thorough college application guidance - ○ This solution would divide all counselor work among 4-5 different counselors (as
opposed to our current 3).○ Each counselor would do their current tasks + guiding students who are applying
to college (and helping with federal aid and scholarships).○ Much like how our current system works, each counselor would be assigned to a
certain number of students.● Reallocation of funds
Closing ArgumentOur plan to add more guidance counselors to the Richfield High School staff will create a system that eases RHS students into the college application process. In an already daunting process, additional counselors will take some of the stress away from applying, making it more appealing for students. Along with removing stress, this plan will encourage more counselor responsiveness which will ultimately lift some of the responsibility off of students who are unwilling to seek necessary help.
Improving Overall Student Engagement in RHS Classrooms
Josh Peterson
Student Engagement (why this?)We chose to focus on student engagement because a student’s engagement in class has a very direct impact on their performance. If you do not pay attention during class and are constantly lacking focus, it reflects in grades and test scores. You can not learn material without focusing and being taught it. That is the whole reason we are at school and have teachers. By improving a student’s engagement, it should improve their performance SO, we need to find better ways to incentivise students to engage with material being taught.
Criteria:
We decided that our criteria would be impact on students, ease of implementation, and price.
Solution Options
- Best solution: Make participation a bigger percent of grades.- Secondary solutions: Better encourage teachers to be interested in subject material.
Challenges: In large part, these problems need to be addressed much closer to home, which administration is not capable of. This solution could, however help to alleviate what we see as the biggest problem at RHS.
Solution
Make participation more important in classes, especially in non-honors.
Challenges: In large part, these problems need to be addressed much closer to home, which administration is not capable of. This solution could, however help to alleviate what we see as the biggest problem at RHS.
Another challenge would be that teachers would need to implement these changes, adjusting their plans accordingly, though for many teachers, it is already an expectation that they adjust and change their plan yearly.
Implementation
Make participation a larger part of the grade. This can be easily implemented by simply adding more percentage of a grade onto an already existing grade category. This will allow students who want to work and be better a buffer so they can feel better about coming to class and improve attendance.
Allow students to choose assignments, not every assignment but give them a choice so they feel like they have a choice in their education. Instead of a basic test perhaps allow students to choose a presentation or an essay instead.
Make teachers have an interest in their subject if they expect the students to care about the subject.
Student Engagement
- Students at Richfield High School
Lauren Toensing
Potential Solutions:
1. LIGHTER WORKLOAD: Less homework means less stress for students, which could lead to a healthier attitude surrounding school.
2. MORE CLASS OPTIONS: Providing students with classes that better fit their interests and passions can make learning more fun and engaging.
3. BETTER STUDENT-TEACHER RELATIONSHIPS: Students and teachers who get along well and respect each other can best collaborate for success for all students. Good teachers can be inspiring even in a subject that a student may not like very much!
4. SMALLER CLASS SIZES: Smaller classes give teachers the opportunity to spend more time on each student, making sure that they are succeeding, and can also be more enjoyable for students themselves, as classes are typically less rowdy and more collaborative.
5. FOCUS ON LEARNING, NOT GRADES: Focusing on getting high points rather than on demonstrating learning leads to extra stress and discouragement for students, and making the school environment more mistake-friendly can allow students to bounce back from a personal difficulty or a frustrating unit.
Solution:
We decided that emphasizing respectful and friendly relationships between students and teachers was the best way to increase student engagement. Offering more or smaller classes would cost the school money and potentially take time out of the school day, because they would require more teachers and more complex scheduling. Giving a lighter workload would have a detrimental effect on how much students could learn in the time we have allotted for school, especially in higher-level classes that move more quickly and so require more homework. Reducing the focus on grades could be good for students mental health, but in the end it might have no effect on engagement and, in the worst case scenario, it could lead to lower performance, which would impact school funding and student success. Therefore, the easiest and most effective solution lies in student-teacher relationships. Students have reported higher engagement, more enjoyment, and often better grades in classes where they feel respected by their teachers, and especially when a teacher shows an interest in students outside of their school life. It wouldn’t be too difficult to create a culture fostering these kinds of relationships in RHS, and could have a very positive effect on student engagement and performance.
Action Plan:
Most students already report that they find the atmosphere at RHS to be mostly or somewhat respectful and friendly, which implies that the desired culture already exists in the school but could be better emphasized. A simple policy that encourages all teachers to form personal and respectful relationships with their students could only make that culture more prevalent, and would not be difficult to introduce. It would not require any significant or institutional changes.
College ReadinessBy Diego, Ethan , Ana and AkeemBy Diego, Ana, and Ethan
College Readiness - Why?
To help students get into college
Help Students understand why college is important
Prepare students for the real world
Have better paying jobs
Have a better education
Higher Standards Specific Problem
Possible Solutions
High Schoolers need higher GPA’s
More College Information
Higher Paid Teachers
Smaller Classes
More Advanced Technology
More College Classes With College Credits
Criteria UsedWhat would have the best outcome for the school
Higher paid teachers will result in much higher GPA’s
Class sizes based on GPA’S
What would cost the least amount of money
What would be the best outcome for the students
Final Solution More College Classes With College Credits
Action Plan
Plan more college visits
Compare GPAs before and after the changes
Students take a survey to see how ready they feel about college
Contact colleges to see if they can let us have more college classes and credits
Find sponsors who can help get us new and better technology for the college courses
Closing Argument
We decided on more college classes with college credits as our final solution because we think it would benefit the students better by preparing for actual college classes and giving them the opportunity to be able to have credits going into college so that they would be able to graduate sooner or at least be more prepared for those classes. We also think it would be helping us improve our standards because then students are taking more challenging classes which is benefiting their knowledge on how college classes actually are.
Are You Ready for College?After School College Readiness
Programs
IntroductionWe have heard of CIS but what about Upward Bound?
College Possible? Who, what, where and how are just some of the questions students ask about these programs. Much of the student pool in our school is uninformed about glorious academic programs such as these. College readiness help should not be inaccessible to any student but how we can we readily inform students of these wonderful programs while making it accessible to everyone?
Why this?● Students have heard of CIS but outside of school, there are limited
solutions to help students● Students often complain of limited options that offer career advice
Tackling The Problems Surrounding College Readiness● Tackling effectiveness of spreading information about college readiness
options● How to actively motivate students to use these resources therefore
increasing participation in these programs
The Problem● Stigma around college readiness programs● Information about after school college readiness programs isn’t readily
passed around to students so they don’t know it exists● College readiness programs are a bit discriminatory- too many
participation requirements
Potential Solutions● Incentives to encourage students to come try program● Spread info across PA, flyers, posters, email● Have open houses for programs● Host fun student oriented programs to fund student planned activities in
college readiness programs● Take personal survey from students and advertise how well these
programs assist students
Solution Criteria● Cost-effectiveness● Increases student participation● Easily conveys information to a large mass
Solution and Action Plan● From freshman year, students are encouraged through flyers, email,
posters and assemblies to attend open houses that provide snacks, prizes to offer a chance for students to get a feel of college readiness programs
● Combine credit recovery, tutoring and college readiness programs to provide a multifaceted program that meets all students’ needs.
Challenges● Hard time finding activities that will garner student interest● Solution doesn’t exactly leave student an option because credit recovery
isn’t optional for graduation● Credit recovery over summer may be available but college readiness
programs may exist only for the school year
Conclusion● Issue of career and college preparation is important● College readiness programs should prepare students for secondary
education and provide current academic help as well● Our solution lightens workload on students while meeting all students
needs● Our solution also guarantees increased participation● Increase the amount of students who successfully get accepted to college
● Expand sports and arts offerings● Add TAs to every class for more adult
interaction● Reduce class sizes● Mandatory counselor meetings with
students● Better adult/student relationships● Focus work on learning rather than grades● Continue to increase class choice options● More college readiness programs
Increase student engagement● Encourage diversity in honors classes● Honors in middle schools● Improve college readiness● Increase diversity in honors classes● Improve college prep/counseling
● Increase engagement through different teaching
● More college fairs and college possible programming
● Create a counseling month● Increase free time in school● Add tutoring● Add activities for students● Offer more transportation● Increase social workers● Add more clubs and programs● Monitor attendance● Increase rewards and
consequences● Create a student mentoring
program● Make learning more interesting
● Be less strict● More team/student bonding work● Add easier classes● 9th grade college planning● Use advisory better● Increase parent involvement,● Add parent clubs● Use technology to communicate ● Add more required field trips● Hands on/movement in lessons● Add more teachers of color● Mentors to supports students to
become teachers● Improve school culture● More guest speakers
● ACT Prep class● Support for advanced
classes● Active promotion of
honors classes● More after school help● Better communication
system with teachers● More engaging
instruction● More trades classes● Longer passing times● Incentives for
attendance● Add after school help● Middle school honors
math
● More effective homework assignments● More homework flexibility● Life prep class● Teachers with special qualifications● More real world life experiences● Job preparation classes● Assignment coordination ● College readiness preparation● Added engagement for learning● Improve advisory for college prep● Counselors add more career prep● Improve the school story● Increase school spirit● Spartan day
Diversity in Accelerated
ClassesReflecting the school’s
demographics in our honors courses.
Kanani Ali, James Bowers, Phoebe McCartan, Matthew Kateley, Evynn Hall
50
Our Problem
Despite being a majority of the student body, minorities at Richfield disproportionally take fewer accelerated (honors, AP, CIS) courses. This means that minority students are less prepared for the rigor of university.
▹ As seniors, we believe that being prepared for college at an earlier age would have been more beneficial to us. It would have improved our level of preparedness needed to be successful in the future and boosted student self confidence.
White
Black
Hispanic
Biracial
- Starting Honors/CIS/AP Courses Earlier
- Providing a middle ground between Honors and Regular Courses
Potential Solutions
- Adding Seminar classes/support classes into middle school
- Increase Number of honors and accelerated learning courses
51
Solutions and Criteria
CostImplementa
tion Effectiveness Sustainability Totals
Encourage honors 5 5 2 1 13
Pre- honors 2 3 8 3 16
Increase # of courses 1 1 6 4 12
Honors courses in Middle 3 2 10 5 20
Seminar in Middle 4 4 4 2 18
52
Our solution / Action PlanOur action plan is to follow a similar model as the high school implemented with the freshman class of the 2017-18, however in the middle school (preferably sixth graders). Using a mandated accelerated course properly places all students in the honors cycle, and would break the “honors” identity. As well, we would like to introduce more accelerated courses into the middle school system.
This will encourage students to take more honors classes in the high school due to the early exposure they had in middle school
53
NEW BUSINESS- FOR ACTION Agenda Item III.B
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting, November 5, 2018
Subject: Commendation
Background Information
Commendation from Centennial Pre-K team to Ruthanne Mussetter Dear Mrs. Wise, Mrs. Nielsen and Mrs. Opatz, I hope this email finds you all well and in good spirits. I am the full-time preschool teacher at Centennial Elementary School. I would like to take this opportunity to share positive regards and appreciation from my team (Mrs. Dimond, Mrs. Schroerlucke, and myself). We have been fortunate to have the Mrs. Ruthanne Mussetter substitute in our classroom as a paraprofessional several times this year. Mrs. Mussetter has gone above and beyond to make sure the needs of students were meet with individual attention and provided classroom support beyond the scope of responsibility. Mrs. Mussetter has always remained well after her scheduled time to provide support for the needs of the classroom even extending to preparation for future lessons in the curriculum. Mrs. Mussetter is professional and welcoming to families and staff. Most importantly, our students have a bond with her speaks to the trust she has earned from them in her brief time with us. We will always take every measure to ensure that should we need a substitute, and should she be available, that she is part of our classroom community. As members of the Richfield Public Schools educational community, we wanted to let the district know how much of a positive and lasting impact she has had in our classroom, with students and families, as well as with our entire team. Thank you so much for your time and consideration! Full Day PreK Team at Centennial
October 1, 2018 School Board Meeting Minutes
SUPERINTENDENT'S REPORT AND MINUTES
Regular Meeting of the Board of Education Independent School District No. 280, Richfield, Minnesota
Richfield Public Schools inspires and empowers each individual to learn, grow and excel
Monday, October 15, 2018
7:00pm – Regular School Board Meeting Minutes
CALL TO ORDER
The regular meeting of the Board of Education of ISD 280, Hennepin County, Richfield, Minnesota was held on Monday, October 5, 2018, in the District Board Room, 7001 Harriet Avenue South, Richfield, Minnesota. The Regular Board Meeting was called to order at 7:00 pm by Chair Christine Maleck with the following school board members in attendance: John Ashmead, Crystal Brakke, Timothy Pollis, and Peter Toensing. Absent: Paula Cole. Administrators present were Superintendent Steven Unowsky, Assistant Human Resources, Administrative Officer Craig Holje, and Executive Director of Student Services Mary Clarkson
AGENDA APPROVAL
Motion by Pollis, seconded by Toensing and unanimously carried, the Board of Education approved the agenda.
REPORTS AND INFORMATION FROM SCHOOL SOURCES SUPERINTENDENT UPDATE Superintendent update:
School Safety Grant: $25 million in grants across the State of Minnesota. Allocated by random draw. Central received a grant of $180,000 to support additional safety measures.
Vision Card: Reporting progress on the strategic plan strategy of “We will acquire and align human financial and technology resources to maximize organizational goals. All four will be rolled out and revised over the course of the year in reports to the public. One will occur for each strategic plan strategy. October 1 Enrollment Report: Declining enrollment over several years. Has been an ebb and flow for the past 20 years staying between 3,800-4,500. Board members aksed for review of open enrollment, market share and patterns.
·
October 1, 2018 School Board Meeting Minutes
CONSENT AGENDA
Motion by Pollis, second by Ashmead and unanimously carried, the Board of Education approved the consent agenda. 1. Minutes of the regular meeting held October 1, 2018 2. General Disbursements as of October 15, 2018, in the amount of $365,420.84 3. Personnel Items
Personnel Items
Certified Positions for Employment – 1st Year Probation Christopher Hanson – Special Education – Middle School Bryan Sanders – DAPE – Multi-building Certified Position for Employment - Temporary Linnea Swenson Tellekson – Special Education - SEC Certified Part Time Position for Employment – 1st Year Probation Amber Lewis – Vocal Music – Senior High Certified Part Time Position for Employment – Long Term Agreement Megan Brown – Grade 6 – Middle School Classified Full Time Position for Employment – Facilities & Transportation Kyle Gustafson – Head Custodian – Middle School Classified Part Time Position for Employment – Facilities & Transportation Michael Healy – approx. 25 hr/wk Bus Driver – Garage Classified Part Time Position for Employment – Paraprofessional Jessica Lauer-Schumacher – 35 hr/wk Instructional Para – Central Classified Part Time Resignation - Facilities & Transportation Douglas Bergem – approx. 10 hr/wk Bus Driver – Garage Classified Part Time Resignations – Paraprofessionals Kristi Erickson – 32.5 hr/wk Special Ed. Para - RSTEM Sarah Walker – 17.5 hr/wk Instructional Para – Central
NEW BUSINESS
BOARD POLICY REVIEW FAMILY ENGAGEMENT-NEW POLICY-FIRST READ ATTENDANCE POLICY-FIRST READ
October 1, 2018 School Board Meeting Minutes
DONATIONS Motion by Toensing, second by Ashmead and unanimously carried, the Board of Education approved the donations
ADVANCE PLANNING LEGISLATIVE UPDATE Toensing shared information from AMSD presentation by 2 governor candidates
INFORMATION AND QUESTIONS FROM THE BOARD FUTURE MEETING DATES 11-05-18 7:00 pm Regular Board Meeting – Centennial School Presenting 11-19-18 7:00 pm Regular Board Meeting – Public Comment
Motion by Pollis, seconded by Brakke and unanimously carried, the Board of Education approved adjourning the regular meeting at 8:19 pm.
FUND CHECK DATE VENDOR TYPE AMOUNT
01 290905 10/02/2018 ALL STATE COMMUNICATIONS INC R 10,364.00
01 290906 10/02/2018 ALLINA HEALTH SYSTEM R 252.00
01 290907 10/02/2018 BARNES & NOBLE BOOK R 343.13
01 290908 10/02/2018 BEST BUY BUSINESS ADVANTAGE R 8,119.99
01 290909 10/02/2018 CANON USA R 3,110.55
01 290910 10/02/2018 PC PARTS PLUS LLC R 449.80
01 290911 10/02/2018 FLICEK WELDING R 2,100.00
01 290912 10/02/2018 HEINEMANN R 65.00
01 290913 10/02/2018 HOUGHTON MIFFLIN HARCOURT R 1,062.60
01 290914 10/02/2018 INDOFF INC R 2,353.95
01 290915 10/02/2018 LAURSEN PIANO SERVICE R 98.00
01 290916 10/02/2018 PREMIER LIGHTING INC R 8,615.00
01 290917 10/02/2018 RECREONICS INC R 712.04
01 290918 10/02/2018 SIMULAIDS R 377.49
01 290919 10/02/2018 US GAMES R 2,010.38
01 290920 10/02/2018 WILLIAM V MACGILL & CO R 31.71
01 290921 10/02/2018 MUSICIANS FRIEND INC R 257.29
01 290923 10/02/2018 BAYADA R 1,500.00
01 290924 10/02/2018 BLUE CROSS BLUE SHIELD OF MINNESOTA R 554.00
01 290925 10/02/2018 BOOTH LAW GROUP LLC R 274.00
01 290926 10/02/2018 CANON USA R 413.30
01 290927 10/02/2018 ECM PUBLISHERS INC R 83.30
01 290928 10/02/2018 EDUCATORS BENEFIT CONSULTANTS LLC R 262.40
01 290929 10/02/2018 GREENE PATRICIA ANN R 400.00
01 290930 10/02/2018 H&B SPECIALIZED PRODUCTS INC R 704.75
01 290931 10/02/2018 HILLYARD R 1,295.43
01 290932 10/02/2018 INDOFF INC R 342.36
01 290933 10/02/2018 JAYTECH, INC R 1,461.80
01 290934 10/02/2018 KIM TONG TRANSLATION SERVICE INC R 67.50
01 290935 10/02/2018 KNUTSON FLYNN DEANS R 100.00
01 290936 10/02/2018 MN FUTURE PROBLEM SOLVERS R 260.00
01 290937 10/02/2018 MOORE PATRICIA R 52.50
01 290938 10/02/2018 MULTILINGUAL WORD INC R 1,018.50
01 290939 10/02/2018 NORMANDALE COMMUNITY COLLEGE R 22,500.00
01 290940 10/02/2018 PITNEY BOWES R 17.04
01 290941 10/02/2018 PLASTIC BAGMART R 1,880.90
01 290942 10/02/2018 RELIABLE DRUG & ALCOHOL R 240.00
01 290943 10/02/2018 RICHFIELD ROTARY CLUB R 270.00
01 290944 10/02/2018 RUPP ANDERSON SQUIRES & WALDSPURGER R 254.00
01 290945 10/02/2018 SOLUTION TREE INC R 1,338.00
01 290946 10/02/2018 TAFFE SARAH ANN R 7,568.16
01 290947 10/02/2018 THUROW STEPHANIE J R 184.00
01 290948 10/02/2018 TWIN CITY HARDWARE R 303.48
01 290949 10/02/2018 VELASQUEZ JACQUELINE R 25.00
01 290586 10/04/2018 MEYER TERESA V (275.00)
01 290951 10/05/2018 AFTON APPLE R 630.00
01 290952 10/05/2018 AFTON APPLE R 336.00
01 290953 10/05/2018 AHMED TAUFIQ R 67.00
01 290954 10/05/2018 ANDERSON ALEXUS R 10.00
01 290955 10/05/2018 BADGER FIX LLC R 6,565.84
01 290956 10/05/2018 BOCHE BRIAN R 87.00
01 290957 10/05/2018 BOOKSOURCE R 201.84
01 290958 10/05/2018 BOWMAN DAVID R R 90.00
01 290959 10/05/2018 BRANDT KYLE R 121.00
01 290960 10/05/2018 BRICKMAN JACQUYLYN R 679.00
01 290961 10/05/2018 BURKSTRAND JENNIFER R 20.00
01 290962 10/05/2018 BURKSTRAND MICHAEL R 40.00
01 290963 10/05/2018 BYERS NATASHA R 35.00
01 290964 10/05/2018 CARLSON KARI R 40.00
01 290965 10/05/2018 GALE/CENGAGE LEARNING R 37.63
01 290966 10/05/2018 CLAYTON JOHN JOSEPH R 104.00
01 290967 10/05/2018 COLBERT BOBBY R 40.00
01 290968 10/05/2018 COLBERT SANDRA R 40.00
01 290969 10/05/2018 COLLEGE BOARD R 1,170.00
01 290970 10/05/2018 DALLE MATT P R 87.00
01 290971 10/05/2018 DICKS LAKEVILLE SANITATION INC R 6,175.32
01 290972 10/05/2018 DINGLEY JOHN HAROLD R 20.00
01 290973 10/05/2018 DOMINQUEZ-REYES ANGEL R 73.00
01 290974 10/05/2018 DZAMONJA TOMISLAV R 20.00
01 290975 10/05/2018 ECKERMAN KELLY R 40.00
01 290976 10/05/2018 FINANGER PHILLIP J R 150.00
01 290977 10/05/2018 FORSYTHE JOSHUA R 121.00
01 290978 10/05/2018 FREDRICKSON HANSPARD EBONE R 35.00
01 290979 10/05/2018 GRAHAM THOMAS R 100.00
01 290980 10/05/2018 GUSTAFSON ZACHARY R 67.00
01 290981 10/05/2018 HAAR IV RAYMOND G R 20.00
01 290982 10/05/2018 HALL KIRK R 40.00
01 290983 10/05/2018 HALL MELISSA R 40.00
01 290984 10/05/2018 HARKRADER III ALAN D R 121.00
01 290985 10/05/2018 HARTMAN STEPHANIE R 20.00
01 290986 10/05/2018 HASSE TYLER R 87.00
01 290987 10/05/2018 HINTERMEISTER DAVE R 40.00
01 290988 10/05/2018 HINTERMEISTER LISA R 120.00
01 290989 10/05/2018 HOGAN SEAN R 90.00
01 290990 10/05/2018 HONEYWELL INTERNATIONAL R 360.00
01 290991 10/05/2018 AGILE SPORTS TECHNOLOGIES R 500.00
01 290992 10/05/2018 HUMISTON DANIAL K R 40.00
01 290993 10/05/2018 HUMISTON LAURIE R 85.00
01 290994 10/05/2018 JOHNSON DIAMOND R 10.00
01 290995 10/05/2018 JONES SHARON R 60.00
01 290996 10/05/2018 JOSEPH LINDA R 90.00
01 290997 10/05/2018 KILEN KIP RICHARD R 67.00
01 290998 10/05/2018 KINECT ENERGY INC R 485.00
01 290999 10/05/2018 KLEIS MARIA R 20.00
01 291000 10/05/2018 LARSON CURTIS R 87.00
01 291001 10/05/2018 MAHOWALD JOHN P R 20.00
01 291002 10/05/2018 MARK JOHN R 67.00
01 291003 10/05/2018 MCTLC R 150.00
01 291004 10/05/2018 MELSSEN JAMES R 20.00
01 291005 10/05/2018 MELSSEN LINDA R 40.00
01 291006 10/05/2018 MILES ROBERT THOMPSON R 50.00
01 291007 10/05/2018 MILES SARA R 150.00
01 291008 10/05/2018 MITSON STEPHEN R 67.00
01 291009 10/05/2018 MOORE DEJA ROSE R 10.00
01 291010 10/05/2018 MORROW DONALD R 67.00
01 291011 10/05/2018 MOSES ANDREW R 67.00
01 291012 10/05/2018 NELSON, DAVID A R 69.00
01 291013 10/05/2018 NEUMAN MICHAEL R 69.00
01 291014 10/05/2018 NUSBAUM ANN R 90.00
01 291015 10/05/2018 OLSON ANDREA JADE R 20.00
01 291016 10/05/2018 PENA-DZAMONJA ALICIA R 20.00
01 291017 10/05/2018 RAMIREZ ADRIAN R 20.00
01 291018 10/05/2018 RAMIREZ JASMIN R 40.00
01 291019 10/05/2018 RAMSAY THOMAS R 315.00
01 291020 10/05/2018 ROCK KEITH R 67.00
01 291021 10/05/2018 ROUZEGAR MIRSAEED R 67.00
01 291022 10/05/2018 RYBAK HANNAH JEAN R 90.00
01 291023 10/05/2018 SNDM R 100.00
01 291024 10/05/2018 SKOF BRYAN R 40.00
01 291025 10/05/2018 SOLLIE DUANE A R 70.00
01 291026 10/05/2018 THORSTENSON ROBIN R 70.00
01 291027 10/05/2018 TIETZE LINDSAY R 20.00
01 291028 10/05/2018 TOENSING PETER R 20.00
01 291029 10/05/2018 VSP VISION SERVICE PLAN R 1,694.05
01 291030 10/05/2018 VU HIEP R 67.00
01 291031 10/05/2018 WILSON JOHN R 87.00
01 291032 10/05/2018 WITHERS GERALD R 67.00
01 291033 10/05/2018 ZWACH PETER R 90.00
01 291034 10/10/2018 ASPEN EQUIPMENT CO R 7,214.00
01 291039 10/10/2018 BERGIN FRUIT AND NUT CO R 25,304.53
01 291040 10/10/2018 BUSINESS ESSENTIALS R 84.17
01 291041 10/10/2018 BEST BUY BUSINESS ADVANTAGE R 20,070.00
01 291042 10/10/2018 BOOKSOURCE R 49.56
01 291043 10/10/2018 GALE/CENGAGE LEARNING R 1,343.50
01 291044 10/10/2018 PC PARTS PLUS LLC R 1,274.50
01 291045 10/10/2018 CONTRACT PAPER GROUP INC R 22,646.40
01 291051 10/10/2018 DEAN FOODS NORTH CENTRAL LLC R 6,866.72
01 291052 10/10/2018 DICK BLICK COMPANY R 1,807.28
01 291053 10/10/2018 DIVERSIFIED SNACK DISTRIBUTION R 5,230.63
01 291054 10/10/2018 FOLLETT SCHOOL SOLUTIONS INC R 160.82
01 291055 10/10/2018 JW PEPPER & SON INC R 217.74
01 291056 10/10/2018 LAMINATOR MART R 249.50
01 291057 10/10/2018 LITERACY RESOURCES, INC (LRI) R 159.98
01 291058 10/10/2018 MENARDS - RICHFIELD R 86.80
01 291059 10/10/2018 PAN O GOLD BAKING CO R 1,162.85
01 291060 10/10/2018 PEARSON EDUCATION INC R 1,290.03
01 291061 10/10/2018 RECREONICS INC R 2,636.70
01 291062 10/10/2018 SCHOOL SPECIALTY INC R 830.93
01 291063 10/10/2018 TEACHER CREATED MATERIALS, INC R 1,693.92
01 291064 10/10/2018 TRIO SUPPLY COMPANY R 2,332.69
01 291070 10/10/2018 UPPER LAKES FOODS R 73,279.77
01 291071 10/10/2018 USI INC R 340.11
01 291072 10/10/2018 ALLIED PROFESSIONALS, INC. R 148.00
01 291073 10/10/2018 AMITY INSTITUTE LTD R 3,682.00
01 291074 10/10/2018 ARVIG ENTERPRISES INC R 1,357.90
01 291075 10/10/2018 BAYADA R 3,700.00
01 291076 10/10/2018 BEN FRANKLIN ELECTRIC INC R 836.00
01 291077 10/10/2018 BOILER SERVICES INC R 1,083.76
01 291078 10/10/2018 BSN SPORTS R 1,680.97
01 291079 10/10/2018 CAHILL KATHRYN R 20.00
01 291080 10/10/2018 CARQUEST AUTO PARTS R 351.97
01 291081 10/10/2018 CINTAS CORPORATION NO 2 R 79.65
01 291082 10/10/2018 CITY OF RICHFIELD R 7,047.09
01 291083 10/10/2018 COMMERCIAL KITCHEN R 841.25
01 291084 10/10/2018 COMPUTER EXPLORERS R 504.00
01 291085 10/10/2018 ETTEL & FRANZ ROOFING CO R 2,356.00
01 291086 10/10/2018 FASTSIGNS R 291.22
01 291087 10/10/2018 FIRE CONTROL INC R 247.00
01 291088 10/10/2018 GSSC-GENERAL SECURITY SERVICE R 602.50
01 291089 10/10/2018 GUSTAFSON DEBRA ANN R 80.00
01 291090 10/10/2018 HAKANSON ANDERSON ASSOCIATES INC R 4,850.00
01 291091 10/10/2018 HAWKINS INC R 1,792.24
01 291092 10/10/2018 HEARTLAND PAYMENT SYSTEMS INC R 2,225.00
01 291093 10/10/2018 HERFF JONES INC R 6,181.00
01 291094 10/10/2018 HERITAGE GLASS COMPANY R 370.00
01 291095 10/10/2018 HILLYARD R 5,093.74
01 291096 10/10/2018 HOGLUND BUS CO INC R 222.57
01 291097 10/10/2018 HONDA FINANCIAL SERVICES R 256.00
01 291098 10/10/2018 INDOFF INC R 24.54
01 291099 10/10/2018 ISD 625 - PRINT CENTER R 25.00
01 291100 10/10/2018 JAYTECH, INC R 2,135.39
01 291101 10/10/2018 KRETSINGER LISA R 128.00
01 291102 10/10/2018 LAURSEN PIANO SERVICE R 98.00
01 291103 10/10/2018 LOFFLER R 149.82
01 291104 10/10/2018 LOFFLER COMPANIES R 10,268.15
01 291105 10/10/2018 MARKET DISTRIBUTION INC R 2,575.40
01 291106 10/10/2018 METRO TRANSIT R 291.00
01 291107 10/10/2018 MIDWEST BUS PARTS INC R 89.14
01 291108 10/10/2018 MINNESOTA CLAY COMPANY R 187.50
01 291109 10/10/2018 MINVALCO INC R 956.53
01 291110 10/10/2018 MN DEPT OF LABOR AND INDUSTRY R 100.00
01 291111 10/10/2018 MULTILINGUAL WORD INC R 563.75
01 291112 10/10/2018 OCCUPATIONAL MEDICINE CONSULTANTS R 75.00
01 291113 10/10/2018 GLYNLYON INC R 4,800.00
01 291114 10/10/2018 PREMIUM WATERS INC R 144.63
01 291115 10/10/2018 PROFESSIONAL WIRELESS COMMUNICATION R 42.99
01 291116 10/10/2018 PROTECTION ONE ALARM MONITORING INC R 528.00
01 291117 10/10/2018 PUMP & METER SERVICE R 561.45
01 291118 10/10/2018 SCHOLASTIC INC R 449.31
01 291119 10/10/2018 SCHOLASTIC INC R 63.25
01 291120 10/10/2018 SHERMAN, IRENE K R 100.00
01 291121 10/10/2018 SHERWIN WILLIAMS CO R 48.28
01 291122 10/10/2018 SOCIAL THINKING R 347.20
01 291123 10/10/2018 STATE SUPPLY COMPANY R 71.68
01 291124 10/10/2018 TAHO SPORTSWEAR INC R 611.00
01 291125 10/10/2018 THE GOOD ACRE R 1,845.10
01 291126 10/10/2018 TRIMARK HOCKENBERGS R 2,654.40
01 291127 10/10/2018 UNIVERSITY OF MINNESOTA R 1,000.00
01 291128 10/10/2018 UPPER LAKES FOODS R 1,612.00
01 291129 10/10/2018 VERIZON WIRELESS R 599.48
01 291130 10/10/2018 WACONIA HIGH SCHOOL R 210.00
01 291131 10/10/2018 ALLSTATE PETERBILT OF S ST PAUL R 1,184.92
01 291132 10/10/2018 WELLERWORKS CUSTOM R 138.00
01 291133 10/10/2018 YOUTH FRONTIERS INC R 750.00
01 V608185 10/04/2018 LAURA M BERENS R 40.00
01 V608186 10/04/2018 DAVID M BOIE R 70.00
01 V608187 10/04/2018 PATRICK L BURRAGE R 70.00
01 V608188 10/04/2018 MIRIAM A CASTRO SANJUAN R 40.00
01 V608189 10/04/2018 PHIL N CEDER R 40.00
01 V608190 10/04/2018 MARY L CLARKSON R 70.00
01 V608191 10/04/2018 TIA B CLASEN R 70.00
01 V608192 10/04/2018 LATANYA R DANIELS R 70.00
01 V608193 10/04/2018 GEORGE A DENNIS R 35.00
01 V608194 10/04/2018 JUAN R FIGUEROA GARCIA R 100.00
01 V608195 10/04/2018 RYAN D FINKE R 70.00
01 V608196 10/04/2018 PETER J FITZPATRICK R 40.00
01 V608197 10/04/2018 STEVEN T FLUCAS R 70.00
01 V608198 10/04/2018 MICHAEL L FRANKENBERG R 70.00
01 V608199 10/04/2018 EDGAR M GALVAN CONTRERAS R 125.13
01 V608200 10/04/2018 JAMES A GILLIGAN R 70.00
01 V608201 10/04/2018 CHRISTINA M GONZALEZ R 70.00
01 V608202 10/04/2018 AMANDA R GREENE GUENTZEL R 109.78
01 V608203 10/04/2018 DIRK C GUSTAFSON R 40.00
01 V608204 10/04/2018 KYLE L GUSTAFSON R 40.00
01 V608205 10/04/2018 KEVIN D HARRIS R 40.00
01 V608206 10/04/2018 PAM A HAUPT R 70.00
01 V608207 10/04/2018 JAMES L HILL R 40.00
01 V608208 10/04/2018 CARLONDREA D HINES R 70.00
01 V608209 10/04/2018 JESSICA M HOFFMAN R 40.00
01 V608210 10/04/2018 CRAIG D HOLJE R 70.00
01 V608211 10/04/2018 CORY J KLINGE R 70.00
01 V608212 10/04/2018 DANIEL E KRETSINGER R 70.00
01 V608213 10/04/2018 ANOOP KUMAR R 40.00
01 V608214 10/04/2018 MELANIE R LAWRENCE-SMITH R 70.00
01 V608215 10/04/2018 DANIEL P MCGINN R 40.00
01 V608216 10/04/2018 DOUG R MCMEEKIN R 70.00
01 V608217 10/04/2018 CAROLE R MCNAUGHTON-COMMERS R 70.00
01 V608218 10/04/2018 MARY PAT MESLER R 70.00
01 V608219 10/04/2018 KENT D MEYER R 70.00
01 V608220 10/04/2018 BRENDA K NIELSEN R 70.00
01 V608221 10/04/2018 ROBERT G OLSON R 40.00
01 V608222 10/04/2018 BETH A PICARD R 11.30
01 V608223 10/04/2018 KEITH D RIEF R 40.00
01 V608224 10/04/2018 LEADRIANE L ROBY R 117.47
01 V608225 10/04/2018 TERESA L ROSEN R 70.00
01 V608226 10/04/2018 MAUREEN E RUHLAND R 40.00
01 V608227 10/04/2018 MARTA I SHAHSAVAND R 70.00
01 V608228 10/04/2018 BRADLEY J SHURTS R 70.00
01 V608229 10/04/2018 NANCY J STACHEL R 70.00
01 V608230 10/04/2018 PATRICK M SURE R 40.00
01 V608231 10/04/2018 LU ANN N TAUER STONE R 30.19
01 V608232 10/04/2018 IAN D TOLENTINO R 40.00
01 V608233 10/04/2018 STEVEN P UNOWSKY R 270.00
01 V608234 10/04/2018 STEPHEN C URBANSKI R 40.00
01 V608235 10/04/2018 CARRIE A VALA R 70.00
01 V608236 10/04/2018 RYAN WAGNER R 40.00
01 V608237 10/04/2018 REBECCA S WALD R 40.00
01 V608238 10/04/2018 MICHAEL J WALLUS R 70.00
01 V608239 10/04/2018 KASYA L WILLHITE R 70.00
01 V608240 10/04/2018 MELISSA J WILLIAMS R 11.53
01 V608241 10/04/2018 AMY J AHSENMACHER WINTER R 70.00
01 V608242 10/04/2018 LEE ANN WISE R 70.00
50 290922 10/02/2018 TAYMARK R 205.91
50 290950 10/04/2018 HERRERA ALVARADO OSCAR R 650.00
368,235.33 Total Disbursements
BANK 04 STUDENT ACTIVITY ACCT DATE AMOUNT
10/2/2018 205.91
10/4/2018 650.00
CHECK REGISTER BANK 04 TOTAL = 855.91
BANK 05 DATE AMOUNT
10/2/2018 83,693.35
10/4/2018 (275.00)
10/5/2018 23,484.68
10/10/2018 257,661.90
CHECK REGISTER BANK 05 TOTAL 364,564.93
365,420.84
FUND 01-206-00 217,383.51
02-206-00 126,247.33
03-206-00 3,581.27
04-206-00 11,240.42
06-206-00 4,850.00
07-206-00 -
08-206-00 1,000.00
20-206-00 262.40
21-206-00 -
47-206-00 -
50-206-00 855.91
BANK TOTAL 365,420.84
CHECK RUNS FOR 10 /15/ 2018 BOARD MEETING
BREAKDOWN
CHECK REGISTER ALL BANKS Total
BANK 04 STUDENT ACTIVITY ACCT DATE AMOUNT
10/30/2018 262.50
CHECK REGISTER BANK 04 TOTAL 262.50
BANK 05 DATE AMOUNT
10/17/2018 766,582.68
10/19/2018 681,762.82
10/24/2018 128,164.00
E-PAYS 10/25/2018 5,211.82
10/30/2018 262.50
10/31/2018 142,725.18
CHECK REGISTER BANK 05 TOTAL 1,724,709.00
TOTAL = 1,724,971.50
829,386.08
66,352.25
274,264.25
12,891.59
537,407.94
-
500.00
2,740.01
1,166.88
-
262.50
BANK TOTAL 1,724,971.50
50-206-00
06-206-00
07-206-00
08-206-00
20-206-00
21-206-00
47-206-00
CHECK RUNS FOR 11 /05/ 2018 BOARD MEETING
BREAKDOWN
01-206-00
02-206-00
03-206-00
04-206-00
CHECK DATE VENDOR TYPE AMOUNT
291137 10/17/2018 BEN FRANKLIN ELECTRIC INC R 449
291138 10/17/2018 BLUE CROSS BLUE SHIELD OF MINNESOTA R 554
291139 10/17/2018 BOILER SERVICES INC R 430.47
291140 10/17/2018 BRICKMAN JACQUYLYN R 900
291141 10/17/2018 CARLSON KARI R 20
291142 10/17/2018 CENTURYLINK R 107.89
291143 10/17/2018 CHAMPION AWARDS INC R 420
291144 10/17/2018 CINTAS CORPORATION NO 2 R 79.65
291145 10/17/2018 CITY OF RICHFIELD R 19399.97
291146 10/17/2018 COMMERCIAL KITCHEN R 535.25
291147 10/17/2018 CONTINENTAL RESEARCH CORP R 1112.71
291148 10/17/2018 DIAZ ALBINO ROLDAN R 116
291149 10/17/2018 DIGITAL INSURANCE INC R 3400
291150 10/17/2018 DOLLIFF INC R 307623.18
291151 10/17/2018 ECM PUBLISHERS INC R 77.35
291152 10/17/2018 ECOLAB INC R 1059.6
291153 10/17/2018 EDUCATORS BENEFIT CONSULTANTS LLC R 410.41
291154 10/17/2018 FAIRCON SERVICE COMPANY R 257.5
291155 10/17/2018 FERNDALE MARKET LLC R 1364.2
291156 10/17/2018 FINANGER PHILLIP J R 100
291157 10/17/2018 WW GRAINGER INC R 91.65
291158 10/17/2018 HAMMER SPORTS LLC R 974
291159 10/17/2018 HOGLUND BUS CO INC R 81.22
291160 10/17/2018 HOME DEPOT U.S.A. R 1584.13
291161 10/17/2018 IIX INSURANCE INFORMATION EXCHANGE R 73.7
291162 10/17/2018 INDOFF INC R 9.19
291163 10/17/2018 INTERMEDIATE DISTRICT 287 R 181174.32
291164 10/17/2018 INDEPENDENT SCHOOL DISTRICT 728 R 63
291165 10/17/2018 JAYTECH, INC R 610.24
291166 10/17/2018 KALLESTAD JAMES R 67
291167 10/17/2018 KNIPP CURTIS ALLEN R 20
291168 10/17/2018 KOCH III JOSEPH W R 134
291169 10/17/2018 LANGUAGE LINE SERVICE R 680.77
291170 10/17/2018 LOFFLER R 1259.45
291171 10/17/2018 LOFFLER COMPANIES R 408
291172 10/17/2018 LUBE TECH & PARTNERS LLC R 3331.37
291173 10/17/2018 LYNCH MICHAEL R 173
291174 10/17/2018 MAHOWALD JOHN P R 20
291175 10/17/2018 MASBO R 170
291176 10/17/2018 MASPA-MN ASSOC OF SCHOOL R 970
291177 10/17/2018 MASSP-MN ASSOCIATION R 865
291178 10/17/2018 METRO TRANSIT R 200
291179 10/17/2018 METROPOLITAN MECHANICAL CONTRACTORS R 1135.2
291180 10/17/2018 MIDWEST AUDIO VISUAL R 80
291181 10/17/2018 MIDWEST BUS PARTS INC R 452.28
291182 10/17/2018 MILES SARA R 50
291183 10/17/2018 MINNESOTA ASSOC OF ALTERNATIVE PROG R 100
291184 10/17/2018 MULTILINGUAL WORD INC R 79
291185 10/17/2018 MVP LOGISTICS LLC R 93.74
CHECK DATE VENDOR TYPE AMOUNT
291186 10/17/2018 NORMANDALE COMMUNITY COLLEGE R 500
291187 10/17/2018 OCCUPATIONAL MEDICINE CONSULTANTS R 732
291188 10/17/2018 OKEY CHRIS R 150
291189 10/17/2018 ON SITE SANITATION R 197.79
291190 10/17/2018 INNOCENT TECHNOLOGIES LLC R 5500
291191 10/17/2018 PITNEY BOWES R 104.97
291192 10/17/2018 PLANSOURCE, INC. R 3892.98
291193 10/17/2018 RAMSAY THOMAS R 135
291194 10/17/2018 ROCK KEITH R 67
291195 10/17/2018 SANTIAGO-IGUANERO ALEXANDER R 232
291196 10/17/2018 SMS ADMINISTRATIVE SERVICES R 10000
291197 10/17/2018 SCHREPHER ANTHONY P R 67
291198 10/17/2018 ST MARY UNIVERSITY R 5910
291199 10/17/2018 ST OLAF COLLEGE R 500
291200 10/17/2018 STATE SUPPLY COMPANY R 627.62
291201 10/17/2018 SWENSON RILEY AVENELLE R 67
291202 10/17/2018 TEAMWORKS INTERNATIONAL INC R 273.98
291203 10/17/2018 THE GOOD ACRE R 2156.5
291204 10/17/2018 TINUCCI SAMANTHA LYN R 67
291205 10/17/2018 TOLL COMPANY R 42.72
291206 10/17/2018 TRIMARK HOCKENBERGS R 1990.8
291207 10/17/2018 TRUST POINT R 3464.54
291208 10/17/2018 TRUSTED EMPLOYEES R 537.94
291209 10/17/2018 UNITED HEALTHCARE R 164.8
291210 10/17/2018 UNITED HEALTHCARE INSURANCE CO R 428.62
291211 10/17/2018 VELOCITY DRAIN SERVICES INC R 1855
291212 10/17/2018 LIGHTNING PRINTING, INC R 1845.91
291213 10/17/2018 WELLERWORKS CUSTOM R 105
291214 10/17/2018 WORKS COMPUTING, LLC R 320
291215 10/17/2018 XCEL ENERGY R 42.08
291216 10/17/2018 ALL STATE COMMUNICATIONS INC R 31306
291217 10/17/2018 BLUE CROSS BLUE SHIELD OF MINNESOTA R 5817
291218 10/17/2018 CUB FOODS R 385.08
291219 10/17/2018 CULLIGAN SOFT WATER R 9.5
291220 10/17/2018 DEAN FOODS NORTH CENTRAL LLC V 0
291221 10/17/2018 DEAN FOODS NORTH CENTRAL LLC V 0
291222 10/17/2018 DEAN FOODS NORTH CENTRAL LLC V 0
291223 10/17/2018 DEAN FOODS NORTH CENTRAL LLC R 5083.16
291224 10/17/2018 DIVERSIFIED SNACK DISTRIBUTION R 731.02
291225 10/17/2018 EVERBIND MARCO BOOK R 967.14
291226 10/17/2018 HEARTLAND PAYMENT SYSTEMS INC R 150
291227 10/17/2018 INTERMEDIATE DISTRICT 287 R 90480.52
291228 10/17/2018 JW PEPPER & SON INC R 60
291229 10/17/2018 MCGRAW-HILL SCHOOL EDUCATION R 580.32
291230 10/17/2018 MINDSET WORKS INC R 75
291231 10/17/2018 MINNESOTA CLAY COMPANY R 1668.77
291232 10/17/2018 PAN O GOLD BAKING CO R 910.1
291233 10/17/2018 PEAR DECK R 4500
291234 10/17/2018 PEARSON EDUCATION INC R 549.67
CHECK DATE VENDOR TYPE AMOUNT
291235 10/17/2018 PITSCO INC R 187.77
291236 10/17/2018 QUALITY FLOW SYSTEMS, INC. R 2986
291237 10/17/2018 SAMUEL FRENCH INC R 230.15
291238 10/17/2018 SCHMITT MUSIC CREDIT R 2538.02
291239 10/17/2018 SCHOOL NURSE SUPPLY R 83.5
291240 10/17/2018 STAR TRIBUNE R 564.3
291241 10/17/2018 TRIO SUPPLY COMPANY R 2117.87
291242 10/17/2018 UPPER LAKES FOODS V 0
291243 10/17/2018 UPPER LAKES FOODS V 0
291244 10/17/2018 UPPER LAKES FOODS R 36815.23
291245 10/17/2018 WALETZKO DARRYL LLC R 2010
291246 10/17/2018 LIGHTNING PRINTING, INC R 330.87
291247 10/17/2018 WOODCRAFT R 100
291248 10/19/2018 AQUA ENGINEERING INC R 3892.9
291249 10/19/2018 CONTEMPORARY TRANSPORTATION LLC R 5230
291250 10/19/2018 GROUP MEDICAREBLUE RX R 5805
291251 10/19/2018 ICS CONSULTING INC R 60019.75
291252 10/19/2018 INSPEC INC R 4300
291253 10/19/2018 MINNESOTA UI FUND R 1232.07
291254 10/19/2018 MINNESOTA ZOO R 2680
291255 10/19/2018 PHOENIX SCHOOL COUNSELING R 5207.32
291256 10/19/2018 SAMANAGE USA INC R 4422.6
291257 10/19/2018 PARK ADAM TRANSPORTATION R 78500.04
291258 10/19/2018 TWIN CITY TRANSPORTATION R 71711.35
291259 10/19/2018 VELOCITY DRAIN SERVICES INC R 2882.5
291260 10/19/2018 WOLD ARCHITECTS AND ENGINEERS R 435879.29
291261 10/24/2018 AMAZON.COM SYNCB/AMAZON R 22.44
291262 10/24/2018 BAYADA R 1,825.00
291263 10/24/2018 BLUETARP FINANCIAL R 25.98
291264 10/24/2018 BRICKMAN JACQUYLYN R 3,754.00
291265 10/24/2018 BSN SPORTS R 630.75
291266 10/24/2018 CANON USA R 213.06
291267 10/24/2018 CAPITAL ONE COMMERCIAL R 120.72
291268 10/24/2018 CARLSON PRINTING COMPANY R 169.00
291269 10/24/2018 CARQUEST AUTO PARTS R 23.80
291270 10/24/2018 CATALYST BUYING GROUP LLC R 724.99
291271 10/24/2018 CHRISTIAN MATTHEW R 87.00
291272 10/24/2018 CINTAS CORPORATION NO 2 R 79.65
291273 10/24/2018 CITY OF RICHFIELD R 262.50
291274 10/24/2018 CITY OF RICHFIELD R 2,662.53
291275 10/24/2018 COMMUNICATION SYSTEM R 120.00
291276 10/24/2018 CRADDOCK ANDREW M R 87.00
291277 10/24/2018 CROWE ROBERT R 90.00
291278 10/24/2018 DEPARTMENT OF HUMAN SERVICES R 674.00
291279 10/24/2018 ECM PUBLISHERS INC R 89.25
291280 10/24/2018 ECOLAB INC R 217.02
291281 10/24/2018 ETTEL & FRANZ ROOFING CO R 379.00
291282 10/24/2018 FASTENAL INDUSTRIAL R 194.28
291283 10/24/2018 FINANGER PHILLIP J R 50.00
CHECK DATE VENDOR TYPE AMOUNT
291284 10/24/2018 WW GRAINGER INC R 361.00
291285 10/24/2018 GSSC-GENERAL SECURITY SERVICE R 878.55
291286 10/24/2018 HAMMER ROBERT R 90.00
291287 10/24/2018 HARRIS DENNIS R 90.00
291288 10/24/2018 HILLYARD R 7,016.15
291289 10/24/2018 IDEAL ENERGIES LLC R 992.09
291290 10/24/2018 INSTITUTE FOR ENVIROMENTAL R 5,285.98
291291 10/24/2018 INTERSTATE STRIPING R 375.00
291292 10/24/2018 JAH SCHEDULING LLC R 306.00
291293 10/24/2018 JAYTECH, INC R 375.24
291294 10/24/2018 JONES SHARON R 20.00
291295 10/24/2018 KELLEY FUELS INC R 23,105.00
291296 10/24/2018 KINECT ENERGY INC R 4,891.67
291297 10/24/2018 KLEIS MARIA R 20.00
291298 10/24/2018 KNIPP CURTIS ALLEN R 20.00
291299 10/24/2018 LOFFLER R 235.00
291300 10/24/2018 LOFFLER COMPANIES R 214.00
291301 10/24/2018 MADISON NATIONAL LIFE INS CO INC R 12,733.11
291302 10/24/2018 MEARS NATHANIEL R 87.00
291303 10/24/2018 MEDTOX LABORATORIES INC R 139.02
291304 10/24/2018 MIDWEST BUS PARTS INC R 1,766.53
291305 10/24/2018 MILES SARA R 100.00
291306 10/24/2018 MINNESOTA ASSN CHILDRENS MENTAL R 152.15
291307 10/24/2018 MINNESOTA TRANSLATIONS R 3,318.75
291308 10/24/2018 MINNSPRA R 95.00
291309 10/24/2018 MINVALCO INC R 215.75
291310 10/24/2018 MNSAA MINNESOTA NONPUBLIC SCHOOL R 150.00
291311 10/24/2018 MORROW DONALD R 67.00
291312 10/24/2018 PIONEER MANUFACTURING COMPANY R 495.00
291313 10/24/2018 PIPKIN STEPHEN R 45.00
291314 10/24/2018 RAMSAY THOMAS R 135.00
291315 10/24/2018 RYAN JEANNIE M R 502.56
291316 10/24/2018 SANTIAGO-IGUANERO ALEXANDER R 116.00
291317 10/24/2018 SCHOLASTIC INC R 37.08
291318 10/24/2018 SCHOOL DATEBOOKS INC R 1,045.14
291319 10/24/2018 SCHOOL SERVICE EMPLOYEES R 9,596.81
291320 10/24/2018 SCHUMACHER ELEVATOR COMPANY R 1,200.00
291321 10/24/2018 SHERWIN WILLIAMS CO R 32.69
291322 10/24/2018 SHIFFLER EQUIPMENT R 168.34
291323 10/24/2018 SKOF BRYAN R 20.00
291324 10/24/2018 SOLIE JORDAN R 87.00
291325 10/24/2018 SOURCEWELL, FORMERLY TIES R 99.00
291326 10/24/2018 ST ANTHONY NEW BRIGHTON ISD 282 R 150.00
291327 10/24/2018 STELLON JACK R 50.00
291328 10/24/2018 TIETZE LINDSAY R 20.00
291329 10/24/2018 TRAVERS MOLLY R 90.00
291330 10/24/2018 TWIN CITY HARDWARE R 190.00
291331 10/24/2018 US GAMES R 785.40
291332 10/24/2018 LIGHTNING PRINTING, INC R 73.66
CHECK DATE VENDOR TYPE AMOUNT
291333 10/24/2018 ALLSTATE PETERBILT OF S ST PAUL R 816.32
291334 10/24/2018 XCEL ENERGY R 649.43
291335 10/24/2018 ALL STATE COMMUNICATIONS INC R 6,298.00
291336 10/24/2018 BARNES & NOBLE BOOK R 86.92
291337 10/24/2018 BUSINESS ESSENTIALS R 84.31
291338 10/24/2018 PC PARTS PLUS LLC R 2,099.30
291339 10/24/2018 DICK BLICK COMPANY R 183.48
291340 10/24/2018 DISCOUNT SCHOOL SUPPLY R 41.73
291341 10/24/2018 HEART ZONES, INC R 5,723.71
291342 10/24/2018 INDOFF INC R 636.31
291343 10/24/2018 JW PEPPER & SON INC R 254.75
291344 10/24/2018 LAKESHORE LEARNING R 302.11
291345 10/24/2018 MAKE MUSIC INC. R 920.00
291346 10/24/2018 MAVO SYSTEMS INC R 15,041.45
291347 10/24/2018 RAINBOW RESOURCE CENTER R 25.11
291348 10/24/2018 RECREONICS INC R 2,302.43
291349 10/24/2018 REGENTS OF THE UNIV OF MINNESOTA R 1,500.00
291350 10/24/2018 WATER MONSTERS, LLC R 658.00
V608270 10/25/2018 NAJMA F ABDILLE R 80.69
V608271 10/25/2018 TIA B CLASEN R 3,771.63
V608272 10/25/2018 CHRISTINA M GONZALEZ R 36.60
V608273 10/25/2018 SARAH M E HUTTON R 150.00
V608274 10/25/2018 REBECCA BLYTHE INNERS R 189.00
V608275 10/25/2018 BRIDGE J MCKYE R 107.49
V608276 10/25/2018 OLUTOYE F MORTLAND R 189.00
V608277 10/25/2018 KASYA L WILLHITE R 133.95
V608278 10/25/2018 ELLIOT R JOHNSON R 290.96
291351 10/30/2018 CITY OF RICHFIELD R 262.50
291352 10/31/2018 ANNE PETERS R 300.00
291353 10/31/2018 B&H PHOTO & ELECTRONICS R 173.90
291354 10/31/2018 BAUER BUILT INC R 482.66
291355 10/31/2018 BAYADA R 1,875.00
291356 10/31/2018 BUSINESS ESSENTIALS R 39.36
291357 10/31/2018 BIO CORPORATION R 733.00
291358 10/31/2018 BIPES, DAVID HAROLD R 280.00
291359 10/31/2018 BOOTH LAW GROUP LLC R 2,195.50
291360 10/31/2018 CANON USA R 3,523.85
291361 10/31/2018 CARQUEST AUTO PARTS R 402.74
291362 10/31/2018 CARTER MILISSA R 550.00
291363 10/31/2018 PC PARTS PLUS LLC R 3,698.00
291364 10/31/2018 CINTAS CORPORATION NO 2 R 253.54
291365 10/31/2018 COMMUNICATION SYSTEM R 385.85
291366 10/31/2018 DICK BLICK COMPANY R 370.73
291367 10/31/2018 EASYPERMIT POSTAGE R 3,219.29
291368 10/31/2018 EDUCATORS BENEFIT CONSULTANTS LLC R 260.40
291369 10/31/2018 FASTSIGNS R 112.00
291370 10/31/2018 GOPHERMODS R 189.00
291371 10/31/2018 WW GRAINGER INC R 26.12
291372 10/31/2018 GUITAR CENTER STORE R 796.00
CHECK DATE VENDOR TYPE AMOUNT
291373 10/31/2018 HAMMER SPORTS LLC R 936.00
291374 10/31/2018 HILLYARD R 1,645.55
291375 10/31/2018 ULMER, INGA R 500.00
291376 10/31/2018 HOGLUND BUS CO INC R 188.41
291377 10/31/2018 JAYTECH, INC R 1,426.20
291378 10/31/2018 JORDE ROSANN R 270.00
291379 10/31/2018 JP COOKE COMPANY R 72.00
291380 10/31/2018 LANGUAGE TESTING INTERNATIONAL INC R 140.00
291381 10/31/2018 LARSON CONSTRUCTION R 455.49
291382 10/31/2018 LIFETIME FITNESS BLOOMINGTON R 144.00
291383 10/31/2018 MAASFEP R 120.00
291384 10/31/2018 MALLOY MONTAGUE KARNOWSKI & RADO R 18,500.00
291385 10/31/2018 METRO TRANSIT R 291.00
291386 10/31/2018 MEYERS MELINDA R 137.50
291387 10/31/2018 MOHN MONICA R 36.00
291388 10/31/2018 MOORE PATRICIA R 168.00
291389 10/31/2018 MULTILINGUAL WORD INC R 518.00
291390 10/31/2018 PETSMART R 89.12
291391 10/31/2018 PRAXAIR DISTRIBUTION R 63.94
291392 10/31/2018 PROTECTION 1 / ADT R 1,476.00
291393 10/31/2018 SCHOOL SPECIALTY INC R 3.28
291394 10/31/2018 SCHUMACHER ELEVATOR COMPANY R 331.67
291395 10/31/2018 SCIENCE MUSEUM OF MN R 1,584.77
291396 10/31/2018 SHRED IT USA R 1,473.23
291397 10/31/2018 STATE SUPPLY COMPANY R 138.39
291398 10/31/2018 SUNBELT STAFFING R 862.50
291399 10/31/2018 THE WORKS R 103.50
291400 10/31/2018 TIERNEY BROTHERS INC R 6,058.36
291401 10/31/2018 TIRE TOWN INC R 20.00
291403 10/31/2018 UPPER LAKES FOODS R 10,565.54
291404 10/31/2018 VOSS ELECTRIC CO R 110.40
291405 10/31/2018 VSP VISION SERVICE PLAN R 1,398.93
291406 10/31/2018 LIGHTNING PRINTING, INC R 218.36
291407 10/31/2018 XCEL ENERGY R 73,337.10
1,724,971.50 Total Check Register
NEW BUSINESS VI.B
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting, November 5, 2019
SUBJECT: BOARD SECRETARY That the Board of Education employ Mary Ihlen as their secretary for the 2018-2019 school year with a salary of $250 per meeting plus $125 per special meeting not held prior to or following a regular meeting.
Background Information Mary Ihlen will begin her role with Richfield Public Schools prior to our next board meeting. The change from paying per month is an acknowledgement that there are different numbers of meetings in each month and supports ongoing development of this position.
Agenda Item IV.B
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting, November 5, 2018
Subject: PERSONNEL ITEMS (Recommended by Superintendent) That the Board of Education approve the following personnel items: Classified Management Position for Employment Mary Ihlen – Assistant to the Superintendent - District Certified Positions for Employment – 1st Year Probation Agustin Arias Cobos – Dual Language Elementary – RDLS Miquel Blanes Esclapez – Dual Language Elementary – RDLS Jacqueline Nwaiwu – Global Language Spanish – Middle School Certified Full Time Requests for Leave of Absence – Child Care Jennifer Kersten – Science – Senior High Marit Oberle – Mathematics – Middle School Megan Paulis de Rangel – Dual Language Elementary – RDLS Certified Full Time Request for Leave of Absence –Medical Karen Slaght – School Social Worker - RDLS Certified Part Time Position for Employment – Special Agreement Mary Paulson – Literacy Intervention – Blessed Trinity Classified Full Time Position for Employment – Outreach Jose Antonio Montejo Magna – Bilingual Outreach – Middle School Classified Full Time Retirement – Admin. & Mgmt. Support Professionals Anne Stafford – Administrative Assistant 3-11 month – Senior High Classified Full Time Resignation – Facilities & Transportation Edwin Kunde – Garage Mechanic – Garage Classified Full Time Resignation – Food & Nutrition Services Wendy Ritter – Kitchen Manager – RDLS
Classified Full Time Termination - Paraprofessional Classified Part Time Position for Employment – Facilities & Transportation Robert Sunderlin – approx. 20 hr/wk Bus Driver – Garage Classified Part Time Position for Employment – Food & Nutrition Services Iris Hernandez Balbuena – 15 hr/wk Kitchen Assistant – RDLS Classified Part Time Positions for Employment – Paraprofessionals Esther Carrillo – 35 hr/wk Special Ed. Para – Central ECSE Heather Rupam – 16 hr/wk Instructional Para – Central ECFE Carleen Shively – 32.5 hr/wk Special Ed. Para – Middle School Classified Part Time Resignation – Paraprofessional Mikala Bedor – 35 hr/wk Special Ed. Para – Central
NEW BUSINESS- FOR ACTION Agenda Item VI.A
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting,
Subject: The Superintendent recommends a second read of the Family Engagement Policy and guidelines.
Background Information
As part of Every Student Succeeds Act (ESSA), districts must adopt a Family Engagement Policy. The attached policy meets the legal requirements in the ESSA legislation. Guidelines for this policy
Attached
Family Engagement Policy District Family Engagement Plan guidelines District Family Engagement Plan Template School Family Engagement Plan Template Partners in Learning Compact
612.1-1
Section 600 Board Policy_____ School District
RICHFIELD PUBLIC SCHOOLS
FAMILY ENGAGEMENT
I. PURPOSE
The School Board recognizes the positive impact that family engagement has on student achievement. The School Board desires to promote student success by encouraging and facilitating parent and family involvement in learning and particularly with respect to Title I services within the district. The purpose of this policy is to establish standards for family engagement. This policy also means to satisfy the requirements of law relative to family engagement.
II. GENERAL STATEMENT OF POLICY
A. The School Board encourages the engagement of families in their student’s education and supports district and school based staff in their efforts to increase the level and quality of family engagement.
B. The School Board endorses the District’s Family Engagement Plan which was
developed pursuant to 20 U.S.C. § 6318 jointly with parents and families including those with children participating in Title I programs. The Family Engagement Plan reflects a common vision of what needs to be in place for quality family engagement across the district, sets expectations for increased levels of family engagement, and specifies what needs to happen at the district, school, classroom, and home levels for meaningful family engagement.
C. The School Board also endorses and directs annual review of the District’s Family
Engagement Plan in joint cooperation with parents and families. C. The District and individual schools will provide full opportunities for participation
by families with limited English proficiency as well as those with disabilities, including the provision of information in languages and forms that are understandable by parents and guardians.
D. The District’s Family Engagement Plan will be distributed to each Title I all
families annually. III. SCHOOL LEVEL TITLE I PLAN
A. Each school that receives Title I funding has developed and agreed upon jointly with parents and families a school plan for parent engagement for Title I families. The agreed upon plan will be distributed to each Title I all familyies annually.
612.1-2
B. Each school’s family engagement plan includes a school-family compact to outline
how families, staff, and students will share responsibility for improved student academic achievement and the means by which the school and family will work together in partnership to help students achieve the state’s high standards. Each school’s family engagement plan will be reviewed annually for effectiveness jointly with parents and families.
Legal References: 20 U.S.C. § 6318 (Parent and Family Engagement – Title I) Minn. Stat. § 124D.8955 (Parent and Family Engagement Policy)
1
Section 600 Board Policy_____ School District
RICHFIELD PUBLIC SCHOOLS
FAMILY ENGAGEMENT GUIDELINES
DISTRICT EXPECTATIONS
1. Design and implement programs, activities, and procedures for the involvement of parents in all of its schools with Title I programs. These programs, activities, and procedures will be planned and operated with meaningful consultation with parents of participating children.
2. Work with schools to ensure that the required school‐level Parent and Family Engagement Plan meets
the Title I requirements, and include, as a component, a school‐ parent compact.
3. To the extent practicable, the district and its schools will provide full opportunities for the participation of all parents, including providing information and school reports in an understandable and uniform format, including alternative formats upon request in a language parents can understand.
4. If the district plan for Title I is not satisfactory to the parents and/or guardians of participating students, the district will submit any family comments with the plan when the school district submits the plan to Minnesota Department of Education.
5. If applicable, involve the parents of children served in Title I schools in decisions about how the one percent of Title I funds reserved for parent involvement is spent, and will ensure that not less than 90% of the one percent reserved goes directly to the schools.
6. The district will be governed by the following definition to the term “parent” to include legal guardian or other person standing in place of a parent.
7. Parental involvement means the participation of parents in regular, two‐way, meaningful communication involving student academic learning and other school activities, including ensuring:
8. that parents play an integral role in assisting their child’s learning;
9. that parents are encourage to be actively involved in their child’s education at school;
10. that parents are full partners in their child’s education and are included, as appropriate in decision‐
making and on advisory activities.
2
SCHOOL EXPECTATIONS
1. Provide assistance to the parents, as appropriate, in understanding such topics as the state’s content standards and state academic and linguistic achievement standards, state and local academic assessments, how to monitor a child’s progress and work with educators to improve the achievement of their children;
2. Provide materials and training to help parents to work with their children to improve their children’s academic and linguistic achievement, as appropriate, to foster parental involvement;
3. Educate staff, with the assistance of parents, in the value and utility of contributions of parents,
and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;
4. Coordinate and integrate parent involvement programs and activities, to the extent feasible and
appropriate;
5. Ensure that information is sent to the parents of participating children in a format and, to the extent practicable, in a language parents can understand;
6. Provide other reasonable support for parental involvement activities under this as parents may
request;
7. Discretionary activities as applicable.
1
Section 600 Board Policy_____ School District
Richfield Public Schools Family Engagement Plan
1. Required Activity Richfield Public Schools Will: Date(s)
Involve parents in the joint development district parent and family engagement plan.
a. a.
2. Required Activity Richfield Public Schools will: Date(s)
Involve parents in the development of the
district Title I plan
a. a.
3. Required Activity Richfield Public Schools Will Date(s)
Coordinate technical assistance and other
support necessary to build capacity of
staff in planning and implementing
effective parent and family engagement
activities to improve student academic
achievement and school performance.
a. a.
4. Required Activity Richfield Public Schools Will Date(s)
Coordinate and integrate parental
involvement programs that encourage
and support parents in more fully
participating in the education of their
children.
5. Required Activity Richfield Public Schools Will Date(s)
Conduct an annual evaluation of the
content and effectiveness of the parent
and family engagement policy.
6. Required Activity Richfield Public Schools Will Date(s)
Use the results of the evaluation to
design evidence‐based strategies for
more effective parent and family
engagement as necessary and to revise
the policy as necessary.
a. a.
Section 600 Board Policy_____ School District
7. Required Activity Richfield Public Schools Will Date(s)
Involve parents in activities at the district
level.
a
a.
8. Required Activity Richfield Public Schools Will Date(s)
Involve parents in decisions regarding
how funds reserved for parent
involvement activities will be allocated.
a.
Accessibility
1. Required Activity Richfield Public Schools Will Date(s)
To the extent practicable, will provide
opportunities for the participation of
parents with children with limited English
proficiency, disabilities and migratory
children including providing information
and school reports in a language parents
can understand.
a.
DISCRETIONARY DISTRICT PLAN REQUIREMENTS Discretionary activities the district, in consultation with parents, chooses to implement
Activity Richfield Public Schools Will Date(s)
a.
ADOPTION
This Richfield Public School’s Parent and Family Engagement Plan has been developed jointly with, and agreed on with, parents of children participating in Title I schools, as evidenced by meeting minutes. On (insert date) the Richfield Public School District Parent and Family Engagement Policy will be in effect for the period of the school year. Richfield Public Schools will distribute this policy to all parents of participating Title I children and make it available to the community. Signature of Title I Authorized Representative: _____________________________ Printed Name of Authorized Representative: _____________________________ These parents were involved with the development of this document:
Parent and Family Engagement Plan (School Name) (School Year)
1
SCHOOL NAME is committed to the goal of providing quality education for every child in this school. To this end, we want to establish partnerships with parents and with the community. Everyone gains if school and home work together to promote high academic and linguistic achievement by our children. Neither home nor school can do the job alone. Parents play an extremely important role as children’s first teachers. Their support for their children and for the school is critical to their children’s success at every step along the way.
Part I: School Family Involvement Plan Components
Required Activities (School Name) will: Date(s)
● Jointly develop/revise with parents the school parent involvement plan and distribute it to parents and make available to the community.
● Convene an annual meeting to inform parents of their school’s participation School Wide Title Program and to explain the requirements, and the right of the parents to be involved.
● Offer a number of flexible meeting options, and may provide, with funds provided under this part, transportation, child care, interpreting, translations, or home visits, as such services relate to parental involvement.
● Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of the school plan
● Provide parents: a. Timely information about programs under this part; b. A description and explanation of the curriculum in use at the
school, the forms of academic and linguistic assessment used to measure student progress, and the proficiency levels students are expected to meet; and
c. If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as possible.
Part II: Shared Responsibilities for High Student Academic Achievement
Required Activities (School Name) will Date(s)
● Jointly develop with parents a school‐parent compact that outlines how parents, staff and students will share responsibility for improved student academic and linguistic achievement: a. Conduct a parent/teacher conference in elementary schools,
annually (at a minimum), during which the compact shall be discussed as the compact relates to the individual child’s academic and linguistic achievement;
b. Provide frequent report to parents on their children’s progress; c. Provide parents with reasonable access to staff, opportunities to
Parent and Family Engagement Plan (School Name) (School Year)
2
volunteer and participate in their child’s class. d. Make sure that two‐way meaningful communication between
family members and school staff is addressed and when at all possible, is in a language the parents and family members can understand.
Part III: Accessibility Requirements
Required Activities (School Name) will Date(s)
● Provide full opportunities for the participation of parents of children with limited English proficiency, parents of children with disabilities, and parents of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents can understand.
Part IV: Adoption
This SCHOOL NAME Parent and Family Engagement Plan has been developed jointly with, and agreed on with, parents of children participating in Title I program, as evidenced by meeting minutes and sign‐in sheets. The Parent and Family Engagement Plan was developed by SCHOOL on DATE and will be in effect for the period of SCHOOL YEAR. The school will distribute this Parent and Family Engagement Plan to all parents of and make it available to the community. Signature of Title I Authorized Representative: _____________________________ Printed Name of Authorized Representative: _____________________________ Date: ________ Parent and Family Engagement Plan contact information Name: _____________________________ Phone: ___________________ Email:________________________ These parents were involved with the development of this document:
Success in learning can take place only when there is a combination of effort, interest, and motivation. We are committed to your child’s progress in school and are going to do our best to promote his/her achievement. We believe that together we can improve teaching and learning.
Student Agreement As a student, I will:
Know and respect all school and class rules
Attend school regularly
Arrive on time
Come to school ready to learn with all materials and supplies
Do my best in class, at home and in the community Parent/Guardian Agreement As a parent/guardian, I will:
Ensure regular attendance
Provide a supportive learning environment at home
Talk with my child about school activities and homework
Work with teachers and school staff to support my child
Attend parent‐teacher conferences
Teacher/School Agreement As a teacher at ENTER SCHOOL NAME, I will:
Provide a safe learning environment
Show respect for each child and his/her family
Create a supportive learning environment in which families are a welcome partner
Provide information about curriculum, instruction, assessments and grade level expectations during fall open house, curriculum night and during conferences
Communicate regularly about your child’s progress through report cards, e‐mail, notes sent home with your child, or telephone calls
Hold formal parent‐teacher conferences in the fall and spring
Provide opportunities to volunteer in the classroom and at school activities
This school‐parent agreement is in effect during the ENTER YEAR school year.
ENTER School
Partners in Learning Agreement
NEW BUSINESS- FOR ACTION Agenda Item VI.B
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting,
Subject: Board Policy 545: Attendance Policy and 545.1 Guidelines The Superintendent recommends a second read of this draft of the revised Attendance Policy and Guidelines.
Background Information The district attendance policy is on cycle for revision. The policy and guidelines attached reflect recommendations from stakeholder groups and feedback from the School Board.
The School Board believes that regular attendance in school and punctuality are important factors in a student's success in academic work, including success in meeting state and local requirements for graduation. Students who attend school consistently and are on time develop better socially, establish better communication with their teachers, and acquire important lifetime habits such as dependability, self-sufficiency, and responsibility. Therefore, the purpose of this policy is to positively encourage regular school attendance and punctuality. It is intended to be positive and not punitive.
II. GENERAL STATEMENT OF POLICY
A. The Minnesota Compulsory Attendance Law requires that every child between 7 and 16 years of age attend school.
B. The Minnesota Compulsory Attendance Law requires that every child enrolled in kindergarten through age 16 receive instruction.
C. Student academic achievement is the primary goal of Richfield Public Schools. Although learning occurs in a variety of settings, time in class is essential to learning so that students can receive instruction and contribute as members of the community of learners.
D. School staff, students, families and the community share responsibility for student attendance. Families have the responsibility for making decisions about their children's schooling. School staff has responsibility for communicating with families about student attendance.
E. All students should receive equitable opportunity and treatment. Students have individual needs that must be considered.
IV.
III. SHARED RESPONSIBILITY
The school board recognizes that class attendance is a responsibility shared by the student, parent or guardian, and the school. The District intends to involve all parties in promoting regular attendance.
A. The Superintendent is authorized to promulgate set regulations, procedures and rules to
implement this policy. Communication of regulations and procedures shall, at a minimum:
1. establish clear and consistent practices across the district, including a standard set of excused absences;
2. use accurate and timely attendance data for planning, evaluation, and communication;
Section 500 Board Policy 545 Students page
3. clarify staff roles and responsibilities;
4. clarify the role of parents in informing the school regarding their students’ attendance or absences;
5. require that attendance regulations and guidelines be communicated to students and families at registration, or at least annually.
6. provide for the means of appeals by parents or guardians regarding attendance issues.
B. Administration and School Staff have the responsibility to:
1. engage students in the learning process with strong curriculum, instruction and relationships with staff;
2. meet the needs of individual students by using a range of strategies and interventions;
3. communicate attendance expectations to families, inform them of their students' attendance, and involve them in problem solving related to their students;
4. involve the community through shared expectations and actions.
C. Student's Responsibility - It is the student's responsibility to:
1. attend all assigned classes and study halls every day that school is in session;
2. be aware of and follow the correct procedures when absent from an assigned class or study hall; and
3. request any missed assignments due to an absence.
D. Parent or Guardian's Responsibility - It is the responsibility of the student's parent or guardian to:
1. ensure the student is attending school; 2. inform the school in the event of a student absence; and 3. work cooperatively with the school and the student to solve any attendance issues
that may arise.
III. IV. WITHDRAWAL PRE-KINDERGARTEN/KINDERGARTEN ATTENDANCE
A. Once a child has been enrolled in kindergarten, regardless of the age of the student at that time, attendance is compulsory unless and until the child is properly withdrawn from enrollment. In the event that a child under the age of seven who was enrolled prior to their seventh birthday is properly withdrawn from enrollment, attendance is no longer compulsory until the earlier of the following is reached: 1) re-enrollment of the child as a student, or 2) the child’s seventh birthday.
Commented [1]: difficult for elementary students - do we change or add statement about elementary students
Commented [2]: Swap order of sections - put responsibilities first
Commented [3]: Separate out preK and K attendance requirements
Section 500 Board Policy 545 Students page
B. Students who are enrolled in the pre-kindergarten programs of the district are not subject to the compulsory attendance law, but their continued enrollment shall be subject to their meeting the district expectations for attendance that applies to students in Kindergarten through grade 12. Pre-kindergarten students who do not meet the attendance requirements will be dropped from enrollment, and their space offered to students who may be on a waiting list for the program. Prekindergarten students may be excused from attendance on the same basis as is permitted for students enrolled in kindergarten through grade 12.
V. WITHDRAWAL
C. Students not required by Minnesota Law to attend school may withdraw as follows:
1. Any student under age seven (7) may be withdrawn by the parent or guardian if: (i) the student is enrolled in another school; or (ii) the student is registered or enrolled in a home school; or (iii) the parent or guardian declares in writing that the withdrawal is due to the immaturity of the child.
2. Any student between 16 and 18 years old of age who seeks to withdraw from school, must, along with that student's parent or guardian: a. attends a meeting with school personnel to discuss the educational opportunities
available to the student, including alternative educational opportunities and, b. signs a required written election to withdraw from school.
IV. SHARED RESPONSIBILITY
The school board recognizes that class attendance is a responsibility shared by the student, parent or guardian, and the school. The District intends to involve all parties in promoting regular attendance.
C. The Superintendent is authorized to promulgate set regulations, procedures and rules to
implement this policy. Communication of regulations and procedures shall, at a minimum:
7. establish clear and consistent practices across the district, including a standard set of excused absences;
8. use accurate and timely attendance data for planning, evaluation, and communication;
9. clarify staff roles and responsibilities;
10. clarify the role of parents in informing the school regarding their students’ attendance or absences;
11. require that attendance regulations and guidelines be communicated to students and families at registration, or at least annually.
12. provide for the means of appeals by parents or guardians regarding attendance issues.
D. Administration and School Staff have the responsibility to:
Section 500 Board Policy 545 Students page
5. engage students in the learning process with strong curriculum, instruction and relationships with staff;
6. meet the needs of individual students by using a range of strategies and interventions;
7. communicate attendance expectations to families, inform them of their students' attendance, and involve them in problem solving related to their students;
8. involve the community through shared expectations and actions.
C. Student's Responsibility - It is the student's responsibility to:
1. attend all assigned classes and study halls every day that school is in session;
2. be aware of and follow the correct procedures when absent from an assigned class or study hall; and
3. request any missed assignments due to an absence.
D. Parent or Guardian's Responsibility - It is the responsibility of the student's parent or guardian to:
1. ensure the student is attending school; 2. inform the school in the event of a student absence; and 3. work cooperatively with the school and the student to solve any attendance issues
that may arise. VI. NOTIFICATION OF POLICY AND BUILDING PROCEDURES
A. A summary of this policy shall be included in the annual District Handbook / Calendar or other district publication.
B. A summary of this policy and building attendance procedures shall be provided annually
to all students and their parents in a student handbook or other building publication. C. A copy of the policy shall also be available upon request in each principal's office.
Legal References: Minn. Stat. §120A.22 (Compulsory Instruction) Minn. Stat. §120A.24 (Reporting) Minn. Stat. §120A.26 (Enforcement and Prosecution) Minn. Stat. §120A.28 (School Boards and Teachers, Duties) Minn. Stat. §120A.30 (Attendance Officers) Minn. Stat. §121A.40 – 121A.56 (Pupil Fair Dismissal Act) Minn. Stat. §260A.02 (Definitions) Minn. Stat. §260A.03 (Notice to Parent or Guardian when Child is
Continuing Truant).
Section 500 Board Policy 545 Students page
Goss v. Lopez, 419 U.S. 565, 95 S.Ct. 729 (1975) Slocum v. Holton Board of Education, 429 N.W.2d 607 (Mich. App. Ct.
1988) Campbell v. Board of Education of New Milford, 475 A.2d 289 (Conn.
1984) Hamer v. Board of Educ. of Township High School District No. 113, 66 Ill.
App.3d 7 (1978) Gutierrez v. School District R-1, 585 P.2d 935 (Co. Ct. App. 1978) Knight v. Board of Education, 348 N.E.2d 299 (1976) Dorsey v. Bale, 521 S.W.2d 76 (Ky. 1975) Policy References: Board Policy 541 and Administrative Guidelines 541.1 on Student Behavior ADOPTED BY THE BOARD OF EDUCATION: October 20, 1997 AMENDED BY THE BOARD OF EDUCATION: February 18, 2003
Section 500 Board Regulation 545-1 Students page
RICHFIELD PUBLIC SCHOOLS ATTENDANCE EXPECTATIONS AND INTERVENTIONS
I. PURPOSE
In a standards-based education system, Students are assessed on their ability to demonstrate knowledge and skills. and the primary consequence of absence is lost instructional time. Absences and tardiness interfere with the student’s ability to learn. demonstrate mastery of the standards taught in the class. Because regular attendance is so important to student success, the District has established expectations regarding attendance for all students. The District has also identified interventions aimed to help and support students to meet attendance expectations and improve academic achievement.
II. EXPECTATIONS
A. Because daily attendance is critical to academic achievement, the District expects every student to attend school and be to class on time every day. Ninety-five (95) percent attendances is set as the minimum standard.
B. Each school will establish tardy rules that emphasize positivity and are consistent with the District’s attendance policy. Ninety-five (95) percent on time is set as the minimum standard. Suspension or removal from instruction must not be used as a consequence for tardiness.
III. STUDENTS WITH INDIVIDUALIZED PROGRAMS
Students who have an Individual Education Program (IEP) or Section 504 Plan may have modified attendance expectations, incentives, recognitions and interventions. Such modifications must be part of the written plan or program in order to supersede the general attendance expectations for students of a similar age and grade. VII.
IV. EXCUSED ABSENCES
Excused Absences include:
Medical or Mental Health Needs. An absence due to illness or a medical or mental health need may be excused by the following means:
Commented [1]: Move toward the top
Section 500 Board Regulation 545-1 Students page
● written verification from a health care professional; ● verification from the school nurse; or ● a note from the student’s parent or guardian, or the student (if eighteen or more
years of age and the parent or guardian gives permission), however if the length of the illness is greater than three days, or if the student has accumulated more than eight days of absence during the school year, the parent should contact the school nurse, or provide a health care professional’s written verification.
Religious observance and cultural observance, when the school is notified in advance.
District recognized cultural observance, when the school is notified in advance.
Funeral attendance for up to four (4) days; however the principal or site administrator, or designee, may grant a longer period in writing.
Family emergency for up to three (3) days in an academic year, however upon
application by a family in extraordinary circumstances a principal or site administrator, or designee, may grant a longer period in writing.
Approved family activity for up to ten (10) days within one school year, when
● The parent or guardian requests permission for the absence ten (10) regularly scheduled school days in advance of the first absence; and
● The absences are approved in writing by the principal or site administrator in advance of the first absence, and
● Missed schoolwork is assigned by the student’s teacher or teachers, and the parent or guardian agrees that schoolwork will be completed; and
● Where the student has shown adequate progress and attendance prior to the request.
● Extreme weather conditions considered by the parent to be too dangerous for the student to attend school.
● Student appointments with health care providers or other professionals when unable to schedule outside school hours and when the appointment is confirmed in writing by the health care provider or other professional.
● Student appearances in a judicial or quasi-judicial meeting ordered by a court when unable to schedule outside school hours and when school is notified in advance by the parent or guardian, the court or the adult student.
Section 500 Board Regulation 545-1 Students page
● College visits, up to two (2) days when the request is made in writing prior to the first absence.
IV.
V. OPPORTUNITY TO MAKE UP WORK MISSED MISSED WORK DUE TO ABSENCES
A. Teachers will provide an opportunity for students to make up work, provide an alternative assignment, or excuse missed assignment due to absences.
B. Once the teacher has provided a clear opportunity for students to make up missed assignments, the student will take responsibility to complete the assignments within the time allowed.
C. Schools will communicate the process for making up assignments to families so they may assist their student.
D. It is possible that failure to complete the assignments may affect a secondary student’s grade and assessment of progress toward achievement of graduation standards.
V.
VI. INTERVENTIONS TO HELP STUDENTS AND FAMILIES WITH ATTENDANCE
Schools will intervene with the student and the family to improve attendance. Interventions will include but are not limited to: A. Schools will periodically recognize good attendance, provide good attendance tips
to parents and families, and take other positive steps to encourage good attendance as deemed advisable by school administrators, school social workers, and other school professionals.
B. After any unexcused absence, the school will notify the parent of the absence; C. After repeated tardies to school and/or class, the school staff will discuss the issue
with the parent; D. Principals will send letters of information to families after three (3) cumulative
unexcused absences, and referral for additional interventions within the school or available community resources may be initiated.
E. School staff will notify the proper authorities in the county when a student has three (3) additional unexcused absences that occur after the date of the letter of information.
F. Principals must comply with the procedures for reporting educational neglect and truancy to the proper authorities in the county after six (6) cumulative unexcused absences in a school year.
Commented [2]: How this is communicated will look different for elementary vs. secondary. Suggestion: to include on syllabus or in school handbook
Section 500 Board Regulation 545-1 Students page
VI.
VII. CO-CURRICULAR AND EXTRA-CURRICULAR ABSENCE EXPECTATIONS
A. Students who wish to participate in co-curricular activities after school must be in attendance for at least half of the day (4 of the 7 class periods) and have a proper parent excuse for the missed class periods. School-sponsored activities are exempt from this rule.
B. The Activities Director has authority to make exceptions to the 4 class period rule if parent request is received by the Activities Director in advance.
C. A student will maintain adequate progress towards graduation to participate in co-curricular activities.
VII. EXCUSED ABSENCES
Excused Absences include:
Medical or Mental Health Needs. An absence due to illness or a medical or mental health need may be excused by the following means:
● written verification from a health care professional; ● verification from the school nurse; or ● a note from the student’s parent or guardian, or the student (if eighteen or more
years of age and the parent or guardian gives permission), however if the length of the illness is greater than three days, or if the student has accumulated more than eight days of absence during the school year, the parent should contact the school nurse, or provide a health care professional’s written verification.
Religious observance and cultural observance, when the school is notified in advance.
District recognized cultural observance, when the school is notified in advance.
Funeral attendance for up to four (4) days; however the principal or site administrator, or designee, may grant a longer period in writing.
Family emergency for up to three (3) days in an academic year, however upon
application by a family in extraordinary circumstances a principal or site administrator, or designee, may grant a longer period in writing.
Approved family activity for up to ten (10) days within one school year, when
Commented [3]: Do we use this language or just remove? MN High School League Language: Students must be full time students according to the Minnesota Department of Education criteria. Students must be on track to meet the school’s graduation requirements in six years (12 consecutive semesters) beginning with the first day of attendance in the 7th grade
Commented [4]: Move toward the top
Section 500 Board Regulation 545-1 Students page
● The parent or guardian requests permission for the absence ten (10) regularly scheduled school days in advance of the first absence; and
● The absences are approved in writing by the principal or site administrator in advance of the first absence, and
● Missed schoolwork is assigned by the student’s teacher or teachers, and the parent or guardian agrees that schoolwork will be completed; and
● Where the student has shown adequate progress and attendance prior to the request.
● Extreme weather conditions considered by the parent to be too dangerous for the student to attend school.
● Student appointments with health care providers or other professionals when unable to schedule outside school hours and when the appointment is confirmed in writing by the health care provider or other professional.
● Student appearances in a judicial or quasi-judicial meeting ordered by a court when unable to schedule outside school hours and when school is notified in advance by the parent or guardian, the court or the adult student.
● College visits, up to two (2) days when the request is made in writing prior to the
first absence.
Section 500 Board Policy 545 Students page 1
RICHFIELD PUBLIC SCHOOLS 1 2
ATTENDANCE AND TRUANCY 3 4
5 I. PHILOSOPHY AND PURPOSE 6 7 The school board believes that regular attendance in school and punctuality are 8
important factors in determining a student's success in academic work, including 9 success in meeting state and local requirements for graduation. Students who attend 10 school consistently and are on time develop better socially, establish better 11 communication with their teachers, and acquire important lifetime habits such as 12 dependability, self-sufficiency, and responsibility. Therefore, the purpose of this policy 13 is to encourage regular school attendance and punctuality. It is intended to be 14 positive and not punitive. 15
16 II. SHARED RESPONSIBILITY 17 18 The school board recognizes that class attendance is a responsibility shared by the 19
student, parent or guardian, and the school. This policy is intended to involve all 20 parties in promoting regular attendance. 21
22 A. Student's Responsibility - It is the student's responsibility to: 23 24
1. attend all assigned classes and study halls every day that school is in 25 session; 26
2. be aware of and follow the correct procedures when absent from an 27 assigned class or study hall; and 28
3. request any missed assignments due to an absence. 29 30 B. Parent or Guardian's Responsibility - It is the responsibility of the student's 31
parent or guardian to: 32 33
1. ensure the student is attending school; 34 2. inform the school in the event of a student absence; and 35 3. work cooperatively with the school and the student to solve any attendance 36
problems that may arise. 37 38
C. Teacher's Responsibility - It is the teacher's responsibility to: 39 40
1. take daily attendance and to maintain accurate attendance records in each 41 assigned class and study hall; 42
2. be familiar with all procedures governing attendance and to apply these 43 procedures uniformly; 44
3. provide any student who has been absent with any missed assignments 45 upon request; and 46
4. work cooperatively with the student's parent or guardian and the student to 47 solve any attendance problems that may arise. 48
49 50
Section 500 Board Policy 545 Students page 2
D. Administrator's Responsibility - It is the administrator's responsibility to: 1 2
1. require students to attend all assigned classes and study halls; 3 2. be familiar with statutes, policies and procedures governing attendance and 4
apply them uniformly to all students; 5 3. maintain accurate records on student attendance and prepare a list of the 6
previous day's absences stating the status of each; and 7 4. inform the student's parent or guardian of the student's attendance and work 8
cooperatively with them and the student to solve attendance problems. 9 10
II. ATTENDANCE REQUIREMENTS 11 12 In accordance with the regulations of the Minnesota Department of Education and the 13
Minnesota Compulsory Instruction Law, Minn. Stat. 120A.22, students are required to 14 attend all assigned classes and/or study halls every day school is in session, unless 15 the student has completed the studies ordinarily required in the tenth grade and has 16 elected not to enroll or has a valid excuse for absence, as determined by the Board of 17 Education. 18
19 A. Excused Absences - The following reasons shall be sufficient to constitute an 20
excused absence: 21 22
1. Illness 23 2. Serious illness in the student's immediate family 24 3. A family emergency such as a death in the student's immediate family or of 25
a close friend or relative 26 4. Medical or dental treatment 27 5. Court appearances occasioned by family or personal action 28 6. Religious instruction not to exceed three hours in any week, and religious 29
holidays 30 7. Physical emergency conditions such as fire, flood, storm, etc. 31 8. Official school field trip or other school-sponsored outing 32 9. Removal of a student pursuant to a suspension. Suspensions are to be 33
handled as excused absences and students will be permitted to complete 34 make-up work. 35
10. Other prearranged absences approved by the building administration 36 37 B. Unexcused absences - Unreported absences and absences reported for 38
reasons such as missing the bus, needing to baby-sit, not having clean clothes to 39 wear, or oversleeping are considered unlawful by the courts and are unexcused. 40
41 III. TRUANCY 42 43
A. Definitions 44 45
1. Continuing Truant 46 47 Minnesota Statute §260A.02 provides that a continuing truant is a student 48
who is subject to the compulsory instruction requirements of Minnesota 49 Statute §120A.22 and is absent from instruction in a school, as defined in 50
Section 500 Board Policy 545 Students page 3
Minnesota Statute §120A.05, without valid excuse within a single school 1 year for: 2
3 a. three days if the child is in elementary school; or 4 5 b. three or more class periods on three days if the child is in middle 6
school, junior high school, or high school. 7 8 2. Habitual Truant 9 10
a. A habitual truant is a child under the age of 16 years who is absent 11 from attendance at school without lawful excuse for seven school days 12 if the child is in elementary school or for one or more class periods on 13 seven school days if the child is in middle school, junior high school, or 14 high school. 15
16 b. A school district attendance officer shall refer a habitual truant child 17
and the child's parent or legal guardian to appropriate services and 18 procedures, under Minn. Stat. Ch. 260A. 19
20 B. Reporting Responsibility 21 22 When a student is initially classified as a continuing truant, Minnesota Statute 23
§260A.03 provides that the school attendance officer or other designated school 24 official shall notify the student's parent or legal guardian, by first class mail or 25 other reasonable means, of the following: 26
27 1. that the child is truant; 28 2. that the parent or guardian should notify the school if there is a valid excuse 29
for the child's absences; 30 3. that the parent or guardian is obligated to compel the attendance of the child 31
at school pursuant to Minnesota Statute §120A.22 and parents or guardians 32 who fail to meet this obligation may be subject to prosecution under 33 Minnesota Statute §120A.34; 34
4. that this notification serves as the notification required by Minnesota Statute 35 §120A.34; 36
5. that alternative educational programs and services may be available in the 37 district; 38
6. that the parent or guardian has the right to meet with appropriate school 39 personnel to discuss solutions to the child's truancy; 40
7. that if the child continues to be truant, the parent and child may be subject 41 to juvenile court proceedings under Minnesota Statute Ch. 260; 42
8. that if the child is subject to juvenile court proceedings, the child may be 43 subject to suspension, restriction, or delay of the child's driving privilege 44 pursuant to Minnesota Statute §260C.201; and 45
9. that it is recommended that the parent or guardian accompany the child to 46 school and attend classes with the child for one day. 47
48 49 C. Resources and Supportive Services 50 51
Section 500 Board Policy 545 Students page 4
The school district may cooperate with other community-based agencies and 1 groups to provide variety of intervention, prevention, and educational services for 2 truant students and their families. Services may include: 3
4 1. assessment for underlying issues that are contributing to the child's truant 5
behavior; 6 2. individual or family counseling, educational testing, psychological 7
evaluations, tutoring, mentoring, and mediation; 8 3. transition services to integrate the child back into school and to help the 9
child succeed once there; 10 4. culturally sensitive programming and staffing; and 11 5. increased school response, including in-school suspension, closer 12
attendance monitoring and enforcement, after school study programs, and 13 in-service training for teachers and staff. 14
15 B. School Attendance Review Board (SARB) 16 17 Pursuant to Minnesota Statutes §260A.05, the Board of Education has formed 18
the School Attendance Review Board (SARB) to promote interagency and 19 community cooperation and reduce duplication of services for students with 20 school attendance problems. 21
22 1. SARB Membership 23 24 The school board shall appoint the members of the School Attendance 25
Review Board. Members may include: 26 27
a. The superintendent or designee; 28 b. a principal and one or more other school officials; 29 c. parent representatives; 30 d. representatives from community agencies that provide services for 31
truant students and their families; 32 e. a juvenile probation officer; 33 f. school counselors and attendance officers; and 34 g. law enforcement officers. 35
36 2. General Powers and Duties 37 38
a. The SARB shall prepare an annual plan to promote interagency and 39 community cooperation and to reduce duplication of services for 40 students with attendance problems. The plan shall include a 41 description of truancy procedures and services currently in operation 42 within the board's jurisdiction, including the programs and services 43 listed in Section III.C of this policy. 44
45 b. The SARB shall oversee referrals of truant students; meet with referred 46
students and their parents or legal guardians; and provide appropriate 47 intervention and services listed in Section III.C. of this policy. 48
49 c. The SARB may provide consultant services to, and coordinate 50
activities of, truancy programs and services. 51
Section 500 Board Policy 545 Students page 5
1 d. The SARB may develop an agreement with a referred student and 2
parent or guardian that specifies actions to be taken and requires 3 evidence of participation in available community services and 4 compliance with the agreement. 5
6 e. If the SARB determines that available community services cannot 7
resolve the attendance problems of the truant student or if the student 8 or the parent or guardian has failed to comply with any referrals or 9 agreements or to otherwise cooperate with the board, the SARB may 10 refer the matter to the county attorney. 11
12 V. BUILDING ATTENDANCE PROCEDURES 13 14 The superintendent is authorized to work with each building principal to develop 15
building attendance procedures that are consistent with relevant statutes and this 16 policy. 17
18 VI. NOTIFICATION POLICY AND BUILDING PROCEDURES 19 20
A. A summary of this policy shall be included in the annual District Handbook / 21 Calendar or other district publication. 22
23 B. A summary of this policy and building attendance procedures shall be provided 24
annually to all students and their parents in a student handbook or other building 25 publication. 26
27 C. A copy of the policy shall also be available upon request in each principal's office. 28 29 30 31
Continuing Truant). 40 Goss v. Lopez, 419 U.S. 565, 95 S.Ct. 729 (1975) 41 Slocum v. Holton Board of Education, 429 N.W.2d 607 (Mich. App. 42
Ct. 1988) 43 Campbell v. Board of Education of New Milford, 475 A.2d 289 44
(Conn. 1984) 45 Hamer v. Board of Educ. of Township High School District No. 113, 46
66 Ill. App.3d 7 (1978) 47 Gutierrez v. School District R-1, 585 P.2d 935 (Co. Ct. App. 1978) 48 Knight v. Board of Education, 348 N.E.2d 299 (1976) 49 Dorsey v. Bale, 521 S.W.2d 76 (Ky. 1975) 50 51
Section 500 Board Policy 545 Students page 6
1 Policy References: Board Policy 541 and Administrative Guidelines 541.1 on Student 2
Behavior 3 4 5 6 ADOPTED BY THE BOARD OF EDUCATION: October 20, 1997 7 8 AMENDED BY THE BOARD OF EDUCATION: February 18, 2003 9 10
Section 500 Administrative Guidelines 545.1 Students page 1
RICHFIELD PUBLIC SCHOOLS 1 2
ADMINISTRATIVE GUIDELINES ON 3 ATTENDANCE AND TRUANCY 4
5 6
These administrative guidelines are provided to assist the school district 7 administration and staff in promoting student attendance and preventing or 8 addressing truancy. 9 10 I. NOTICES 11 12 Appendix A includes sample notices outlining attendance expectations for 13
inclusion in district or building publications and notices to parents. 14 15 16 II. CORRESPONDENCE 17 18 Appendix B includes sample correspondence to parents/guardians of 19
students with attendance problems. 20 21 22 III. REFERRALS TO SCHOOL ATTENDANCE REVIEW BOARD 23 24
A. Teachers, school administrators, parents or students may seek help 25 from the School Attendance Review Board (SARB) when attendance 26 problems have not been resolved through existing school and 27 community resources. 28
29 B. Meaningful interventions must be attempted and documented at the 30
school level prior to referral to the SARB. Examples of such 31 interventions include, but are not limited to, the following: 32
33 1. phone calls to parent/guardian; 34 2. written communications to parent/guardian; 35 3. conferences with the student and/or parent/guardian; 36 4. counseling/assistance from school support personnel; 37 5. assessment of health or special education needs; and 38 6. referral to community resources. 39
40 C. SARB referrals should be made to the SARB Chairperson. 41 42 43
IV. OPERATION OF SARB 44 45
A. SARB Meetings 46 47 The SARB will hold regularly scheduled meetings throughout the 48
school year and will communicate the meeting schedule and location to 49 school personnel. 50
Section 500 Administrative Guidelines 545.1 Students page 2
1 B. Meeting Attendance 2 3 When a student is referred to the SARB Board, individuals in 4
attendance will include: 5 6
1. the principal or designated "truant officer" from the referring 7 school; 8
2. the truanting student; 9 3. the parent(s)/guardian(s) of the truanting student; 10 4. members of the SARB; and 11 5. other support person(s), as invited by the parent(s)/guardian(s) of 12
the truanting student. 13 14 C. Limitations of SARB 15 16 The SARB has the power to develop an agreement with offending 17
truants that includes requirements relating to school year and summer 18 school attendance and participation in ancillary services such as 19 counseling. However, the power of the SARB is not equivalent to that 20 of juvenile court. A student who is already under the authority of the 21 juvenile court system and has a probation officer should be referred 22 directly to the county for truancy. 23
24 D. SARB Record-keeping and Evaluation 25 26
1. The SARB will maintain records of its meetings and activities 27 pertaining to truant students, including but not limited to the 28 following: 29 30 a. Name of student 31 b. Date(s) of SARB meetings attended 32 c. Follow-up actions/interventions required by agreement with 33
SARB 34 d. Progress/results, including school attendance 35 e. Additional relevant information 36 f. Date and reason for closing case 37
38 2. By June 30 of each year, the SARB will provide to the 39
superintendent a summary report of its activities and results 40 during the previous school year. 41
42 Dated: October 20, 1997 43 Reviewed: November 15, 2004 44 Revised: February 18, 2003 45
46
Section 500 Administrative Guidelines 545.1 Students page 3
Appendix A - Sample Notices 1 2
A.1 - Sample Elementary School Notice 3 4
School attendance, is being given priority by schools nationwide as well as in Richfield. Children 5 who attend school consistently are much more likely to succeed and perform well academically 6 and socially. Although most children have excellent attendance, other children would benefit 7 from improvement. 8 9 Attendance expectations: 10 11 1. It is state law for children to attend school every day. 12 13 2. If your child is to be absent for illness, or other excused reasons, you need to call the 14
school office at _________ by _____A.M. to report the absence. 15 16 3. A note from your doctor is necessary if your child misses a significant amount of school 17
because of illness. 18 19 4. Parents of children. who are perceived to have an attendance problem, will be contacted by 20
a staff member. We will attempt to work with parents/guardians to resolve any discrepancy 21 between expectations. 22
23 5. In cases where attendance continues to be an on-going problem, the case may be referred 24
to the Richfield Student Attendance Review Board and/or an Educational Neglect Petition 25 will be forwarded to Hennepin County. 26
27 The following is an excerpt from the Hennepin County Educational Neglect packet: Please pay 28 particular attention to information on excuses for absences. 29 30 Q: What is the difference between truancy and educational neglect? 31 32 A: Truancy focuses on the child and educational neglect focuses on the parent. For a child to 33
be found the subject of educational neglect, the parent must have been unable or unwilling 34 to meet the child's educational needs. The law also requires that the referring school has 35 made appropriate efforts to resolve the attendance problem. 36
37 Q: What school efforts to resolve the attendance problem are required before the school 38
submits a truancy or educational neglect referral? 39 40 A: The referral form lists the three required steps of school action: (1) notice to parent, (2) 41
school conference with parent, (3) evaluate how student's educational/social needs may 42 impact attendance problems. 43
44 Q: What if a parent makes a lot of excuses for the child? 45 46 A: Be familiar with your school district's policy on excusing absences from school. Legitimate 47
excuses would include illness or family emergency. Explanations which a court would not 48 find "lawful" include: child missed the bus, family has no clean clothes, child had to stay 49 home to baby-sit younger siblings, child overslept. 50
51 Most parents are doing a great job in supporting our attendance policy. Your efforts will help 52 reinforce positive work habits which will be important for your children throughout their lives. 53 54
55
Section 500 Administrative Guidelines 545.1 Students page 4
Appendix A.2 - Sample Middle School Notice 1 2 3 According to the Minnesota State Law, students between seven and sixteen years of age are 4 required to attend a public or private school of the district during the entire time the schools are in 5 session. Students under sixteen years of age, who are not attending school, will be considered 6 truant. Truancy cases will be reported to the Richfield Student Attendance Review Board and/or 7 to Hennepin County Court. 8 9 Richfield students have established a long tradition of exemplary attendance. We believe this is 10 because the students know something important happens in school each day, and that the 11 school represents their community. THIS IS WHERE THEY WANT TO BE. Consistent 12 attendance in school is essential to consistent academic performance. PLEASE CONTINUE 13 THIS STRONG TRADITION! Therefore, students are expected to attend their scheduled classes 14 every day and arrive on time. 15 16 1. When a student is absent from school due to illness, a parent/guardian must verify or 17
excuse the absence by phoning the school at __________. 18 19 2. It is necessary for a parent/guardian to call the attendance office for each day that a 20
son/daughter will not be in school due to illness. For example, if a student is home ill on 21 Monday, Tuesday and Wednesday, it is necessary for a parent/guardian to phone the 22 school each of the three mornings to verify and excuse a son/daughter's absence. 23
24 3. Parents are expected to notify the school in advance of any absence of their student. If this 25
notification is not received by ______A.M. the school will contact the parents by phone the 26 morning of the absence. A number must be provided for home, work or message number. 27 The school phone number is __________, and the fax number is __________. 28
29 Absences will be considered under two categories: excused and unexcused. 30 31 EXCUSED: 32 33 • Illness, verified by parent/guardian phone call. 34 • Medical appointment, with written note/phone call, from parent/guardian in advance of 35
appointment. 36 • Court appearances, with written note/phone call from parent/guardian in advance. 37 • Family emergencies-funerals, critical illness of immediate family members. Verified by 38
parent/guardian phone call. 39 • Religious holiday, with written note/phone call from parent/guardian in advance of event. 40 • State High School League Special events, with written note/phone call from 41
parent/guardian in advance of event. 42 • Prearranged vacations, note from parent/phone call in advance so students receive 43
instructions from teachers on work they will miss. 44 45 UNEXCUSED: 46 47 • Anything that was not listed above. 48 • If a student chooses to skip class, does not have a valid excuse or forges an excuse, the 49
absence will be considered unexcused. 50 51
It is the student's responsibility to be in class. 52 53
54
Section 500 Administrative Guidelines 545.1 Students page 5
Appendix A.3 - Sample Senior High Notice 1 2 3
Regular attendance and punctuality in school are important factors in determining a student's 4 success in academic work, including success in meeting state and local requirements for 5 graduation. Students who attend school consistently and who arrive on time develop better 6 socially, establish better communications with their teachers, and acquire important lifetime 7 habits such as dependability, self-sufficiency, and responsibility. Ensuring regular attendance 8 and punctuality is a responsibility shared by the student, parent or guardian. 9 10 Minnesota state law requires that students between the ages of 7 and 16 attend school during 11 the entire time school is in session, unless excused from attendance. Parents/guardians are 12 requested to inform the school in the event of a student absence. 13 14 Excused absences include illness, medical appointments, court appearances, family 15 emergencies, religious holidays, school-sponsored field trips and other pre-arranged absences 16 approved by the school's administration. 17 18 Unreported absences and absences that are reported for reasons such as missing the bus, 19 needing to baby-sit, not having clean clothes to wear, or oversleeping are considered unlawful by 20 the courts and are unexcused. 21 22 Students under 16 years of age who have seven or more unexcused absences are considered 23 habitual truants and may be referred to the juvenile court system. 24 25 The Richfield Board of Education has formed a School Attendance Review Board (SARB) to help 26 students and families address attendance concerns by bringing together representatives from the 27 community to work cooperatively with families. Parents of students who are experiencing 28 attendance problems are encouraged to call __________, SARB chairperson, __________. 29 30 Specific Rules Applying to Student Absences 31 32 1. When a student is absent from school because of illness, a parent/guardian must verify or 33
excuse the absence by phoning the __________. 34 35 2. A parent/guardian must call each day that a son/daughter will not be in school because of 36
illness. For example, if a student is ill at home on Monday, Tuesday, and Wednesday, it is 37 necessary for a parent/guardian to phone the school each of the three mornings to verify 38 and excuse a son's/daughter's absence. 39
40 3. To enable the attendance office to excuse the absence on the daily attendance report, 41
telephone calls should be made by _________A.M. on the morning of the absence. 42 Excused absences may be reported by the parent on voice mail between __________P.M. 43 and __________A.M. 44
45 4. If no phone call is made by the end of the second day, the absence will be considered 46
unexcused. 47 48 5. Eighteen-year old students may phone to verify their own absences due to illness. Calls 49
must be made the morning of the absence. 50 51 6. No written notes will be accepted to verify absences. 52 53 It is the student's responsibility to be in class. After two unexcused absences or twelve total 54 absences, administrative interventions may occur. As a result, the student may lose a course 55 credit or be dropped from the class. 56 57
58
Section 500 Administrative Guidelines 545.1 Students page 6
Appendix B - Sample Letters 1 2
Appendix B.1 - Samples Letters to Parents of Elementary Children 3 4 5
Dear __________ 6 7 At the end of each school year I look at the attendance record for assessment 8 purposes. We consider 15 missed days as the point at which attendance may be 9 viewed as problematic. We understand each situation to be unique and children 10 may have years in which they have significant illness. 11 12 Your child, _________, has missed _____ days of school. (The average amount 13 of days missed nationwide is 7-8 days). We would appreciate your cooperation 14 in working with your child to promote good attendance for the rest of the school 15 year. 16 17 18 19 20 To the Parents/Guardians of: 21 22 Our records show that your child has missed _________days from school this 23 year. Some of these absences may be marked unexcused. 24 25 If your child is missing school due to illness, please call the school's 24 hour 26 attendance line at _________ or send a written note. If you do not notify the 27 office by phone or a note, your child's absence will be recorded as unexcused. 28 29 If your child has an excessive number of absences due to illness we will require a 30 doctor's statement, which explains your child's illness or medical condition, and 31 how that affects your child's ability to attend school. 32 33 When a child misses more than seven unexcused days from school, this may be 34 considered educational neglect. The school must report possible educational 35 neglect to County officials. This report will be reviewed by the County and could 36 result in a Juvenile Court hearing. 37 38 Parents are responsible for making sure that their children attend school every 39 day. Good attendance is essential for school achievement. We hope to see an 40 improvement in your child's attendance. Please contact me at _________ so 41 that we can discuss this matter. 42
43
Section 500 Administrative Guidelines 545.1 Students page 7
Appendix B.2 - Sample Letters to Parents of Secondary Students 1 2
3 Dear Parent/Guardian of __________________ 4 5 Our records show that your student has missed parts of more than _______ days 6 (unexcused) from school this year. 7 8 Minnesota law requires every child up to 16 years old to attend school each day. It is 9 our responsibility to refer truant students to the Richfield Student Attendance Review 10 Board and/or to Juvenile Court, but we would very much like to see your child's 11 attendance improve before Juvenile Court intervention. 12 13 If your child's case does get referred to Juvenile Court and your child is found to be 14 truant, the Court will make orders so that your child goes back to school and is not truant 15 any more. The Court may order that your child be assigned a Juvenile Probation Officer, 16 or the Court may order the County's social service agency to provide services to you 17 and your child. Other consequences are also possible, including suspension, 18 restriction or delay of driving privileges pursuant to Minn. Stat. 260C.201. 19 20 Please contact __________ at __________ to make arrangements to set up a school 21 conference, which would include you, your child, and school staff. We hope that we will 22 be able to resolve this matter and see your child's attendance improve. In the event that 23 any of the attendance record appears to be in error, please contact either __________ 24 or the attendance office at ________ and the situation will be researched. 25 26 27 28 Dear Parent/Guardian of __________ 29 30 It is not uncommon for students who are having attendance and/or academic difficulties 31 to have chemical use problems. I am concerned about __________, I wonder what 32 he/she is doing when he/she is skipping classes, and why he/she is so compelled to 33 refuse to be in the building or in classes during school hours. According to our 34 attendance records your child has now missed ______ partial or full days of school. 35 36 At this time, Richfield High School suggests that your child may benefit from visiting with 37 a therapist at Storefront Youth Action through our School Attendance Review Board 38 agreement. Hennepin County and Richfield Schools are collaborating on a truancy 39 prevention project and Storefront counseling is considered truancy prevention. 40 41 I also recommend that you contact your health insurance provider or Hennepin County 42 Health Services (if you lack medical coverage) for a chemical health assessment. 43 Hennepin County Health Services are located at 1800 Chicago Avenue South; their 44 phone number is 879-3501. 45 46 Please note that a chemical health assessment is an interview by a certified chemical 47 dependency counselor to assess the likelihood of chemical use. It is not a blood and 48 urine test; however, you may want to get blood and/or urine tests done on your child for 49 documentation's sake. 50 51 If I can be of assistance, please contact me at __________. 52
503-1
Adopted: MSBA/MASA Model Policy 503 Orig. 1995
Revised: Rev. 2013 503 STUDENT ATTENDANCE
[Note: The provisions of this policy substantially reflect statutory requirements.] I. PURPOSE
A. The school board believes that regular school attendance is directly related to success in academic work, benefits students socially, provides opportunities for important communications between teachers and students, and establishes regular habits of dependability important to the future of the student. The purpose of this policy is to encourage regular school attendance. It is intended to be positive and not punitive.
B. This policy also recognizes that class attendance is a joint responsibility to be
shared by the student, parent or guardian, teacher, and administrators. This policy will assist students in attending class.
II. GENERAL STATEMENT OF POLICY
A. Responsibilities
1. Student’s Responsibility
It is the student’s right to be in school. It is also the student’s responsibility to attend all assigned classes and study halls every day that school is in session and to be aware of and follow the correct procedures when absent from an assigned class or study hall. Finally, it is the student’s responsibility to request any missed assignments due to an absence.
2. Parent or Guardian’s Responsibility
It is the responsibility of the student’s parent or guardian to ensure the student is attending school, to inform the school in the event of a student absence, and to work cooperatively with the school and the student to solve any attendance problems that may arise.
3. Teacher’s Responsibility
It is the teacher’s responsibility to take daily attendance and to maintain accurate attendance records in each assigned class and study hall. It is also the teacher’s responsibility to be familiar with all procedures governing attendance and to apply these procedures uniformly. It is also
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the teacher’s responsibility to provide any student who has been absent with any missed assignments upon request. Finally, it is the teacher’s responsibility to work cooperatively with the student’s parent or guardian and the student to solve any attendance problems that may arise.
4. Administrator’s Responsibility
a. It is the administrator’s responsibility to require students to attend
all assigned classes and study halls. It is also the administrator’s responsibility to be familiar with all procedures governing attendance and to apply these procedures uniformly to all students, to maintain accurate records on student attendance, and to prepare a list of the previous day’s absences stating the status of each. Finally, it is the administrator’s responsibility to inform the student’s parent or guardian of the student’s attendance and to work cooperatively with them and the student to solve attendance problems.
b. In accordance with the Minnesota Compulsory Instruction Law,
Minn. Stat. § 120A.22, the students of the school district are REQUIRED to attend all assigned classes and/or study halls every day school is in session, unless the student has been excused by the school board from attendance because the student has already completed state and school district standards required to graduate from high school, has withdrawn, or has a valid excuse for absence.
B. Attendance Procedures
Attendance procedures shall be presented to the school board for review and approval. When approved by the school board, the attendance procedures will be included as an addendum to this policy.
1. Excused Absences
a. To be considered an excused absence, the student’s parent or legal
guardian may be asked to verify, in writing, the reason for the student’s absence from school. A note from a physician or a licensed mental health professional stating that the student cannot attend school is a valid excuse.
b. The following reasons shall be sufficient to constitute excused
absences:
(1) Illness.
(2) Serious illness in the student’s immediate family.
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(3) A death or funeral in the student’s immediate family or of a close friend or relative.
(4) Medical, dental, or orthodontic treatment, or a counseling
appointment. (5) Court appearances occasioned by family or personal action.
(6) Religious instruction not to exceed three hours in any week.
(7) Physical emergency conditions such as fire, flood, storm,
etc.
(8) Official school field trip or other school-sponsored outing.
(9) Removal of a student pursuant to a suspension. Suspensions are to be handled as excused absences and students will be permitted to complete make-up work.
(10) Family emergencies.
(11) Active duty in any military branch of the United States.
(12) A student’s condition that requires ongoing treatment for a
mental health diagnosis.
[Note: State law provides that a school board may include other exemptions in the school district’s attendance policy. See Minn. Stat. § 120A.22, Subd. 12. When considering whether to add other exemptions, school boards should consider the intent of the compulsory attendance law, which recognizes the educational value of regular attendance and class participation, and whether the proposed exemption is consistent with the intent of the law.]
c. Consequences of Excused Absences
(1) Students whose absences are excused are required to make
up all assignments missed or to complete alternative assignments as deemed appropriate by the classroom teacher.
(2) Work missed because of absence must be made up within
____ days from the date of the student’s return to school. Any work not completed within this period shall result in “no credit” for the missed assignment. However, the building principal or the classroom teacher may extend the time allowed for completion of make-up work in the case of an extended illness or other extenuating circumstances.
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2. Unexcused Absences
a. The following are examples of absences which will not be
excused:
(1) Truancy. An absence by a student which was not approved by the parent and/or the school district.
(2) Any absence in which the student failed to comply with any
reporting requirements of the school district’s attendance procedures.
(3) Work at home.
(4) Work at a business, except under a school-sponsored work
release program.
(5) Vacations with family.
(6) Personal trips to schools or colleges. (7) Absences resulting from cumulated unexcused tardies
(____ tardies equal one unexcused absence).
(8) Any other absence not included under the attendance procedures set out in this policy.
b. Consequences of Unexcused Absences
(1) Absences resulting from official suspension will be handled
in accordance with the Pupil Fair Dismissal Act, Minn. Stat. §§ 121A.40-121A.56.
(2) Days during which a student is suspended from school shall
not be counted in a student’s total cumulated unexcused absences.
(3) In cases of recurring unexcused absences, the
administration may also request the county attorney to file a petition with the juvenile court, pursuant to Minnesota statutes.
(4) Students with unexcused absences shall be subject to
discipline in the following manner:
(a) From the first through the _____ cumulated unexcused absence in a [quarter or semester] the
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student will not be allowed to make up work missed due to such absence.
(b) After the _____ cumulated unexcused absence in a
[quarter or semester], a student’s parent or guardian will be notified by certified mail that his or her child is nearing a total of _____ unexcused absences and that, after the _____ unexcused absence, the student’s grade shall be reduced by one increment for each unexcused absence thereafter.
(c) After such notification, the student or his or her
parent or guardian may, within a reasonable time, request a conference with school officials regarding the student’s absences and the prescribed discipline. The notification will state that the school strongly urges the student’s parent or guardian to request such a conference.
(d) After _____ cumulative unexcused absences in a
[quarter or semester] the teacher will reduce the student’s letter grade by one increment for each unexcused absence thereafter (i.e. A to A-). However, prior to reducing the student’s grade, an administrative conference must be held among the principal, student, and parent.
(e) After _____ cumulated unexcused absences in a
[quarter or semester], the administration may impose the loss of academic credit in the class or classes from which the student has been absent. However, prior to loss of credit, an administrative conference must be held among the principal, student, and parent.
(f) If the result of a grade reduction or loss of credit has
the effect of an expulsion, the school district will follow the procedures set forth in the Pupil Fair Dismissal Act, Minn. Stat. §§ 121A.40-121A.56.
C. Tardiness
1. Definition: Students are expected to be in their assigned area at designated times. Failure to do so constitutes tardiness.
2. Procedures for Reporting Tardiness
a. Students tardy at the start of school must report to the school office
for an admission slip.
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b. Tardiness between periods will be handled by the teacher.
3. Excused Tardiness
Valid excuses for tardiness are:
a. Illness.
b. Serious illness in the student’s immediate family.
c. A death or funeral in the student’s immediate family or of a close
friend or relative.
d. Medical, dental, orthodontic, or mental health treatment.
e. Court appearances occasioned by family or personal action.
f. Physical emergency conditions such as fire, flood, storm, etc.
g. Any tardiness for which the student has been excused in writing by an administrator or faculty member.
4. Unexcused Tardiness
a. An unexcused tardiness is failing to be in an assigned area at the
designated time class period commences without a valid excuse.
b. Consequences of tardiness may include detention after ____ unexcused tardies. In addition ____ unexcused tardies are equivalent to one unexcused absence.
D. Participation in Extracurricular Activities and School-Sponsored On-the-Job
Training Programs
1. This policy applies to all students involved in any extracurricular activity scheduled either during or outside the school day and any school-sponsored on-the-job training programs.
2. School-initiated absences will be accepted and participation permitted.
3. A student may not participate in any activity or program if he or she has
an unexcused absence from any class during the day.
4. If a student is suspended from any class, he or she may not participate in any activity or program that day.
5. If a student is absent from school due to medical reasons, he or she must
503-7
present a physician’s statement or a statement from the student’s parent or guardian clearing the student for participation that day. The note must be presented to the coach or advisor before the student participates in the activity or program.
III. DISSEMINATION OF POLICY
Copies of this policy shall be made available to all students and parents at the commencement of each school year. This policy shall also be available upon request in each principal’s office.
IV. REQUIRED REPORTING
A. Continuing Truant
Minn. Stat. § 260A.02 provides that a continuing truant is a student who is subject to the compulsory instruction requirements of Minn. Stat. § 120A.22 and is absent from instruction in a school, as defined in Minn. Stat. § 120A.05, without valid excuse within a single school year for:
1. Three days if the child is in elementary school; or
2. Three or more class periods on three days if the child is in middle school,
junior high school, or high school.
B. Reporting Responsibility
When a student is initially classified as a continuing truant, Minn. Stat. § 260A.03 provides that the school attendance officer or other designated school official shall notify the student’s parent or legal guardian, by first class mail or other reasonable means, of the following:
1. That the child is truant;
2. That the parent or guardian should notify the school if there is a valid
excuse for the child’s absences;
3. That the parent or guardian is obligated to compel the attendance of the child at school pursuant to Minn. Stat. § 120A.22 and parents or guardians who fail to meet this obligation may be subject to prosecution under Minn. Stat. § 120A.34;
4. That this notification serves as the notification required by Minn. Stat. §
120A.34;
5. That alternative educational programs and services may be available in the child’s enrolling or resident district;
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6. That the parent or guardian has the right to meet with appropriate school personnel to discuss solutions to the child’s truancy;
7. That if the child continues to be truant, the parent and child may be subject
to juvenile court proceedings under Minn. Stat. Ch. 260;
8. That if the child is subject to juvenile court proceedings, the child may be subject to suspension, restriction, or delay of the child’s driving privilege pursuant to Minn. Stat. § 260C.201; and
9. That it is recommended that the parent or guardian accompany the child to
school and attend classes with the child for one day.
[Note: Where services and procedures under Minn. Stat. Ch. 260A are available within the school district, the following provisions should also be included in the policy.]
C. Habitual Truant
1. A habitual truant is a child under the age of 17 years who is absent from
attendance at school without lawful excuse for seven school days per school year if the child is in elementary school or for one or more class periods on seven school days per school year if the child is in middle school, junior high school, or high school, or a child who is 17 years of age who is absent from attendance at school without lawful excuse for one or more class periods on seven school days per school year and who has not lawfully withdrawn from school.
2. A school district attendance officer shall refer a habitual truant child and
the child’s parent or legal guardian to appropriate services and procedures, under Minn. Stat. Ch. 260A.
Minn. Stat. § 120A.22 (Compulsory Instruction) Minn. Stat. § 120A.24 (Reporting) Minn. Stat. § 120A.26 (Enforcement and Prosecution) Minn. Stat. § 120A.34 (Violations; Penalties) Minn. Stat. §§ 121A.40-121A.56 (Pupil Fair Dismissal Act) Minn. Stat. § 260A.02 (Definitions) Minn. Stat. § 260A.03 (Notice to Parent or Guardian When Child is a Continuing Truant) Minn. Stat. § 260C.007, Subd. 19 (Habitual Truant Defined) Minn. Stat. § 260C.201 (Dispositions; Children in Need of Protection or Services or Neglected and in Foster Care) Goss v. Lopez, 419 U.S. 565, 95 S.Ct. 729 (1975) Slocum v. Holton Board of Education, 429 N.W.2d 607 (Mich. App. Ct. 1988)
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Campbell v. Board of Education of New Milford, 475 A.2d 289 (Conn. 1984) Hamer v. Board of Education of Township High School District No. 113, 66 Ill. App.3d 7, 383 N.E.2d 231 (1978) Gutierrez v. School District R-1, 585 P.2d 935 (Co. Ct. App. 1978) Knight v. Board of Education, 38 Ill. App. 3d 603, 348 N.E.2d 299 (1976) Dorsey v. Bale, 521 S.W.2d 76 (Ky. 1975)
Cross References: MSBA/MASA Model Policy 506 (Student Discipline)
NEW BUSINESS- FOR ACTION Agenda Item V.C
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting, November 5, 2018
Subject: Board Policy 955 and Guidelines Recommended by the superintendent
Background Information
We have had multiple reads of this policy. There have been two reviews from the Extracurricular Advisory and ongoing examination of practice. We feel that this now reflects current practice as well as integrated board feedback regarding best practice for the future.
Section 900 Board Policy 955 School Community Relations page 1 1
RICHFIELD PUBLIC SCHOOLS 2 3
FUND-RAISING ACTIVITIES 4 5
6 The purpose of this policy is to establish parameters for district-wide and building 7 fund-raising activities for school-related or charitable purposes. 8 9 10 I. FUND-RAISING FOR SCHOOL-RELATED PURPOSES 11 12
The Board of Education supports the general concept of fund raising and 13 other related activities by independent organizations that support students 14 and school activities. Examples of such organizations include the 15 Richfield Public Schools Dedicated Fund (RPS Fund), the Spartan 16 Foundation, PTOs, booster clubs, student clubs/co-curriculars, or other 17 parent and student groups. Fund-raising or other activities must satisfy 18 the following conditions: 19
20 A. Any district-wide fund-raising or related activity has the approval of 21
the Superintendent and any building-related fund-raising or related 22 activity has the approval of the building principal or appropriate 23 administrator. We are working with the extracurricular advisory 24 committee to review the approval process and what we will do 25 related to booster clubs. Approval must occur for all new 26 fundraising activities. Approval must be reviewed yearly for 27 ongoing and/or continued fundraising activities. 28
29 B. The purpose for the fund-raising or related activity is school-related 30
and benefits students. 31 32 C. The fund-raising or related activity can be conducted with minimal 33
student involvement during clas time, minimal loss of instructional 34 time and minimal endorsement of products. minimal concern for 35 level of student involvement, minimal loss of instructional time, and 36 minimal endorsement of products. 37
38 D. The purpose and methods of fund-raising or related activities and 39
the financial record-keeping and accounting are consistent with the 40 requirements of law and Board policy, and convey a positive image 41 of the District. 42
43 44 II. FUND-RAISING FOR CHARITABLE PURPOSES 45 46
A. Student Involvement in Charitable Fund-raising 47 48
Section 900 Board Policy 955 School Community Relations page 2
The Board of Education recognizes that student participation in 1 charitable fund-raising and related activities can develop 2 responsibility, citizenship, and a commitment to service. 3 Accordingly, students may participate in fund-raising and related 4 activities for charitable purposes under the following conditions: 5
6 1. The fund-raising or related activity has the approval of the 7
building principal or appropriate districat administrator. 8 9 2. The fund-raising or related activity can be conducted with 10
minimal loss of instructional time and minimal endorsement 11 of products. 12
13 3. The methods of fund-raising or related activities and the 14
financial record-keeping and accounting are consistent with 15 the requirements of law and Board policy, and convey a 16 positive image of the District. 17
18 4. The recipient organization is private, non-profit, and 19
philanthropic, and does not promote religious or political 20 causes. 21
22 B. Employee Involvement in Charitable Fund-raising 23
24 The Board of Education authorizes up to one combined charitable 25 fund drive annually., to be conducted in accordance with 26 administrative guidelines developed by the Superintendent of 27 Schools. The annual charitable fund drive may incorporate fund-28 raising in support of the RPS Fund and the Spartan Foundation. If a 29 fund drive occurs, it is to be conducted in accordance with 30 administrative guidelines developed by the Superintendent of 31 Schools. 32
33 34
35 36 ADOPTED BY THE BOARD OF EDUCATION: December 3, 1996 37 38 REVISED BY THE BOARD OF EDUCATION: November 6, 2006, 39 September 17, 2018, November 5, 2019 40 41 REAFFIRMED BY THE BOARD OF EDUCATION: October 7, 2002 42
Formatted: Not Highlight
Section 900 Administrative Guidelines 955.1 School Community Relations page 1 1
RICHFIELD PUBLIC SCHOOLS 2 3
ADMINISTRATIVE GUIDELINES 4 5
EMPLOYEE INVOLVEMENT IN CHARITABLE FUND-RAISING 6 7 8
I. Purpose of Guidelines 9 10
The combined charitable fund raising campaign of the Richfield Public Schools is 11 designed to achieve the following goals. 12
13 A. To support programs and activities benefiting students in the Richfield 14
Public Schools, funded by the Richfield Public Schools Dedicated Fund 15 (RPS Fund) and the Spartan Foundation; 16
17 B. To better serve the needs of human health and welfare in the District, the 18
State of Minnesota, and across the country; 19 20 C. To provide employees of the District with a convenient mechanism for 21
giving; 22 23 D. To minimize disruptions in the workplace caused by uncoordinated, 24
inharmonious or redundant contribution campaigns; and 25 26 E. To ensure that contributions are used responsively. 27
28 II. Guidelines for Participation as Federated Fundraiser 29 30
In order to achieve the goals outlined in Section I, the District will conduct one 31 federated charitable giving campaign annually. 32
33 A. In conjunction with the annual campaign, employees will be provided with 34
an opportunity to contribute to the RPS Fund and / or the Spartan 35 Foundation via payroll deduction. The request must be submitted to the 36 Business Office on a form supplied by the organization designated to 37 receive the donation. 38
39 B. The District will designate one federated funding organization to conduct 40
the human health and welfare component of the annual charitable giving 41 Campaign. In order to qualify to conduct this component of the Campaign, 42 the Organization must satisfy all of the following criteria: 43
44 1. It must be governed either by a local, independent, voluntary board 45
of directors, or by a national board of directors that has a local 46 advisory board, 90 percent of the members of which live or work 47 within the District or surrounding counties; 48
49
Section 900 Administrative Guidelines 955.1 School Community Relations page 2
2. More than half of the agencies represented by the Organization 1 receiving funds from the Campaign must: 2
3 a. provide a significant portion of their services within the 4
District or surrounding counties; and 5 6 b. maintain a staffed facility or office dedicated exclusively to 7
the Agency, available to members of the public seeking the 8 Agency's services, and open at least 20 hours per week; 9
10 3. It must have an ongoing relationship with the Agencies that 11
involves a review and monitoring process to ensure financial, 12 managerial, and programmatic responsibility; 13
14 4. The Organization must receive donations from at least 5% of the 15
total number of donating employees in the District in the first year, 16 and from 10% in each subsequent year; 17
18 5. The Organization must have qualified in the previous years as a 19
"registered combined charitable organization" in accordance with 20 Minnesota Statutes §309.501 et. seg; and 21
22 6. The organization must operate a 24-hour information and referral 23
service accessible to the general public. 24 25
B. In addition, both the Organization and each of the Agencies must: 26 27
1. Provide direct health and human welfare services which: 28 29
a. directly benefit children, youth, adults, the aged the ill or 30 infirm, or the mentally or physically handicapped; 31
32 b. consist of care, non-monetary assistance, or education in the 33
field of health, social adjustment, or rehabilitation; disaster 34 or emergency relief; or support for the poor, hungry, or 35 homeless; and 36
37 c. are not primarily directed towards: 38
39 (1) political or legal advocacy, other than legal 40
representation on behalf of the poor, children, or 41 vulnerable adults; 42
43 (2) religious activities; 44 45 (3) the preservation of wildlife or natural resources; or 46 47 (4) the support of institutions of post-secondary 48
education. 49
Section 900 Administrative Guidelines 955.1 School Community Relations page 3
1 Note: An organization that provides one or more of the 2 services listed in c. (1-4) will not be disqualified from 3 consideration if its provision of these services is incidental to 4 its provision of direct health and welfare services, and is not 5 the primary focus of the organization. 6
7 2. Be a private, nonprofit, philanthropic organization recognized by the 8
Internal Revenue Service as tax exempt under section 501(c)(3) of 9 the Internal Revenue code of 1986, as amended or be a political 10 subdivision of the State of Minnesota to which contributions are 11 deductible under section 170 of the Internal Revenue Code. 12
13 C. If no organization satisfies all of these criteria, or if more than one 14
organization satisfies all of the criteria, the District will select the single 15 organization meeting the greatest number of criteria to the greatest extent, 16 provided that the organization selected is willing to receive and redistribute 17 donations intended for another Federated Fundraising Agency and/or 18 other nonprofit health and human services organizations which fall outside 19 the umbrella of the Federated Fundraising Agency selected by the district. 20
Revised: Rev. 2003 511 STUDENT FUNDRAISING I. PURPOSE
The purpose of this policy is to address student fundraising efforts. II. GENERAL STATEMENT OF POLICY
The school board recognizes a desire and a need by some student organizations for fundraising. The school board also recognizes a need for some constraint to prevent fundraising activities from becoming too numerous and overly demanding on employees, students, and the general public.
III. RESPONSIBILITY
A. The building administrators shall be responsible for developing recommendations to the superintendent that will result in a level of activity deemed acceptable by employees, parents, and students. Fundraising must be conducted in a manner that will not result in embarrassment on the part of individual students, employees, or the school.
B. All fundraising activities must be approved, in advance, by the administration.
Participation in nonapproved activities shall be considered a violation of school district policy.
C. The superintendent shall be responsible for providing coordination of student
fundraising throughout the school district as deemed appropriate.
D. The school district expects all students who participate in approved fundraising activities to represent the school, the student organization, and the community in a responsible manner. All rules pertaining to student conduct and student discipline extend to student fundraising activities.
E. The school district expects all employees who plan, supervise, coordinate, or
participate in student fundraising activities to act in the best interests of the students and to represent the school, the student organization, and the community in a responsible manner.
IV. ANNUAL REPORT
The superintendent shall report to the school board, at least annually, on the nature and scope of student fundraising activities approved pursuant to this policy.
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting, November 5, 2018
Subject: Richfield Board of Education Legislative Platform The Superintendent recommends Richfield Public Schools adopt the following legislative platform Funding top priorities
o General fund increase 3% or more- funding has not kept pace with inflation
o Special education cross-subsidy reduction – 50% or more of the state portion
Suggested policy priorities:
o Opposition to vouchers and taking money to support private education o Continuing support of early learning and voluntary PreK for the state o Mandate reduction - removal of extra unfunded requirements
Background Information
Each year the Richfield Board of Education comes to consensus on the highest priority issues related to funding and policies. This platform is used to prioritize conversation with legislators, as well as actions taken related to lobbying support
Association of Metropolitan School Districts 2019 Legislative Platform Outline
DRAFT
Stabilize Funding
Increase the basic formula allowance by 3 percent per year and index it to inflation;
Increase special education funding to reduce the cross-subsidy by 50 percent over the next
four years;
Allow locally-elected school boards to renew an existing operating referendum;
Index Local Optional Revenue to account for geographic wage differentials;
Provide the school trust lands director the authority to maximize earnings from the school
trust lands to benefit the trust beneficiaries – Minnesota’s public school students.
Increase Taxpayer Equity
Address taxpayer disparities in the Omnibus Tax Bill by increasing equalization of the
operating referendum, debt service and local optional levies.
Ensure Safe Schools
Expand the allowable uses of Long-Term Facilities Maintenance Revenue to allow school
districts and intermediate school districts to enhance safety through security modifications to
buildings, including remodeling and additions to existing space;
Increase the Safe Schools Levy for school districts and intermediate school districts to allow
districts to hire additional counselors, social workers and other school support staff.
Support Strategies to Help Close the Achievement Gap
Increase funding for the English learner program to eliminate the cross-subsidy;
Create incentives and alternatives to attract, develop and retain teachers, particularly
teachers of color and teachers in shortage areas;
Expand the Extended Time Program so school districts can extend the school day, week
and/or year to help struggling students succeed;
• Increase access to school-based pre-kindergarten programs and fully fund all required
program components;
Replace the high school MCAs with a college entrance exam.
Enhance Local Control
Refrain from enacting any new unfunded mandates.
NEW BUSINESS- FOR ACTION Agenda Item VI.A
Board of Education Independent School District 280
Richfield, Minnesota
Regular Meeting, November 5, 2018
Subject: Board Guideline 501.2 First Read Recommended by the superintendent
Background Information
This policy is provided along with the guidelines. We will review guideline 501.2 to make sure that we are updating appropriately to ensure that we follow new state laws.
Section 500 Board Policy 501 Students page 1 1
RICHFIELD PUBLIC SCHOOLS 2 3
INITIAL ENTRANCE INTO THE SCHOOL SYSTEM 4 5 6 7 The initial admission of a child to the Richfield Public Schools shall be contingent 8 upon meeting Minnesota statutory requirements appropriate to his/her age or 9 grade level and other school district requirements as outlined in this policy and 10 accompanying administrative guidelines. 11 12 I. Health and Developmental Screening 13 14 All children who are enrolled must meet immunization and development 15
screening requirements as detailed in separate administrative guidelines. 16 17 II. Kindergarten 18 19 Chronological age is the primary criterion for admission to kindergarten in the 20
Richfield Schools. Minnesota statutes specifies that children reaching the 21 age of five on or before September 1 of any year are eligible for admission to 22 kindergarten that school year. Exceptions may be considered upon a written 23 request from the student's parents or guardian. Administrative guidelines will 24 specify procedures for the consideration of these requests. 25
26 III. Assignment to other Grade Levels 27 28 Assignment of students to grade levels other than kindergarten shall involve 29
consideration of both chronological age and readiness of the student to 30 perform at the appropriate level, consistent with Board Policy and 31 Administrative Guidelines governing promotion, retention, and acceleration. 32
33 34 35 LEGAL REFERENCE: Minn. Stat. §120A.20, Subd. 1 36 Minn. Stat. §121A.15 37 Minn. Stat. §121A.17 38 39 CROSS REFERENCE: Board Policy 524, Administrative Guidelines 524.1 - 40 Promotion, Retention, and Acceleration 41 42 43 APPROVED BY THE BOARD OF EDUCATION: April 18, 1977 44 REAFFIRMED BY THE BOARD OF EDUCATION: April 17, 2006, March 4, 45 2013 46 AMENDED BY THE BOARD OF EDUCATION: August 7, 1978, April 7, 47 1997, March 17, 2003, July 13, 2009 48
Section 500 Administrative Guidelines 501.1 Students page 1
RICHFIELD PUBLIC SCHOOLS 1 ADMINISTRATIVE GUIDELINES 2
3 Immunization and Developmental Screening Criteria and Procedures 4
5 These administrative guidelines provide direction regarding admission of students 6 based on statutory immunization and pre-school screening requirements. 7 8 I. Definitions 9
10 The following definitions shall apply as referenced in Minnesota Statutes 2004, 11 Section §121A.15 and in a related Question and Answer document published 12 by the Minnesota Department of Health: 13
14 A. Elementary or secondary school – Includes any public school as defined 15
in Section 120A.05, subdivisions 9, 11, 13, and 17, or nonpublic school, 16 church, or religious organization or home school in which a child is 17 provided instruction in compliance with section 120A.24. 18
19 B. Person enrolled in any elementary or secondary school – A person born 20
after 1956 and enrolled in grades Kindergarten through 12, and a child 21 with a disability receiving special instruction and services as required in 22 Sections 125A.03 to 125A.24 and 125A.65, excluding a child being 23 provided services according to section 125A.05, paragraph ( c ), or 24 125A.06, paragraph (d). 25
26 C. Transfer student – A student who transfers from one elementary or 27
secondary school to another elementary or secondary school in a 28 separate school district. 29 30
II. State Regulations 31 32
A. Minnesota Statutes 2004, Section §121A.15 requires that all children who 33 are enrolled in a Minnesota school be immunized against diphtheria, 34 tetanus, pertussis, polio, measles, mumps, and rubella, allowing for 35 certain specified exemptions. Children under the age of five must show 36 proof of haemophilus influenza Type B immunization. Persons enrolling in 37 kindergarten and 7th grade must show proof of Hepatitis B immunization 38 and varicella immunization or immunity by disease. Persons enrolling in 39 grades 7-12 must show proof of two doses of measles, mumps, rubella 40 vaccines, and a tetanus-diphtheria booster received after age six (and 41 until 10 years have elapsed from the person’s most recent TD dose). (See 42 the copy of Immunization Requirements and Legal Exemptions). 43
44 1. No person over two months of age may enroll or remain enrolled 45
after 18 months of enrollment in a school until a statement has been 46 submitted from a physician, public clinic, or parent / guardian stating 47 that the person has received immunizations consistent with medically 48 acceptable standards, has received the primary schedule of 49
Section 500 Administrative Guidelines 501.1 Students page 2
immunizations or has at least one of each immunization required and 1 has commenced a treatment schedule for the remaining 2 immunizations. A record of month, day and year for each 3 immunization administered after January 1, 1990 is required. 4
5 2. Accommodations 6 7
a. Transfer students are allowed 30 calendar days to submit a 8 statement that includes the dates of their immunizations or legal 9 exemption. The student may attend school during this time 10 period. Once the 30-day grace period has elapsed, the student 11 must be in compliance with the law, the same as any non-12 transferring student. 13
14 b. An emancipated student, or a parent or guardian may submit a 15
statement indicating the month, and year of each immunization 16 given in lieu of the statement from a physician, public clinic, or 17 parent / guardian. 18
19 c. International students new to Minnesota must comply with 20
Minnesota immunization requirements, according to age and 21 grade. 22
23 (1) International students who have previously attended a 24
school will receive the same accommodations as transfer 25 students (Per Section II.A.2.a above) 26
(2) International students who have not previously attended 27 a school will have the same expectations as other newly 28 enrolled students who have not previously attended 29 school. 30
(3) English translations of foreign immunization records may 31 be obtained at the following website: 32 www.immunize.org/izpractices/#recordkeeping. 33
34 d. In accordance with federal law, local school districts must 35
immediately enroll students who are homeless, even if they do 36 not have required documents such as immunization or medical 37 records. There is no 30-day limit on submitting records for a 38 homeless student. 39 (1) If the child’s previous school is known, immunization 40
records may be requested from the previous school. 41 (2) In lieu of school immunization records, a statement from 42
a parent, guardian or emancipated person is acceptable. 43 The statement must indicate the month, day, and year of 44 each immunization given. 45
(3) If a homeless student’s record cannot be found, the 46 provisions of Section II.A.2.f (below) apply. 47
48
Section 500 Administrative Guidelines 501.1 Students page 3
e. A child whose immunizations are not up-to-date may be 1 continuously enrolled if a statement from a physician or clinic 2 indicates that the child has had at least one dose of each of the 3 immunizations that require multiple doses (including the 4 appropriate number of doses of MMR and varicella vaccines) 5 and will finish the remainder of the series within eight months. 6
7 f. If a student’s record cannot be found, the student will need to 8
restart the required immunizations or seek serological testing for 9 immunity. Serological testing is available for measles, mumps, 10 rubella, tetanus, varicella, diphtheria, hepatitis B, and polio. 11
12 4. Exemptions to the immunization requirements may be made upon 13
submission of any one of the following: 14 15
a A statement from a physician indicating that the immunization is 16 contraindicated for medical reasons, or that laboratory 17 confirmation of the presence of adequate immunity exists, or 18
19 b A notarized statement signed by the minor child's parent/guardian 20
or by emancipated person because of a conscientiously held 21 belief of the parent/guardian or the emancipated person. 22
23 (1) When a student moves into a grade with additional 24
immunization requirements, the health service staff shall 25 confirm that the parent or guardian is still opposed to all 26 vaccines. A new notarized statement is not required. 27
(2) If the notarized exemption statement applied to only one 28 vaccine or component (e.g. to pertussis or to polio only), 29 the parent/guardian or emancipated individual must 30 provide an updated statement or evidence of additional 31 immunization requirements. 32
33 3. Proof of age exempting a child from certain immunizations. 34
35 B. Minnesota Statute 2004, Section §121A.17, Subd. 1a. requires that a child 36
cannot be enrolled in kindergarten in a public school unless the parent or 37 guardian of the child submits to the school principal or other person having 38 general control and supervision of the school, a record indicating the 39 month and year the child received developmental screening and the 40 results of the screening not later than 30 days after the first day of 41 attendance, during which time the child may attend school. 42
43 II. Local Regulations 44 45
A. If immunization information for transfer students is not readily available 46 from the parent/guardian, the school principal or his/her designee may call 47 the sending school or the student's health care provider and obtain verbal 48 verification of immunization status. 49
Section 500 Administrative Guidelines 501.1 Students page 4
1 The parent shall be required to provide a record of the student's 2 immunizations or exemption (if such record has not been received from 3 another source within 30 days of enrollment). If the immunization record 4 is not provided within 30 days of enrollment, the principal shall exclude the 5 student until such time as these conditions are met. 6
7 B. When a student transfers out of the Richfield Public Schools, a statement 8
of immunization status will be sent with the cumulative record. 9 10 C. District health services staff are responsible for maintaining immunization 11
records. 12 13
D. The building administrator is responsible for enforcing the provisions of 14 law as referenced in these administrative guidelines. 15
Answers, Minnesota Department of Health, November 2, 22 2005 23
24 OTHER POLICIES: Policy 504, Education of Homeless Students 25 26 Dated: August 7, 1978 27 Reviewed: July 13, 2009, March 4, 2013 28 Revised: December 1996, April 7, 1997, April 20, 1998, March 17, 2003, April 29
17, 2006 30 31 32
Section 500 Administrative Guidelines 501.2 Students page 1
RICHFIELD PUBLIC SCHOOLS 1 2
ADMINISTRATIVE GUIDELINES 3 4
Early Kindergarten Admission Criteria and Procedures 5 6
RATIONALE 7 The Board of Education has a policy, which allows for early admission. To assist 8 in implementing the policy, it is necessary to establish procedures for screening 9 potential candidates in a consistent and uniform manner. It is also necessary to 10 establish standards of performance and levels of development that can be used 11 in primary schools to assure consistency and fair treatment of all who make such 12 a request for their child. 13 14 The following are procedural steps and admission criteria to be used: 15 16 Children 5 years of age, on or before September 1st are eligible to 17
enter Kindergarten. If a child’s birth date falls on a date after 18 September 1st and on or before October 15th, the parent/guardian may 19 request consideration for Fall enrollment into kindergarten. 20
21 Requests submitted after May 1 will result in the child being tested in 22 Spring or Fall on a staff-available basis. Parents/guardians must make 23 a written request for early entrance in enough time to allow testing to 24 be completed the week before the first day of school. If multiple 25 requests for early entrance testing are pending the week before school 26 starts, it may not be possible to honor all requests for early entrance. 27 Therefore, parents are encouraged to make their request as early as 28 possible. Children will be considered for early entrance on a space 29 available basis. 30
31 Phase 1: A written request for early entrance must be made directly to the 32
elementary school principal on or before May 1st. 33 34 Prior to beginning the process for early entrance consideration, the 35
elementary school principal will meet with the parent/guardian to 36 discuss reasons for the request and consider advantages and 37 disadvantages of early entrance. 38
39 At this meeting the parent will need to present the following: 40
1. A certified copy of the child’s birth certificate or passport. 41 2. Proof of residency. 42 3. A copy of Early Childhood Screening results with passing scores 43
in all areas. 44 45
If the decision is made to start the process of considering the child for 46 early entrance, the parent/guardian will be given an Early Entrance 47 Information Sheet and two forms to complete: 48
1. The Early Entrance Questionnaire, 49
Section 500 Administrative Guidelines 501.2 Students page 2
2. The Behavior Assessment Scale for Children -2 (BASC-2) 1 Parent Rating Scale, and 2
3 The parent/guardian must return the completed forms to the principal 4 before moving to Phase 2. 5 6
Phase 2: A Kindergarten teacher will assess the child using the following: 7 Curriculum Based Measurement (CBM) probes: 8
1. Literacy: 9 Letter Name Fluency 10 Letter Sound Fluency 11
12 For Richfield Dual Language School (RDLS) 13
Letter Name Fluency (Spanish or English 14 Letter Sound Fluency 15
16 2. Numeracy: 17
Quantity Discrimination 18 Number Identification 19 Missing Numbers 20
21 A decision will be made considering the following as guidelines: 22
At or above Kindergarten benchmark scores on all 23 literacy and numeracy assessments. 24
At or above Kindergarten benchmark scores on all 25 literacy and numeracy assessments. 26
Average to high scores on the BASC-2 Adaptive Scales 27 Low to average scores on the BASC-2 Clinical Scales 28 Information from the Early Entrance Questionnaire. 29 Observation of skills during assessment. 30
31 Phase 3: The early enrollment team (principal, kindergarten teacher and school 32
psychologist) will meet to review results and determine early entrance 33 eligibility. The Principal will notify parent/guardian of the team’s 34 decision. 35
36 Phase 4: Children accepted for early entrance into kindergarten will be enrolled 37
for a probationary period of four weeks. 38 39 The early enrollment team will observe early enrollee candidates 40
during the four-week probationary period and make a formal decision 41 regarding the child’s eligibility. 42
43 The principal will notify the parent/guardians of the final decision 44
regarding the child's acceptance for early entrance into kindergarten 45 and the reasons therefore. 46
47 48
Section 500 Administrative Guidelines 501.2 Students page 3
Dated: March, 1982 1 Reviewed: March 4, 2013 2 Revised: July 21, 1986; January 22, 1991; December 1996 April 7, 1997; 3
March 17, 2003, April 17, 2006, July 13, 2009 4
Section 500 Administrative Guidelines 501.2 Students page
RICHFIELD PUBLIC SCHOOLS
ADMINISTRATIVE GUIDELINES
Early Kindergarten Admission Criteria and Procedures Entrance to Kindergarten
RATIONALE PURPOSE The Board of Education has a policy, which allows for early admission. To assist in implementing the policy, it is necessary to establish procedures for screening potential candidates in a consistent and uniform manner. It is also necessary to establish standards of performance and levels of development that can be used in primary schools to assure consistency and fair treatment of all who make such a request for their child. The purpose of this policy is to provide information and guidance to families and professional staff regarding early entrance to kindergarten. The following are procedural steps and admission criteria to be used: GENERAL STATEMENT OF POLICY A. The policy of the school district is to fully comply with Minn. Stat. § 124D.02 requiring school districts to have a board-adopted policy for early admission to kindergarten for select students.
B. The school district will adopt procedures that establish a comprehensive evaluation for early admission to kindergarten. These procedures will include how the school district will:
1. Help determine the student’s academic, social, and emotional readiness for kindergarten. 2. Help determine the child’s ability to meet kindergarten grade expectations.
C. Children 5 years of age, on or before September 1st are eligible to enter Kindergarten. If a child’s birth date falls on a date after September 1st and on or before October 15th 31, the parent/guardian may request consideration for Fall enrollment into kindergarten. Parents/guardians must submit an Early Entrance to Kindergarten Request Form, found on the District website, to the district by April 1 of each year. Certain extenuating circumstances will be considered with regard to the April 1. Children considered for early entrance to kindergarten must complete an Early Childhood Screening through the district Early Learning Programs before the request will be considered by the school district.
Requests submitted after May 1 will result in the child being tested in Spring or Fall on a staff-available basis. Parents/guardians must make a written request for early entrance in enough time to allow testing to be completed the week before the first day of school. If multiple requests for early entrance testing are pending the week before school starts, it may not be possible to honor all requests for early entrance. Therefore, parents are encouraged to make their request as early as possible. Children will be considered for early entrance on a space available basis.
Section 500 Administrative Guidelines 501.2 Students page
Phase 1: A written request for early entrance must be made directly to the elementary
school principal on or before May 1st. Prior to beginning the process for early entrance consideration, the
elementary school principal will meet with the parent/guardian to discuss reasons for the request and consider advantages and disadvantages of early entrance.
At this meeting the parent will need to present the following:
1. A certified copy of the child’s birth certificate or passport. 2. Proof of residency. 3. A copy of Early Childhood Screening results with passing scores in all
areas.
If the decision is made to start the process of considering the child for early entrance, the parent/guardian will be given an Early Entrance Information Sheet and two forms to complete:
1. The Early Entrance Questionnaire, 2. The Behavior Assessment Scale for Children -2 (BASC-2) Parent
Rating Scale, and The parent/guardian must return the completed forms to the principal before moving to Phase 2.
Phase 2: A Kindergarten teacher will assess the child using the following: Curriculum Based Measurement (CBM) probes:
1. Literacy: ● Letter Name Fluency ● Letter Sound Fluency
For Richfield Dual Language School (RDLS)
● Letter Name Fluency (Spanish or English ● Letter Sound Fluency
2. Numeracy:
● Quantity Discrimination ● Number Identification ● Missing Numbers
A decision will be made considering the following as guidelines:
● At or above Kindergarten benchmark scores on all literacy and numeracy assessments.
● At or above Kindergarten benchmark scores on all literacy and numeracy assessments.
● Average to high scores on the BASC-2 Adaptive Scales ● Low to average scores on the BASC-2 Clinical Scales ● Information from the Early Entrance Questionnaire. ● Observation of skills during assessment.
Phase 3: The early enrollment team (principal, kindergarten teacher and school
psychologist) will meet to review results and determine early entrance eligibility. The Principal will notify parent/guardian of the team’s decision.
Section 500 Administrative Guidelines 501.2 Students page
Phase 4: Children accepted for early entrance into kindergarten will be enrolled for a probationary period of four weeks.
The early enrollment team will observe early enrollee candidates during the
four-week probationary period and make a formal decision regarding the child’s eligibility.
The principal will notify the parent/guardians of the final decision regarding
the child's acceptance for early entrance into kindergarten and the reasons therefore.
Dated: March, 1982 Reviewed: March 4, 2013 Revised: July 21, 1986; January 22, 1991; December 1996 April 7, 1997; March
17, 2003, April 17, 2006, July 13, 2009 This the statue from the State of Minnesota
124D.02 SCHOOL BOARD POWERS; ENROLLMENT. Subdivision 1. Kindergarten instruction. The board may establish and maintain one or more kindergartens for the instruction of children and after July 1, 1974, shall provide kindergarten instruction for all eligible children, either in the district or in another district. All children to be eligible for kindergarten must be at least five years of age on September 1 of the calendar year in which the school year commences. In addition all children selected under an early admissions policy established by the school board may be admitted. If established, a board-adopted early admissions policy must describe the process and procedures for comprehensive evaluation in cognitive, social, and emotional developmental domains to help determine the child's ability to meet kindergarten grade expectations and progress to first grade in the subsequent year. The comprehensive evaluation must use valid and reliable instrumentation, be aligned with state kindergarten expectations, and include a parent report and teacher observations of the child's knowledge, skills, and abilities. The early admissions policy must be made available to parentsin an accessible format and issubject to review by the commissioner of education. The evaluation is subject to section 127A.41. Nothing in this section shall prohibit a school district from establishing Head Start, prekindergarten, or nursery school classes for children below kindergarten age. Any school board with evidence that providing kindergarten will cause an extraordinary hardship on the school district may apply to the commissioner of education for an exception. Subd. 2. Secondary school programs. The board may permit a person who is over the age of 21 or who has graduated from high school to enroll in a class or program at a secondary school if there is space available. In determining if there is space available, public school students eligible for free enrollment under section 120A.20, subdivision 1, and shared-time students shall be given priority over students seeking enrollment pursuant to this subdivision, and students returning to complete a regular course of study shall be given priority over other students seeking enrollment pursuant to this subdivision. The following are not prerequisites for enrollment: (1) residency in the school district; (2) United States citizenship; or (3) for a person over the age of 21, a high school diploma or equivalency certificate. A person may enroll in a class or program even if that person
Section 500 Administrative Guidelines 501.2 Students page
While Richfield Public Schools does not recommend early admission to kindergarten, there are students who would benefit from starting kindergarten earlier than the recommended age. If your child turns five years old after September 1 and on or before October 31, your child is eligible for consideration for early admission to kindergarten, based upon the following procedures:
● Families/guardians must submit The Early entrance to Kindergarten Request Form to the Director of Talent Development and Advanced Academics by April 1 of the year the child would enter school. Visit www.richfieldschools.org to download the early request form
● Families/guardians must submit a birth record certifying the age of the child
● Children must complete an early childhood screening before requests for early admission will be considered by the district, and must have passing scores in all areas on the early childhood screening assessment. Contact Early Childhood Screening at 612-243-3000 to schedule an appointment for screening
● The district will contact the family to schedule a Beginning of Kindergarten Assessment, which will be conducted by a team of experts. A decision will be made based on that assessment, which includes the following:
○ Academic readiness ○ Social Emotional and behavioral readiness ○ Developmental observations
● The district will schedule a meeting with the family/guardians to discuss the results of the
assessment. If the child is recommended for early admission, s/he will be placed at a school with available space, after all kindergarten-eligible students are placed. The district has two elementary choice programs, which have specific enrollment language
which could affect placement: 1. Richfield Dual Language School (RDLS). 2. Richfield Science Technology Engineering and Mathematics School (RSTEM). Please see the policy on Elementary Choice Programs.
● All district decisions are final
120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS. (a) School districts may identify students, locally develop programs addressing
instructional and affective needs, provide staff development, and evaluate programs to provide gifted and talented students with challenging and appropriate educational programs.
(b) School districts must adopt guidelines for assessing and identifying students for participation in gifted and talented programs consistent with section 120B.11, subdivision 2, clause (2). The guidelines should include the use of:
(1) multiple and objective criteria; and
(2) assessments and procedures that are valid and reliable, fair, and based on current theory and research. Assessments and procedures should be sensitive to underrepresented groups, including, but not limited to, low-income, minority, twice-exceptional, and English learners.
(c) School districts must adopt procedures for the academic acceleration of gifted and talented students consistent with section 120B.11, subdivision 2, clause (2). These procedures must include how the district will:
(1) assess a student's readiness and motivation for acceleration; and
(2) match the level, complexity, and pace of the curriculum to a student to achieve the best type of academic acceleration for that student.
(d) School districts must adopt procedures consistent with section 124D.02, subdivision 1, for early admission to kindergarten or first grade of gifted and talented learners consistent with section 120B.11, subdivision 2, clause (2). The procedures must be sensitive to underrepresented groups.
History: 1Sp2005 c 5 art 2 s 17; 2007 c 146 art 2 s 8; 2013 c 116 art 2 s 10; 2016 c 189 art 25 s
Revised: Rev. 2017 509 ENROLLMENT OF NONRESIDENT STUDENTS
[Note: The provisions of this policy substantially reflect statutory requirements.] I. PURPOSE
The school district desires to participate in the Enrollment Options Program established by Minn. Stat. § 124D.03. The purpose of this policy is to set forth the application and exclusion procedures used by the school district in making said determination.
II. GENERAL STATEMENT OF POLICY
A. Eligibility. Applications for enrollment under the Enrollment Options (Open Enrollment) Law will be approved provided that acceptance of the application will not exceed the capacity of a program, excluding special education services; class; grade level; or school building as established by school board resolution and provided that:
1. space is available for the applicant under enrollment cap standards
established by school board policy or other directive; and
2. in considering the capacity of a grade level, the school district may only limit the enrollment of nonresident students to a number not less than the lesser of: (a) one percent of the total enrollment at each grade level in the school district; or (b) the number of school district resident students at that grade level enrolled in a nonresident school district in accordance with Minn. Stat. § 124D.03.
3. the applicant is not otherwise excluded by action of the school district
because of previous conduct in another school district.
B. Standards that may be used for rejection of application. In addition to the provisions of Paragraph II.A., the school district may refuse to allow a pupil who is expelled under Minn. Stat. § 121A.45 to enroll during the term of the expulsion if the student was expelled for:
1. possessing a dangerous weapon, including a weapon, device, instruments,
material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, with the exception of a pocket knife with a blade less than two and one-half inches in length, at school or a school function;
2. possessing or using an illegal drug at school or a school function;
509-2
3. selling or soliciting the sale of a controlled substance while at school or a
school function; or
4. committing a third-degree assault involving assaulting another and inflicting substantial bodily harm.
C. Standards that may not be used for rejection of application. The school district
may not use the following standards in determining whether to accept or reject an application for open enrollment:
1. previous academic achievement of a student;
2. athletic or extracurricular ability of a student;
3. disabling conditions of a student;
4. a student’s proficiency in the English language;
5. the student’s district of residence except where the district of residence is
directly included in an enrollment options strategy included in an approved achievement and integration program; or
6. previous disciplinary proceedings involving the student. This shall not
preclude the school district from proceeding with exclusion as set out in Section F. of this policy.
D. Application. The student and parent or guardian must complete and submit a
School District Enrollment Options Program application developed by the Minnesota Department of Education and available on their website (education.mn.gov). Go to “Students and Families,” then, under “School Choice,” select “Open Enrollment.” The form is entitled, “General Statewide Enrollment Options Application for K-12 and Early Childhood Special Education.”
E. Lotteries. If a school district has more applications than available seats at a
specific grade level, it must hold an impartial lottery following the January 15 deadline to determine which students will receive seats. The district must give priority to enrolling siblings of currently enrolled students, students whose applications are related to an approved integration and achievement plan, children of the school district’s staff, and students residing in that part of a municipality (a statutory or home rule charter city or town) where:
1. the student’s resident district does not operate a school building;
2. the municipality is located partially or fully within the boundaries of at
least five school districts;
3. the nonresident district in which the student seeks to enroll operates one or
509-3
more school buildings within the municipality; and
4. no other nonresident, independent, special, or common school district operates a school building within the municipality.
The process for the school district lottery must be established by school board
policy and posted on the school district’s website.
F. Exclusion
1. Administrator’s initial determination. If a school district administrator knows or has reason to believe that an applicant has engaged in conduct that has subjected or could subject the applicant to expulsion or exclusion under law or school district policy, the administrator will transmit the application to the superintendent with a recommendation of whether exclusion proceedings should be initiated.
2. Superintendent’s review. The superintendent may make further inquiries.
If the superintendent determines that the applicant should be admitted, he or she will notify the applicant and the school board chair. If the superintendent determines that the applicant should be excluded, the superintendent will notify the applicant and determine whether the applicant wishes to continue the application process. Although an application may not be rejected based on previous disciplinary proceedings, the school district reserves the right to initiate exclusion procedures pursuant to the Minnesota Pupil Fair Dismissal Act as warranted on a case-by-case basis.
G. Termination of Enrollment
1. The school district may terminate the enrollment of a nonresident student
enrolled under an enrollment options program pursuant to Minn. Stat. § 124D.03 or 124D.08 at the end of a school year if the student meets the definition of a habitual truant, the student has been provided appropriate services for truancy under Minn. Ch. 260A, and the student’s case has been referred to juvenile court. A “habitual truant” is a child under 17 years of age who is absent from attendance at school without lawful excuse for seven school days in a school year if the child is in elementary school or for one or more class periods on seven school days in a school year if the child is in middle school, junior high school, or high school, or a child who is 17 years of age who is absent from attendance at school without lawful excuse for one or more class periods on seven school days in a school year and who has not lawfully withdrawn from school under Minn. Stat. § 120A.22, Subd. 8.
2. The school district may also terminate the enrollment of a nonresident
student over 17 years of age if the student is absent without lawful excuse for one or more periods on 15 school days and has not lawfully withdrawn
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from school under Minn. Stat. § 120A.22, Subd. 8. 3. A student who has not applied for and been accepted for open enrollment
pursuant to this policy and does not otherwise meet the residency requirements for enrollment may be terminated from enrollment and removed from school. Prior to removal from school, the school district will send to the student’s parents a written notice of the school district’s belief that the student is not a resident of the school district. The notice shall include the facts upon which the belief is based and notice to the parents of their opportunity to provide documentary evidence, in person or in writing, of residency to the superintendent or the superintendent’s designee. The superintendent or the superintendent’s designee will make the final determination as to the residency status of the student.
H. Notwithstanding the requirement that an application must be approved by the
board of the nonresident district, a student who has been enrolled in a district, who is identified as homeless, and whose parent or legal guardian moves to another district, or who is placed in foster care in another school district, may continue to enroll in the nonresident district without the approval of the board of the nonresident district. The approval of the board of the student’s resident district is not required.
