This document contains policies and procedures related to discrimination, harassment, and complaints in a school district. It includes:
1) Definitions of discrimination, harassment, and how to make a complaint. Any employee or student who believes they were discriminated against can make a written complaint to a school administrator or Affirmative Action Officer.
2) The Affirmative Action Officer will investigate complaints, unless the Superintendent decides to investigate or designate another. Both parties will have a chance to be heard. Investigations will be completed within 21 days if practical.
3) If discrimination is found, the Affirmative Action Officer and Superintendent will determine remedial actions and disciplinary consequences, if any. Complainants dissatisf
Learning Objective: Discuss sexual harassment in the workplace and techniques to combat
Despite great efforts to train employees and enforce strong consequences for sexually harassing behavior, it still remains a great challenge for many. Victims of sexual harassment are often afraid to speak up and fear the consequences or impact on professional success and image. In this workshop, we break the silence by addressing this issue head on and supporting each other in protecting our rights to respect and honor in the workplace.
At the end of this seminar, participants will be able to:
a. Clarify the difference between appropriate, inappropriate, and illegal behaviors associated with sexual harassment
b. Practice sending convincing messages to set appropriate boundaries.
c. Practice making positive decisions based on context and relationships.
d. Explore consequences of decisions and behavior.
e. Examine and challenge beliefs, definitions, and assumptions around sexual harassment.
Une collaboration étroite entre les services vente et marketing est un élément clé d'une l'implémentation réussie du social selling. Découvrez comment Sage l'a rendue possible et les tactiques et bonnes pratiques qui en font un succès.
La personnalisation s’impose comme une norme dans de nombreux domaines y compris dans le monde du business B2B. Les acheteurs tolèrent de moins en moins les approches générales et formatées. Jamais une collaboration étroite entre les ventes et le marketing n’a été aussi importante qu’aujourd’hui. Découvrez comment personnaliser votre approche pour répondre aux attentes des acheteurs et assurer une rentabilité durable.
La profession de commercial évolue. Découvrez comment le social selling peut devenir un avantage concurrentiel pour vous et votre entreprise. Appliquez, vous aussi, la recette du succès sur laquelle les acteurs de votre secteur s’appuient déjà et saisissez dès aujourd’hui cette opportunité.
PROCEDURE IN HANDLING CHILD ABUSE in school.pptxBernardLacambra1
Child Protection intervenes with families where there is a significant risk of harm to a child or young person.
A report to Child Protection is appropriate when the risk of harm to children is significant.
Child First or The Orange Door may be able to help families having difficulties, and a referral to these services may be appropriate if you have a significant concern for the wellbeing of a child, but do not believe they need protection from significant harm.
Some professional groups are legally mandated to make a report to Child Protection if there is a reasonable belief that the child has been or is being physically or sexually abused.
Anyone who forms a reasonable belief that a child needs protection can make a report to Child Protection.
If a child is in immediate danger, contact police on 000.
Students are required to draft an anti-discriminationharassmen.docxdarwinming1
Students are required to draft an anti-discrimination/harassment/retaliation policy using the guidelines found in the following sources: All the Module Lectures, but in particular Module 6 (its policy checklist, Powerpoint slides and other materials on discriminatory harassment. Also consult the information provided in the textbook; and the information found in the supplemental readings.
Students may review review policies from other sources; however, adhering to Nova’s plagiarism policy as stated in the Disclaimer below, your assignment is not to be whole or partial policies from your place of employment or be taken
completely
from other sources. The purpose of the policy assignment is for you to review the suggested requirements for such a policy, as well as sample policies, and then draft your own policy based on your research. Any sources used in the preparation of this written assignment must be cited under “Sources” at the end of the draft policy in sufficient detail so that these sources can be checked.
Module 6-7 Lecture
Anti-Discrimination, Harassment and Retaliation Policy
As part of the employer’s defense to a discrimination, harassment or retaliation complaint, the employer should have established an anti-discrimination, harassment and retaliation policy. This policy should be disseminated among all employees. Newly hired employees should be given a separate copy of this policy as part of their orientation process. This policy should be explained to the new hire who should be required to sign a receipt for this policy and this receipt should be placed in the newly hired employee’s personnel file.
The policy should contain the following provisions at the minimum, which are described in more detail below:
A clear explanation of prohibited conduct;
Assurance that employees who make complaints of policy violation or provide information related to such complaints will be protected against retaliation;
A clearly described complaint process that provides at least two accessible avenues of complaint;
Assurance that the employer will protect the confidentiality of complaints to the extent possible;
A complaint process that provides a prompt, thorough, and impartial investigation; and
Assurance that the employer will take immediate and appropriate corrective action when it determines that a policy violation has occurred.
Anti-Discrimination/Harassment: An employer's policy should make clear that it will not tolerate discrimination or based on sex (with or without sexual conduct), race, color, religion, national origin, age, disability, and protected activity (
i.e.
, opposition to prohibited discrimination or participation in the statutory complaint process). This prohibition should cover discrimination or harassment by
anyone
in the workplace – supervisors, co- workers, or non-employees. Management should convey the seriousness of the prohibition. One way ...
Learning Objective: Discuss sexual harassment in the workplace and techniques to combat
Despite great efforts to train employees and enforce strong consequences for sexually harassing behavior, it still remains a great challenge for many. Victims of sexual harassment are often afraid to speak up and fear the consequences or impact on professional success and image. In this workshop, we break the silence by addressing this issue head on and supporting each other in protecting our rights to respect and honor in the workplace.
At the end of this seminar, participants will be able to:
a. Clarify the difference between appropriate, inappropriate, and illegal behaviors associated with sexual harassment
b. Practice sending convincing messages to set appropriate boundaries.
c. Practice making positive decisions based on context and relationships.
d. Explore consequences of decisions and behavior.
e. Examine and challenge beliefs, definitions, and assumptions around sexual harassment.
Une collaboration étroite entre les services vente et marketing est un élément clé d'une l'implémentation réussie du social selling. Découvrez comment Sage l'a rendue possible et les tactiques et bonnes pratiques qui en font un succès.
La personnalisation s’impose comme une norme dans de nombreux domaines y compris dans le monde du business B2B. Les acheteurs tolèrent de moins en moins les approches générales et formatées. Jamais une collaboration étroite entre les ventes et le marketing n’a été aussi importante qu’aujourd’hui. Découvrez comment personnaliser votre approche pour répondre aux attentes des acheteurs et assurer une rentabilité durable.
La profession de commercial évolue. Découvrez comment le social selling peut devenir un avantage concurrentiel pour vous et votre entreprise. Appliquez, vous aussi, la recette du succès sur laquelle les acteurs de votre secteur s’appuient déjà et saisissez dès aujourd’hui cette opportunité.
PROCEDURE IN HANDLING CHILD ABUSE in school.pptxBernardLacambra1
Child Protection intervenes with families where there is a significant risk of harm to a child or young person.
A report to Child Protection is appropriate when the risk of harm to children is significant.
Child First or The Orange Door may be able to help families having difficulties, and a referral to these services may be appropriate if you have a significant concern for the wellbeing of a child, but do not believe they need protection from significant harm.
Some professional groups are legally mandated to make a report to Child Protection if there is a reasonable belief that the child has been or is being physically or sexually abused.
Anyone who forms a reasonable belief that a child needs protection can make a report to Child Protection.
If a child is in immediate danger, contact police on 000.
Students are required to draft an anti-discriminationharassmen.docxdarwinming1
Students are required to draft an anti-discrimination/harassment/retaliation policy using the guidelines found in the following sources: All the Module Lectures, but in particular Module 6 (its policy checklist, Powerpoint slides and other materials on discriminatory harassment. Also consult the information provided in the textbook; and the information found in the supplemental readings.
Students may review review policies from other sources; however, adhering to Nova’s plagiarism policy as stated in the Disclaimer below, your assignment is not to be whole or partial policies from your place of employment or be taken
completely
from other sources. The purpose of the policy assignment is for you to review the suggested requirements for such a policy, as well as sample policies, and then draft your own policy based on your research. Any sources used in the preparation of this written assignment must be cited under “Sources” at the end of the draft policy in sufficient detail so that these sources can be checked.
Module 6-7 Lecture
Anti-Discrimination, Harassment and Retaliation Policy
As part of the employer’s defense to a discrimination, harassment or retaliation complaint, the employer should have established an anti-discrimination, harassment and retaliation policy. This policy should be disseminated among all employees. Newly hired employees should be given a separate copy of this policy as part of their orientation process. This policy should be explained to the new hire who should be required to sign a receipt for this policy and this receipt should be placed in the newly hired employee’s personnel file.
The policy should contain the following provisions at the minimum, which are described in more detail below:
A clear explanation of prohibited conduct;
Assurance that employees who make complaints of policy violation or provide information related to such complaints will be protected against retaliation;
A clearly described complaint process that provides at least two accessible avenues of complaint;
Assurance that the employer will protect the confidentiality of complaints to the extent possible;
A complaint process that provides a prompt, thorough, and impartial investigation; and
Assurance that the employer will take immediate and appropriate corrective action when it determines that a policy violation has occurred.
Anti-Discrimination/Harassment: An employer's policy should make clear that it will not tolerate discrimination or based on sex (with or without sexual conduct), race, color, religion, national origin, age, disability, and protected activity (
i.e.
, opposition to prohibited discrimination or participation in the statutory complaint process). This prohibition should cover discrimination or harassment by
anyone
in the workplace – supervisors, co- workers, or non-employees. Management should convey the seriousness of the prohibition. One way ...
Questions and Answers for Small Employers on Employer Liability fo.docxcatheryncouper
Questions and Answers for Small Employers on Employer Liability for Harassment by Supervisors
Title VII of the Civil Rights Act (Title VII) prohibits harassment of an employee based on race, color, sex, religion, or national origin. The Age Discrimination in Employment Act (ADEA) prohibits harassment of employees who are 40 or older on the basis of age, the Americans with Disabilities Act (ADA) prohibits harassment based on disability, and the Genetic Information Nondiscrimination Act of 2008 (GINA) prohibits harassment of an employee based on genetic information. All of the anti-discrimination statutes enforced by the EEOC prohibit retaliation for complaining of discrimination or participating in complaint proceedings.
The Supreme Court issued two major decisions in June of 1998 that explained when employers will be held legally responsible for unlawful harassment by supervisors. The EEOC's Guidance on Employer Liability for Harassment by Supervisors examines those decisions and provides practical guidance regarding the duty of employers to prevent and correct harassment and the duty of employees to avoid harassment by using their employers' complaint procedures.
1. When does harassment violate federal law?
· Harassment violates federal law if it involves discriminatory treatment based on race, color, sex (with or without sexual conduct), religion, national origin, age, disability, genetic information, or because the employee opposed job discrimination or participated in an investigation or complaint proceeding under the EEO statutes. Federal law does not prohibit simple teasing, offhand comments, or isolated incidents that are not extremely serious. The conduct must be sufficiently frequent or severe to create a hostile work environment or result in a "tangible employment action," such as hiring, firing, promotion, or demotion.
2. Does the guidance apply only to sexual harassment?
· No, it applies to all types of unlawful harassment.
3. When is an employer legally responsible for harassment by a supervisor?
· An employer is always responsible for harassment by a supervisor that culminated in a tangible employment action. If the harassment did not lead to a tangible employment action, the employer is liable unless it proves that: 1) it exercised reasonable care to prevent and promptly correct any harassment; and 2) the employee unreasonably failed to complain to management or to avoid harm otherwise
4. Who qualifies as a "supervisor" for purposes of employer liability?
· An individual qualifies as an employee's "supervisor" if the individual has the authority to recommend tangible employment decisions affecting the employee or if the individual has the authority to direct the employee's daily work activities.
5. What is a "tangible employment action"?
· A "tangible employment action" means a significant change in employment status. Examples include hiring, firing, promotion, demotion, undesirable reassignment, a decision causing a significan ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Section A - Foundations & Basic Commitments
Discrimination and Harassment Complaint Procedure - ACG
Employee Discrimination and Harassment Complaint Procedure - ACAB-R
Definitions
How to Make a Complaint
Complaint Handling and Investigation
Harassment and Sexual Harassment of School Employees- ACAB
Harassment
Sexual Harassment
Notice and Training
Harassment and Sexual Harassment of Students - ACAA
Student Discrimination and Harassment Complaint Procedure - ACAA-R
Definitions
How to Make a Complaint
Complaint Handling and Investigation
Hazing- ACAD
Nondiscrimination/Equal Opportunity and Affirmative Action - AC
School District Commitment to Learning Results - ADF
School System Commitment to Standards for Ethical
and Responsible Behavior for Students - ADAA
Service Animals for Students and Employees - ACAC
General Conditions
Review of Service Animal Requests
III. Removal or Exclusion of Service Animals from Schools
Tobacco Use and Possession - ADC
Tobacco Use and Possession Administrative Procedure - ADC-R
I. Tobacco Use - Possession by Students
II. Tobacco Use - Possession by Employees/Visitors/Others
III. Notification
Weapons, Violence and School Safety - ACAE
Discrimination and Harassment Complaint Procedure - ACG
This procedure has been adopted by the Board of Directors in Maine School Administrative
District #35 in order to provide a method of prompt and equitable resolution of complaints of
discrimination and harassment as described in policies AC Nondiscrimination/Equal Opportunity
and Affirmative Action and JBA, GBBA Harassment and Sexual Harassment of Employees or
Students.
How to make a complaint:
Any employee or student who believes he/she has been harassed or discriminated against
is encouraged to try to resolve the problem by informing the individual(s) that the
2. behavior is unwelcome or offensive and by requesting that the behavior stop. This shall
not prevent the employee or student, however, from making an immediate formal
complaint.
Any employee or student who believes he/she has been discriminated against or harassed
should report their concern in writing promptly to a school administrator and/or the
Affirmative Action Officer. The Affirmative Action officer is the Assistant
Superintendent of Schools. The name is posted in a central location at every work site.
Employees or students who are unsure as to whether unlawful discrimination or
harassment has occurred are encouraged to discuss their concerns with the principal or
supervisor or the Affirmative Action Officer. No employee or student will be penalized in
any way for reporting suspected discrimination or harassment.
The Affirmative Action Officer or supervisor may pursue an informal resolution of the
complaint with the agreement of the complainant and the person against whom the
complaint is made. The informal resolution is subject to the approval of the
Superintendent, who shall consider whether the informal resolution is in the best interest
of MSAD #35 in light of applicable policies and law.
The Affirmative Action Officer will investigate the complaint, unless the Superintendent
chooses to investigate the complaint or designates another person to investigate it on
his/her behalf.
The person who is the subject of the complaint will be provided with an
opportunity to be heard as part of the investigation.
If the complaint is against an employee of MSAD #35, any rights conferred under
an applicable collective bargaining agreement shall be applied.
Privacy rights of all parties to the complaint shall be maintained in accordance
with applicable state and federal laws.
The Affirmative Action Officer shall keep a written record of the investigation
process.
The Superintendent may take interim remedial measures (consistent with any
applicable collective bargaining agreements provisions) to reduce the risk of
further harassment while the investigation is pending.
The Affirmative Action Officer shall consult with the Superintendent concerning
the investigation, conclusions, and any remedial and/or disciplinary actions.
The investigation shall be completed within 21 calendar days of receiving the
complaint, if practical.
If the Affirmative Action Officer determines that discrimination or harassment occurred,
he/she shall, in conjunction with the Superintendent:
Determine what remedial action is required, if any;
Determine what disciplinary action should be taken against the person(s) who
engaged in harassment, if any, and
3. Inform the employee or student who made the complaint in writing of the results
of the investigation and its resolution (in accordance with applicable state and
federal privacy laws).
If the complainant is dissatisfied with the resolution, he/she may appeal to the
Superintendent within 14 calendar days after receiving notice of the resolution. The
Superintendent shall review the investigation report and may conduct further
investigation if deemed appropriate. The Superintendent’s decision shall be final.
Any complainant who believes he/she has been discriminated against or harassed is encouraged
to utilize MSAD #35’s complaint procedure. However, employees are hereby notified that they
also have the right to report incidents of discrimination or harassment to the Maine Human
Rights Commission and/or to the Federal Office for Civil Rights, Regional Director, U.S.
Department of Education.
Policy Adopted: January 5, 2005
Employee Discrimination and Harassment Complaint Procedure - ACAB-R
This procedure has been adopted by the Board in order to provide a method of prompt and
equitable resolution of employee complaints of discrimination and harassment as described in
policies AC – Nondiscrimination/Equal Opportunity and Affirmative Action and ACAB –
Harassment and Sexual Harassment of School Employees.
Definitions
For purposes of this procedure:
“Complaint” is defined as an allegation that an employee has been discriminated against
or harassed on the basis of race, color, sex, sexual orientation, age, religion, ancestry,
national origin or disability; and
“Discrimination or harassment” means discrimination or harassment on the basis of race,
color, sex, sexual orientation, age, religion, ancestry, national origin or disability.
How to Make a Complaint
Any employee who believes he/she has been harassed or discriminated against is
encouraged to try to resolve the problem by informing the individual(s) that the behavior
is unwelcome or offensive and by requesting that the behavior stop. This shall not
prevent the employee, however, from making an immediate formal complaint.
Any employee who believes he/she has been discriminated against or harassed should
report their concern promptly to the building principal. If the employee is uncomfortable
4. reporting concerns to the building principal, he/she may report the concern to the
Affirmative Action Officer.
Employees who are unsure as to whether unlawful discrimination or harassment has
occurred are encouraged to discuss their concerns with the building principal or
Affirmative Action Officer. Employees will not be retaliated against for reporting
suspected discrimination or harassment.
Any employee who believes he/she has been discriminated against or harassed is
encouraged to utilize the school unit’s complaint procedure.
However, employees are hereby notified that they also have the right to report incidents of
discrimination or harassment to the Maine Human Rights Commission, 51 State House Station,
Augusta, ME 04333 (telephone: 207-624-6050) and/or to the federal Office for Civil Rights,
Regional Director, U.S. Department of Education, S.W. McCormack POCH Room 222, Boston,
MA 02109-4557 (telephone: 617-223-9622).
Complaint Handling and Investigation
The building principal or Affirmative Action Officer will promptly inform the
Superintendent and the person who is the subject of the complaint that a complaint has
been received.
The building principal or Affirmative Action Officer may pursue an informal resolution
of the complaint with the agreement of the parties involved. The informal resolution is
subject to the approval of the Superintendent, who shall consider whether the informal
resolution is in the best interest of the school unit in light of applicable policies and law.
The complaint will be investigated by the building principal or Affirmative Action
Officer unless the Superintendent chooses to investigate the complaint or designates
another person to investigate it on his/her behalf. Any complaint about an employee who
holds a supervisory position shall be investigated by a person who is not subject to that
supervisor’s authority. Any complaint about the Superintendent should be submitted to
the Chair of the School Board, who should consult with legal counsel concerning the
handling and investigation of the complaint.
The person who is the subject of the complaint will be provided with an
opportunity to be heard as part of the investigation.
If the complaint is against an employee of the school unit, any rights conferred
under an applicable collective bargaining agreement shall be applied.
Privacy rights of all parties to the complaint shall be maintained in accordance
with applicable state and federal laws.
The Affirmative Action Officer shall keep a written record of the investigation
process.
The Affirmative Action Officer may take interim remedial measures (consistent
with any applicable collective bargaining agreement provisions) to reduce the risk
5. of further harassment while the investigation is pending.
The Affirmative Action Officer shall consult with the Superintendent concerning
the investigation, conclusions, and any remedial and/or disciplinary actions.
The investigation shall be completed within 21 calendar days of receiving the
complaint, if practicable.
If the Affirmative Action Officer determines that discrimination or harassment occurred,
he/she shall, in consultation with the Superintendent:
Determine what remedial action is required, if any;
Determine what disciplinary action should be taken against the person(s) who
engaged in harassment, if any; and
Inform the employee who made the complaint in writing of the results of the
investigation and its resolution (in accordance with applicable state and federal
privacy laws).
If the employee who made the complaint is dissatisfied with the resolution, he/she may
appeal to the Superintendent within 14 calendar days after receiving notice of the
resolution. The Superintendent shall review the investigation report and may conduct
further investigation if deemed appropriate.
If the employee is dissatisfied with the decision of the Superintendent, he/she may appeal
to the School Board within 14 calendar days after receiving notice of the
Superintendent’s decision.
The Board will consider the appeal in executive session, at its next regular meeting or a
special meeting. The Superintendent shall submit to the Board his/her decision, the
complaint, any responses, the investigation report and related documents. The
complainant shall be allowed to be heard. The person(s) against whom the Complaint
was made shall be invited and allowed to be heard. If present, the complainant’s
representative and the representative of the person(s) against whom the complaint was
made will also be given the opportunity to be heard.
After reviewing the Superintendent’s submissions and hearing from the parties, the Board
shall make a decision as to whether to affirm or modify the Superintendent’s conclusions.
The Board’s decision shall be final.
Legal Reference: Americans with Disabilities Act (28 CFR § 35.07)
Section 504 of the Vocational Rehabilitation Act (34 CFR § 104.7)
Title IX of the Educational Amendments of 1972 (34 CFR § 106.8(b)
Age Discrimination in Employment Act (34 CFR § 110.25)
Maine Human Rights Act (5 MRSA § 4571 et seq.,4681 et seq.)
Cross Reference: AC - Nondiscrimination/Equal Opportunity and Affirmative Action
ACAB - Harassment and Sexual Harassment of School Employees
Policy Adopted: March 7, 2001
Policy Revised: January 5, 2005 and March 4, 2009
6. Harassment and Sexual Harassment of School Employees- ACAB
Harassment of school employees because of race, color, sex, sexual orientation, religion,
ancestry or national origin, age, or disability is prohibited. Such conduct is a violation of Board
policy and may constitute illegal discrimination under state and federal laws.
Harassment
Harassment includes but is not limited to verbal abuse, threats, physical assault and/or battery
based on race, color, sex, sexual orientation, religion, ancestry or national origin, age, or
disability. Under the Maine Civil Rights Act, violence or threats of violence against a person or
their property based on their sexual orientation are also illegal.
Sexual Harassment
Unwelcome sexual advances, suggestive or lewd remarks, requests for sexual favors, and other
verbal and physical conduct of a sexual nature constitute sexual harassment when:
Submission to such conduct is made either explicitly or implicitly a term or condition of
an employee’s work environment or employee benefits;
Submission to or rejection of such conduct by an employee is used as the basis for
decisions on employment benefits; and/or
Such conduct has the purpose or effect of substantially interfering with an individual’s
work performance or creating an intimidating, hostile or offensive work environment.
Any employee who engages in harassment or sexual harassment will be subject to disciplinary
action, up to and including discharge.
All complaints of harassment will be investigated in accordance with the School Employee
Discrimination and Harassment Complaint Procedure.
Notice and Training
Annually, each employee shall receive a copy of this policy and the School Employee
7. Discrimination and Harassment Complaint Procedure. This may be accomplished by including
the policy/procedure with employee paychecks or by using other appropriate means to ensure
that each employee receives a copy. All newly hired employees shall be provided training about
sexual harassment in accordance with Maine law.
The Superintendent is responsible for ensuring that the school unit complies with all legal
requirements for posting, notification and training of employees regarding harassment and sexual
harassment.
Legal Reference: Title IX of the Education Amendments of 1972 (20 USC § 1681 et seq.)
Title VI of the Civil Rights Act of 1964 (42 USC § 2000d)
Americans with Disabilities Act (42 USC § 12101 et seq.)
Section 504 of the Vocational Rehabilitation Act of 1973 (29 USC § 794 et seq.)
Title VII (42 USC § 2000c-2; 29 CFR § 1604.11)
Age Discrimination in Employment Act (29 USC § 623)
5 MRSA §§ 4602; 4681 et seq.
20-A MRSA § 6553
26 MRSA §§ 806-807
Cross Reference: ACAB-R - School Employee Discrimination and Harassment Complaint Procedure
AC - Nondiscrimination/Equal Opportunity and Affirmative Action
ACAD - Hazing
Policy Adopted: March 7, 2001
Policy Revised: January 5, 2005 and March 4, 2009
Harassment and Sexual Harassment of Students - ACAA
Harassment of students because of race, color, sex, sexual orientation, religion, ancestry or
national origin, or disability is prohibited. Such conduct is a violation of Board policy and may
constitute illegal discrimination under state and federal laws.
Harassment
Harassment includes but is not limited to verbal abuse based on race, color, sex, sexual
orientation, religion, ancestry or national origin, or disability. Harassment that rises to the level
of physical assault, battery and/or abuse is also addressed in the Board policy JJCI/JLI –
Weapons, Violence and School Safety.
Sexual Harassment
Sexual harassment includes but is not limited to unwelcome sexual advances, requests for sexual
favors or pressure to engage in sexual activity, physical contact of a sexual nature, gestures,
comments, or other physical, written or verbal conduct that is gender-based that interferes with a
student’s education. School employees, fellow students, volunteers and visitors to the school,
and other persons with whom students may interact in order to pursue school activities are
required to refrain from such conduct.
8. Harassment/sexual harassment of students by school employees is considered grounds for
disciplinary action, up to and including discharge. Harassment/sexual harassment of students by
other students is considered grounds for disciplinary action, up to and including expulsion. The
Superintendent will determine appropriate sanctions for harassment of students by persons other
than school employees and students.
The Superintendent or the employee designated as the Affirmative Action Officer will
investigate complaints of harassment in accordance with the Student Harassment Complaint
Procedure. School employees, students, and parents shall be informed of this policy/procedure
through handbooks and/or other means selected by the school administration.
Legal References: Title IX of the Education Amendments of 1972 (20 USC § 1681, et seq.)
Title VI of the Civil Rights Act of 1964 (42 USC § 2000(d)
5 MRSA §§ 4602; 4681 et seq.
20-A MRSA § 6553
Cross References: ACAA/ACAA-R - Student Harassment Complaint Procedure
AC - Nondiscrimination/Equal Opportunity and Affirmative Action
ACAD - Hazing
JJCI/JLI - Weapons,Violence and School Safety
Policy Adopted: January 5, 2005
Policy Revised: March 4, 2009
Student Discrimination and Harassment Complaint Procedure - ACAA-R
This procedure has been adopted by the Board in order to provide a method of prompt and
equitable resolution of student complaints of discrimination or discriminatory harassment as
described in policies AC – Nondiscrimination/Equal Opportunity and Affirmative Action and
ACAA/ACAA-R – Harassment and Sexual Harassment of Students.
Definitions
For purposes of this procedure:
A “Complaint” is defined as an allegation that a student has been discriminated against or
harassed on the basis of race, color, sex, sexual orientation, religion, ancestry, national
origin, or disability; and
“Discrimination or harassment” means discrimination or harassment on the basis of race,
color, sex, sexual orientation, religion, ancestry, national origin, or disability.
How to Make a Complaint
9. Any student who believes he/she has been discriminated against or harassed should report
his/her concern promptly to the building principal. Students who are unsure whether
discrimination or harassment has occurred are encouraged to discuss the situation with
the building principal.
School staff are expected to report possible incidents of discrimination or harassment of
students. Parents and other adults are also encouraged to report any concerns about
possible discrimination or harassment of students.
Students and others will not be retaliated against for making a complaint. Any retaliation
by students or school staff will result in disciplinary measures, up to and including
expulsion or dismissal.
Students are encouraged to utilize M.S.A.D. #35’s complaint procedure. However,
students are hereby notified that they also have the right to report complaints to the
Maine Human Rights Commission, 51 State House Station, Augusta, ME 04333
(telephone: 207-624-6050) and/or to the federal office for Civil Rights, Regional
Director, U.S. Department of Education, SW McCormack POCH Room 222, Boston,
MA 02109-4557 (telephone: 617-223-9622).
Complaint Handling and Investigation
The building principal or Affirmative Action Officer shall promptly inform the
Superintendent and the person(s) who is the subject of the complaint that a complaint has
been received.
The building principal or Affirmative Action Officer may pursue an informal resolution
of the complaint with the agreement of the parties involved. The informal resolution is
subject to the approval of the Superintendent, who shall consider whether the informal
resolution is in the best interest of M.S.A.D. #35 in light of the particular circumstances
and applicable policies and laws.
The complaint will be investigated by the building principal or Affirmative Action
Officer, unless the Superintendent chooses to investigate the complaint or designates
another person to investigate it on his/her behalf. Any complaint about an employee who
holds a supervisory position shall be investigated by a person who is not subject to that
supervisor’s authority. Any complaint about the Superintendent should be submitted to
the Chair of the School Board, who should consult with legal counsel concerning the
handling and investigation of the complaint.
The person who is the subject of the complaint will be provided with an
opportunity to be heard as part of the investigation.
If the complaint is against an employee of the school unit, any applicable
individual or collective bargaining contract provisions shall be followed.
Privacy rights of all parties to the complaint shall be maintained in accordance
with applicable state and federal laws.
The Affirmative Action Officer shall keep a written record of the investigation
10. process.
The Affirmative Action Officer may take interim remedial measures to reduce the
risk of further discrimination or harassment while the investigation is pending.
The Affirmative Action Officer shall consult with the Superintendent concerning
the investigation, conclusions, and any remedial and/or disciplinary actions.
The investigation shall be completed within 21 calendar days of receiving the
complaint, if practicable.
If the Affirmative Action Officer determines that discrimination or harassment occurred,
he/she shall, in consultation with the Superintendent:
Determine what remedial action is required, if any;
Determine what disciplinary action should be taken against the person(s) who
engaged in discrimination or harassment, if any; and
Inform the student who made the complaint in writing of the results of the
investigation and its resolution (in accordance with applicable state and federal
privacy laws).
If the student’s parents/legal guardians are dissatisfied with the resolution, an appeal may
be made in writing to the Superintendent within 14 calendar days after receiving notice of
the resolution. The Superintendent shall review the investigation report and may conduct
further investigation if deemed appropriate.
If the student’s parents/legal guardians are dissatisfied with the decision of the
Superintendent, an appeal may be submitted in writing within 14 calendar days after
receiving notice of the decision. The Board will consider the appeal in executive session,
to the extent permitted by law, at its next regular meeting or a special meeting. The
Superintendent shall submit the investigation report and any other witnesses or
documents that he/she believes will be helpful to the Board. The student, his/her
parents/legal guardians and his/her representative shall be allowed to be heard. The
person(s) against whom the complaint was made shall be invited and allowed to be
heard. The Board’s decision shall be final.
Legal Reference: Americans with Disabilities Act (28 CFR § 35.07)
Section 504 of the Vocational Rehabilitation Act (34 CFR § 104.7)
Title IX of the Education Amendments of 1972 (20 SC § 1681 et seq.)
Title VI of the Civil Rights Act of 1964 (PL 88-352)
20 USC § 1232g;
34 CFR Part 99
5 MRSA §§ 4571; 4602; 4681 et seq.
20-A MRSA §§ 6001 et seq.
Cross Reference: AC - Nondiscrimination/Equal Opportunity and Affirmative Action
ACAA/ACAA-R - Harassment and Sexual Harassment of Students
Policy Adopted: January 5, 2005
Policy Revised: March 4, 2009
11. Hazing- ACAD
Maine law defines injurious hazing as “any action or situation, including harassing behavior that
recklessly or intentionally endangers the mental or physical health of any school personnel or a
student enrolled in a public school.”
Injurious hazing activities of any type, either on or off school property, by any student, staff
member, group or organization affiliated with this school unit, are inconsistent with the
educational process and shall be prohibited at all times.
“Harassing behavior” includes acts of intimidation and any other conduct that recklessly or
intentionally endangers the mental or physical health of a student or staff member.
“Acts of intimidation” include extortion, menacing, direct or indirect threats of violence,
incidents of violence, bullying, statements or taunting of a malicious and/or derogatory nature
that recklessly or intentionally endanger the mental or physical health of another person, and
property damage or theft.
No administrator, faculty member, or other employee of the school unit shall encourage, permit,
condone, or tolerate injurious hazing activities. No student, including leaders of students’
organizations, shall plan, encourage, or engage in injurious hazing activities.
Students who violate this policy may be subject to disciplinary action which may include
suspension, expulsion, or other appropriate measures. Administrators, professional staff, and all
other employees who violate this policy may be subject to disciplinary action up to and including
dismissal.
In the case of an organization affiliated with this school unit that authorizes hazing, penalties
may include rescission of permission for that organization to operate on school property or to
receive any other benefit of affiliation with the school unit.
Persons not associated with this school unit who fail to abide by this policy may be subject to
ejection from school property and/or other measures as may be available under the law.
These penalties shall be in addition to any civil or criminal penalties to which the violator or
organization may be subject.
The Superintendent/designee shall be responsible for administering this policy. In the event that
an individual or organization disagrees with an action—or lack of action—on the part of the
Superintendent/designee as he/she carries out the provisions of this policy, that individual or
organization may appeal to the Board. The ruling of the Board with respect to the provisions of
this policy shall be final.
This right to appeal does not apply to student suspensions of 10 days or less or to matters
submitted to grievance procedures under applicable collective bargaining agreements.
A copy of this policy shall be included in all school, parent, and employee handbooks or
otherwise distributed to all school employees and students.
12. Legal Reference: 20-A MRSA § 6553
Cross Reference: ACAA - Harassment and Sexual Harassment of Students
ACAB - Harassment and Sexual Harassment of Employees
JJCI/JLI - Weapons,Violence and School Safety
Policy Adopted: November 1, 1989
Policy Revised: October 1, 1997, March 7, 2001, November 20, 2002 and April 15, 2009
Nondiscrimination/Equal Opportunity and Affirmative Action - AC
The M.S.A.D. #35 Board is committed to maintaining a workplace and learning environment
that is free from illegal discrimination and harassment.
In accordance with applicable Federal and/or State laws and regulations, M.S.A.D. #35 prohibits
discrimination against and harassment of employees, candidates for employment, students and
others with rights to admission or access to school programs, activities or premises on the basis
of race, color, sex, sexual orientation, religion, ancestry or national origin, age, or disability. For
the purpose of this policy, “sexual orientation” means a person’s actual or perceived
heterosexuality, bisexuality, homosexuality, or gender identity or expression.
The Board delegates to the Superintendent the responsibility for implementing this policy. The
M.S.A.D. #35 Affirmative Action Plan will include designation of an Affirmative Action Officer
who will be responsible for ensuring compliance with all Federal and State requirements related
to nondiscrimination. The Affirmative Action Officer will be appointed by the Superintendent
and will be a person with direct access to the Superintendent.
The Superintendent/Affirmative Action Officer shall be responsible for ensuring that notice of
compliance with Federal and State civil rights laws is provided to all applicants for employment,
employees, students, parents and others, as appropriate.
Legal References:
Equal Employment Opportunities Act of 1972 (P.L. 92-261) amending Title VII of the Civil
Rights Act of 1964 (42 U.S.C. § 2000(e) et seq.)
Title IX of the Education Amendments of 1972 (20 U.S.C. § 1681 et seq.)
Title VI of the Civil Rights Act of 1964 (P.L. 88-352)
Age Discrimination in Employment Act of 1967 (29 U.S.C. § 621 et seq.)
Equal Pay Act of 1963 (29 U.S.C. § 206)
Vocational Rehabilitation Act of 1973 (29 U.S.C. § 794 et seq.)
Americans with Disabilities Act (42 U.S.C. § 12101 et seq.)
Maine Human Rights Act (5 MRSA § 4551, et seq.)
13. Cross References: M.S.A.D. #35 Affirmative Action Plan
ACAA-Harassment and Sexual Harassment of Students
ACAB-Harassment and Sexual Harassment of School Employees
Policy Adopted: January, 20, 1993
Policy Revised: April 25, 2001, December 4, 2002, January 5, 2005 and February 25, 2009
School District Commitment to Learning Results - ADF
M.S.A.D. #35 hereby adopts Maine’s system of Learning Results. The Learning Results system
is intended to serve as a foundation for education reform and to promote and provide assessment
of student learning, accountability and equity. The Board recognizes that the legislative intent of
the Learning Results system is to provide children with schools that reflect high expectations and
create conditions where these expectations can be met.
The Board understands that implementation of the Learning Results system and the mandate to
provide all students with equitable opportunities to meet the content standards of the system of
Learning Results have broad implications for the school unit, including curriculum, budget,
professional development, student assessment, professional evaluation, and graduation
requirements. Therefore, the Board is committed to examining its policies and school system
practices to ensure that they are consistent with the intent and goals of the Learning Results
system. This will require a concerted and coordinated effort involving the Board, the
Superintendent, administrators, teachers, parents, students, and the community.
The Board directs the Superintendent to develop a plan and timeline for implementing the
Learning Results system and any appropriate administrative procedures. The Board further
directs the Superintendent to report to the Board annually or as requested on progress toward
implementing the Learning Results system and student progress toward achievement of the
content standards of the Learning Results.
Legal Reference: 20-A MRSA §§ 1001(6), 6208-6209
L.D. 1536, Chapter 51 Resolves
Ch. 127 § 3 (Me. Dept. of Ed. Rule)
Policy Adopted: September 3, 2003
Policy Revised: March 18, 2009
School System Commitment to Standards for Ethical
and Responsible Behavior for Students - ADAA
The School Board believes that promoting ethical and responsible behavior for students is an
14. essential part of the school unit’s educational mission. The Board recognizes that ethics,
constructive attitudes, responsible behavior, and “character” are important if a student is to leave
school as a “responsible and involved citizen,” as described in the Guiding Principles of the
Maine Learning Results. The Board also recognizes that Maine law requires the adoption of a
district-wide student code of conduct consistent with statewide standards for student behavior
developed by the Commissioner of the Department of Education in compliance with 20-A
MRSA § 254(11).
The Board seeks to create and maintain a school climate in which ethical and responsible
behavior can flourish. The Board believes that instilling a sense of ethics and responsibility in
students requires setting positive expectations for student behavior as well as establishing
disciplinary consequences for behavior that violates Board policy or school rules. Further, the
Board believes that in order to teach ethical and responsible behavior, adults who interact with
students must strive to model and reinforce ethical and responsible behavior. To that end, the
Board supports an active partnership between schools and parents.
The Board recognizes that a Student Code of Conduct consistent with statewide standards for
student behavior shall, as required by law:
Define unacceptable student behavior;
Establish standards of student responsibility for behavior;
Prescribe consequences for violation of the Student Code of Conduct, including first-time
violations, when appropriate;
Describe appropriate procedures for referring students in need of special services to those
services;
Establish criteria to determine when further assessment of a current Individual Education
Plan (IEP) is necessary, based on removal of the student from class;
Establish policies and procedures concerning the removal of disruptive or violent
students from a classroom or a school bus, as well as student disciplinary and placement
decisions, when appropriate; and
Establish guidelines and criteria concerning the appropriate circumstances when the
Superintendent/designee may provide information to the local police or other appropriate
law enforcement authorities regarding an offense that involves violence committed by
any person on school grounds or other school property.
The Student Code of Conduct will be reviewed periodically by the School Board, with input
from administrators, staff, parents, students, and members of the community. Students, parents,
staff, and the community will be informed of the Student Code of Conduct through handbooks
and/or other means selected by the Superintendent/designee.
Ethics and Curriculum
The Board encourages integration, examination and discussion of ethical issues within content
areas of the curriculum, as appropriate. The Board also encourages school administrators and
staff to provide students with meaningful opportunities to apply values and ethical and
responsible behavior through activities such as problem solving, service learning, peer mediation
and student government/leadership development.
15. Legal Reference: 20-A MRSA §§ 254, 1001(15)
Cross Reference: JICDA – District-Wide Student Code of Conduct
Policy Adopted: June 10, 2009
Service Animals for Students and Employees - ACAC
General Conditions
Only qualified individuals with disabilities are eligible to use service animals in
school. Any person who believes he or she may be so qualified should address this issue
with a building administrator.
“Service animal” means any guide dog, signal dog, or other animal individually trained
to do work or perform tasks for the benefit of an individual with a disability, including
but not limited to, guiding individuals with impaired vision and assisting individuals with
impaired mobility. Maine Human Rights Commission regulations also include any
animal which has been prescribed for an individual with disability by a physician,
psychiatrist or psychologist.
Use of a service animal by a student with a disability will be allowed in school when
it has been determined that the student’s disability requires such use for the student to
have equal access to the services, programs or activities being offered by the school.
Use of a service animal by an employee with a disability will be allowed when such use
is necessary to enable the employee to perform the essential functions of his or her
position, or to enable the employee to enjoy equal benefits and privileges of employment
as are enjoyed by other similarly situated employees without disabilities.
The District will not be responsible for the training, feeding, grooming or care of any
service animal permitted to attend school under these procedures. It shall be
the responsibility of the individual with a disability to ensure the proper care and
supervision of the service animal. The District must approve any person who is
authorized to assist in the care and supervision of the service animal.
All service animals will wear a harness/saddle bag or vest that identifies them as service
animals and will always be on a leash.
The employee, or in the case of a student, the student’s parents are liable for any damage
to school or personal property and any injuries to individuals caused by the service
16. animal.
Review of Service Animal Requests
The building principal, in consultation with appropriate administrators, shall make the
decision to permit, exclude, limit or remove a service animal under these procedures. In
making such a decision, he or she shall meet and discuss the issue with the employee
making the request, or in the case of a student, with a student and the student’s parents.
This discussion should identify the precise limitations resulting from the individual’s
disability and the ways in which the service animal may overcome those limitations.
The employee, or in the case of a student, the student’s parents are required to provide the
following in support of their request:
Documentation of adequate liability insurance;
Copy of current dog license;
Certification of current rabies and other vaccinations and certification of good
health from a licensed veterinarian;
Certification of the service animal’s training;
Appropriate documentation for any person besides the employee or student who is
proposed to care for the service animal at school;
Evidence that the employee or student can maintain appropriate care and control
of the service animal in school.
If a service animal request is approved, the District retains the right to require that
updated or additional information be provided.
The District may impose additional conditions based on the employee or student’s
particular circumstances and/or develop an individual plan regarding the service animal.
III. Removal or Exclusion of Service Animals from Schools
The District may remove, limit, or exclude from the school any service animal for
reasons such as the following:
The animal poses a direct threat to the health or safety of the student or others at
school, causes a significant disruption of school activities or
otherwise jeopardizes the safe operation of the school;
The animal is unable to perform reliably the services for which it has been
approved;
17. The animal is not under the full control of the student or employee with a
disability.
The animal is a public health threat as a result of being infested with parasites, or
having a communicable disease of the skin, mouth or eyes;
The animal lacks proof of current rabies and other appropriate vaccinations and/or
is not properly licensed;
The animal is not properly trained to relieve itself outside the school building;
The animal’s presence significantly impairs the learning of students;
The animal’s presence fundamentally alters the nature of any school program; or
The employee or, in the case of the student, the student’s parents fail to provide or
maintain current documentation required by this policy.
If the building principal is considering excluding, limiting or removing the animal for any
of the reasons noted in Paragraph #1 above, the principal should also discuss with the
employee or the student and a student’s parents what alternative methods may resolve the
problems presented by the service animal. The building principal may also discuss the
issue with others who may be of help to him or her in making a decision.
Either the affected employee or the parents of the student may challenge the decision
made through the District’s Nondiscrimination/Harassment Complaint Procedure, but
during any such challenge, the building principal’s decision shall remain in effect.
Legal References: 42 U.S.C. § 12101 et seq.
36 C.F.R. § 104; 302
MAINE HUMAN RIGHTS COMMISSION RULE CHAPTER 7.01
Policy Adopted: September 7, 2005
Policy Revised: December 7, 2005
Tobacco Use and Possession - ADC
In order to promote the health and safety of all students and staff and to promote the cleanliness
of all facilities, the Board of Directors prohibits smoking and the use of all other tobacco
18. products in school buildings, facilities, and on school buses during school-sponsored events and
at all other times on school grounds by all persons, including students and employees.
In addition, students are further prohibited from possessing, selling, distributing, or dispensing
tobacco products in school buildings, facilities, and on school grounds and buses during school-
sponsored events and at all other times.
Employees and all other persons are also strictly prohibited, under law and this Board's policy,
from selling, distributing, or in any way dispensing tobacco products to students.
Legal References: 22 MRSA §1578-B
Me. PL 470 (An Act to Reduce Tobacco Use by Minors)
20 USC 6081 (Pro-Children Act of 1994 - Goals 2000)
Policy Adopted: December 2, 1992
Policy Revised: February 7, 1996, December 4, 2002 and June 10, 2009
Tobacco Use and Possession Administrative Procedure - ADC-R
I. Tobacco Use - Possessionby Students
The use, possession, sale, dispensing or distribution of tobacco products is prohibited. This
policy applies to any student, including students who may be eighteen years of age or older, who
are on school property, who is in attendance at school or at any school-sponsored activity or who
is on school buses.
Tobacco products include cigarettes, cigars, chewing or any other form of tobacco, and any
device used in smoking, or any form of tobacco consumption including, but not limited to,
cigarette papers, and pipes, or their facsimiles.
High School and Middle School Use and Possession
First Infraction
Parent/ Guardian will be notified
Tobacco products will be confiscated. The police department will be
notified if the student is less than eighteen years of age.
The student will be assigned a three day suspension.
The student will be referred to a counselor.
Second Infraction
Parent/Guardian will be notified
Tobacco products will be confiscated. The police department will be
19. notified if the student is less than eighteen years of age.
The student will be referred to a counselor for a tobacco education
program.
A five-day, out of school suspension will be assigned, reduced to a three
days suspension if the student agrees to meet with a counselor and makes
a commitment to participate in a tobacco education program.
Third Infraction
Parent/Guardian will be notified. A conference will be held with the
student, parent/guardian, counselor and administration.
Tobacco products will be confiscated. The police department will be
notified if the student is less than eighteen years of age.
A ten-day, out of school suspension will be assigned, and student must
make a commitment to participate in a tobacco education program
arranged through a counselor.
Subsequent Infractions
The student and his/her parent/guardian will meet with the principal and
Superintendent. A ten-day, out-of-school suspension will be assigned, and
a recommendation for expulsion may be considered.
Tobacco products are confiscated. The police department is notified.
High School and Middle School Sale or Distribution of tobacco Products
First Infraction
Parent/Guardian will be notified. A conference will be held with the
student, parent/guardian, counselor and administration.
Tobacco products will be confiscated. The police department will be
notified if the student is less than eighteen years of age.
A ten-day, out of school suspension will be assigned, and student must
make a commitment to participate in a tobacco education program
arranged through a counselor.
Second Infraction
The student and his/her parent/guardian will meet with the principal and
Superintendent. A ten-day, out-of-school suspension will be assigned, and
a recommendation for expulsion may be considered.
Tobacco products will be confiscated. The police department will be
notified if the student is less than eighteen years of age.
II. Tobacco Use - Possessionby Employees/Visitors/Others
Employees and all other persons are prohibited from smoking and all other use of tobacco
products in school buildings and other school unit facilities, on school buses, and on school
grounds at all times. Employees and all other persons are also prohibited from selling,
distributing, or in any way dispensing tobacco products to students.
20. Employees, visitors, and all other persons (except students, to whom Section I applies) in
violation of this policy, shall be immediately directed to cease the behavior.
Any person suspected of selling, distributing, or in any way dispensing tobacco products to
students shall be referred to local law enforcement authorities.
Any employee who violates this policy shall be subject to disciplinary measures.
III. Notification
The Board’s policy and disciplinary consequences for violations will be communicated through
student and employee handbooks and other means deemed appropriate by the
Superintendent/designee.
Cross Reference: Policy JICDA – District-Wide Student Code of Conduct
Policy Adopted: June 10, 2009
Weapons, Violence and School Safety - ACAE
The School Board believes that students and staff are entitled to learn and work in a school
environment free of violence, threats and other disruptive behavior. Students, school staff,
volunteers and visitors are expected to conduct themselves with respect for others and in
accordance with Board policies, school rules, reasonable unwritten behavior expectations, and
applicable state and federal laws.
School staff and volunteers are required to immediately report incidents of prohibited conduct to
the building administrator for investigation and appropriate action. Students who are subjected
to or observe prohibited conduct are strongly encouraged to report it to a staff member or
administrator.
This policy shall apply to students, staff and all other persons at all times, on school premises, in
any school vehicle, at any school sponsored activity, or at any time or place if the conduct has an
adverse effect on the discipline or welfare of the school.
Prohibited Conduct
Students, school staff, volunteers and visitors are prohibited from engaging in the
following conduct on school property, while in attendance at school or at any other
school-sponsored activity, or at any time or place that such conduct directly interferes
with the operations, discipline or general welfare of the school:
Possession and/or use of articles commonly used or designed to inflict bodily
harm and/or to threaten, intimidate, coerce or harass another person. Examples
of such articles include but are not limited to firearms, BB guns, pellet guns, any
other kind of gun, ammunition, explosives, cross-bows, brass knuckles,
21. switchblades, knives, chains, clubs, Kung Fu stars and nunchucks;
Discharge of a firearm within 500 feet of school property;
Use of any object, although not necessarily designed to be a weapon, to inflict
bodily harm and/or to threaten, intimidate, coerce or harass another person.
Examples of such objects include but are not limited to bats, belts, picks, pencils,
compasses, articles capable of ignition (e.g., matches, lighters), files, tools of any
sort and replicas of weapons (including toys);
Violent, threatening or menacing behavior, including but not limited to fighting,
assault and/or battery, taking hostages, threats to commit violence against persons
or property (e.g., verbal or written death threats, threats of bodily harm, bomb
threats), stalking, or blocking access to school property or facilities;
Verbal or written statements (including those made on or through a computer or
other electronic device) which threaten, intimidate, or harass others; verbal or
written statements which tend to incite violence and/or disrupt the school
program; blackmail; extortion; or demands for money or property;
Intentional damage to school or personal property;
Stealing or attempting to steal school or personal property;
Lewd, indecent or obscene acts or expressions of any kind;
Violations of MSAD #35’s drug/alcohol and tobacco policies;
Violations of state or federal laws; and
Any other conduct that may be harmful to persons or property.
Exceptions to Prohibition Against Possessionand Use of Weapons on School
Property
The prohibition on the possession and discharge of a firearm does not apply to
law enforcement officials.
An authorized person who possesses other weapons for use in specific
instructional programs that have been approved and authorized by the Board and
for which appropriate safeguards have been adopted by the Board.
Disciplinary Action
Students
Principals may discipline, suspend and/or recommend expulsion of students who
violate this policy based upon the facts of each case and in accordance with
applicable state and federal laws. Conduct which violates this policy is
deliberately disobedient and deliberately disorderly within the meaning of 20-A
MRS § 1001(9) and will be grounds for expulsion if found necessary for the peace
and usefulness of the school. Such conduct may also be grounds for expulsion
under other provisions of 20-A MRS § 1001 (9 and 9-A) that specifically prohibit
the use and possession of weapons, infractions of violence, and possession,
22. furnishing and trafficking of scheduled drugs.
Students who are found to have brought a firearm or to have possessed a firearm
at school (as both terms are defined by federal law), shall be expelled for a period
of not less than one year.
All firearms violations shall be referred to law enforcement authorities as required
by law. Other violations of this policy shall be referred to law enforcement
authorities at the discretion of the Superintendent.
Students with disabilities shall be disciplined in accordance with applicable
federal and state laws/regulations and Board Policy JKF.
School Staff and Volunteers
School staff members who violate this policy shall be disciplined in accordance
with any applicable collective bargaining agreement or MSAD #35 procedure.
Volunteers who violate this policy may, at the Superintendent and building
administrator’s discretion, have their volunteer authorization revoked or
restricted, depending on the circumstances of the particular case.
Violations of this policy may be referred to law enforcement authorities.
Visitors
Visitors who violate this policy may be required to leave school property and law
enforcement may be notified of violations.
Psychological Evaluation/Risk Assessment
The Superintendent is authorized to request a psychological evaluation of a student who
violates this policy when, in his/her opinion, such an evaluation will assist in assessing
the risk the student poses to school safety if the student were to remain in school or return
to school after a suspension or expulsion.
All such evaluations shall be performed at MSAD #35’s expense. If the
parents/guardians and/or student refuse to permit a requested psychological evaluation,
the Superintendent and the Board may draw any reasonable inferences from the student’s
behavior concerning the risk the student poses to school safety for purposes of
determining appropriate action.
Staff/Student Training and Procedures
The Superintendent is authorized to institute training programs for staff and students
designed to support the goal of providing a safe, orderly and respectful school
environment. The Superintendent is also authorized to implement any administrative
procedures necessary to carry out this policy.
The Superintendent shall be responsible for the development and execution of
appropriate administrative procedures to complement relevant law, board policy and
good practice consistent with federal regulations from time to time as may be deemed
23. necessary.
Legal References: 20 USC § 7151 (Gun-Free Schools Act)
5 MRS § 4681 et seq.
17-A MRS § 2(9); 2(12-A)
20-A MRS §§1001(9), (9-A), (15); 6552
P.L. 2005, ch. 307
Cross References: ACAA - Harassment and Sexual Harassment of Students
ADC - Tobacco Use and Possession
EBCA – Comprehensive Emergency Management Plan
JFCK – Student Use of Cellular Telephones and Other Electronic Devices
JIC – Student Code of Conduct
JICH - Drug and Alcohol Use by Students
JICK – Bullying and Cyberbullying
JK - Student Discipline
JKD - Suspension ofStudents
JKE - Expulsion of Students
JKF - Suspension/Expulsion of Students with Disabilities
JIH - Questioning and Searches of Students
JLDBG – Reintegration of Students From Juvenile Correctional Facilities
KLG - Relations with Law Enforcement Authorities
Policy Adopted: July 30, 1996
Policy Revised: November 20, 2002
Policy Revised: October 15, 2014
