Section J: Students

Updates Causing Significant Changes to Operations

  • Policy Briefs from March 9, 2017 BOE Meeting

    Posted by Donna Richer on 3/10/2017

    IKFA Early Graduation

    Policy repealed as it is no longer relevant with the new graduation guidelines.


    JLCD Administering Medications to Students

    JLCD-E Administering Medications to Students

    Policy updated to reflect use of the current form.


    JLJ-E Physical Activity

    K-5 principals will be sent a copy of JLJ for reference and JLJ-E to be signed at the beginning of each school year to acknowledge compliance with the Physical Activity Policy.

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  • Policy Briefs from February 9, 2017 Regular BOE Meeting

    Posted by Donna Richer on 2/10/2017

    JLJ Physical Activity

    Per the request of the BOE, policy JLJ has been revised.  K-5 principals will be provided with an annual agreement form stating their school in in compliance.  Additional information such as recess and PE schedules will be required to be submitted if requested by the BOE.


    IHCDA-R1 Concurrent Enrollment

    New policy added to clarify and add a few topics discussed in high school buildings over the last year and include:

    1. Application deadlines
    2. Personal readiness
    3. All CE students take a college entrance exam as part of the application process (includes AVP and remediation students)
    4. General ed, elective, and CTE courses included in CE
    5. Accommodative services
    6. Eligibility – CHSAA
    7. Online fees and related costs paid by parents
    8. Attendance forms
    9. High school credit granted for college courses


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  • Policy Brief from January 12, 2017 BOE Regular Meeting

    Posted by Donna Richer on 1/19/2017


    Policy GBA, Open Hiring/Equal Employment Opportunity has been renamed to Equal Employment Opportunity.  It has been revised to comply with state and federal regulations and now reads that “Total commitment on the part of the District towards equal employment opportunity shall apply to all people without regard to race, color, creed, sex, sexual orientation (which includes transgender), religion, national origin, ancestry, age, genetic information, marital status, disability or conditions related to pregnancy or childbirth.” 



    Policy GBEBC, Gifts to and Solicitations by Staff was repealed. This content currently exists in GBEA Staff Ethics and Conflicts of Interest.


    GBM, GBM-R

    Policy GBB, Staff Identification Cards, and its companion regulation were updated to reflect current practice.



    Policy GCKAA, Teacher Displacement and its accompanying regulation were updated upon advice of district legal counsel and based on CASB guidance.  The changes align with Colorado statute.



    Policy GCQA, Instructional Staff Reduction in Force and its accompanying regulation were updated upon advice of district legal counsel and based on CASB guidance.  The revised policy and regulation comply with Colorado statute.



    Policy GDM, Educational Support Staff Career Development was repealed.  Its content was incorporated in GDO, Evaluation of Educational Support Staff.


    GDO, GDO-R

    Policy GDO, Evaluation of Educational Support Staff has been updated to reflect current practice and culture.  Its companion regulation received significant updates, including new sections regarding professional development (content added from repealed GDM), goal setting, and implications for Evaluation rating of less than “Meets Expectations”. 



    Policy GDQB, Resignation of Educational Support Staff received minor revisions.  A new companion regulation, GDQB-R was adopted.  The regulation discusses procedures and expectations related to resignation for failure to report to work, eligibility for rehire, exit feedback and returning property, forwarding address and final pay. 


    JHD and JHD-E

    Policy JHD was revised to acknowledge the possibility of revocation of an erroneous enrollment if a student would have been denied based on policy JHD’s prohibitions. The denial/revocation is still subject to due process, which allows the parent/guardian to appeal the decision. The revisions to JHD-E are clerical in nature or provide amplifying examples to clarify meaning.

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  • Policy Briefs from November 10, 2016 BOE Meeting

    Posted by Donna Richer on 11/28/2016

    JICB Care of School Property by Students

    Policy has been strengthened; please review with your staff.


    JJH, JJH-E, JJH-R Student Travel

    Student activity trips are defined as overnight trips and trips exceeding 200 miles round trip, which is a change from the previous policy.


    JLCB, JLCB-E, JLCB-R Immunization of Students

    Added JLCB-E "Immunization Non-Medical Exemption" form and references to it in the policy.  Regulation changes to include references to the application of non-medical exemptions and the enrollment of students who are in out-of-home placements who are not in possession of immunization records.


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  • Policy Briefs from Oct. 13, 2016 BOE Meeting

    Posted by Donna Richer on 10/17/2016

    JC School Attendance Areas, JEB Entrance Age Requirements, JF-E, JF-R Admission and Denial of Admission, JFAA Residency Requirements for Admission, JFAB Continuing Enrollment of Students Who Become Nonresidents, JFBA, JFBA-R Intra-District Choice/Transfer, JFBB Inter-District Choice

    The policies listed have been reviewed and compared with CASB.  Updates in CASB’s policies were incorporating into existing D49 policies when doing so did not contradict our current practices.  For example, CASB refer to Open Enrollment which is not something we do as we now have the School of Choice window open all year.  References to Open Enrollment were removed and titles were changed to match CASB.

    Any additions that reflected updated nondiscriminatory language were added.

    CASB Special Policy Update

    AC, AC-E-1, AC-E-2, AC-E-3, AC-R Nondiscrimination/Equal Opportunity, JB Equal Educational Opportunities for Students, JF Admission and Denial of Admission, JICDE Bullying Prevention and Restorative Interventions, JII Student Concerns, Complaints and Grievances

    The CASB August updated primarily added transgender to sexual orientation in each policy.  I also added/updated language from the CASB policies into the district policies.  There were a few minor clerical changes to align with the district’s official branding guide.  As usual technology references were appropriately updated.  JB-R looks like it was deleted and should remain as such.

    JK, JK-R Student Discipline

    In policy JK, the primary changes were made to align the policy with CASB guidance.  Some language was changed to align how documents are accessed with current practice.   Hence, parents are directed to access the district’s webpage versus having building administrators mandatorily print and distribute the information in every case.  If a parent does not have the capability to access the internet, a school official could certainly print the information on a case by case basis.

    In regulation JK-R, there was local guidance and procedures pertaining to discipline records before the part of the regulation that closely mirrors CASB.  The local guidance was not aligned with FERPA; therefore, I consulted the US Department of Education’s Family Policy Compliance Office (FPCO).  I replaced the local guidance with the FPCO’s model notification and aligned the district’s challenge procedures accordingly.

    FERPA requirements are covered under another policy.  Aligned both the policy and regulation with CASB by deleting redundant FERPA guidance.

    JKF, JKF-R Educational Alternatives for Expelled Students

    In regulation JKF-R, I deleted the reference to the Director of Pupil Services since the district does not have one.  I clarified that “in writing” includes electronic means as well as physical.  I also changed the regulation POC to the Executive Director of Individualized Education since the education of expelled students (e.g. Excel, etc.) falls under IE.  Although policy JKF is not on the revision list, the policy also needs to be assigned to the Executive Director of Individualized Education under the aforementioned rationale as well.  The separation of powers framework for students recommended for expulsion utilizes the Director of Culture and Services as the Hearing Officer following Individualized Education’s review of the school’s expulsion request, accompanying discipline documentation, and the student’s individualized education status.

    KE Public Concerns and Complaints

    I aligned the policy with the CASB sample.  I updated the policy to synchronize with the district’s current leadership hierarchy.  I added a segue to policy KEA.

    I assume having this policy draws a distinction between a complaint and a grievance because to believe otherwise would negate the need for policy KE.  I could make a case that technically when a person initially meets with the DCS or DHR about an issue we are acting under policy KE.  Hence when we ask whether the person has addressed this issue to their leadership, we are evaluating whether to use KE versus KEA.  When we exercise the right under KE to mitigate the complaint without a KEA grievance, we are still acting within policy KEA.  If the complaint is not resolved and meets the criteria for KEA, then the DCS or DHR will provide guidance on filing a grievance.  Since some complaints are so clearly policy violations, it would be prudent to bypass KE and move directly to KEA.  However, when a person files a grievance under KEA without an initial meeting, it is still appropriate to determine if KE is more appropriate.

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  • Policy Briefs from Sept. 8, 2016 BOE Meeting

    Posted by Donna Richer on 9/12/2016

    EJ Service Animals, EJ-E-1 Request to be Accompanied by Service Animal and EJ-E-2 Service Animal Agreement

    The Service Animal policy supports both staff and students whose disability may require the use of a service animal to perform a specific task or service.  The new policy provides clear guidance for all district stakeholders on the provision of service animals in the work and education environments and is coupled with an application and agreement.

    JH, JH-E and JH-R Student Attendance

    In policy JH definitions were moved from the regulation to the policy to achieve greater clarity for the user.  In regulation JH-R the guidance from the exhibit was incorporated into the regulation to better support policy JH.  Exhibit JH-E is a flowchart reflecting the process outlined in the policy and regulation.

    JHB, JHB-R Truancy

    This policy now defines "habitually truant" as 4 unexcused absences in one month or 10 in any school year.  It also requires schools to notify parents of their obligations and to establish a system to monitor absences and notify parents of those absences.  Finally, it requires a plan for students at risk with a goal of the child remaining in school.  Regulation JHB-R has been repealed and pertinent information has been moved to the policy, JHB.

    JJA-1, JJA-1-R Student Organizations

    Schools may encourage students to broaden their knowledge and citizenship by permitting the formation of clubs or other groups that relate to subject matter covered by the curriculum.  The principal shall develop general guidelines for the establishment and operation of student organizations within the particular school.  The faculty advisor must attend every meeting of the student organization whether conducted on school premises or at another location.

    JJA-2, JJA-2-R Student Organizations-Open Forum (Secondary Schools)

    Students in secondary schools shall be permitted to organize and conduct meetings of non-curriculum- related student clubs or other groups to pursue specialized activities outside the classroom.  Meetings shall occur on school premises only during non-instructional time.  Requests must originate from a student or groups of students.  A staff member must attend every meeting or activity scheduled on the school premises as a monitor.

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  • Changes Made to Implement Restorative Practices

    Posted by Louis Fletcher on 8/12/2016

    On April 14, 2016, the district approved a resolution to adopt restorative practice as its primary approach to mediate conduct and discipline issues. A follow on action to adopting the resolution is reviewing and revising district policies to gain alignment with restorative practice. Hence, all conduct, discipline, and social-emotional support based policies are currently under review or have been reviewed, approved, and published. The Board of Education (BOE) adopted four of the revised policies in June 2016, another four were adopted in July 2016, and three more were adopted in August 2016. Adopting restorative approaches to discipline is a key recommendation from the Department of Justice (DOJ), as stipulated in the 2014 DOJ- 049 agreement. The district is embracing restorative practice and is dedicated to incorporating the restorative approach into every aspect of District 49's culture.

    Many of you have likely heard of restorative justice. Restorative justice is still an important component of conduct and discipline. However, the district's adoption of restorative practices incorporates restorative justice into a family of proactive interventions. Firstly, mitigation; this is the process of working with students under non-stressful or routine circumstances to promote dialogue and build relationships. Secondly,  restorative discipline; this ensures that accountability sanctions expressed in policy or procedures are aligned with restoring relationships with students. Finally, we have restorative justice; which addresses students who have already experienced bad situations and require a restorative approach to be reintegrated into the instructional environment. The goal of this three-phase approach is to cultivate students who value the reasons behind the rules versus indoctrinating students to comply with zero-tolerant rules because they fear punishment.

    The changes that have been made to policy are summarized here:

    JIC-Student Conduct: This is a must read policy. It has been revised almost in its entirety. It recognizes restorative practice as our district model and puts a large focus on the rights and responsibilities of staff and students, which must be posted on our website. It gives students a "voice" and does not allow zero tolerance with the understanding that student  responsibilities accompany  rights. JICDA- Code of Conduct: Restorative practices have been added for principals or designees to strongly consider when addressing student conduct and discipline. The ROM, Restorative Discipline Matrix, is intended to mitigate future behavior by establishing a fair environment and common frame of reference.

    JKD/JKE-Suspension/Expulsion of Students (and other Disciplinary Interventions): Changed restorative justice to restorative practices.

    JKD-R/JKE-R-Suspension/Expulsion of Students: This regulation is much more restorative for suspended/expelled  students. It fosters reintegration by notification of the harmed student and requiring a reintegration conference for the returning student.

    JKD-E/JKE-E-Suspension/Expulsion of Students: Immunization compliance was removed as to not misrepresent the law's intent by communicating that discipline measures would be taken for noncompliance, which can be waived based on various individual beliefs and/or observances. Also, forms of communication were updated to include current technology.

    JICDE-Bullying Prevention and Behavior: The restorative intervention component was added to provide more social-emotional support for students. It also calls for students in a bullying situation to conference to foster re-entry.

    JICH-Drug and Alcohol Involvement by Students: Changed focus from punishment to intervention. Also, addresses student-athlete drug use to ensure an equitable alignment with state and federal outcomes.

    JICH-R Drug and Alcohol Involvement by Students: Changes to this regulation are based on the changes made to the policy JICH to ensure consistency with policy and with CASB. Tobacco was removed as a drug, and student athletes were give an opportunity to petition for return after rehabilitation. IHAK- Character Education: Names restorative practices as D49's primary approach to mediate conduct and discipline while building character.

    JKBA-Disciplinary Removal from Classroom: There is a change of communication means to align with restorative practices. Stresses use of discretion and consideration of loss of instructional time when removal of a student is considered. Removal should not be a result of zero-tolerance.

    JKBA-R-Disciplinary Removal from Classroom: This regulation clarifies consistency in regards to removal by updating reasons for removal. Changed wording shows students are "recommended" for expulsion. It also ensures removal will not have a negative academic impact and calls for documentation if removal is for more than 15 minutes. Finally, teachers are cautioned neither to disclose the student's personal or academic information nor engage in teasing students about personal characteristics as a mechanism to bait a student into behavior that leads to removal from the classroom.

    In an effort to implement restorative practices in District 49, a team from our district submitted a grant application to the Department of Defense Education Activity (DODEA). The district's application was evaluated and funded based on its own merit.

    As a result, District 49 will receive 1.5-million-dollars over the next 5 years for restorative practices implementation. This means there will be resources for our schools to train our district work family in the restorative techniques that will characterize our culture. Please do not be apprehensive, we are in our planning year and training will be implemented on a volunteer basis. The district also has a Restorative and Mitigative Practices (RAMP) Council established to help teachers, counselors, administrators,  or parents to "get ahead of the game".  Additionally, two new positions will be added by way of this grant. Firstly, a MSTC (Military School Transition Counselor), who will be responsible for helping new military families integrate into our district. Secondly, a PM (Project Manager), who will be responsible for the BRIGHT (Building Restorative Interventions Gaining Honorable Traditions) initiative, which is predicated on the ten schools with qualifying military populations but must touch all district schools to truly become effective and sustainable.

    We are very excited about this opportunity to better serve our students and we know you will be too. We thank you in advance for all of the hard work that will occur during the implementation of restorative practices, which is just one more way that we can say that District 49 really is the best place to learn, work and lead.

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