The primary function of a school program is the instruction of students. All staff activities and efforts shall be directed toward providing a high quality, effective, and ever-improving instructional program. 

There are primarily three functions involved in carrying out the instructional program:

Operating Function
Coordinating and Developing Function
Evaluating and Assessment Function

The operating function involves classroom instruction and building program management. The coordinating and developing function includes monitoring activities (curriculum development), in-service education, and special services. The evaluation and assessment function involves data
collection and synthesis and establishing future direction. 

Legal references:

603 CMR 26:00

Cross references:

AD, Educational Philosophy

ADA, School District Goals and Objectives

Adopted: March 27, 2013

Revised:

The School Committee seeks to educate students in the democratic tradition, to foster recognition of individual freedom and social responsibility, to inspire meaningful awareness of and respect for the Constitution and the Bill of Rights.

Fairness in procedures will be observed both to safeguard the legitimate interests of the schools and to exhibit by appropriate example the basic objectives of a democratic society as set forth in the Constitutions of the United States and the Commonwealth.

Legal references:

Constitution of the Commonwealth of Massachusetts

Adopted: March 27, 2013

Revised:

The school calendar for the ensuing year will be prepared by the Superintendent and submitted to the School Committee for approval by May 1st of each year. The number of days or instructional hours scheduled for the school year will be determined in accordance with the following standards set by the Massachusetts Board of Education:

1. Elementary school will operate for a minimum of 180 days. Schools shall ensure that every elementary school student is scheduled to receive a minimum of 900 hours per school year of structured learning time, as defined in 603 CMR 27.02. Time which a student spends at school breakfast and lunch, passing between classes, in homeroom, at recess, in non-directed study periods, receiving school services, and participating in optional school programs shall not count toward meeting the minimum structured learning time requirement for that student.

2. Secondary schools will operate for a minimum of 180 days. Schools shall ensure that every secondary school student is scheduled to receive a minimum of 990 hours per school year of structured learning time, as defined in 603 CMR 27.02. Time which a student spends at school breakfast and lunch, passing between classes, in homeroom, at recess, in non-directed study periods, receiving school services, and participating in optional school programs shall not count toward meeting the minimum structured learning time requirement for that student.

For the information of staff, students, and parents, the calendar will set forth the days schools will be in session; holidays and vacation periods; in service days; and parent conferences.

Legal references:

M.G.L. 4:7; 15:1G; 71:1; 71:4; 71:4A; 71:73; 136:12

Board of Education Regulations for School Year and School Day, effective 9/1/75 

Board of Education, Student Learning Time Regulations

603 CMR 27.00, Adopted 12/20/94

Adopted: March 27, 2013

Revised:

The length of the school day is established in the collective bargaining agreements with the various school unions. The specific opening and closing times of the schools will be recommended by the Superintendent and set by the School Committee.

The Superintendent is authorized to make minor changes in opening and closing times to simplify transportation scheduling; however, major changes in schedules will be subject to School Committee approval.

Parents and guardians will be informed of the opening and closing times set by the School Committee.

Legal references:

M.G.L. 15:1G; 71:1; 71:59

Board of Education Regulations for School Year and Day, effective 9/1/75

Adopted: March 27, 2013

Revised:

The District offers a diversified educational program compatible with the needs of the community and state standards.

The organizational plan is designed to facilitate the philosophy of educating every student, each to his/her fullest potential.

The structure will consist of three levels -- elementary, middle and high school levels. 

The elementary level includes schools with pre-kindergarten through grade four. The middle level consists of schools for grades five, six, and seven. The high school level consists of schools with grades eight, nine, ten, eleven, and twelve.

Special education services are integrated across each grade level in all schools. 

The organization is designed to meet the standards established within the Curriculum Frameworks as required by the State Department of Education and to serve the needs of all students.

Adopted: March 27, 2013

Revised:

The Committee recognizes the importance of ongoing curriculum review to support the mission of the District, and the statement of purpose for each school within the district. The Committee expects its administrators and professional staff to design and implement curricula which support
the educational goals of the district. To be successful, curriculum development must be a collaborative enterprise involving staff and administrators utilizing their professional expertise, and gathering input from parents and community.

Constant review, adaptation and development of the curriculum is paramount to meet the needs of the students who attend our schools. The professional staff and administration shall regularly evaluate the educational program and make recommendations for modifications of practice and changes in curriculum content, as well as the addition and or deletion of courses to the instructional program. Curriculum development is an ongoing process which occurs at the building and district levels. The process has four phases: Phase I - Assessment; Phase II - Development; Phase III -Implementation; and Phase IV - Evaluation. The Principal is the instructional and curriculum leader at the building level. Curriculum work at this level occurs through long-range committee work in specific subject areas, interdisciplinary practices, departmental meetings and programmatic areas. The principal is responsible for the coordination of the assessment phase of curriculum development, as well as the implementation and
evaluation phases.

A process has been established for curriculum development and revision at the district level that is based on national standards and the Massachusetts Department of Education Curriculum Frameworks. The Director of Curriculum is responsible for district-wide curriculum development, and serves as the chairperson for each curriculum task force. Each working committee is composed of teachers from the elementary, middle and high school levels, as well as a principal. These task forces are charged with developing action plans, and timelines are established and followed. The written curriculum is presented to the principal for implementation and evaluation.

Each curriculum subject area is revisited for evaluation and development at least every five years to ensure a constant, ongoing cycle of curriculum review within the school district.

Legal references:

MGL, Chapter 69, Section IE

603 CMR 26:05

Adopted: March 27, 2013

Revised:

The School Committee will rely on its professional staff to design and implement instructional programs and courses of study that will forward the educational goals of the school system. 

The Superintendent will have authority to approve new programs and courses of study after they have been thoroughly studied and found to support educational goals. The Committee itself will consider, and officially adopt, new programs and courses when they constitute a significant
alteration in instructional content, approach, philosophy, or funding.

The Committee wishes to be informed of all new courses and substantive revisions in curriculum. It will receive reports on changes under consideration. Its acceptance of these reports, including a listing of the high school program of studies, will constitute its adoption of the curriculum for official purposes.

Legal references:

M.G.L. 71:1; 69:1E

Adopted: March 27, 2013

Revised:

File:  IHA

Monomoy Regional School District

Basic Instructional Program

 

State law requires that schools:

. . . shall give instruction and training in orthography, reading, writing, the English language and grammar, geography, arithmetic, drawing, music, the history and Constitution of the United States, the duties of citizenship, health education, physical education and good behavior...

The law further states that American history and civics, including the Constitution of the United States, the Declaration of Independence, the Bill of Rights, local history and government will be taught as required subjects in the public schools.

Physical education is compulsory for all students, except that no student will be required to take part in physical education exercises if a physician certifies in writing that such exercises would be injurious to the student.

The Fundamental Skills: The business of the schools is to equip all children with the skills, tools, and attitudes that will lay the basis for learning now and in the future. This means giving highest priority to developing skills in reading, writing, speaking, listening, and solving numerical problems.

The first claim of the community's and School Committee's resources will be made for the realization of these priorities. School dollars, school talent, school time, and whatever innovation in program is required must be concentrated on these top-ranking goals. No student should be bypassed or left out of the school's efforts to teach the fundamental skills. Schooling for basic literacy must reach all students, in all neighborhoods, and from all homes.

 

SOURCE: MASC October 2016

CROSS REFS: ADF, School District Wellness Program

LEGAL REFS.:  M.G.L. 71:1,2,3; 71:13

603 CMR 26:05

 

Adopted: April 26, 2018

Revised:

File:  IHAI

Monomoy Regional School District

Occupational Education

The School Committee recognizes that students in pre-kindergarten through grade 12 should:

1.      Be afforded the opportunity to be informed about the world of work.

2.      Be aware of the many vocations available to them.

3.      Develop a respect for the dignity of work.

4.      Be allowed the opportunity to develop an understanding regarding the technical, consumer, occupational, recreational and cultural aspects of industry and                   technology; they should also be afforded the opportunity to develop skills related to such aspects through creative problem solving experiences.

 

SOURCE: MASC October 2016

LEGAL REFS.:  M.G.L. 71:37K; 71:38A through 71:38F; 74:1 et seq.

603 CMR 4.00

 

Adopted: April 26, 2018

Exemption will be granted from a specific portion of health education curriculum on the grounds that the material taught is contrary to the religious beliefs and/or religious teachings of the student or the student's parent/guardian. 

A request for exemption must be submitted in writing to the Principal in advance of instruction in that portion of the curriculum for which the exemption is requested. The request must state the particular conflict involved.

The Principal will confer with the teacher to determine the length of time a student will be exempt. The teacher will develop an alternative activity for which the student will receive credit. 

The Principal will inform the parent/guardian of disposition of the request within a reasonable number of school days of receipt of the request.

Legal references:

M.G.L. 71:1

Adopted: March 27, 2013

Revised:

Good health depends upon continuous life-long attention to scientific advances and the acquisition of new knowledge. 

The School Committee believes that the greatest opportunity for effective health education lies within the public schools because of their potential to reach children at the age when positive, lifelong health habits are best engendered and because the schools are equipped to provide qualified personnel to conduct health education programs. 

The School Committee is committed to a sound, comprehensive health education program as an integral part of each student's general education.

The health education program will emphasize a contemporary approach to the presentation of health information, skills, and the knowledge necessary for students to understand and appreciate the functioning and proper care of the human body. Students also will be presented with information regarding complex social, physical and mental health problems, which they might encounter in society. In an effort to help students make intelligent choices on alternative behavior of serious personal consequence, health education will examine the potential health hazards of social, physical and mental problems existing in the larger school-community environment.

In order to promote a relevant, dynamic approach to the instruction of health education, the School Committee will continue to stress the need for curricular, personnel, and fiscal commitments that are necessary to assure the high quality of the system's health education program.

Legal references:

M.G.L. 71:1

File:  IHAMA

 

Monomoy Regional School District

Parental Notification Relative To Sex Education

In accordance with General Laws Chapter 71, Section 32A, the Monomoy School Committee respects the rights of parents and guardians of our students to notification regarding curriculum that primarily involves human sexual education or human sexuality issues.

The Superintendent or his/her designee shall be responsible for sending the notice(s). Parents/guardians of students who enroll in school after the start of the school year will be given the written notice at the time of enrollment. If planned curriculum changes significantly during the school year, to the extent practicable, parents/guardians will be notified of this fact in a timely manner before implementation.

Each such notice to parents/guardians will include a brief description of the curriculum covered by this policy, and will inform parents/guardians that they may:

1. Exempt their child from any portion of the curriculum that primarily involves human sexual education or human sexual issues, without penalty to the student, by sending a letter to the school Principal requesting an exemption. Any student who is exempted by request of the parent/guardian under this policy may be given an alternative assignment.
2. Inspect and review program instruction materials for these curricula, which will be made reasonably accessible to parents/guardians and others to the extent practicable.

A parent/guardian who is dissatisfied with a decision of the Principal concerning notice, access to instructional materials, or exemption for the student under this policy shall have the right to appeal to the Superintendent, and subsequently, to the

School Committee if the issue remains unresolved. A parent/guardian who is still dissatisfied after this process may send a written request to the commissioner of Education for review of the issue in the dispute.

The building Principals shall be responsible for assuring compliance with this policy within their respective buildings.

LEGAL REFS.:  M.G.L. 71:32A

 

Adopted: March 27, 2013

Revised:

File: IHAMB

 Monomoy Regional School District

TEACHING ABOUT DRUGS, ALCOHOL, AND TOBACCO

 

Prevention Curriculum

Each school in the Monomoy Regional School District serving students in grades 5 to 12 shall develop and implement a Prevention Curriculum. The Prevention Curriculum will be an integral part of each individual school’s curriculum and will aim to motivate students, teachers, and parents to make responsible, informed choices with respect to substance use. Responsible choices are those that are consistent with the law, will not endanger physical and mental health, and will help others in need to receive education and treatment. The curriculum must be supported by evidence-based research on substance abuse prevention and include an outreach component inviting parents/ guardians and other actively involved family members to participate in each student’s prevention curricula. Information on available drug and alcohol counseling and rehabilitation programs will be made available to students and parents/ guardians as part of our curriculum. The curriculum will include programs that will enable students to clarify their values, cope with their feelings, make sound decisions, and develop a positive self-image. These social and personal skills are basic to student understanding and willingness to accept information on the social, legal, psychological, and physical consequences of alcohol and other substance use and abuse. The curriculum will also include existing legislation to develop an understanding of legal process and the legal system.

All school staff should recognize that the welfare of our students is our primary concern and the proper handling of substance abuse situations by school personnel is essential. Emphasis must be placed on the creation of a trusting atmosphere necessary for the benefit of all students, rather than solely on the apprehension of offenders. Individual schools will therefore develop guidelines for working with at-risk students and communicating with students, parent/ guardians, and other staff members regarding suspected or verified substance use and strategies for intervention and treatment. Additionally, individual schools should develop guidelines concerning the confidentiality of affected students.

Prevention policies will be subject to review and revision periodically, in accordance with changes to the law, applicable research, and best practices regarding prevention.

The objectives of this program, as stated below, are rooted in the Committee’s belief that prevention requires education, and that the most important aspect of this policy should be the education of each individual to the inherent health risks and legal consequences of drugs, alcohol, and tobacco. 

• To create an awareness of the total drug problem--prevention, education, treatment, rehabilitation, and law enforcement on the local, state, national and international levels. 
• To relate the use of tobacco, drugs and alcohol to physical, mental, social and emotional practices. 
• To encourage students to make intelligent choices based on facts and to develop the courage to stand by their own convictions. 
• To understand the personal, social and economic problems causing the misuse of drugs and alcohol.
• To understand the relevance and significance of preventing illegal use of drugs in the community.
• To prevent, delay, and/or reduce alcohol, tobacco, and drug use among children and youth.
• To increase students' understanding of the legal, social, and health consequences of alcohol, tobacco, and drug use.
• To teach students self-management skills, social skills, negotiation skills, and refusal skills that will help them to make healthy decisions and avoid alcohol, tobacco, and drug use.

The curriculum, instructional materials and outcomes used in this program shall be recommended by the Superintendent and approved by the School Committee. Staff are encouraged to seek grants to support the curriculum and instructional materials for Drugs, Alcohol, and Tobacco instruction with the approval of the Superintendent.

This policy shall be posted on the district's website and notice shall be provided to all students and parents in accordance with state law. Additionally, the district shall file a copy of this policy with DESE in accordance with law in a manner requested by DESE.

LEGAL REFS.: G. L. c. 71, § 96.

Adopted: March 27, 2013

Revised: June 27, 2018

Monomoy Regional School District

SPECIAL INSTRUCTIONAL PROGRAMS AND ACCOMMODATIONS (PROGRAMS FOR CHILDREN WITH DISABILITIES)
 

All students receiving special education, regardless of placement, shall have an equal opportunity to participate in and, if appropriate, receive credit for the vocational, supportive, or remedial services that may be available as part of the general education program as well as the non-academic and extracurricular programs of the school.

Programs, services, and activities include, but are not limited to:

1. Art and music;

2. vocational education, industrial arts, and consumer and homemaking education;

3. work study and employment opportunities;

4.  counseling services available at all levels in the district;

5.  health services;

6.  transportation;

7.  recess and physical education, including adapted physical education;

8.  athletics and recreational activities;

9.  school‑sponsored groups or clubs;

10. meals.

The requirements of Chapter 71B and the Massachusetts General Laws (known as Chapter 766 of the Acts of 1972) and state regulations will be followed in the identification of children with special needs, in referrals for their evaluation, in prescribing for them suitable programs and in assessing their educational progress. In keeping with state requirements, all children with special needs between the ages of three through 21 who have not attained a high school diploma or its equivalent will be eligible for special education.

The School Committee believes that most children with special needs can be educated in the general education program to the extent they are able, if they are given specialized instruction, accommodations and the support they need.

The Committee recognizes that the needs of certain children are so great that special programs, substantially separate classes or approved special education schools may be necessary. When appropriate programs, services, or facilities are not available within the public schools, the Committee will provide these children with access to schools where such instruction and accommodations are available.

It is the desire of the Committee that the schools work closely with parents/guardians in designing and providing programs and services to children with special needs. Parents will be informed, and conferred with, whenever a child is referred for evaluation. In the event of any disagreement concerning diagnosis, program plan, special placement, or evaluation, the parents will be accorded the right of due process.

The Committee will secure properly trained personnel to work with the children with special needs. Since the financial commitment necessary to meet the needs of all of these children is extensive, the Committee will make every effort to obtain financial assistance from all sources.

 

LEGAL REFS.:          34 CFR 300.101-113-The Individuals with Disabilities Ed. Act (PL 108-446 adopted 12/3/2004) Rehabilitation Act of 1973

M.G.L. 71B:1 et seq. (Chapter 766 of the Acts of 1972) 603 CMR 28:00 inclusive

 

Adopted: March 27, 2013

Revised: 4/28/2019

File IHBA

Monomoy Regional School District

Programs for Students with Disabilities

 

Students with disabilities are protected by Section 504 of the Rehabilitation Act of 1973 and by ADA. They may also be covered by IDEA (Individuals with Disabilities Education Act) and by Massachusetts special education laws if the student's disability requires that they receive services in order to make progress in school.

Special needs students who are eligible under IDEA and Mass law will have an IEP (Individual Education Program) developed by the Team. The IEP describes the special education and related services required for the student to make effective progress.

In keeping with the intention of the Commonwealth of Massachusetts to offer educational opportunities to all students that will enable them to lead fulfilling and productive lives, the District shall provide appropriate educational opportunities to all enrolled students in accordance with the requirements of state and federal statutes.

Legal references: Rehabilitation Act of 1973, as amended, Section 504

Adopted: March 27, 2013

Revised: March 12, 2020