The school year shall include a minimum of 180 instructional days for students and additional days for the teaching staff, emergency days, etc.
Any days that the schools are closed for emergency reasons will be made up at the end of the school year or during recess periods, as approved by the Board upon the Superintendent’s recommendation.
Read More: IC – School Year
The school calendar will be developed by the Superintendent or designee and approved by the School Board. Any exceptions or revisions to the calendar must be approved in advance by the Board.
The Superintendent or designee shall ensure that the calendar conforms to the number of actual days of instruction and employment as required by law,
Read More: ICA – School Calendar
It is the policy of the School Board that instruction will be aligned with the goals, mission, and policies of the School District. Additionally, the District’s instructional program will comply with the rules of the NH Department of Education and all applicable state statutes and federal law.
Instruction will be focused on meeting the instructional needs of all students.
Read More: IF – Instructional Approach
The School Board recognizes that each student has unique and distinctive learning styles, and that not all students will excel in traditional classroom settings. To that end, the administration will design the District’s instruction and curricular program to meet the instructional needs of students with different interests and development.
Administrators and teachers should collaborate to consider and address students’ different interests and academic development when planning the District’s educational programs and curriculum.
Read More: IFA – Instructional Needs Of Students
The School Board will encourage and support the professional staff in its efforts to investigate new curricular ideas, develop and improve programs, and evaluate results.
The Assistant Superintendent is responsible for curriculum and assessment development for the school system. The Assistant Superintendent will establish curriculum committees for the study of curriculum and assessment improvements,
Read More: IGA – Curriculum Development
The Contoocook Valley School Board, realizing the need for programs dealing with the gifted and talented shall endeavor to provide the level of monetary support it deems proper to enhance programs for the gifted and talented.
1st Read: January 7, 2014
2nd Read: January 21, 2014
Adopted: January 21,
Read More: IGBB – Programs For Gifted Students
It is the policy of the School Board that no basic course of study shall be eliminated or new courses added without approval of the Board, nor shall any significant alteration or reduction of a course of study be made without such approval.
New programs and courses of study shall not be acted upon by the Board without the recommendation of the Education Committee.
Read More: IGD – Curriculum Adoption
The School Board authorizes the establishment of Student Activity Funds. Such funds shall be organized and managed consistent with the provisions of this policy.
Student activity funds may be raised and spent to promote the general welfare, education of the student body and/or the extracurricular activities of student clubs, groups and organizations.
The Business Administrator shall be responsible for the proper administration of the financial activities of the Student activities fund in accordance with state law and appropriate accounting practices and procedures.
Read More: IGDG – Student Activities Fund Management and Fundraising
The Board recognizes that there may be specific course materials which some parents/guardians find objectionable.
In the event a parent/guardian finds specific course material objectionable, the parent/guardian may notify the building Principal of the specific material to which they object and request that the student receive alternative instruction, sufficient to enable the child to meet state requirements for education in the particular subject area.
Read More: IGE – Parental Objections To Specific Course Material
Those in charge of curriculum development will have the responsibility for integrating into the curriculum, as appropriate, the following principles:
- Pursuant to Part 2, Article 83 of the New Hampshire Constitution, humanity, benevolence, and truth and honesty with self and others.
- Fairness, integrity, and justice.
- Respect, courtesy, and human worth.
Read More: IHAK – Character and Citizenship Education
The School Board will ensure that any instruction relating to religion within the District shall conform to applicable legal requirements.
1st Read: October 1, 2013
2nd Read: October 15, 2013
Adopted: October 15, 2013
Read More: IHAL – Teaching About Religion
Consistent with Department of Education requirements, health and physical education, including instruction about parts of the body, reproduction, sexuality education, and related topics, will be included in the instructional program. Sexuality education shall include instruction relative to abstinence, consent, and sexually transmitted infections.
Instruction must be appropriate to grade level, course of study,
Read More: IHAM – Health Education And Exemption From Instruction
District personnel shall provide students, parents, and legal guardians with information and resources relative to existing drug and alcohol counseling and treatment for students. Information will be published in student/parent handbooks, posted on district websites, distributed along with other course material during drug and alcohol education, and shall be available through the principal’s office, school nurses’
Read More: IHAMA — Teaching About Alcohol, Drugs, and Tobacco
The District shall provide a free appropriate public education and necessary related services to all children with disabilities residing within the district, required under the Individuals With Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, the Americans With Disabilities Act, and New Hampshire Law.
It is the intent of the district to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified,
Read More: IHBA – Programs For Pupils With Disabilities
The State and Federal special education laws require that the SAU #1 school districts evaluate children with disabilities who are in need of special education and related services. The districts evaluate children upon referral for special education and re-evaluate educationally disabled children at least once every three years or when conditions warrant a re-evaluation.
The schools in SAU #1 are committed to ensuring that each child’s IEP team bases its decision on high quality,
Read More: IHBAA – Independent Special Education Evaluations
The Developmental Delay disability category has enhanced the identification process for children in early childhood age range by more accurately assessing specific areas of delay, creating a shift from less descriptive disability categories.
New Hampshire Department of Education RSA 186 C:2, I-a defines “Developmentally Delayed Child” as follows: a child at least three years of age or older but less than ten years of age,
Read More: IHBAB – Developmental Delay
It shall be the policy of the ConVal School District to evaluate students suspected of having a specific learning disability in a manner consistent with the procedures and standards included in the Checklist entitled, “NH Specific Learning Disability Eligibility Checklist.” The Superintendent or his/her designee is directed to review and revise the checklist, on an as needed basis,
Read More: IHBAC- Student Evaluations: Specific Learning Disabilities
The Contoocook Valley School District ensures that all children with disabilities who are two and-a-half (2.5) years of age or older but less than twenty-one (21) years of age, within its geographic boundaries, including children with disabilities who are homeless, wards of the State, or attending private schools, regardless of the severity of their disability,
Read More: IHBB – Child Find
If the District receives federal funding for Limited English Proficient (LEP) Programs, the following will
- Parents will be notified of their student’s placement in a language program and their options associated with that placement. Notification will include the reasons for identifying the child as LEP and the reasons for placing the child in the specific program.
Read More: IHBBA – Limited English Proficiency Instruction
The School Board recognizes the right of parents to pursue home education within the parameters RSA 193-A and other applicable state laws and regulations.
Any parent commencing a home education program for a child who withdraws from the School District shall notify the New Hampshire Department of Education,
Read More: IHBG – Home Education Instruction
The Board encourages students to pursue Extended Learning Opportunities (ELO) as a means of acquiring knowledge and skills through instruction or study that is outside the traditional classroom methodology. Extended Learning Opportunities may include, but are not limited to, independent study, private instruction, performing groups, internships, community service, apprenticeships, online courses/distance education,
Read More: IHBH – Extended Learning Opportunities
In an effort to reduce the number of students who do not complete the requirements to graduate from high school and earn a diploma, the Board establishes a program for Alternative Learning Plans for students to obtain either a high school diploma or its equivalent. The start of a multi-year plan can be initiated at any point in the students high school enrollment.
Read More: IHBI – Alternative Learning Plans
The Board recognizes that student learning is an ongoing process and that it is important for students to engage in learning activities even when not attending school. Therefore, the Board encourages students to have a plan for summer activities that support student learning. Such activities may include a summer book reading list, attending an education-themed summer camp,
Read More: IHCA – Summer Activity
A. Advanced Course Work/Advanced Placement Courses
Any student who is capable of and wishes to do advanced course work or take advanced placement classes while in high school should be permitted to do so. School district administrators and school counselors will aid students who wish to enroll in such courses. If advanced course work or advanced placement courses are not available within the School District,
Read More: IHCD – Advanced Coursework/Advanced Placement Courses & STEM Dual & Concurrent Enrollment Program
The ConVal School District will adhere to all state laws and regulations pertaining to class size. In the event of scheduling conflicts, staffing shortages, space limitations, fiscal limitations, or other issues that prevent a classroom from adhering to class size regulations, the Superintendent or designee will contact the New Hampshire Department of Education and seek alternative compliance allowances through the applicable State procedures.
Read More: IIB – Class Size
The School Board is responsible for approving and providing all instructional materials used in the District. Since the Board is a policy-making body, it delegates to the Superintendent or his/her designee the authority for the selection of instructional materials in accordance with the policy below, but reserves its right to review these materials.
Administrators and teachers may select instructional materials from a variety of media,
Read More: IJ – Instructional Materials Adoption
MOVIES AND VIDEOS
The School Board believes that movies, videos, other audiovisual materials and multimedia materials are important tools in the educational process. At the same time, the Board believes that the use of movies and videos should be limited so that they are used legally and appropriately in achieving legitimate educational objectives.
Read More: IJK – Supplemental Materials Selection And Adoption
The ConVal Regional School District, in partnership with its member communities, will inspire all learners to achieve academically, contribute to the global community, and thrive as independent and productive citizens. To this end, the mission of the ConVal School District is to provide a diverse collection of educational and library materials and services to meet the educational,
Read More: IJL – Library Collection Development
The School Board bears full responsibility for informing the general public about the operations of the school system. The Board also encourages citizen involvement in the work of the schools to help solve educational problems. An effective school, community, and home relations program encompasses the following ideas and practices:
- A positive attitude toward the schools,
Read More: IJO – School, Community, And Home Relations
Field trips that support curriculum goals shall be encouraged and shall be planned carefully as an integral part of instructional units. Trips organized by school officials will be considered as school activities and all of the regular school rules and regulations shall be in effect. Annual budgetary provisions may limit the extent of field trips.
Read More: IJOA – K-12 Field Trip
The District recognizes the valuable contribution made by volunteer assistance of parents and other citizens. The Superintendent is responsible for developing and implementing procedures for the selection and utilization of volunteers, as required by state regulation. School district employees who desire the assistance of a volunteer should request a volunteer through proper administrative channels.
Designated volunteers will be required to undergo a background investigation and a criminal records check.
Read More: IJOC – Volunteers
A. Demonstration of Mastery
Students can earn course credit by demonstrating mastery of the required coursework and material. Mastery is defined in Board policy ILBAA as “a high level of demonstrated proficiency with regard to a competency.”
Student assessment of mastery outside of normal classwork is the responsibility of the building Principal.
Read More: IK – Earning of High School Credit
The Superintendent and the building Principals will develop a grading system appropriate for the grade levels of the respective schools. The grading system will be approved by the Board and published in the Parent-Student Handbook. All grading
decisions shall be made at the building level and the decision shall be final.
See Also: IHBH
1st Reading: December 2,
Read More: IKA – Grading System
High school students may earn course credit in one content area required for graduation, and apply said credit in a different content area through the awarding of interdisciplinary credit. Interdisciplinary credit may be counted only once in meeting graduation requirements.
The high school Principal is charged with approving courses for interdisciplinary credit if: (1) the course has been adopted by a faculty team/committee;
Read More: IKAA – Interdisciplinary Credit
The term “homework” refers to an assignment to be completed outside of class. The purposes of homework are to improve the learning processes, to aid in the mastery of skills, and to create and stimulate interest on the part of the student. Homework is a constructive tool in the teaching/learning process when geared to the needs and abilities of students.
Read More: IKB – Homework
The Superintendent or his/her designee and the building principals shall develop guidelines for the promotion and retention of students. These guidelines shall be published in the Parent Student Handbook.
Criteria to be considered regarding the promotion of students should include, but is not limited to, a student’s mastery of course level competencies, grades,
Read More: IKE – Promotion And Retention Of Students
To qualify for high school graduation, students must complete a course of study that includes the following:
Successful completion of 26 subject credits and/or related competencies, as outlined below. Effective starting with the class of 2023.
- English 4 credits
- Social Studies (including 1 in US History, 3 credits
.5 in US/NH Gov.,
Read More: IKF – High School Graduation
The Board supports early graduation as a means to earn a high school diploma. Parental involvement for students under the age of 18 is required. The high school principal shall approve such requests if he/she determines that all state and local graduation requirements will be met and that early graduation is related to career and/or educational plans of the student making the request.
Read More: IKFA – Early Graduation
Acceptable attire and regalia for graduation ceremonies will be determined by the building Principal, and published in advance in the school handbook. Exceptions and changes will be made only at the discretion of the building Principal.
A student shall have the right to wear a dress uniform issued to the student by a branch of the United States Armed Forces while participating in the graduation ceremony,
Read More: IKFB – Graduation Regalia
The Contoocook Valley School District offers a variety of awards sponsored by groups and individuals. Any new award must be approved by the Contoocook Valley School Board. The Board will not accept the offer of any award which is discriminatory on the basis of race, color, creed, national origin, sex, or disability.
A complete list of awards is available at the high school guidance office.
Read More: IKG – Awards
The Superintendent or his/her designee will evaluate the curriculum programs in accordance with Board policies and state guidelines. The Superintendent will report annually to the Board on the progress the District is making towards the attainment of its educational goals and improving student performance.
The ConVal School District is committed to a major curriculum review in all curriculum areas at least once in every five years.
Read More: IL – Evaluation Of Curricular Programs
ILBA – ASSESSMENT OF EDUCATIONAL PROGRAMS
The Superintendent or his/her SAU level designee will develop and manage an assessment framework and program that provides ongoing evaluation of the effectiveness of the curriculum on improving student performance. The program must adhere to the processes for selection, use and interpretation of assessment instruments, including both local and statewide assessment tools.
Read More: ILBA – Assessment Of Educational Programs
For the purposes of assessment of high school course work through the demonstration of student mastery of course competencies, the following definitions are established:
(1) “Competencies” means student learning targets that represent key content-specific concepts, skills, and knowledge applied within or across content domains. Specific and required types of competencies include district competencies and graduation competencies.
Read More: ILBAA – High School Competency Assessments
Separate federal and state laws require that written consent be obtained from a parent or guardian before a student participates in a non-educational survey or questionnaire that asks about information not directly related to a student’s academics. While similar, the two laws are not co-extensive, with slightly different scope, procedures and exceptions.
Read More: ILD – Non-Educational/Non-Academic Questionnaires, Surveys, & Research
The Board recognizes that developmentally appropriate daily physical activity, exercise and physical education are ways to promote a healthy lifestyle. The Board recommends that all students in elementary through high school participate in developmentally appropriate physical activity and exercise at for at least 30 to 60 minutes each day as a way to minimize health risks.
Read More: IMAH – Physical Activity
Students enrolled in the district may take advantage of distance education opportunities. Distance education means correspondence, video-based, internet/online-based or other similar media that provides educational opportunities, including courses, as a means to fulfill, or further supplement, curriculum requirements and/or current course offerings. Such opportunities will be implemented under the provisions set forth in Policy IHBH,
Read More: IMBA — Distance Education
The Board encourages increased educational options for students. Credit may be earned through alternative methods outside of regular classroom-based instruction offered by the district schools. Awarding of credits to be applied toward high school graduation will be determined by the high school principal, and will be granted only if the request fulfills the following:
The request is submitted with a plan to achieve competency that meets or exceeds the rigorous academic standards required by the school for students enrolled in a credit course offered by the school.
Read More: IMBC – Alternative Credit Options
Students in 7th or 8th grade may take advanced courses and apply the credit of those courses toward high school graduation, provided the course demonstrates content requirements consistent with related high school courses and the student achieves satisfactory standards of performance. School Board policies relative to assessment, mastery and competency shall apply.
The Assistant Superintendent and High School Principal shall approve such course work and credit prior to the student enrolling in the class in order for such credit to be applied toward high school graduation.
Read More: IMBD: High School Credit for 7th/8th Grade Coursework
A goal of education is to prepare our students to participate constructively in a democratic, pluralistic society in which many different opinions are held and differing causes are espoused. It is important that students develop an understanding of ideas and of people who may seem unfamiliar to them. It is also important that students develop judgment and the capacity to discern the difference between fact and opinion.
Read More: IMC – Controversial Speakers And Programs
In accordance with federal law, the District shall offer an education program(s) each year on Constitution Day to commemorate the September 17, 1787 signing of the United States Constitution. The Superintendent or his/her designee shall establish administrative guidelines ensuring that the District observes Constitution Day properly and in a manner befitting the importance of the event.
Read More: IMDA – Patriotic Exercises
The Board recognizes that under the proper conditions, animals can be an effective teaching aid. In order to protect both children and animals, the following guidelines are adopted for use in all schools in the district.
- The bringing of animals into the classroom must not violate city/state/federal ordinances.
- The only animals and animal products (e.g.,
Read More: IMG – Animals In School
This policy addresses the use of service animals within school buildings and on school grounds. As established and defined by the Americans with Disabilities Act and its accompanying regulations, individuals with disabilities shall be permitted to bring their service animals in school buildings or on school grounds in accordance with this policy.
Read More: IMGA – Service Animals