This document summarizes Mississippi's compulsory school attendance law. It defines key terms like parent, guardian, school day, and compulsory-school-age child. It requires that a parent, guardian or custodian enroll a compulsory-school-age child in a public or legitimate nonpublic school each year. It allows exceptions for children who are physically or mentally unable to attend, are being homeschooled or enrolled in special education. It defines an unlawful absence and valid excuses for temporary nonattendance in public schools. Parents who do not comply or intentionally provide false information can be found guilty of contributing to the neglect of a child.
2016_02 The evolution of immigration and asylum policy in Luxembourg - insigh...Bénédicte Souy-Cour
1) The IMPALA project aims to provide comparable measures of immigration policies across countries and over time through detailed coding of laws and regulations. It identifies different "entry tracks" which correspond to specific ways of entering a country within the main categories of economic migration, family reunification, student migration, humanitarian migration, and others.
2) Luxembourg has traditionally received immigrants from other European countries but is now highly diverse. It relies heavily on immigrants, who make up 45.9% of its population and 71% of its workforce.
3) Luxembourg's immigration policy evolved over time, starting in the 1970s with separate tracks for EU and non-EU economic migrants. Reforms in 2008 increased tracks to 15 to
The document discusses the issue of compulsory attendance in public education in Canada and whose right it is - the student, parent, state or school boards. It analyzes arguments that education is a private versus public good and considers international declarations of parental rights in education. Exceptions to compulsory attendance are outlined in the Education Act. The conclusion poses questions around what is fair in accommodating diversity within a public education system.
The document discusses the issue of compulsory education and whose right it is in Canada. It examines different perspectives, including whether education is a private or public good, and the rights of parents, children, and the state. Key points of debate are the role of religious and minority language schools, and how to balance individual rights with state interests in a pluralistic society.
The document summarizes the key aspects of the Right to Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between the ages of 6-14 years. It outlines the duties of the appropriate government, local authorities and parents to establish neighborhood schools and ensure children are admitted. It also discusses provisions around curriculum, infrastructure, teaching quality standards, teachers' responsibilities, monitoring and grievance redressal to fulfill the goal of providing all Indian children their fundamental right to education.
The Right to Education Act, 2009 (RTE) aims to provide free and compulsory elementary education to all children between 6-14 years old. It defines key terms related to education and outlines the duties of central/state governments, local authorities, parents, schools, and teachers to ensure children's right to education is upheld. Schools must be established and funded by governments, follow a national curriculum, not charge fees, and admit all children without discrimination.
Child's right and protection in the Malaysian scenario.
Reference for PISMP Semester 8, Professional Studies subject EDU3093i Teachers and current challenges.
This document outlines case plan requirements for children in foster care under Title IV-E of the Social Security Act. It discusses what must be included in a case plan according to federal and state law. Key requirements include developing a written case plan within 30 days of a child entering foster care, addressing the issues that led to removal, setting time-limited goals for reunification or other permanency outcome, and assigning responsibility for achieving goals. The document provides detailed procedures for caseworkers to follow in developing initial case plans, including convening a family meeting and obtaining input from parents, children, caregivers and other involved parties.
The document provides information about Blythe Academy of Languages, including its mission, philosophy, goals, equal opportunity policy, school hours, principal's welcome message, daily schedules, attendance policy, cafeteria information, challenge program overview, and notes on changing contact information. Specifically, the academy's mission is to inspire world-class learners through nurturing students' talents in a safe, challenging environment that expects high academic achievement. It has a history of academic excellence and award recognition.
2016_02 The evolution of immigration and asylum policy in Luxembourg - insigh...Bénédicte Souy-Cour
1) The IMPALA project aims to provide comparable measures of immigration policies across countries and over time through detailed coding of laws and regulations. It identifies different "entry tracks" which correspond to specific ways of entering a country within the main categories of economic migration, family reunification, student migration, humanitarian migration, and others.
2) Luxembourg has traditionally received immigrants from other European countries but is now highly diverse. It relies heavily on immigrants, who make up 45.9% of its population and 71% of its workforce.
3) Luxembourg's immigration policy evolved over time, starting in the 1970s with separate tracks for EU and non-EU economic migrants. Reforms in 2008 increased tracks to 15 to
The document discusses the issue of compulsory attendance in public education in Canada and whose right it is - the student, parent, state or school boards. It analyzes arguments that education is a private versus public good and considers international declarations of parental rights in education. Exceptions to compulsory attendance are outlined in the Education Act. The conclusion poses questions around what is fair in accommodating diversity within a public education system.
The document discusses the issue of compulsory education and whose right it is in Canada. It examines different perspectives, including whether education is a private or public good, and the rights of parents, children, and the state. Key points of debate are the role of religious and minority language schools, and how to balance individual rights with state interests in a pluralistic society.
The document summarizes the key aspects of the Right to Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between the ages of 6-14 years. It outlines the duties of the appropriate government, local authorities and parents to establish neighborhood schools and ensure children are admitted. It also discusses provisions around curriculum, infrastructure, teaching quality standards, teachers' responsibilities, monitoring and grievance redressal to fulfill the goal of providing all Indian children their fundamental right to education.
The Right to Education Act, 2009 (RTE) aims to provide free and compulsory elementary education to all children between 6-14 years old. It defines key terms related to education and outlines the duties of central/state governments, local authorities, parents, schools, and teachers to ensure children's right to education is upheld. Schools must be established and funded by governments, follow a national curriculum, not charge fees, and admit all children without discrimination.
Child's right and protection in the Malaysian scenario.
Reference for PISMP Semester 8, Professional Studies subject EDU3093i Teachers and current challenges.
This document outlines case plan requirements for children in foster care under Title IV-E of the Social Security Act. It discusses what must be included in a case plan according to federal and state law. Key requirements include developing a written case plan within 30 days of a child entering foster care, addressing the issues that led to removal, setting time-limited goals for reunification or other permanency outcome, and assigning responsibility for achieving goals. The document provides detailed procedures for caseworkers to follow in developing initial case plans, including convening a family meeting and obtaining input from parents, children, caregivers and other involved parties.
The document provides information about Blythe Academy of Languages, including its mission, philosophy, goals, equal opportunity policy, school hours, principal's welcome message, daily schedules, attendance policy, cafeteria information, challenge program overview, and notes on changing contact information. Specifically, the academy's mission is to inspire world-class learners through nurturing students' talents in a safe, challenging environment that expects high academic achievement. It has a history of academic excellence and award recognition.
Ucberkeley educational services_for_foster_youthmelvin johnson
This document discusses the challenges foster youth face in the education system and the responsibilities of different stakeholders to ensure their proper and timely enrollment and education. It notes that foster youth often experience school changes, lack of records, and higher rates of disabilities than documented. They are also more likely to have lower grades, fewer extracurricular activities, and behavioral/developmental issues due to trauma. The document outlines the responsibilities of social workers/probation officers, school districts, and foster homes to collaborate on promptly enrolling foster youth, obtaining records, providing appropriate services, and appointing surrogate parents to advocate for foster youth in the IEP process when parents are unavailable.
This document outlines Georgia's Division of Family and Children Services policy on placement changes for children in foster care. It seeks to minimize placement moves and only allow moves for permanency, sibling placement, or safety/well-being concerns. It requires notification to courts, schools, service providers, and placement resources within timeframes when moves occur. The procedures describe conducting home visits, notifying relevant parties, ensuring educational stability, and documenting all efforts surrounding placement changes.
4202 5029 7272 service animals in schoolsJason Rhodes
This policy establishes guidelines for the presence of service animals in schools. It defines a service animal as a dog that is individually trained to perform tasks for a person with a disability. The policy outlines procedures for students and employees to bring a service animal to school, including notification, a plan for integration, and requirements for control and care of the animal. It allows for exclusion of a service animal that poses a threat or is not housebroken. The policy also addresses liability issues and the right to appeal an exclusion decision.
The law on maintenance for children (equal responsibilities)NurulHayyu1
This document provides an overview of the law on maintenance for children and equal responsibilities between parents in different jurisdictions. It begins with definitions of maintenance from legal and Islamic sources. It then outlines the position in international law and conventions, before comparing the laws in Malaysia, the UK, Australia, Indonesia, and Islamic law principles. Key points covered include authorities and obligations for child maintenance, applicable ages, formulas for determining amounts, and treatments of shared custody arrangements.
This document summarizes Georgia statutes regarding child custody proceedings. It outlines requirements for parenting plans, factors for judges to consider in determining child custody, rights of children over age 14 to select the custodial parent, review of visitation rights, retention of jurisdiction by courts, and payment of attorney's fees. The statutes aim to promote the best interests and welfare of the child in custody determinations.
Baldwin's Kentucky Revised Statutes Annotated
Title XXXV. Domestic Relations
SuperBrowse Chapter 403. Dissolution of Marriage; Child Custody (Refs & Annos)
SuperBrowse Custody
1. Proposed Legislation
Effective: July 14, 2018
KRS § 403.270
403.270 Custodial issues; best interests of child shall determine; rebuttable presumption that joint custody and equally shared parenting time is in child’s best interests; de facto custodian
Currentness
(1) (a) As used in this chapter and KRS 405.020, unless the context requires otherwise, “de facto custodian” means a person who has been shown by clear and convincing evidence to have been the primary caregiver for, and financial supporter of, a child who has resided with the person for a period of six (6) months or more if the child is under three (3) years of age and for a period of one (1) year or more if the child is three (3) years of age or older or has been placed by the Department for Community Based Services. Any period of time after a legal proceeding has been commenced by a parent seeking to regain custody of the child shall not be included in determining whether the child has resided with the person for the required minimum period.
(b) A person shall not be a de facto custodian until a court determines by clear and convincing evidence that the person meets the definition of de facto custodian established in paragraph (a) of this subsection. Once a court determines that a person meets the definition of de facto custodian, the court shall give the person the same standing in custody matters that is given to each parent under this section and KRS 403.280, 403.340, 403.350, 403.822, and 405.020.
(2) The court shall determine custody in accordance with the best interests of the child and equal consideration shall be given to each parent and to any de facto custodian. Subject to KRS 403.315, there shall be a presumption, rebuttable by a preponderance of evidence, that joint custody and equally shared parenting time is in the best interest of the child. If a deviation from equal parenting time is warranted, the court shall construct a parenting time schedule which maximizes the time each parent or de facto custodian has with the child and is consistent with ensuring the child's welfare. The court shall consider all relevant factors including:
(a) The wishes of the child's parent or parents, and any de facto custodian, as to his or her custody;
(b) The wishes of the child as to his or her custodian, with due consideration given to the influence a parent or de facto custodian may have over the child's wishes;
(c) The interaction and interrelationship of the child with his or her parent or parents, his or her siblings, and any other person who may significantly affect the child's best interests;
(d) The motivation of the adults participating in the custody proceeding;
(e) The child's adjustment and continuing proximity to his or her home, school, and community;
(f) The mental and physical health of all in.
1 Silver Bluff High School 64 DeSoto Drive Aik.docxaulasnilda
1
Silver Bluff High School
64 DeSoto Drive
Aiken, SC 29803
2017-2018
Student Handbook and Agenda
CLASS SCHEDULE
Period Time Course Room Teacher
1 8:20-9:17
2 9:21-10:10
3 10:14-11.03
Lunch/
ILT
11:07– 11:58
4 12.02 - 12:51
5 12:55-1:44
6 1:48-2:37
7 2:41-3:30
Name:
2
Silver Bluff High School
STATEMENT OF NONDISCRIMINATION – EQUAL OPPORTUNITY
The School District is committed to equal opportunity for all of its students and
patrons. District programs and activities shall be free from discrimination based
upon race, religious creed, color, national origin, ancestry, disability, marital
status, sex, age, or any other unlawful consideration. Persons who believe they
have been discriminated against should contact the principal of this school,
the appropriate Academic Officer, or the School District’s Coordinator for
Section 504 concerns, Title IX concerns, and other Civil Rights matters (at [803]
641-2428). Copies of applicable policies are available upon request.
(See Policy JI and Administrative Rule JI-R.)
Coat-Of-Arms
Mascot Bulldog
Colors aqua blue and silver
Shield strength and protection
Winged Foot athletic curriculum
Atomic Symbol age of science and modern industry
Cap and Scroll academic achievement
Helmet symbolizes the discovery of Silver Bluff by DeSoto
Banner denotes Silver Bluff High School
Alma Mater
Near the banks of old Savannah,
Midst the silvery sand,
Stands our dear old Alma Mater,
Known throughout the land.
Dear old Silver Bluff, we hail thee,
And we cherish too
All the memories now and ever
Of the Silver and Blue.
Chorus:
Sing the chorus all together,
Filled with love and cheer.
Praise to thee our Alma Mater,
Dear old Silver Bluff.
- Kathy Mims/Sandi Moore
History
Silver Bluff High School opened in
the fall of 1981. The name Silver
Bluff was chosen because of its
proximity to the historic Silver
Bluff on the Savannah River,
where DeSoto was reported to
have landed. The Indians named
the area Silver Bluff because of
the particles of mica in the soil,
which gave the bluff a silver
appearance.
3
SILVER BLUFF HIGH SCHOOL
64 DeSoto Drive, Aiken, South Carolina 29803
Main Office: 652-8100, 279-1373 Transportation: 652-8102
MESSAGE FROM THE PRINCIPAL
Dear Students,
Welcome Bulldogs to Silver Bluff High School! We look for-
ward to the 2017-2018 school year with high expectations that
you will meet all your educational milestones. SBHS is a school
that has a rich history of academic and extra-curricular success.
We have received the Palmetto Silver Award for Overall Perfor-
mance and recognition by U.S. News and World Report. The Bull-
dog faculty and staff have high expectations for you, but are
ready and able to assist you in meeting these expe.
Disciplining Students Receiving Special Education By .docxjakeomoore75037
Disciplining Students Receiving Special Education
By
Vincent H. A. Gordon, Jr., Ph.D.
April 2017
Abstract
A brief synopsis of the legality of disciplining students with special needs in public
education is presented. An example of a case study is also presented from the
experience of the author demonstrating laws surrounding providing students with a free
and public education (FAPE). Examples of the application of the laws protecting
students’ rights to FAPE and the responsibility of school districts to insure the timely
response of handling discipline issues are also presented.
Legal Analysis
Laws are made to protect the rights, liberty, life, and the pursuits of happiness of
individuals. This paraphrase of the Fourteenth Amendment of the Constitution of the
United States of America is exhibited in every area of society. The discipline of
education also has these same laws to protect and to preserve the sanctity of instruction
where the transmittal of knowledge is presented in an atmosphere that is conducive to
the learning environment. When students habitually display inappropriate attitudes and
behaviors especially after appropriate disciplinary responses are applied to try to
discourage those destructive actions, alternative means of providing education to those
students become an urgent priority of the school to insure that instruction and learning
continue and are not hindered by the wrongful choices of disrespectful, disobedient, and
disruptive students.
There are federal laws, state statutes, case laws, and local policies which address
the areas of rights, liberty, life, and the pursuits of happiness of individuals who are
disabled. The intent of these laws, statutes, and policies are positive. The main purpose
of these safeguards is to insure that everyone is treated fairly and is not disadvantaged
due to a physical, mental, or emotional disability. The challenge exists when
individuals with a disability or disabilities exploit their disability or disabilities and the
intent of these laws, statutes, and policies, to perpetuate their wrongful and selfish
impulses. The topic: Disciplining Students Receiving Special Education attempts to
address the importance of following legal documents to help and not to hinder the
protection and preservation of instruction and learning in a safe environment for all
students.
According to Title 20>Chapter 33>Subchapter II>c 1415 Procedural Safeguards,
there are different types of procedures listed which address the responsibilities and
rights of schools, parents, and students pertaining to disciplining students receiving
Special Education. One of those procedures discussed the steps to be initiated by the
school prior to initiating or refusing to initiate a change of placement.
(3) Written prior notice to the parents of the ch.
This document defines key terms related to the Juvenile Justice and Welfare Act of 2006 such as "bail", "best interest of the child", "child", "child at risk", "child in conflict with the law", and others. It also outlines the duties of law enforcement when taking a child into custody, which include explaining the reason for custody, advising the child of their rights, avoiding violence, and immediately transferring the child to social services. For children under 15, the authority must immediately release the child to their parents/guardians or social services to determine appropriate programs.
This document defines key terms related to the Juvenile Justice and Welfare Act of 2006 such as "bail", "best interest of the child", "child", "child at risk", "child in conflict with the law", and others. It also outlines the duties of law enforcement when taking a child into custody, which include explaining the reason for custody, advising the child of their rights, avoiding violence, and immediately transferring the child to social services. For children under 15, the authority must immediately release the child to their parents/guardians or social services to determine appropriate programs.
3.0 introduction to court and legal processscreaminc
This document outlines Georgia's legal code and DFCS policies regarding the juvenile court process for cases of alleged child dependency. It describes the situations that may require DFCS intervention and filing a dependency petition in juvenile court. It also summarizes the stages of dependency court proceedings, including requirements for preliminary protective hearings, adjudication hearings, case plans, periodic case reviews, permanency plan hearings, and termination of parental rights proceedings. The document provides guidance to social services case managers on preparing for and participating in court hearings.
This document discusses labor laws in South Sudan related to minimum working age, worst forms of child labor, right to privacy, and disputes regarding fundamental rights at work. Some key points:
- The minimum working age is 14, though children 12 and over can perform light work that is not harmful or interfering with their education.
- Worst forms of child labor include hazardous work, slavery, use of children for prostitution or pornography. Employers cannot engage anyone under 18 in hazardous work.
- Employers must respect employees' right to privacy and not disclose personal information without consent.
- Disputes over labor rights can be resolved through conciliation or appealed to the Labor Court if not resolved. Collective
This document discusses labor laws in South Sudan related to minimum working age, worst forms of child labor, right to privacy, and disputes regarding fundamental rights at work. Some key points:
- The minimum working age is 14, though children 12 and over can perform light work that is not harmful or interfering with their education.
- Worst forms of child labor include hazardous work, slavery, use of children for prostitution or pornography. Employers cannot engage anyone under 18 in hazardous work.
- Employers must respect employees' right to privacy and not disclose personal information without consent.
- Disputes over labor rights can be resolved through conciliation or appealed to the Labor Court if not resolved. Collective
1. The document discusses teachers' roles, responsibilities, and codes of ethics. It outlines teachers' commitments to students, employers, the profession, and community. It also discusses administering medication, reporting child abuse, and what constitutes a "child in need of protection".
2. The document examines teachers' obligations to report any reasonable grounds for believing a child is in need of protection. Failure to report can result in penalties. It also discusses accusations of teacher sexual assault and prudent practices teachers should follow.
3. The document considers teachers' duties under various regulations, statutes and laws. It addresses questions around teachers' rights and lifestyles as well as criteria for determining accountability in out-of-school activities. Some
1. The document discusses teachers' roles, responsibilities, and codes of ethics. It outlines teachers' commitments to students, employers, the profession, and community. It also discusses administering medication, reporting child abuse, and what constitutes a "child in need of protection".
2. The document examines teachers' obligations to report any reasonable grounds for believing a child is in need of protection. Failure to report can result in penalties. It also discusses accusations of teacher sexual assault and prudent practices teachers should follow.
3. The document considers teachers' duties under various regulations, statutes and laws. It addresses questions around teachers' personal lifestyles and rights, and criteria for determining accountability. It provides hypothetical scenarios for responding to issues
The document discusses the rights of disabled students under the Canadian Charter of Rights and Freedoms and Saskatchewan Human Rights Code. It outlines how students with disabilities have the right to special education programs and services without cost. School boards must provide educational services for students with disabilities, but may exclude students from specific programs if they are unable to benefit or their presence is detrimental to others. School boards are also responsible for arranging alternative services for students who cannot benefit from regular instructional services.
The document discusses issues around accommodating and treating people with disabilities fairly. It outlines sections of the Canadian Charter of Rights and Freedoms and Saskatchewan Human Rights Code that guarantee equal rights and protections against discrimination for people with disabilities. It also discusses regulations and legal cases related to providing special education services to students with disabilities.
This document outlines DepEd's child protection policy against bullying and child abuse. It defines prohibited acts such as child abuse, discrimination, exploitation, violence against children, and bullying. Child abuse includes physical, emotional, and sexual abuse as well as neglect. Bullying refers to willful aggressive behavior directed at a vulnerable victim. The policy establishes responsibilities for schools and divisions to prevent and respond to incidents, including forming Child Protection Committees, conducting investigations, and imposing disciplinary actions and suspensions. It stresses protecting children's rights and welfare in all matters.
The document provides information about an online school meal payment system called MyPaymentsPlus that allows parents to view their child's cafeteria account balance and make payments online. The system offers automatic payments and email reminders about low balances, while also speeding up lunch lines and ensuring students receive nutritious meals. Parents can register for a free account on MyPaymentsPlus.com to manage their student's cafeteria funds using their student ID number.
Ucberkeley educational services_for_foster_youthmelvin johnson
This document discusses the challenges foster youth face in the education system and the responsibilities of different stakeholders to ensure their proper and timely enrollment and education. It notes that foster youth often experience school changes, lack of records, and higher rates of disabilities than documented. They are also more likely to have lower grades, fewer extracurricular activities, and behavioral/developmental issues due to trauma. The document outlines the responsibilities of social workers/probation officers, school districts, and foster homes to collaborate on promptly enrolling foster youth, obtaining records, providing appropriate services, and appointing surrogate parents to advocate for foster youth in the IEP process when parents are unavailable.
This document outlines Georgia's Division of Family and Children Services policy on placement changes for children in foster care. It seeks to minimize placement moves and only allow moves for permanency, sibling placement, or safety/well-being concerns. It requires notification to courts, schools, service providers, and placement resources within timeframes when moves occur. The procedures describe conducting home visits, notifying relevant parties, ensuring educational stability, and documenting all efforts surrounding placement changes.
4202 5029 7272 service animals in schoolsJason Rhodes
This policy establishes guidelines for the presence of service animals in schools. It defines a service animal as a dog that is individually trained to perform tasks for a person with a disability. The policy outlines procedures for students and employees to bring a service animal to school, including notification, a plan for integration, and requirements for control and care of the animal. It allows for exclusion of a service animal that poses a threat or is not housebroken. The policy also addresses liability issues and the right to appeal an exclusion decision.
The law on maintenance for children (equal responsibilities)NurulHayyu1
This document provides an overview of the law on maintenance for children and equal responsibilities between parents in different jurisdictions. It begins with definitions of maintenance from legal and Islamic sources. It then outlines the position in international law and conventions, before comparing the laws in Malaysia, the UK, Australia, Indonesia, and Islamic law principles. Key points covered include authorities and obligations for child maintenance, applicable ages, formulas for determining amounts, and treatments of shared custody arrangements.
This document summarizes Georgia statutes regarding child custody proceedings. It outlines requirements for parenting plans, factors for judges to consider in determining child custody, rights of children over age 14 to select the custodial parent, review of visitation rights, retention of jurisdiction by courts, and payment of attorney's fees. The statutes aim to promote the best interests and welfare of the child in custody determinations.
Baldwin's Kentucky Revised Statutes Annotated
Title XXXV. Domestic Relations
SuperBrowse Chapter 403. Dissolution of Marriage; Child Custody (Refs & Annos)
SuperBrowse Custody
1. Proposed Legislation
Effective: July 14, 2018
KRS § 403.270
403.270 Custodial issues; best interests of child shall determine; rebuttable presumption that joint custody and equally shared parenting time is in child’s best interests; de facto custodian
Currentness
(1) (a) As used in this chapter and KRS 405.020, unless the context requires otherwise, “de facto custodian” means a person who has been shown by clear and convincing evidence to have been the primary caregiver for, and financial supporter of, a child who has resided with the person for a period of six (6) months or more if the child is under three (3) years of age and for a period of one (1) year or more if the child is three (3) years of age or older or has been placed by the Department for Community Based Services. Any period of time after a legal proceeding has been commenced by a parent seeking to regain custody of the child shall not be included in determining whether the child has resided with the person for the required minimum period.
(b) A person shall not be a de facto custodian until a court determines by clear and convincing evidence that the person meets the definition of de facto custodian established in paragraph (a) of this subsection. Once a court determines that a person meets the definition of de facto custodian, the court shall give the person the same standing in custody matters that is given to each parent under this section and KRS 403.280, 403.340, 403.350, 403.822, and 405.020.
(2) The court shall determine custody in accordance with the best interests of the child and equal consideration shall be given to each parent and to any de facto custodian. Subject to KRS 403.315, there shall be a presumption, rebuttable by a preponderance of evidence, that joint custody and equally shared parenting time is in the best interest of the child. If a deviation from equal parenting time is warranted, the court shall construct a parenting time schedule which maximizes the time each parent or de facto custodian has with the child and is consistent with ensuring the child's welfare. The court shall consider all relevant factors including:
(a) The wishes of the child's parent or parents, and any de facto custodian, as to his or her custody;
(b) The wishes of the child as to his or her custodian, with due consideration given to the influence a parent or de facto custodian may have over the child's wishes;
(c) The interaction and interrelationship of the child with his or her parent or parents, his or her siblings, and any other person who may significantly affect the child's best interests;
(d) The motivation of the adults participating in the custody proceeding;
(e) The child's adjustment and continuing proximity to his or her home, school, and community;
(f) The mental and physical health of all in.
1 Silver Bluff High School 64 DeSoto Drive Aik.docxaulasnilda
1
Silver Bluff High School
64 DeSoto Drive
Aiken, SC 29803
2017-2018
Student Handbook and Agenda
CLASS SCHEDULE
Period Time Course Room Teacher
1 8:20-9:17
2 9:21-10:10
3 10:14-11.03
Lunch/
ILT
11:07– 11:58
4 12.02 - 12:51
5 12:55-1:44
6 1:48-2:37
7 2:41-3:30
Name:
2
Silver Bluff High School
STATEMENT OF NONDISCRIMINATION – EQUAL OPPORTUNITY
The School District is committed to equal opportunity for all of its students and
patrons. District programs and activities shall be free from discrimination based
upon race, religious creed, color, national origin, ancestry, disability, marital
status, sex, age, or any other unlawful consideration. Persons who believe they
have been discriminated against should contact the principal of this school,
the appropriate Academic Officer, or the School District’s Coordinator for
Section 504 concerns, Title IX concerns, and other Civil Rights matters (at [803]
641-2428). Copies of applicable policies are available upon request.
(See Policy JI and Administrative Rule JI-R.)
Coat-Of-Arms
Mascot Bulldog
Colors aqua blue and silver
Shield strength and protection
Winged Foot athletic curriculum
Atomic Symbol age of science and modern industry
Cap and Scroll academic achievement
Helmet symbolizes the discovery of Silver Bluff by DeSoto
Banner denotes Silver Bluff High School
Alma Mater
Near the banks of old Savannah,
Midst the silvery sand,
Stands our dear old Alma Mater,
Known throughout the land.
Dear old Silver Bluff, we hail thee,
And we cherish too
All the memories now and ever
Of the Silver and Blue.
Chorus:
Sing the chorus all together,
Filled with love and cheer.
Praise to thee our Alma Mater,
Dear old Silver Bluff.
- Kathy Mims/Sandi Moore
History
Silver Bluff High School opened in
the fall of 1981. The name Silver
Bluff was chosen because of its
proximity to the historic Silver
Bluff on the Savannah River,
where DeSoto was reported to
have landed. The Indians named
the area Silver Bluff because of
the particles of mica in the soil,
which gave the bluff a silver
appearance.
3
SILVER BLUFF HIGH SCHOOL
64 DeSoto Drive, Aiken, South Carolina 29803
Main Office: 652-8100, 279-1373 Transportation: 652-8102
MESSAGE FROM THE PRINCIPAL
Dear Students,
Welcome Bulldogs to Silver Bluff High School! We look for-
ward to the 2017-2018 school year with high expectations that
you will meet all your educational milestones. SBHS is a school
that has a rich history of academic and extra-curricular success.
We have received the Palmetto Silver Award for Overall Perfor-
mance and recognition by U.S. News and World Report. The Bull-
dog faculty and staff have high expectations for you, but are
ready and able to assist you in meeting these expe.
Disciplining Students Receiving Special Education By .docxjakeomoore75037
Disciplining Students Receiving Special Education
By
Vincent H. A. Gordon, Jr., Ph.D.
April 2017
Abstract
A brief synopsis of the legality of disciplining students with special needs in public
education is presented. An example of a case study is also presented from the
experience of the author demonstrating laws surrounding providing students with a free
and public education (FAPE). Examples of the application of the laws protecting
students’ rights to FAPE and the responsibility of school districts to insure the timely
response of handling discipline issues are also presented.
Legal Analysis
Laws are made to protect the rights, liberty, life, and the pursuits of happiness of
individuals. This paraphrase of the Fourteenth Amendment of the Constitution of the
United States of America is exhibited in every area of society. The discipline of
education also has these same laws to protect and to preserve the sanctity of instruction
where the transmittal of knowledge is presented in an atmosphere that is conducive to
the learning environment. When students habitually display inappropriate attitudes and
behaviors especially after appropriate disciplinary responses are applied to try to
discourage those destructive actions, alternative means of providing education to those
students become an urgent priority of the school to insure that instruction and learning
continue and are not hindered by the wrongful choices of disrespectful, disobedient, and
disruptive students.
There are federal laws, state statutes, case laws, and local policies which address
the areas of rights, liberty, life, and the pursuits of happiness of individuals who are
disabled. The intent of these laws, statutes, and policies are positive. The main purpose
of these safeguards is to insure that everyone is treated fairly and is not disadvantaged
due to a physical, mental, or emotional disability. The challenge exists when
individuals with a disability or disabilities exploit their disability or disabilities and the
intent of these laws, statutes, and policies, to perpetuate their wrongful and selfish
impulses. The topic: Disciplining Students Receiving Special Education attempts to
address the importance of following legal documents to help and not to hinder the
protection and preservation of instruction and learning in a safe environment for all
students.
According to Title 20>Chapter 33>Subchapter II>c 1415 Procedural Safeguards,
there are different types of procedures listed which address the responsibilities and
rights of schools, parents, and students pertaining to disciplining students receiving
Special Education. One of those procedures discussed the steps to be initiated by the
school prior to initiating or refusing to initiate a change of placement.
(3) Written prior notice to the parents of the ch.
This document defines key terms related to the Juvenile Justice and Welfare Act of 2006 such as "bail", "best interest of the child", "child", "child at risk", "child in conflict with the law", and others. It also outlines the duties of law enforcement when taking a child into custody, which include explaining the reason for custody, advising the child of their rights, avoiding violence, and immediately transferring the child to social services. For children under 15, the authority must immediately release the child to their parents/guardians or social services to determine appropriate programs.
This document defines key terms related to the Juvenile Justice and Welfare Act of 2006 such as "bail", "best interest of the child", "child", "child at risk", "child in conflict with the law", and others. It also outlines the duties of law enforcement when taking a child into custody, which include explaining the reason for custody, advising the child of their rights, avoiding violence, and immediately transferring the child to social services. For children under 15, the authority must immediately release the child to their parents/guardians or social services to determine appropriate programs.
3.0 introduction to court and legal processscreaminc
This document outlines Georgia's legal code and DFCS policies regarding the juvenile court process for cases of alleged child dependency. It describes the situations that may require DFCS intervention and filing a dependency petition in juvenile court. It also summarizes the stages of dependency court proceedings, including requirements for preliminary protective hearings, adjudication hearings, case plans, periodic case reviews, permanency plan hearings, and termination of parental rights proceedings. The document provides guidance to social services case managers on preparing for and participating in court hearings.
This document discusses labor laws in South Sudan related to minimum working age, worst forms of child labor, right to privacy, and disputes regarding fundamental rights at work. Some key points:
- The minimum working age is 14, though children 12 and over can perform light work that is not harmful or interfering with their education.
- Worst forms of child labor include hazardous work, slavery, use of children for prostitution or pornography. Employers cannot engage anyone under 18 in hazardous work.
- Employers must respect employees' right to privacy and not disclose personal information without consent.
- Disputes over labor rights can be resolved through conciliation or appealed to the Labor Court if not resolved. Collective
This document discusses labor laws in South Sudan related to minimum working age, worst forms of child labor, right to privacy, and disputes regarding fundamental rights at work. Some key points:
- The minimum working age is 14, though children 12 and over can perform light work that is not harmful or interfering with their education.
- Worst forms of child labor include hazardous work, slavery, use of children for prostitution or pornography. Employers cannot engage anyone under 18 in hazardous work.
- Employers must respect employees' right to privacy and not disclose personal information without consent.
- Disputes over labor rights can be resolved through conciliation or appealed to the Labor Court if not resolved. Collective
1. The document discusses teachers' roles, responsibilities, and codes of ethics. It outlines teachers' commitments to students, employers, the profession, and community. It also discusses administering medication, reporting child abuse, and what constitutes a "child in need of protection".
2. The document examines teachers' obligations to report any reasonable grounds for believing a child is in need of protection. Failure to report can result in penalties. It also discusses accusations of teacher sexual assault and prudent practices teachers should follow.
3. The document considers teachers' duties under various regulations, statutes and laws. It addresses questions around teachers' rights and lifestyles as well as criteria for determining accountability in out-of-school activities. Some
1. The document discusses teachers' roles, responsibilities, and codes of ethics. It outlines teachers' commitments to students, employers, the profession, and community. It also discusses administering medication, reporting child abuse, and what constitutes a "child in need of protection".
2. The document examines teachers' obligations to report any reasonable grounds for believing a child is in need of protection. Failure to report can result in penalties. It also discusses accusations of teacher sexual assault and prudent practices teachers should follow.
3. The document considers teachers' duties under various regulations, statutes and laws. It addresses questions around teachers' personal lifestyles and rights, and criteria for determining accountability. It provides hypothetical scenarios for responding to issues
The document discusses the rights of disabled students under the Canadian Charter of Rights and Freedoms and Saskatchewan Human Rights Code. It outlines how students with disabilities have the right to special education programs and services without cost. School boards must provide educational services for students with disabilities, but may exclude students from specific programs if they are unable to benefit or their presence is detrimental to others. School boards are also responsible for arranging alternative services for students who cannot benefit from regular instructional services.
The document discusses issues around accommodating and treating people with disabilities fairly. It outlines sections of the Canadian Charter of Rights and Freedoms and Saskatchewan Human Rights Code that guarantee equal rights and protections against discrimination for people with disabilities. It also discusses regulations and legal cases related to providing special education services to students with disabilities.
This document outlines DepEd's child protection policy against bullying and child abuse. It defines prohibited acts such as child abuse, discrimination, exploitation, violence against children, and bullying. Child abuse includes physical, emotional, and sexual abuse as well as neglect. Bullying refers to willful aggressive behavior directed at a vulnerable victim. The policy establishes responsibilities for schools and divisions to prevent and respond to incidents, including forming Child Protection Committees, conducting investigations, and imposing disciplinary actions and suspensions. It stresses protecting children's rights and welfare in all matters.
Similar to Mississippi Compulsory School Attendance Law (20)
The document provides information about an online school meal payment system called MyPaymentsPlus that allows parents to view their child's cafeteria account balance and make payments online. The system offers automatic payments and email reminders about low balances, while also speeding up lunch lines and ensuring students receive nutritious meals. Parents can register for a free account on MyPaymentsPlus.com to manage their student's cafeteria funds using their student ID number.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It includes advice on communicating with teachers, establishing routines, volunteering at school, helping with homework, and engaging in educational activities at home. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to give parents tools and resources each month to support their children's academic and social development throughout the school year.
This document provides demographic and education data for Lowndes County, Mississippi. It shows that as of 2010, the total population of Lowndes County was 59,658 with over half identifying as white and 43.8% identifying as African American. The unemployment rate was 10.6% and median income was $36,143. In the school district, total enrollment was 4,481 students with over 80% qualifying for free or reduced price lunch. Literacy rates for 4th grade students were around 80% proficient in language arts. High school graduation rates were around 75%.
The document provides demographic and education statistics for Mississippi. It shows that Mississippi has a total population of 2,951,996, with 61.2% identifying as white and 37.7% as African American. The state has a high poverty rate of 21.8% and a median income of $36,764. Kindergarten enrollment is 39,206 students, with 71% eligible for free or reduced price lunch. The public school dropout rate is 16.8% and the high school graduation rate is 85%.
This document discusses residential public schools with specialized programs in math, science, or arts that are available in several states including Mississippi. Mississippi has two such schools - the Mississippi School for Math and Science and the Mississippi School for the Arts. These schools provide an alternative educational option for children of military families who move frequently and may be seeking different schooling opportunities than local public or private schools. The document lists residential programs in other states and provides websites for schools in Mississippi and other locations.
This newsletter provides information for families with children attending K-12 schools near Columbus Air Force Base. It includes details on upcoming standardized test dates, lottery registration for magnet schools, requirements for home school registration, and links to school calendars and handbooks. The School Liaison Officer assists families with education issues and can be contacted for additional support.
This newsletter from the Columbus Air Force Base School Liaison Office provides information on various education topics for military families, such as school choice registration, after school astronomy programs, driver's license test apps, standardized testing dates, tutoring resources, and tips for safe and orderly school bus transportation. The School Liaison Officer contact information is provided for assistance with any education issues.
The document provides information about the Lowndes County School District in Mississippi. It lists the school board members and central office administration. It also provides contact information for each school in the district and gives a brief overview of the district's policies regarding instructional programs, grading, textbooks, dual enrollment, special education and more. The document serves as a guide for students, parents, and staff in the Lowndes County School District.
Home school PE classes will be offered on Mondays at the Youth Center beginning 6 August 2012 for $15 per student per month. Contact Ms. Playford for more information.
Registration for the before and after school program begins 9 July and will fill up fast, with a minimum of 12 students needed. Fees are based on income and space is limited.
Registration for flag football and cheerleading for ages 3-18 ends 10 August. The cost is $35-$40 and a physical is required. Volunteer coaches are needed and all games will be played on base weekdays.
Upcoming ACT Test Security and Identification EnhancementsE J Griffis
The document summarizes new security enhancements that ACT, Inc. will implement for the ACT test during the 2012-2013 testing year. Key points:
- Students will submit a photo when registering and the photo will be printed on their admission ticket and the test roster to verify their identity on test day.
- Students must bring a photo ID to match their ticket and roster photo. Staff will check photos and IDs against each other and may check IDs during the test.
- Photos will also print on score reports sent to students' high schools to reinforce identity matching after the fact.
- The changes aim to safeguard test integrity and ensure a level playing field for all students while maintaining access.
The document is the 2012-2013 academic calendar for the Columbus Municipal School District in Mississippi. It lists important dates such as the first and last day of school, holidays, standardized testing dates, report card distribution, and teacher work days. It also provides tips for students to achieve such as reading everyday, visiting the library, limiting TV time, eating healthy, and enjoying educational activities.
To enroll in any public or private school in Mississippi, a student must provide either a Certificate of Immunization Compliance or a Certificate of Medical Exemption signed by the proper authorities. The immunization requirements are specified by the State Health Officer and include diphtheria, tetanus, pertussis, polio, hepatitis B, measles, mumps, rubella, varicella, and a Tdap booster shot for students entering 7th grade. Medical exemptions require approval from the District Health Officer.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It offers advice on talking to teachers, establishing homework routines, volunteering at school, and other tips for each month. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to help parents support their children's education.
The document provides the 2012-2013 academic calendar for the Lowndes County School District. It includes 187 days for teachers and 181 days for students. Key dates include August 6 as the first day for students, December 18 as the last day of the first semester, May 22 as the last day for students and graduation between May 17-19. Several early release and staff development days are scheduled throughout the year as well as holidays, testing dates and grading periods.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. MISSISSIPPI CODE OF 1972
As Amended
SEC. 37-13-91. Compulsory school attendance requirements generally; enforcement of law.
(1) This section shall be referred to as the "Mississippi Compulsory School Attendance Law."
(2) The following terms as used in this section are defined as follows:
(a) "Parent" means the father or mother to whom a child has been born, or the father or
mother by whom a child has been legally adopted.
(b) "Guardian" means a guardian of the person of a child, other than a parent, who is
legally appointed by a court of competent jurisdiction.
(c) "Custodian" means any person having the present care or custody of a child, other than
a parent or guardian of the child.
(d) "School day" means not less than five (5) and not more than eight (8) hours of actual
teaching in which both teachers and pupils are in regular attendance for scheduled schoolwork.
(e) "School" means any public school in this state or any nonpublic school in this state
which is in session each school year for at least one hundred eighty (180) school days, except
that the "nonpublic" school term shall be the number of days that each school shall require for
promotion from grade to grade.
(f) "Compulsory-school-age child" means a child who has attained or will attain the age of
six (6) years on or before September 1 of the calendar year and who has not attained the age of
seventeen (17) years on or before September 1 of the calendar year; and shall include any child
who has attained or will attain the age of five (5) years on or before September 1 and has
enrolled in a full-day public school kindergarten program. Provided, however, that the parent or
guardian of any child enrolled in a full-day public school kindergarten program shall be allowed
to disenroll the child from the program on a one-time basis, and such child shall not be deemed a
compulsory-school-age child until the child attains the age of six (6) years.
(g) "School attendance officer" means a person employed by the State Department of
Education pursuant to Section 37-13-89.
(h) "Appropriate school official" means the superintendent of the school district, or his
designee, or, in the case of a nonpublic school, the principal or the headmaster.
(i) "Nonpublic school" means an institution for the teaching of children, consisting of a
physical plant, whether owned or leased, including a home, instructional staff members and
students, and which is in session each school year. This definition shall include, but not be
limited to, private, church, parochial and home instruction programs.
2. (3) A parent, guardian or custodian of a compulsory-school-age child in this state shall cause the
child to enroll in and attend a public school or legitimate nonpublic school for the period of time
that the child is of compulsory school age, except under the following circumstances:
(a) When a compulsory-school-age child is physically, mentally or emotionally incapable
of attending school as determined by the appropriate school official based upon sufficient
medical documentation.
(b) When a compulsory-school-age child is enrolled in and pursuing a course of special
education, remedial education or education for handicapped or physically or mentally
disadvantaged children.
(c) When a compulsory-school-age child is being educated in a legitimate home
instruction program.
The parent, guardian or custodian of a compulsory-school-age child described in this subsection,
or the parent, guardian or custodian of a compulsory-school-age child attending any nonpublic
school, or the appropriate school official for any or all children attending a nonpublic school
shall complete a "certificate of enrollment" in order to facilitate the administration of this section.
The form of the certificate of enrollment shall be prepared by the Office of Compulsory School
Attendance Enforcement of the State Department of Education and shall be designed to obtain
the following information only:
(i) The name, address, telephone number and date of birth of the compulsory-school-
age child;
(ii) The name, address and telephone number of the parent, guardian or custodian of the
compulsory-school-age child;
(iii) A simple description of the type of education the compulsory-school-age child is
receiving and, if the child is enrolled in a nonpublic school, the name and address of the school;
and
(iv) The signature of the parent, guardian or custodian of the compulsory-school-age
child or, for any or all compulsory-school-age child or children attending a nonpublic school, the
signature of the appropriate school official and the date signed.
The certificate of enrollment shall be returned to the school attendance officer where the child
resides on or before September 15 of each year. Any parent, guardian or custodian found by the
school attendance officer to be in noncompliance with this section shall comply, after written
notice of the noncompliance by the school attendance officer, with this subsection within ten
(10) days after the notice or be in violation of this section. However, in the event the child has
been enrolled in a public school within fifteen (15) calendar days after the first day of the school
year as required in subsection (6), the parent or custodian may, at a later date, enroll the child in
3. a legitimate nonpublic school or legitimate home instruction program and send the certificate of
enrollment to the school attendance officer and be in compliance with this subsection.
For the purposes of this subsection, a legitimate nonpublic school or legitimate home instruction
program shall be those not operated or instituted for the purpose of avoiding or circumventing
the compulsory attendance law.
(4) An "unlawful absence" is an absence during a school day by a compulsory-school-age child,
which absence is not due to a valid excuse for temporary nonattendance. Days missed from
school due to disciplinary suspension shall not be considered an "excused" absence under this
section. This subsection shall not apply to children enrolled in a nonpublic school.
Each of the following shall constitute a valid excuse for temporary nonattendance of a
compulsory-school-age child enrolled in a public school, provided satisfactory evidence of the
excuse is provided to the superintendent of the school district, or his designee:
(a) An absence is excused when the absence results from the compulsory-school-age
child's attendance at an authorized school activity with the prior approval of the superintendent
of the school district, or his designee. These activities may include field trips, athletic contests,
student conventions, musical festivals and any similar activity.
(b) An absence is excused when the absence results from illness or injury which prevents
the compulsory-school-age child from being physically able to attend school.
(c) An absence is excused when isolation of a compulsory-school-age child is ordered by
the county health officer, by the State Board of Health or appropriate school official.
(d) An absence is excused when it results from the death or serious illness of a member of
the immediate family of a compulsory-school-age child. The immediate family members of a
compulsory-school-age child shall include children, spouse, grandparents, parents, brothers and
sisters, including stepbrothers and stepsisters.
(e) An absence is excused when it results from a medical or dental appointment of a
compulsory-school-age child where an approval of the superintendent of the school district, or
his designee, is gained before the absence, except in the case of emergency.
(f) An absence is excused when it results from the attendance of a compulsory-school-age
child at the proceedings of a court or an administrative tribunal if the child is a party to the action
or under subpoena as a witness.
(g) An absence may be excused if the religion to which the compulsory-school-age child
or the child's parents adheres, requires or suggests the observance of a religious event. The
approval of the absence is within the discretion of the superintendent of the school district, or his
designee, but approval should be granted unless the religion's observance is of such duration as
to interfere with the education of the child.
4. (h) An absence may be excused when it is demonstrated to the satisfaction of the
superintendent of the school district, or his designee, that the purpose of the absence is to take
advantage of a valid educational opportunity such as travel, including vacations or other family
travel. Approval of the absence must be gained from the superintendent of the school district, or
his designee, before the absence, but the approval shall not be unreasonably withheld.
(i) An absence may be excused when it is demonstrated to the satisfaction of the
superintendent of the school district, or his designee, that conditions are sufficient to warrant the
compulsory-school-age child's nonattendance. However, no absences shall be excused by the
school district superintendent, or his designee, when any student suspensions or expulsions
circumvent the intent and spirit of the compulsory attendance law.
(5) Any parent, guardian or custodian of a compulsory-school-age child subject to this section
who refuses or willfully fails to perform any of the duties imposed upon him or her under this
section or who intentionally falsifies any information required to be contained in a certificate of
enrollment, shall be guilty of contributing to the neglect of a child and, upon conviction, shall be
punished in accordance with Section 97-5-39.
Upon prosecution of a parent, guardian or custodian of a compulsory-school-age child for
violation of this section, the presentation of evidence by the prosecutor that shows that the child
has not been enrolled in school within eighteen (18) calendar days after the first day of the
school year of the public school which the child is eligible to attend, or that the child has
accumulated twelve (12) unlawful absences during the school year at the public school in which
the child has been enrolled, shall establish a prima facie case that the child's parent, guardian or
custodian is responsible for the absences and has refused or willfully failed to perform the duties
imposed upon him or her under this section. However, no proceedings under this section shall be
brought against a parent, guardian or custodian of a compulsory-school-age child unless the
school attendance officer has contacted promptly the home of the child and has provided written
notice to the parent, guardian or custodian of the requirement for the child's enrollment or
attendance.
(6) If a compulsory-school-age child has not been enrolled in a school within fifteen (15)
calendar days after the first day of the school year of the school which the child is eligible to
attend or the child has accumulated five (5) unlawful absences during the school year of the
public school in which the child is enrolled, the school district superintendent shall report, within
two (2) school days or within five (5) calendar days, whichever is less, the absences to the school
attendance officer. The State Department of Education shall prescribe a uniform method for
schools to utilize in reporting the unlawful absences to the school attendance officer. The
superintendent, or his designee, also shall report any student suspensions or student expulsions to
the school attendance officer when they occur.
(7) When a school attendance officer has made all attempts to secure enrollment and/or
attendance of a compulsory-school-age child and is unable to effect the enrollment and/or
attendance, the attendance officer shall file a petition with the youth court under Section 43-21-
451 or shall file a petition in a court of competent jurisdiction as it pertains to parent or child.
Sheriffs, deputy sheriffs and municipal law enforcement officers shall be fully authorized to
5. investigate all cases of nonattendance and unlawful absences by compulsory-school-age
children, and shall be authorized to file a petition with the youth court under Section 43-21-451
or file a petition or information in the court of competent jurisdiction as it pertains to parent or
child for violation of this section. The youth court shall expedite a hearing to make an
appropriate adjudication and a disposition to ensure compliance with the Compulsory School
Attendance Law, and may order the child to enroll or re-enroll in school. The superintendent of
the school district to whichthe child is ordered may assign, in his discretion, the child to the
alternative school program of the school established pursuant to Section 37-13-92.
(8) The State Board of Education shall adopt rules and regulations for the purpose of
reprimanding any school superintendents who fail to timely report unexcused absences under the
provisions of this section.
(9) Notwithstanding any provision or implication herein to the contrary, it is not the intention of
this section to impair the primary right and the obligation of the parent or parents, or person or
persons in loco parentis to a child, to choose the proper education and training for such child, and
nothing in this section shall ever be construed to grant, by implication or otherwise, to the State
of Mississippi, any of its officers, agencies or subdivisions any right or authority to control,
manage, supervise or make any suggestion as to the control, management or supervision of any
private or parochial school or institution for the education or training of children, of any kind
whatsoever that is not a public school according to the laws of this state; and this section shall
never be construed so as to grant, by implication or otherwise, any right or authority to any state
agency or other entity to control, manage, supervise, provide for or affect the operation,
management, program, curriculum, admissions policy or discipline of any such school or home
instruction program.
SOURCES: Laws, 1977, ch. 483, Sec. 1; 1982, Ex Sess, ch. 17, Sec. 21; 1987, ch. 460, 1991,
ch. 308, Sec. 1; 1991, ch. 539, Sec. 2; 1992, ch. 516, Sec. 1; 1992, ch. 524, Sec. 8; 1993, ch. 543,
Sec. 3; 1994, ch. 604, Sec. 1; 1995, ch. 570, Sec. 1, eff from and after passage (approved April 7,
1995); Laws, 1998, Ch. 566, § 6, HB 1443, eff July 1, 1998. Amended by Laws 2000, Ch. 397,
Sec. 1, SB3043; Laws, 2003, ch. 397, § 1, SB 2394, eff from and after July 1, 2003.