ARTICLE V:      INSTRUCTIONAL SUPPORT

 

 

 

Table of Contents

 

 

6-5.1               School Guidance and Counseling Programs

6-5.2               School Library / Media Centers

6-5.3               Copyrighted Materials

6-5.4               Homework

6-5.5               Textbooks

6-5.6               Instructional Materials

6-5.7               Complaints Regarding Instructional Materials and Learning Resources

 

6-5.8       Field Trips

 

6-5.9       Employment and Work-Training Certificates


 

POLICY 6-5.1   SCHOOL GUIDANCE AND COUNSELING PROGRAMS

 

Definition of Service Domains

 

            Pursuant to the Standards of Quality, the following school counseling services and classroom guidance are available to all students in Hanover County Public Schools:

 

            1.   Academic guidance and counseling which assist students and their parents in acquiring knowledge of the curricula choices available to students, including planning a program of studies, arranging and interpreting academic testing, and seeking post-secondary educational and career opportunities.

            2.   Career guidance and counseling which help students to acquire information and plan action about work, jobs, apprenticeships, and post-secondary educational and career opportunities.

            3.   Personal/social guidance and counseling which assist students in developing an understanding of themselves and the rights and needs of others, resolving conflict and defining individual goals that reflect their interests, abilities and aptitudes.

 

            Types of Service Delivery

 

            These services are provided through:

 

1.       Classroom Guidance:  classroom lessons conducted by the school counselor in the classroom for all students at each grade level.

2.       Small Group Counseling:  available to students experiencing specific and commonly shared concerns.  Emphasis is on problem solving and the development of positive and effective personal skills.

3.       Individual Counseling:  direct assistance to individual students.  Counseling of individual students is conducted to help them learn more efficiently and effectively with emphasis on identifying concerns early before they interfere with learning.

 

            Procedures for Service Delivery

             

            The framework for the delivery of these services is as follows:

 

            1.   Written notification will be provided to parent(s)/guardian(s) at least annually about the academic, career and personal/social guidance and counseling services which are available to their children.  The notification shall include the purpose and general description of the programs, information regarding ways parent(s)/guardian(s) may review materials to be used in guidance and counseling programs at their child's  school and information about the procedure by which parent(s)/guardian(s) may limit their child's participation in such programs.

            2.   School counselors are prohibited from using counseling techniques which are beyond the scope of the professional certification or training of counselors, including hypnosis or other psychotherapeutic techniques that are normally employed in medical or clinical settings and focus on mental illness or psychopathology.

             3.  All information and records of personal/social counseling shall be kept confidential and separate from a student's cumulative educational record and not disclosed to third parties without prior parental(guardian) consent or as otherwise provided by law.  See Policy and Regulation 7-1.4 (Student Records).

            4.   Parent(s)/guardian(s) may elect in writing to have their child not participate in classroom guidance lessons, or any counseling activity to which they object.

            5.   Parental (guardian) permission is required in writing for any small group counseling or on-going, structured individual counseling in the personal/social domain following initial contacts.

            6.   Parental (guardian) permission is not required for short duration personal/social counseling which is needed to maintain order, discipline or a productive learning environment.

            7.   School officials may permit on-going, structured personal/social counseling for children whom they believe would benefit from such counseling, but whose parent(s)/guardian(s) fail to respond either affirmatively or negatively to reasonable requests for consent.  Refusal of services must be in writing to the principal.

 

            Psychological Services

 

            The services of the school psychologists are available to students who have been identified as in need of these services.

 

LEGAL REFERENCE:  Code of Virginia, 1950, as amended, §§ 22.1-209, 22.1-209.1; Regulations Regarding School Guidance and Counseling Programs in the Public Schools of Virginia, 8 VAC 20-620-10.

 

Recodified: August 2000

Amended:  October 14, 2008

 

ACCOMPANYING REGULATION

 

REGULATION 6-5.1       SCHOOL GUIDANCE AND COUNSELING PROGRAMS

 

            Pursuant to Hanover County School Board Policy 6-5.1 (Procedures for Service, Delivery, number 5), the following are examples for parental (guardian) permission forms which are required to be used for any small group counseling or on-going, structured individual counseling in the personal/social domain following initial contacts.

 


SAMPLE

(School Letterhead)

 

 

(Date)

 

 

 

Dear Parent(s)/Guardian(s):

 

Your child has the opportunity to participate in a friendship group which I will be conducting for the next nine weeks beginning Friday, February 2, from 8:30 – 9:00 in the guidance room.  The objectives for the group are: 

 

1.        To help students understand that they are unique individuals and liking themselves is an important step in being a good friend.

2.        To help students define the qualities of a friend and begin to develop those qualities in themselves. 

3.        To help students differentiate between behaviors that block friendship and those that help form friendships.

4.        To provide opportunities for initiating new friendships within the group.

 

I hope __________________________________ can be part of the group.  Because it is always helpful for parent(s)/guardian(s) to reinforce a student’s school activities at home, I am enclosing some materials you may find helpful.  Please discuss the upcoming group with your child before the first meeting.  If you have any questions, please call me at school (phone number).

 

Sincerely,

 

 

 

(Name)

School Counselor

 

Please detach and return to your child’s school counselor by (day, date).

 

First Grade Friendship Group

 

________  I give permission for _______________________ to participate in the ____________________ group.

 

________  I do not give permission for _______________________ to participate in the ____________________ group.

 

 

_____________________________________                   ____________________________________

Amended February 12, 2003

 
 


            (Parent’s Signature)                                                                 (Date)

 

             

 

SAMPLE

(School Letterhead)

 

(Date)

 

Dear Parent(s)/Guardian(s):

 

            Are you interested in having your child participate in a counseling group at school?  Group counseling involves a small group of students (usually 4-8 people) and a counselor.  The group meets on a regular basis, during school, for a set amount of time (usually 30-45 minutes) to talk about a common problem or situation.  Specific meeting  times are arranged with the classroom teacher.  Everything shared in the group remains confidential and is not shared outside of the group.  Group counseling gives students the opportunity to share problems and ideas, to help them feel that they are not alone in the situation, and to receive help with these issues from people their own age.  It is also a chance for students to help others.

 

            Below are some of the groups I will be running during the school year.  Possible topics for each group are listed in parentheses next to each group.  If you would like your child to participate in group counseling, please check the group or groups from which you feel your child could benefit.  If you would like more information on a particular group, scheduled meeting times, or have specific concerns to share, please contact me and I will be happy to talk with you.

 

Yours truly,

 

 

 

(Name)

School Counselor

--------------------------------------------------------------------------------------------------------------------

 

I would like for my child                                   to participate in the following:

 

            Friendship/Getting Along (friendship skills and how to resolve conflicts with friends)

 

_______Anger Management (healthy ways to express and control anger that are not harmful to self or others)

 

            Divorce/Separation (helping students deal with family situations involving divorce or separation)         

 

            Loss (death in the family, loss of a pet, relocation to a new area)

 

            Self-esteem (encouraging better understanding of oneself, and recognizing positive aspects of oneself)

 

            Study Skills (forming good study habits, managing time and being organized)

 

            Other interests                                                                                                              

 

            Not interested at this time.

 

Parent/Guardian Signature:                                                      Date:                                      

*Please have your child return this form to his/her teacher no later than (day, date).

 

 

 


 

SAMPLE

(SCHOOL LETTERHEAD)

 

 

(DATE)

 

Dear Parent(s)/Guardian(s):

 

            As per our telephone conversation of                                    , your son/daughter,

                                     has expressed an interest in receiving individual counseling related to anger management.  Our goals include helping to develop a sense of trust and a support system, and to help him/her distinguish between effective and ineffective ways to deal with anger.  The counseling experience will span a period of six 30-minute sessions.  I will take great care to ensure                                            's confidentiality during the entire process.  It is my hope that these counseling sessions will be beneficial to your son/daughter at this time of his/her life.

 

            Please sign and return the consent form at the bottom of this page.  Your son/daughter  may return the form to me prior to our first meeting on _________________.

 

            You also will find enclosed a schedule  of the meetings.  Each of

                                     's teachers will be informed of when he/she will miss class.  If you have any questions or concerns, please contact me at (phone number), extension (     ).  I look forward to working with                                    .

 

Sincerely,

 

 

 

(NAME)

School Counselor

 

enclosure

 

Please detach and return to school counselor by (day, date).

 

 

______________________has permission to participate in counseling sessions related to ______________________.

 

______________________ does not have permission to participate in counseling sessions related to ______________________.

 

 

_____________________________________                   ____________________________________

            (Parent’s Signature)                                                                 (Date)

 

           


POLICY 6-5.2   SCHOOL LIBRARIES/MEDIA CENTERS

 

The primary function of Hanover County Public School libraries/media centers is to implement, enrich and support the educational program of the schools. The centers provide a wide range of materials at various levels of sophistication with a diversity of appeal and the presentation of different points of view.

 

            To this end the Hanover County School Board declares that the primary responsibilities of the libraries/media centers are:

 

1.   To provide materials that will stimulate the acquisition of factual knowledge and the development of literary appreciation, aesthetic values and ethical standards.

2.   To provide a source of information which, when consulted, may enable pupils to make informed judgments.

3.   To provide materials containing a wide range of views on  issues so that students may develop the practice of critical reading and thinking.

4.   To provide materials representative of religious, ethnic and cultural groups and their contribution to the  American heritage.

5.   To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the libraries/media centers.

 

LEGAL REFERENCE:       Code of Virginia, 1950, as amended, §§ 22.1-70, 22.1-78; Regulations Establishing Standards for Accrediting Schools, 8 VAC 20-131-190.

 

Recodified: August 2000

 


 

POLICY 6-5.3   COPYRIGHTED MATERIALS

 

Instructional and other staff of the Hanover County Public Schools shall honor the requirements of the Copyright Act of 1976, 17 U.S.C. §§ 101, et seq.  The division superintendent or his designee shall, from time to time, distribute information including, where appropriate, guidelines to assist school staff in resolving issues related to copyright law, particularly the fair use and educational use exceptions.

 

LEGAL REFERENCE:  Code of Virginia, 1950, as amended, §§ 22-1.70, 22.1-78; 17 U.S.C. sections 101, et seq.

 

Recodified: August 2000

 


POLICY 6-5.4   HOMEWORK

 

            The Hanover County School Board supports the assignment of homework to pupils when its use has the purpose of enriching and extending school experiences.  Teachers are responsible for thoroughly explaining homework assignments before pupils are to be expected to perform the assigned task(s).  Teachers are also responsible for evaluating homework assignments.  Within this framework, careful consideration shall be given to the amount and timing of homework.  In addition, quality assignments shall be the primary goal.  The division superintendent or his designee may develop guidelines for the use of homework.

 

LEGAL REFERENCE:  Code of Virginia, 1950, as amended, §§ 22.1-70, 22.1-78, 22.1-253.13:7; Regulations Establishing Standards for Accrediting Public Schools in Virginia, 8 VAC 20-131-10, et seq.

 

Recodified: August 2000

 

ACCOMPANYING REGULATIONS

 

REGULATION 6-5.4(A)    GUIDELINES FOR HOMEWORK: K-12

REGULATION 6-5.4(B)    MAKE-UP OF SCHOOL WORK AND /OR TESTS

 

REGULATION 6-5.4(A)  GUIDELINES FOR HOMEWORK: K-12

 

             The following homework guidelines were developed cooperatively by parents, teachers, and administrators.  Teachers, students, and parents share in the responsibilities for successful implementation of the homework guidelines.

 

            Purpose

 

             The purpose of homework is to benefit the student.  Homework should supplement and reinforce the skills taught during the school day while assisting the student in becoming an independent and responsible learner.

 

            Teacher Responsibilities

 

1.       Communicate the assignment in an appropriate manner for the individuals in the class and thoroughly explain the homework.

2.       Assign homework that supplements and reinforces a well-planned lesson.

3.       Individualize assignments when appropriate based on needs, achievement levels, and/or interests of the students.

4.       Focus on quality of homework instead of quantity.  Homework for the sake of homework is discouraged.

5.       Provide written instructions, including a statement of the project's objectives, when making long-term assignments.

6.       Advise students of the grade value of an assignment at the time the assignment is made when the grade value for the specific assignment exceeds the usual grade value for homework assignments.

7.       Use discretion in making homework assignments over weekends and holidays, in order to leave time for family activities and long-term projects.  Homework shall not be due on the school day immediately following a holiday.

8.       Never assign homework as a punishment.

9.       Assign homework at regular and consistent intervals.    

 

            Student Responsibilities

 

1.       Each student is expected to exert his best effort to complete the assignments as directed.

2.       It is the student's responsibility to inform the teacher if he did not understand the assignment at the time the assignment was made.

3.       Secondary students should complete their homework assignments independently.  (Please observe Code of Conduct.)

 

            Parent Responsibilities

 

1.       Maintain an awareness of the child's homework assignments.

2.       Make available appropriate materials and resources, e.g., a quiet well-lighted work space and a regularly scheduled study/work time.

3.       Give assistance when necessary; however, parents should not do the homework for the child.

4.       Use Classroom Snapshot for information regarding homework and classwork.

 

EVALUATION AND FOLLOW-UP OF HOMEWORK ASSIGNMENTS

 

            Teacher Responsibilities

 

1.       Review and/or evaluate the assignments as soon as possible.

2.       Determine why a student fails to complete assignments and initiate communication between the school and the home, especially if the pattern continues.

3.       Assess homework and assign appropriate grade value.

 

Parent Responsibility

 

             Confer with teacher(s) regarding questions about homework and/or long-term projects.

 

            Student Responsibility

 

1.       Ask questions in order to reinforce learning.

2.       Use Classroom Snapshot to be informed of assignments and homework.

 

FREQUENCY AND DURATION OF HOMEWORK ASSIGNMENTS

 

             The following average time-frame is suggested:

           

             Grade Level    Frequency                                Duration

             K                     Unstructured, flexible

             1                     Three to four times per week   20 minutes

             2                     Three to four times per week   30 minutes

             3                     Four-five times per week         45 minutes

             4-5                   Four-five times per week         1 hour

             6, 7, 8              Four-five times per week         2 hours 20 minutes (20 minutes per subject or 40 minutes per block)

           

             9, 10, 11, 12     Daily                                        2 hours 55 minutes (25 minutes per subject or 50 minutes per block)

             Average time suggested does not include time for long-term projects.  Teachers and administrators shall work collaboratively to coordinate long-term assignments among the various departments.

 

REGULATION 6-5.4(B)   MAKE-UP OF SCHOOL WORK AND/OR TESTS

 

       If a student has an excused absence from school, it is the student's responsibility to make arrangements with has teachers for doing the necessary make‑up work.  The teacher should inform students of required assignments.   All make‑up work, including tests, should be made up in accordance with the number of days missed.  For example, if a student is absent from four class sessions, all make-up work should be completed within the next four scheduled class sessions.  Make‑up work is to be completed at a mutually agreed‑upon time between teacher and student such as before school, after school, during study hall, or during other arranged times.  An extension may be granted by the teacher and/or principal.  The request for an extension shall be made prior to the original due‑date for make‑up work.

 


 

 

POLICY 6-5.5   TEXTBOOKS

 

Adoption

 

            All basal textbooks used in the Hanover County Public Schools shall be adopted by the Hanover County School Board in accordance with applicable Virginia law and regulations established by the Virginia Board of Education.  All supplemental textbooks shall be approved by of the division superintendent or his designee prior to use in the classroom.

 

            The Virginia Department of Education adopts a multiple list of basal texts for a six-year period.  At the end of a two-year period additional materials may be evaluated and added to the existing multiple basal list.  Upon receiving the State's multiple list, the School Board shall establish a plan for its selections from the list.  As outlined in the Hanover County Public Schools’ Five-Year Curriculum Development Plan, textbook adoptions are staggered so that all texts will not be adopted in one year.  Textbooks for elective courses not included in the state two-year adoption cycle may be adopted in interim years by the school division.

 

Textbook Adoption Committees

 

            Textbook adoption is a component of curriculum development as outlined in the Five-Year Curriculum Development Plan.  A division level curriculum development committee is formed by the assistant superintendent of instructional leadership for every content area, K-12.  When the textbook adoption process is scheduled to occur in a content area, members of the curriculum development committee will serve on the textbook adoption committee.

 

            Hearings shall be held wherein selected committees listen to presentations made by publishers' representatives.  The committees then recommend their choices on a point basis.  Final selection shall be at the recommendation of the division superintendent and the approval of the School Board based primarily on the recommendation of the respective adoption committees.

 

Sale of Textbooks

  

            Used textbooks may be sold at cost.  New textbooks may be purchased only through the School Board office.

 

             Textbooks for Students

 

            Free textbooks shall be provided for students in Hanover County Public Schools.  All books shall be returned by each student who has been in attendance in the school division or payment shall be made for books missing or damaged.

 

            When students move from one public school to another within Hanover County, a textbook transfer form will be used to transfer the textbooks between schools.  Consumable books assigned to a student shall accompany the student when he transfers to another public school within Hanover County.   These books shall be returned along with the hardback books when a student withdraws from school for any reason.

 

LEGAL REFERENCE:  Code of Virginia, 1950, as amended, §§ 22.1-238 through 22.1-253; Regulations Governing Instructional Materials – Selection and Utilization by Local School Board, 8 VAC 20-170-10; Regulations Governing Textbook Adoption Local Level, 8 VAC 20-230-10; Regulations Governing Textbooks – Free or Rental Systems State Aid, 8 VAC 20-190-10.

 

Recodified: August 2000

 

ACCOMPANYING REGULATION

 

REGULATION 6-5.5       TEXTBOOK ADOPTION GUIDELINES

 

Selection of Committee Members

 

Generally

 

            Textbook adoption is a component of curriculum development as outlined in the Five-Year Curriculum Development Plan.  A division level curriculum development committee is formed by the assistant superintendent of instructional leadership for every content area, K-12.  When the textbook adoption process is scheduled to occur in a content area, members of the curriculum development committee will serve on the textbook adoption committee.

 

Textbook committees consist of one administrator from each level for which a text is being adopted; three parents (one from each corridor) who are serving on the curriculum development committee; one or two teachers from each school (department chairperson if applicable), and a Hanover County School Board member.  The principal will be informed of all administrator, teacher and parent appointments made in his building.

 

             The lead teacher specialist for a content area (if one exists) will chair the curriculum development committee and textbook adoption committee.  Recommendations for members of the division-level curriculum development committee may be made by lead teacher specialists, directors of elementary, middle, and high school, principals, County Council of PTA’s, individual school parent/teacher organizations, and teachers to the assistant superintendent of instructional leadership.  Persons serving on division-level curriculum development committees will also serve on division-level textbook adoption committees.

 

School Board Members

 

             Each committee shall have a School Board member serving on it in accordance with School Board Policy 6-5.5.

 

             Responsibilities

 

             Chairman

 

             The chairman of the textbook adoption committee presides at all meetings.  As such, the chairman's responsibilities are to:

 

1.             submit a list of recommended committee members (after consultation with the respective building principal) to the division superintendent for School Board approval;

2.             establish meeting dates, times and places and notify all members of the same;

3.             guide and direct the activities of the committee;

4.             supply proper forms and materials and coordinate their distribution;

5.             assist committee members in coming to consensus about textbook adoption;

6.             maintain communication with the director of instructional support services regarding publishers' meetings and the ordering of textbooks;

7.             submit the names of recommended textbooks to the division superintendent for School Board approval;

8.             recommend ways to provide teacher inservice on using the newly adopted materials; and

9.             coordinate the acquisition of ancillary materials.

 

             Teachers

 

             Teachers' responsibilities are to:

 

1.             review sample textbooks;

2.             evaluate textbooks;

3.             complete textbook assessments listing strengths, weaknesses, congruency with curriculum, etc.; and

4.             submit assessments to their school's committee representative(s).

 

             Committee Members

 

             Committee members’ responsibilities are to:

 

1.              attend textbook committee meetings;

2.              review all textbooks;

3.             communicate guidelines and pertinent information to teachers throughout the process, and strive to reach consensus at the building level;

4.             collect and review teachers' assessments of textbooks;

5.             articulate (verbally and in writing) strengths/weaknesses of each textbook based upon teachers' input;

6.             narrow selection to top three textbooks; and

7.             reach consensus and recommend the textbooks to the division superintendent and School Board members (vote only if unable to reach agreement).

 

             Criteria for Textbook Adoption

 

             Committee members shall consider textbooks relevant to purpose, content, methodology, and practical characteristics.

 

             Purpose

 

Textbooks will supplement and enrich the curricula and will enhance and promote student opportunities for independent thinking and learning.

 

             Content

 

1.             Content is unbiased, nondiscriminatory, and not demeaning of individuals or groups.  Materials are free of ethnic, racial, cultural, age, and gender bias.

2.             Content is accurate, up-to-date, and free of grammatical, mathematical, graphical, and content errors.

3.             Content has sufficient depth to extend students' learning.  Materials provide enrichment ideas for students ready to go beyond the content of the text.

4.             Content is relevant, clear, logical, and sequential.

5.             Content includes appropriate illustrations, photographs, and graphical information to reinforce the development of important concepts.

6.             Content supports instructional delivery in concepts, skills, and applications.

7.             Content (including reading level) is appropriate for the age and maturity of students.

8.             Information presented in tables, figures, examples, and illustrations extends the content.

9.             Content is consistent with Hanover County curricula both in scope and sequence.

10.         There are no omissions of critical content as defined by appropriate standards and accreditation requirements.

 

             Methodology

 

1.             Presentation and organization assist the teacher in providing for individual differences and various learning styles among students.

2.             Suggestions to teachers are educationally sound and sufficiently varied.

3.             Teachers' materials provide information on classroom management, suggested time frames for instruction, clear directions and appropriate safety precautions, and procedures for differentiating instruction.

4.             A variety of assessment measures is provided for the student (self-evaluation) and the teachers.  Assessment options include open-ended responses, performances, products, and collections of work.

5.             Assessment items and scoring criteria address various levels of thinking and learning.

6.             Instructional materials integrate assessment in support of instruction.

 

             Practical Characteristics

 

1.             Reference tools are included when appropriate.

2.             Textbooks are well constructed and durable.

3.             General appearance of the book is attractive.

4.             Cost is reasonable for the product.

5.             Shipping costs are reasonable.

6.             The adopted text will be available from the publisher throughout the adoption period.

7.             Appropriate materials are available at the time of adoption.

8.             Textbooks will be delivered within 30 days unless otherwise specified.

9.             Instructional consultants will provide free staff development and support throughout the adoption period to Hanover County teachers.

 

             Suggested Time Frame for Textbook Adoption Process

 

             October - Confirm committee members for presentation at November School Board meeting.

 

             November - School Board approval of committee.  Director of instruction support services orders textbook\

            samples from publishers.

 

December - First organizational meeting for explanation of process and distribution of materials. Review books.

 

January - Review books.

 

February - Meeting to select top three choices among possibilities.  Director of instructional support

                services contacts publishers to invite them to March meeting.

 

March - Display books for parents (perhaps in school library or other central location).  Meeting with publishers

            for presentation of materials. Meeting to make final selection of texts for School Board approval.

 

            April - (Meet to make final decision, if needed.)  Submit recommended materials to the division superintendent for

                      School Board approval.  Director of instructional support services orders books and materials approved by

                      School Board.

 

May - (Submit to School Board for approval, if needed.)

 

            June - Director of instructional support services orders books; materials approved by School Board.

 

Consideration to Textbooks Not on the Virginia Board of Education's Approved Textbook List

 

             Rationale

           

             It may sometimes be warranted to recommend a textbook or series for adoption that is not on the approved Virginia Board of Education Textbook Adoption List.  The Virginia Department of Education may not have approved texts in some subject areas, or it may be that the approved texts are not appropriate for all academic levels of instruction.  Any member of the committee may suggest a text for consideration by the committee.

 

             Process

 

             The same evaluation process should be followed.  If the committee recommends the adoption of a book not on the State adoption list and the School Board approves the adoption, then the Virginia Department of Education must be notified in writing of the decision.

 

Ramifications

 

             There is generally no price guarantee for books not on the State adoption list.  That is, price increases may take place throughout the six-year cycle.  Also, the availability of adopted editions and accompanying supplemental materials is not guaranteed for the six-year cycle.

 

Working with Publishers

 

            Obtaining textbooks and supplemental materials is the responsibility of the director of instructional support services.  After textbook adoption procedures are concluded, those texts and materials requested by publishers to be returned should be collected at a central location.

 


 

 

POLICY 6-5.6   INSTRUCTIONAL MATERIALS

 

The Hanover County School Board shall review and approve guidelines and procedures for the selection, evaluation, approval, and use of instructional materials consistent with applicable Virginia law and regulations established by the Virginia Board of Education. The division superintendent or his designee shall periodically review guidelines and procedures and bring recommendations for changes to the School Board.

 

            The procedures for selection and evaluation of instructional materials shall involve an evaluation committee which should include professional staff, citizens, and when appropriate, students, and should include a procedure for citizens to request reconsideration of instructional materials. These procedures shall offer a thorough and efficient approach which ensures that appropriate instructional materials are selected, and provide  an opportunity for the professional staff and community to participate and be informed on the selection and use of instructional materials.

 

LEGAL REFERENCE:   Code of Virginia, 1950, as amended, §§ 22.1-238 through 22.1-253; Regulations Governing Instructional Materials – Selection and Utilization By Local School Boards, 8 VAC 20-170-10; Regulations Governing Textbook Adoption-Local Level, 8 VAC 20-230-10.

 

Recodified: August 2000

 

ACCOMPANYING REGULATIONS

 

REGULATION 6-5.6(A)    PROCEDURE FOR REQUISITION OF SUPPLEMENTARY MATERIAL

REGULATION 6-5.6(B)    WORKBOOKS AND SUPPLIES

REGULATION 6-5.6(C)   EQUIPMENT AND SUPPLIES

REGULATION 6-5.6(D)    PROCEDURE FOR SELECTING FAMILY LIFE MATERIALS

 

REGULATION 6-5.6(A)  PROCEDURE FOR REQUISITION OF SUPPLEMENTARY MATERIAL

 

            The primary objective in the selection of instructional materials is to provide those materials which implement, enrich, and support the educational program of the school.  It is the responsibility of the school system to provide a wide range of materials on different levels of difficulty, with diversity of appeal, and representing different points of view.  Since there are varying points of view represented in a collection, the inclusion of an item does not necessarily mean that the school or library/media center advocates or endorses contents of that item.

 

            The following procedures have been established for selecting supplementary materials:

 

            Libraries

 

In selecting materials for purchase, the librarian evaluates the existing collection and consults reputable, unbiased, professionally prepared selection aids; specialists from all departments and/or all grade levels; and the library committee appointed by the principal to serve in an advisory capacity in the selection of materials.

 

The process of selecting materials for the library should be expedited by consulting reviews, recommended lists, standard bibliographic tools, and special releases.

 

Subject Areas

 

1.       Before supplementary materials are purchased and/or used with students, at least two (2) members of a department or grade level shall review all supplementary materials and share their observations with the principal or his designee and the department/grade level chairman via the Request for Requisition of Supplementary Materials form as attached.  The material shall be reviewed as to its content, its literary value, its relevancy to that which it is to supplement, and its readability level for the students with whom it will be used.  Written and audio-visual materials shall be reviewed to ensure that disabled individuals are not portrayed in an offensive or demeaning manner.

2.       The principal makes the final determination of materials ordered and used in the school. 

3.       A record of the written evaluations of supplementary materials shall be kept on file in the principal's office for as long as the materials are being used in the school.  After materials have been selected for use by students, individual teachers are responsible for informing students that a substitute work may be assigned when the supplementary material conflicts with the personal, moral, or religious values of the student.

 

Requests for the requisition of supplementary materials should be made on the attached form.

 

REGULATION 6-5.6(B)   WORKBOOKS AND SUPPLIES

 

             The wholesale use of workbooks is not encouraged by the Hanover County School Board.  Wherever workbooks are used, the decision will be made by the elementary, secondary, and/or special education coordinator, principal and teacher of the respective subject area.

 

             Workbooks accompanying the reading program will be provided by the School Board.  Although it is not required, parents and/or guardians of students may be requested to purchase workbooks when used in other subjects.

 

             Some instructional supplies used in the classroom will be purchased by the School Board and such supplies will be recommended by the elementary, secondary and or special education coordinator, principal and teacher of the respective subject area.  Final decision will be made by the division superintendent or his designee.  Certain instructional materials that will be used for constructing a project of monetary value to the students, shall be paid for by the student's parents.

 

REGULATION 6-5.6(C)  EQUIPMENT AND SUPPLIES

 

             Equipment and supplies for the instructional program shall be available in each school in accordance with accreditation standards and  regulations.

 


REQUEST FOR REQUISITION OF SUPPLEMENTARY MATERIALS

 

 

TITLE                                                        TYPE OF MATERIAL                                          

 

AUTHOR                                                                                                                                   

 

PUBLISHER                                                                                                                                

 

1.         State briefly the manner in which you envision this material being used.

 

 

 

2.         What is the purpose of this material?

 

 

 

3.         What is the theme of this material?

 

 

 

4.         What elements of the material might make it objectionable to some persons?

 

 

 

5.         Cite specific sections, if any, which you feel might be offensive to some individuals.

 

 

 

6.         How does the value of the purpose outweigh the possible objectionable or controversial sections of the materials?

 

 

 

7.         How do you plan to treat any objectionable passages or areas?

 

 

 

8.         What alternatives do you have for students/parents who object to this particular material?

 

 

 

                                                                                                                                                 

                                Teacher's Signature                                                          Principal's or Designee's Signature

 

                                                                                                                                                 

                  Department Chairperson/Grade Level                                                                 Date

                     Leader's Signature

 

Comments:

 

 

REGULATION 6-5.6(D)   PROCEDURE FOR SELECTING FAMILY LIFE MATERIALS

 

             Supplemental audiovisual materials for the Family Life Education program must be reviewed and approved by a division-wide committee consisting of at least 1 administrator, 2 parents, 2 teachers, and the appropriate elementary or secondary director (or designee).

 

             New audiovisual materials may be recommended to the review committee by completing the attached Request for A-V Family Life Materials.  All requests will be reviewed for possible purchase.  It is important that all appropriate questions on the request form be answered as thoroughly as possible.

 

             Recommended audiovisual materials will be evaluated and reviewed as to the appropriateness for the content area and specific objective, presentation style, and technical quality.  The attached approval form must be completed and signed by the committee members prior to the requested materials being used in any classroom.


REQUEST FOR UTILIZATION OF A-V FAMILY LIFE MATERIALS

 

TITLE _________________________________________  FORMAT _________________________

 

PUBLISHER ______________________________________________________________________

 

1.       What Family Life objective will this material supplement?

 

 

 

 

2.       State briefly the manner in which you envision this material being used.

 

 

 

 

3.       What is the purpose of this material?

 

 

 

 

4.       What is the theme of this material?

 

 

 

 

5.       What elements of the material are sensitive and might make it objectionable to some people?

 

 

 

 

6.       Cite specific sections, if any, which you feel might be offensive to some individuals.

 

 

 

 

7.       How does the value of the purpose overweigh the possible objectionable or controversial sections of the material?

 

 

 

 

8.   List suggested methods of treating “sensitive” sections.

 

 

 



HANOVER FAMILY LIFE A-V APPROVAL FORM

 

TITLE _________________________________  FORMAT  ______________________________________

 

PUBLISHER  ___________________________  Recommended Age Level _____________________

 

Stands Alone: _____________ Series:  # in series __________ Length (each)  ________________

 

Specific FLE Obj. ____________________  Teacher support Material:  Yes ________ No _______

 

EX -- Excellent

G – Good

F – Fair

P – Poor

N/A-- Not Applicable

 

 

 

 
 


Specific Topic (s) ________________________

Please rate each of the following areas using the scale listed. Space is provided for additional comments/notations.                            

 
 


                                                                                                 

                       

                                                                                 

 

 

 

 

 

CONTENT

 

EX

G

F

P

N/A

1.

Appropriate for recommended age level

 

___

 

___

 

___

 

___

 

___

 

2.

Appropriate for mixed-sex classes

 

___

 

___

 

___

 

___

 

___

 

3.

Appropriate for male classes only

 

___

 

___

 

___

 

___

 

___

 

4.

Appropriate for  female classes only

 

___

 

___

 

___

 

___

 

___

 

5.

Free of bias/special interest propaganda

 

___

 

___

 

___

 

___

 

___

 

6.

Free of sexual/ethnic stereotyping

 

___

 

___

 

___

 

___

 

___

 

7.

Accurate

 

___

 

___

 

___

 

___

 

___

 

8.

Current

 

___

 

___

 

___

 

___

 

___

 

9.

Will remain current up to 5 years

 

___

 

___

 

___

 

___

 

___

 

 

TECHNICAL

 

 

 

 

 

 

1.

Presentation style appeals to students

 

___

 

___

 

___

 

___

 

___

 

2.

Length appropriate for intended group

 

___

 

___

 

___

 

___

 

___

 

3.

Visuals easy to understand

 

___

 

___

 

___

 

___

 

___

 

4.

Appropriate relationship of visual/audio

 

___

 

___

 

___

 

___

 

___

 

5.

Audio free of dialect/other distracting qualities

 

___

 

___

 

___

 

___

 

___

 

 


 

 

SUPPORT MATERIALS

 

EX

G

F

P

N/A

1.

Clarity

 

___

 

___

 

___

 

___

 

___

 

2.

Organization

 

___

 

___

 

___

 

___

 

___

 

3.

Overall Impression

 

___

 

___

 

___

 

___

 

___

 

 

CLASS IMPLEMENTATION

 

 

 

 

 

 

1.

To develop awareness

 

___

 

___

 

___

 

___

 

___

 

2.

To help understand attitudes

 

___

 

___

 

___

 

___

 

___

 

3.

To motivate class activities

 

___

 

___

 

___

 

___

 

___

 

4.

To introduce new material

 

___

 

___

 

___

 

___

 

___

 

5.

To help explain topic

 

___

 

___

 

___

 

___

 

___

 

6.

To stimulate discussion

 

___

 

___

 

___

 

___

 

___

 

7.

To develop skills

 

___

 

___

 

___

 

___

 

___

 

8.

To use as a sole source of information

 

___

 

___

 

___

 

___

 

___

 

9.

To use within unit of study

 

___

 

___

 

___

 

___

 

___

 

 

 

Has anyone else used these materials?  Yes ________     No  _________   Unknown  ________

 

Reaction: 

 

Brief Summary:

 

Comments/Notes:

 

Recommended:

 

Signature

Title

Date

 

 

 

 

 

 

 

 

 

 

Not Recommended:

 

Signature

Title

Date

 

 

 

 

 

 

 

 

 


 

 

POLICY 6-5.7  COMPLAINTS REGARDING INSTRUCTIONAL MATERIALS AND LEARNING RESOURCES

 

            Complaints

 

            The selection of learning resources is governed by Hanover School Board Policies 6-5.5 and 6-5.6. Despite the care taken in selecting suitable learning resources, and despite the qualifications and expertise of persons involved in that selection process, the School Board recognizes that occasional objections to materials will be made by the public. It is, therefore, the policy of the School Board to provide channels of communication and a fair procedure for citizens to follow in expressing and resolving concerns about learning resources, including instructional materials, used in teaching the curriculum.

 

            Complaints about learning resources shall be presented in writing. The standards and procedure for review shall be consistently applied in recognition of the respective rights and responsibilities of all concerned.  Materials shall be considered for their educational suitability and shall not be proscribed or removed because of partisan or doctrinal disapproval.

 

            Procedure for Filing a Complaint

 

            If there are objections concerning instructional materials, the procedure for filing a complaint will be as follows:

 

1.       The complaint should be filed in writing with the principal on the "Challenge of Controversial Instructional Materials" form, included in Accompanying Regulation 6-5.7. This form may be obtained from the principal or the central office.

2.       A review committee consisting of the principal, the library media specialist, the classroom teacher (if involved), a parent and/or student, and the complainant will convene.

 

                  The responsibilities of the committee will be to:

 

a.   read, view or listen to the challenged material;

b.   read several reviews, if available;

c.    check standard selection aids;

d.   talk with persons who may be knowledgeable about the material in question and similar material;

e.   discuss the material;

f.    make a decision to recommend retaining  or withdrawing  the material;

g.   file the recommendation of the committee with the principal and the division superintendent or his designee; and

h.   notify the complainant of its recommendation  and the disposition of the challenged material.

 

3.       The complainant may appeal the decision, in turn, to the division superintendent or his designee and, then, to the School Board.  The School Board shall be informed of such complaints when in the opinion of the division superintendent:

 

a.       They indicate a need for change in the School Board policy.

b.       They seem to represent fairly widespread concern in the community.

c.       They raise substantive questions about the adequacy of any phase of the educational program.

d.       They are of such magnitude as to cause undue damage to the image or reputation of the schools.

 

The complainant shall have the right to appeal any decisions of the division superintendent to the School Board.  The division superintendent, upon request, will supply the School Board with a full report of the investigation and will make recommendations for the School Board's consideration. The decision of the School Board shall be final.

 

LEGAL REFERENCE:  Code of Virginia, 1950, as amended, §§ 22.1‑87, 22.1-253.13:7.

 

Recodified:  August 2000

 

ACCOMPANYING REGULATION

 

REGULATION  6-5.7  REQUEST FOR RECONSIDERATION OF CHALLENGED MATERIALS

 

 


REQUEST FOR RECONSIDERATION OF CHALLENGED MATERIALS

 

 

TITLE ________________________________________   TYPE OF MATERIAL  __________________

 

AUTHOR __________________________________________________________________________

 

PUBLISHER/DISTRIBUTOR ____________________________________________________________

 

REQUEST INITIATED BY _____________________________________________________________

 

ADDRESS _________________________________________________________________________

 

CITY ___________________ STATE ______  ZIP ________ TELEPHONE ______________________

 

DO YOU REPRESENT:

 

            _____   Yourself

            _____   An Organization (Name) ___________________________________________

            _____   Other Group (Name) ______________________________________________

 

  1. To what in the work do you object?  (Please be specific.  Cite pages, scenes, etc.)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

                                                                                                                        _____

                                                                                                                        _____

 

2.  Did you read or review the entire work? ____    What parts? _____________________

_____________________________________________________________________________

 

  1. What do you feel might be the result of students’ reading this work? __________

_                                                                                                                      _____

  1. What do you believe is the theme of this work?                                            _____
  2. Are you aware of judgments of this work by literary critics?               ____________
  3. What would you like your library/school to do about this work?

____     Do not assign/lend it to my child

____     Return it to the staff selection committee/department for re-evaluation.

____     Other.  Explain                                                                         _____

7.   In its place, what work would you recommend that would convey as valuable a picture and perspective of the subject treated?                                                          _____

                                                                                                                                    _____

 

 

____________________________________                                 ______________________________

             Parent Signature                                                                          Date

Date Received by School:                                                                                                           

Recommendation of the School Review Committee:

 

                                                                                                                                                          

            Principal Signature                                                                                 Date

 
 

 

 


 


 

 


 

POLICY 6-5.8   FIELD TRIPS

 

The Hanover County School Board supports the use of field trips to extend the learning opportunities provided in the regular instructional program and to provide opportunities for competition for students in extracurricular programs. Trips shall be approved by the division superintendent or his designee.  Principals are expected to consider the educational value of the trip, the availability of the learning opportunities and the distance, time and expense involved in the trip. Principals are also responsible for following all procedures for requesting approval of field trips.  Only properly insured modes of transportation are to be used for school trips. Principals should insure that no student is denied participation on a field trip because of the expense of the trip.

 

LEGAL REFERENCE:       Code of Virginia, 1950, as amended, §§ 22.1-70, 22.1-78, 22.1‑176.

 

Recodified: August 2000

 

ACCOMPANYING REGULATION

 

 

REGULATION 6-5.8       FIELD/RECREATIONAL/CLASS TRIPS

           

            Approval

 

             All school-sponsored trips must be approved by the division superintendent or his designee.

 

Chaperones

 

             All school-sponsored trips must include an adequate number of adult chaperones (1 per 10 students).  Chaperones must adhere to the following guidelines:

 

Before the trip:

 

·                     Complete a “School Volunteer Registration Sheet.”

·                     Alert the supervising teacher of any medical, emotional, or physical conditions which may impact ability to perform responsibilities.

·                     Review the section regarding Rules Governing Bus Transportation in the Code of Student Conduct.

·                     Notify the supervising teacher of any specialized certification(s) or qualification(s) in CPR and/or First Aide or EMT/Paramedic.   

·                     Submit a copy of personal insurance if providing transportation for students in a personal vehicle.

 

During the trip:

 

·                     Report to and take direction from the supervising teacher.

·                     Remain alert and aware of potential danger.

·                     Report any suspicious or inappropriate activity not recognized as being approved by the school to the supervising teacher.

·                     Be in possession or have access to a copy of the permission slips showing the students’ names, emergency numbers to reach parents, and any relevant medical information regarding student needs for each student under their supervision.

·                     Do not release any student under any circumstances to anyone not identifiable as the guardian parent, biological parent, custodial parent, or foster parent.  A grandparent, step-parent, or a family member or friend of the family must have written permission signed by the custodial parent to transport a child from a school sponsored field trip and must be able to prove his or her identity to the chaperone and to the supervising teacher prior to release of the child.  

·                     Be prepared to assume the role of supervisor should the teacher become disabled or unable to supervise the field trip, or should the transportation vehicle break-down or become involved in an accident.

 

Guidelines

 

            The following guidelines should be adhered to:

 

1.       Teachers desiring to take a field trip should submit plans to the principal showing the relationship of the trip to the regular classroom work of the students, the objectives of the trip, and plans for evacuation and follow-up activities. Such plans must be approved before discussing them with the students or parents.  It is suggested that the subject teacher discuss the trip with the department head.

The principal shall approve or disapprove any such plans or trips before requesting permission from the director of instructional support services.

2.       The principal must request and be granted permission by the division superintendent’s office before any field trips are scheduled.

3.       Completion of plans and notification of parents shall be made following approval from the central office.

4.       Written permission from each student must be received by the principal and filed prior to the date of the proposed field trip.  Parental  permission slips must be kept on file for at least two months.

5.       Primary grades, (K, 1, 2, 3) should usually be limited to not more than two (2) trips per grade, per year.  These trips should be limited to within the boundaries of Hanover County or immediate surrounding areas.  Grades 4,5,6,7 should usually be limited to not more than two (2) trips per grade.  One of these trips may be outside Hanover County or the immediate surrounding area.

6.       Children in grades 4 through 12 should be permitted to attend not more than one (1) musical concert a year in the Richmond area, in addition to any field trips that may be taken.

7.       Arrangements should be made prior to the trip for students who may require medical attention (i.e. an Epi-Pen) or medication during the trip. 

 

            Permission Form

 

             No Hanover County Public School student shall be permitted to participate in a school-sponsored field trip without returning a permission slip signed by his parent(s).  Instructional staff should use the attached Transportation & Field Trip Authorization form.

 

            Privately Sponsored Trips

 

             The School Board does not endorse any privately sponsored trips for students or any student trips that are not a part of the instructional program.  The faculty shall not be permitted to solicit students for such trips during the school day.  The division superintendent shall emphasize to any interested students and/or parents that trips of this nature are strictly private enterprises.

 

            Transportation

 

Transportation requests for use of County buses shall be submitted electronically thirty (30) days prior to the date of requested travel, and approved by the division superintendent or designee.

 

Normally school buses shall not be used for travel except within the boundaries of Hanover County and a reasonable area.  (School bus transportation requests shall be made by the principal using the forms provided.)  Commercial vehicles shall be used for trips beyond the limitations placed on school bus transportation.

 

Where commercial transportation is being utilized, a letter of explanation and intent shall be submitted to the division superintendent’s office thirty (30) days prior to the date of requested travel.  Arrangements for commercial transportation shall be the responsibility of each respective principal and a written certificate of insurance shall be on file in the principal’s office.  When a Hanover County Public School bus is used on field trips as a part of the established program, normally there shall be no fees for transportation.

 

Private vehicles may be used to transport students on field trips only with prior approval of the division superintendent or his designee and with the assurance that all insurance requirements have been met.  No student should be denied the privilege of going on a school-sponsored field trip because of a lack of funds.

 

             Overnight Trips

 

            The School Board generally discourages student trips out-of-state and/or requiring overnight accommodations.  However, in those circumstances when such trips present unique educational or extra-curricular opportunities, the division superintendent or his designee shall give requests for such trips special consideration.  During overnight trips, the chaperone ratio should be increased to one for every six students. 

 

Under an elevated or imminent alert status or when deemed appropriate by school division staff, extra precautions will be taken to ensure the safety of staff, students and chaperones.  The school division reserves the right to deny or withdraw field trip approval when it is deemed appropriate. 

 

Amended:  April 22, 2003, September 16, 2003, August 24, 2004, July 12, 2005, March 27, 2012

 

 

HANOVER COUNTY PUBLIC SCHOOLS

ASHLAND, VIRGINIA  23005

 

TRANSPORTATION & FIELD TRIP AUTHORIZATION FORM

 

 

NAME OF SCHOOL: _____________________________________________ DATE: ___________________

 

NAME OF STUDENT: __________________________________________________

 

This form shall be used to secure parent/guardian authorization, which requires the use of county or commercial buses, private automobile or other transportation for student educational trips located outside of school premises.

 

         

         Teacher’s Name:          ________________________                   Date of Trip:       _____________________

 

           Class/Subject: _____________________________________________________________________

 

           Location:                      _____________________________________________________

 

          Time of Departure:       _____________________________________    a.m.     p.m.

 

          Time of Return:             _____________________________________    a.m.     p.m.

 

 
 

 

 

 

 

 

 

 

 

 


SUPERVISION:              Students participating in the above described field trip sponsored by the Hanover County Public Schools will, at all relevant times during the field trip, be supervised by professional instructional and support staff of the Hanover County Public Schools.  In some circumstances, the students also may be accompanied by parent chaperones.

 

METHOD OF

TRANSPORTATION:    o  County    o  Commercial    o  Private Automobile   o Other Specify: ___________

 

 

REQUIREMENTS:          Describe any special requirements for students to participate, including any items that -students must bring or special skills they must have mastered.

                                        _________________________________________________________________________

 

                                        _________________________________________________________________________

 

EXPECTATIONS

AND INSTRUCTIONS:  I understand that the above named student is expected, and the student has been instructed by me, to:

 

1.       Do exactly what he/she is instructed to do by the supervising educators;

2.       Adhere at all times to the requirements of the Hanover County Public Schools Code of Student Conduct; and,

3.       ____________________________________________________________________________________

                         (Describe any instructions or requirements specific to the particular field trip.)

 

 

INSURANCE:         I understand that the Hanover County School Board may not carry insurance relative to the trip or for injuries to the student.

 

ACKNOWLEDGEMENT/CONSENT:

 

            I request that the above named student be allowed to participate in the trip planned and specifically consent to his/her participation.  If any emergency medical procedures or treatment are required during the trip, I(We) consent to the trip supervisor(s) taking, arranging for or consenting to the procedures or treatment at his/her/their discretion, after attempts to reach a parent have been exhausted.

 

                 I expressly agree to reimburse the Hanover County School Board, its individual members, agents, employees, and representatives, as well as trip supervisors, for any losses, damages or injuries arising out of, during, or in connection with the above named student’s participation in the trip, including the costs incurred for the rendering of emergency medical procedures or treatment, if any.

 

_______________________________________                  ________________________________________

                 Parent/Guardian                                                                              Date

 

_______________________________________

                 Home Telephone Number

 

_______________________________________

                  Work Telephone Number

 

PLEASE NOTE that any approval for out-of-state field trips is contingent upon the existence of a safe climate for national travel at the time of departure for the trip.  The School Board reserves the right to cancel any trip if there are concerns about the safety of the students and staff.  Additionally, refunds will not be provided by the School Board if the trip is cancelled.

 

 

 


Hanover County Public Schools

    Field Trip Guideline Checklist

[PLEASE ATTACH TO FIELD TRIP REQUEST FORM]

All field trips: (A)

 

o         Review Policy 6-5.8:  Field Trips in the HCPS Policy and Regulation Manual.

o         Destination and Itinerary.

o         List of participants.

o         Names of trip sponsor plus one other.

o         Identify chaperones from approved volunteer list (1 chaperone for every 10 students) (Field Trip Packet - FTP)

o         Correspond with the prospective host and document the following: (FTP)

    1. Name, Point of Contact and telephone number.
    2. Whether the company has disaster plans in place – (e.g. would they provide emergency shelter for those on site should an emergency occur?)
    3. Review the itinerary and contact all destinations to determine rendezvous points for evacuation and lockdown.
    4. If fees are charged, specific details of the company’s refund policy.

                                                               i.      Under what conditions would a refund be permitted?

                                                             ii.      What % of funds would be refunded at what time in the process?

o         Using the attached sample template, compose a separate HCPS emergency plan for each instructional field trip that must be approved by school administration.

 

 

Beyond Regular school day (day trips that extend beyond regular school hours): (A & B)

 

o         Develop and distribute “telephone tree”, ensure a minimum of one cellular telephone is taken on trip.

o         After hours contact at school.

o         Correspond with the transportation company/bus service (if not Hanover County Public Schools) and document the following:

    1. If using a tour company for the field trip, contact them and secure a written copy of the contract, insurance options, cancellation insurance, and the tour company insurance plans.
    2. Have all contracts
    3. Name, Point of Contact and telephone number.
    4. Whether the company has disaster plans in place – (e.g. would they provide emergency shelter/transportation for those on trip should an emergency occur?)
    5. Specific details of the company’s refund policy.

                                                               i.      Under what conditions would a refund be permitted?

                                                             ii.      What % of funds would be refunded at what time in the process?

 

 

Overnight/Out of Town: (A, B & C)

 

o         Ensure a minimum of two cellular telephones are taken on trip.

o         List of Chaperones (increase to 1 chaperone per 6 students) (FTP)

o         One chaperone CPR trained, if possible (FTP)

o         One chaperone designated to hold meds (FTP)

o         Correspond with the prospective hotel/lodging host and document the following:

a.  Name, Point of Contact and telephone number.

b.  Whether the company has disaster plans in place – (e.g. would they provide emergency shelter/transportation for those on trip should an emergency occur?)

c.  Specific details of the company’s refund policy.

                                                               i.      Under what conditions would a refund be permitted?

                                                             ii.      What % of funds would be refunded at what time in the process?

o         Communicate to parents/chaperones alerts that are in place at the time reservations are made and immediately prior to trip, giving parents every opportunity to withdraw their child from participation.

 

 


HANOVER COUNTY PUBLIC SCHOOLS FIELD TRIP PLAN

[PLEASE ATTACH TO FIELD TRIP REQUEST FORM]

 

Trip Destination:  ______________________________________  Date: _______________

 

The staff member in charge of any instructional field trip must do the following prior to the trip:

 

At all times, the safety of students, staff and chaperones is a priority.

 

Hold a required chaperone meeting/training session to review emergency plans with chaperones.  Student group rolls, medical information, cell phone numbers, phone trees, and primary school contact numbers must be pre-established and distributed at this meeting.  In addition, the person in charge of the trip must retain copies of all student group information. 

 

For an isolated emergency affecting one or more students:

·          Take necessary precautions to treat a life-threatening situation without placing the safety of others in jeopardy.

·          Call 911, if appropriate.

·          Immediately notify the person in charge of the trip and alert him/her to the situation.

·      Secure the aid of another chaperone to watch the remainder of your group.

·      If the student(s) are mobile, proceed to the assigned rendezvous place.

 

If students must be evacuated:

·          Verify that all students in your group are present (check the roll).

·          Communicate the rendezvous point to students.

·          Immediately notify the person in charge of the trip or another chaperone and alert him/her to the situation.

·          Move cautiously to the rendezvous point, keeping control of students at all times.

 

If movement of students is not possible (Lockdown):

·          Verify that all students in your group are present (check the roll).

·          Find a place to keep students safe.

·          To the extent possible, be able to give your precise location.

·          Immediately notify the person in charge of the trip or another chaperone and alert him/her to the situation.

 

Rendezvous points for evacuation or lockdown should be predetermined.

 

General Notification to parents:

 

In the event of an emergency or problem on the field trip, parents will be notified via the phone tree and a school system  representative (principal or designee) will be notified of the change in plans.

 

In the event of a national emergency that affects all schools, Hanover County Public Schools will broadcast information on Channel 99 and post on the Web site at www.hcps.us.

PLEASE NOTE that any approval for out-of-state field trips is contingent upon the existence of a safe climate for national travel at the time of departure for the trip.  The School Board reserves the right to cancel any trip if there are concerns about the safety of the students and staff.  Additionally, refunds will not be provided by the School Board if the trip is cancelled.

 

 


POLICY 6-5.9   EMPLOYMENT AND WORK-TRAINING CERTIFICATES

 

             Employment certificates for qualified Hanover County Public School students shall be issued only by the division superintendent or his designee in accordance with all applicable law.  The division superintendent or his designee shall have the authority to administer the oath provided for granting such permits and to make any examination necessary for the issuance thereof.  No fee shall be charged for issuing any such certificate, nor for administering any oath or rendering any services in respect thereto.

 

LEGAL REFERENCE:  Code of Virginia, 1950, as amended, §§ 40.1-78,et seq.

 

Recodified: August 2000