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APPR Plan

What is the APPR?

Adopted in 2010, the Annual Professional Performance Review (APPR), created under state Education Law §3012-c, requires a comprehensive, rigorous evaluation system for classroom teachers and building principals based on multiple measures of effectiveness. The evaluation system is designed to measure teacher and principal effectiveness based on performance, including measures of student growth and achievement, as well as evidence of educator effectiveness in meeting the New York State Teaching Standards or the State’s leadership standards (Educational Policy Leadership Standards: ISLLC: 2008).

Under the law, New York State will differentiate teacher and principal effectiveness using four rating categories: Highly Effective, Effective, Developing, and Ineffective.

The teacher evaluation law requires that 20 percent of a teacher’s evaluation be based on student growth on a state assessment or other comparable measure; 20 percent on student achievement on other locally selected measures; and 60 percent on locally negotiated evidence of teacher effectiveness.

The state Board of Regents has suspended use of state assessment scores as part of the APPR evaluation while the state Education Department develops new education standards.

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Board of Education Policies

Policy 0020 Public Service Emphasis

Headnote: This new policy is intended to complement Mayfield CSD’s mission statement and reflect the expressed interests among stakeholders that our school community sustain our legacy of providing solid education programs and services for the children of the school community that relies on Mayfield CSD for that essential public service.

As stated in the Mayfield Central School District’s Code of Conduct, the Board of Education is committed to providing a safe and orderly school environment where students may receive and district personnel may deliver quality educational services without disruption or interference.

Responsible behavior by students, teachers, other district personnel, parents, and other visitors is essential to achieving this goal.

To advance those interests, the Board of Education expects members of the Board, the Superintendent of Schools, Principals, other program administrators, supervisory personnel, teachers, pupil personnel staff, buildings and grounds team members, food services team members, transportation services team members, office team members, coaches, substitute employees, BOCES personnel assigned to our campuses and district volunteers to set high expectations for public service at Mayfield Central School District by:

First Reading: September 9, 2014
Second Reading: October 21, 2014
Adopted: October 21, 2014

1. Expecting more of our students, in regard to high expectations for quality of academic schoolwork completed during school hours.
2. Celebrating student & staff success in public fashion.
3. Modeling the habit of civility through our interactions with Mayfield CSD colleagues and others we engage with as part of our public service as employees or volunteers.
4. Expecting more of ourselves, in regard to using to best advantage whatever time and resources we can put together among ourselves for professional development and continued improvement of programs & services, as part of strengthening professional practice across our two campuses, in a cost‐effective, collaborative fashion.
5. Expecting more of ourselves, in regard to boosting the percentage of lesson time we actively engage students via consistent, thoughtful use of practical, proven, research‐based instructional strategies.
6. Bolstering our efforts to actively engage parents via phone, at home, and school.
7. De‐cluttering our workspaces, our file cabinets, and our shelves, as part of de‐cluttering our curriculum, our practices, and our work lives for now and our future.

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Policy 0050 Civility

As stated in the Mayfield Central School District’s Code of Conduct, the Board of Education is committed to providing a safe and orderly school environment where students may receive and district personnel may deliver quality educational services without disruption or interference.

The Board believes the most effective way to advance and promote civility on campus and at school activities and events is to continually model and practice civility toward one another. Such modeling and practicing sends a clear, important message throughout the school community that we should treat each other in civil, respectful fashion.

In keeping with this mission, the Mayfield CSD Board of Education, its officers, faculty members, support staff members, students, volunteers, administrators, and operations supervisors shall strive to treat each other in civil, respectful fashion. The intent is to promote civility and strive to ensure a learning environment that is free from harassment and bullying.

It is the policy of the District that all members of the school community should treat each other in that fashion.

First Reading: September 9, 2014
Second Reading: October 21, 2014
Adopted: October 21, 2014

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Policy 1500 Community Use of Facilities

School facilities may be used by district residents for activities that are educational, cultural, social, recreational, or civic in nature for the benefit of district residents and consistent with all applicable state laws. Any such use, however, shall not be deemed as an endorsement of the activity or the purpose for which the facilities are used. Use of school district facilities by outside organizations will be done in accordance with the procedures listed below:

1. A certificate of insurance for limits of $500,000 must be provided.
2. The school district will be named as an additional insured on the sponsoring group policy.
3. A building use request form has been completed and submitted to the Superintendent of Schools.
4. A signed release from the sponsoring group must be provided.
5. Fees for the use of the building will be determined by the overtime rate for custodial assistance that must be hired.
6. School facilities and its property may not be used to distribute partisan literature on school issues or votes in any manner and no person is permitted to distribute such partisan literature on school property, except students who may be engaged in appropriate protected First Amendment activity which, in the opinion of the Superintendent of Schools, does not occur at a time, place or in a manner to disrupt the educational process of the District.

The School Board has the right to waive the above for events that are designed primarily to benefit the students of the Mayfield Central School District. Section 414 of N.Y.S. Education Law states that such use of public school buildings shall be non-exclusive and shall be open to the general public.

Adopted: July 30, 1986
Amended: August 10, 2004

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Policy 1552 Commercialism on District Campuses

The Mayfield Central School District Board of Education recognizes that Part 23 of the Rules of the New York State Board of Regents and corresponding Regulations of the New York State Commissioner of Education prohibit, with certain limitations, public school district Boards of Education entering into written or oral contracts, agreements or arrangements for which the consideration, in whole or in part, consists of a promise to permit commercial promotional activity on school premises.

In an effort to sustain Mayfield CSD’s customary practice to avoid such contracts or agreements, or arrangements, the following practices are established:

• Sales of beverages and/or snack foods and/or dessert items at extracurricular activities on school campuses will be afforded to Mayfield CSD student clubs and extracurricular organizations. The legacy district-authorized “vending machines” associated with beverages and certain snack items, which are in keeping with the school district’s wellness policy, may continue to be used within the school district’s facilities.
• Neither the school district nor its employees will enter into agreements with private vendors to provide exclusive district-wide access to student customers for soft drinks, snack foods, or other items purchased by students in school.
• Neither the school district nor its employees will enter into agreements with private vendors for exclusive arrangements for private vendors to sell particular products or services on our campuses to the school district’s students or the community at large.
• The school district and its employees will remain neutral and will not enter into any agreement to advise students to buy particular brand-name products or products from a particular school supply merchant.
• The school district will not enter into any agreement with a company that asks students to carry a card used for school identification and/or to gain access to student services, when that card can also be used to gain access to private services provided by the company.
• The school district does not authorize private vendors to sell beverages, snack foods, and/or other foods via commercial vehicles driven to and/or parked on the school district’s property.

The Mayfield Central School District Board of Education recognizes that from time to time, before, during, and after regular school hours, there may be interest among students and employees, and visitors to purchase beverages and/or food items. Sales of such beverages and food items are to be the domain of the food services department and the various booster clubs, district-recognized parent-teacher associations, and/or student extra-curricular clubs and teams associated with Mayfield CSD. Particular community service groups that have received district authorization to host special events at particular dates and times on one or both of the school district’s campuses are expected to adhere to this policy.

First Reading: October 21, 2014
Adopted by BOE: November 18, 2014

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Policy 1640 Absentee, Military, and Early Mail Ballots

Absentee Ballots

The Board authorizes the District Clerk or a Board designee to provide absentee ballots to qualified District voters. Absentee ballots will be used for the election of Board members and District public library trustees, the adoption of the annual budget, and District public library budget and referenda.

A District voter must request in advance an application for an absentee ballot. The voter must complete the application and state the reason they will not be able to appear in person on the day of the District election/vote for which the absentee ballot is requested. The application must be received by the District Clerk or Board designee at least seven days before the election/vote if the ballot is to be mailed to the voter, or the day before the election/vote if the ballot is to be delivered personally to the voter.

An absentee ballot will also be mailed to every qualified District voter otherwise eligible for an absentee ballot who sends a signed letter requesting an absentee ballot, which states the address of the voter to the District Clerk or Board designee. The signed letter must be received by the District Clerk or Board designee not earlier than the thirtieth day before the election/vote and at least seven days before the election/vote. Enclosed with the absentee ballot will be an application form for the absentee ballot. The absentee ballot will not be counted unless a valid application form is enclosed with the ballot.

A qualified District voter is eligible to vote by absentee ballot if they are unable to vote in person on the day of the District election/vote because they:

1. Are or will be a patient in a hospital, or are unable to appear personally at the polling place on the day of the election/vote because of illness or physical disability;
2. Have duties, occupation, or business responsibilities, or studies that require being outside of the county or city of residence on the day of the District election/vote;
3. Will be on vacation outside of the county or city of residence on the day of the District election/vote;
4. Will be absent from their voting residence due to detention in jail awaiting action by a grand jury or awaiting trial; or is confined in prison after conviction for an offense other than a felony; or
5. Will be absent from the District on the day of the District election/vote by reason of accompanying spouse, parent, or child who is or would be, if they were a qualified voter, entitled to apply for the right to vote by absentee ballot.

Statements on the application for an absentee ballot must be signed and dated by the voter.

A voter’s absentee ballot must reach the Office of the District Clerk or Board designee not later than 5 p.m. on the day of the election/vote in order that their vote may be canvassed.

Qualified District voters who are unable to personally appear at the polling place because of a permanent illness or physical disability and whose registration record has been marked “permanently disabled” pursuant to law are entitled to receive an absentee ballot without application if they have previously applied for an absentee ballot.

A list of all persons to whom absentee ballots have been issued will be maintained in the Office of the District Clerk or Board designee and made available for public inspection during regular office hours until the day of the election/vote. Any qualified voter may, upon examination of this list, file a written challenge of the qualifications as a voter of any person whose name appears on this list, stating the reason for the challenge. A challenge to an absentee ballot may not be made on the basis that the voter should have applied for an early mail ballot. The written challenge will be transmitted by the District Clerk or Board designee to the election inspectors on the day of the District election/vote.

Military Ballots

The Board authorizes the District Clerk or a Board designee to provide military ballots to military voters to be used for the election of Board members and District public library trustees, the adoption of the annual budget, and District public library budget and referenda.

A military voter is:

1. A qualified voter of New York State who:
   • Is in actual military service and, by reason of that military service, is absent from the District on the day of registration or election; or
   • Is discharged from that military service within 30 days of an election;
2. A spouse, parent, child, or dependent of the previously described voter, accompanying or being with that voter, if a qualified voter of New York State and a resident of the District.

A military voter may designate a preference to receive a military ballot application or a military ballot by mail. fax, or email. This designation will remain in effect until revoked or changed by the military voter. If a military voter does not designate a preference, a military ballot application or a military ballot will be provided to the military voter by mail.

Military ballots will be distributed as soon as practicable, but no later than 25 days before the election/vote.

Three days before the first day for distribution of military ballots, the names of all candidates duly nominated for public office and the amendments. referenda, propositions. and questions to be voted for on the ballots will be determined. If, at a later date, the nomination of any candidate named on a military ballot is found invalid, the ballot will still be valid, but no vote for the invalid candidate will be counted in the election/vote.

A voter’s military ballot must be received by the Office of the District Clerk or Board designee not later than 5 p.m. on the day of the election/vote in order that their vote may be canvassed, at which point the military ballot will be processed in the same manner as absentee ballots.

All military ballot applications and military ballots must be returned by mail or in person.

Early Mail Ballots

The Board authorizes the District Clerk or a Board designee to provide early mail ballots to qualified District voters. Early mail ballots will be used for the election of Board members and District public library trustees, the adoption of the annual budget, and District public library budget and referenda.

A District voter must request in advance an application for an early mail ballot. The voter must complete the application. The application must be received by the District Clerk or Board designee at least seven days before the election vote if the ballot is to be mailed to the voter, or the day before the election/vote. If the ballot is to be delivered personally to the voter.

An early mail ballot will also be mailed to every qualified District voter otherwise eligible for an early mail ballot who sends a signed letter requesting an early mail ballot, which states the address of the voter to the District Clerk or Board designee. The signed letter must be received by the District Clerk or Board designee not earlier than the thirtieth day before the election/vote and at least seven days before the election/vote. Enclosed with the early mail ballot will be an application form for the early mail ballot. The early mail ballot will not be counted unless a valid application form is enclosed with the ballot.

Any qualified District voter is eligible to vote by early mail ballot.

Statements on the application for an early mail ballot must be signed and dated by the voter.

A voter’s early mail ballot must reach the Office of the District Clerk or Board designee not later than 5 p.m. on the day of the election/vote in order that their vote may be canvassed.

A list of all persons to whom early mail has been issued will be maintained in the Office of the District Clerk or Board designee and made available for public inspection during regular office hours until the day of the election/vote. Any qualified voter may, upon examination of this list, file a written challenge of the qualifications as a voter of any person whose name appears on this list, stating the reason for the challenge. A challenge to an early mail ballot may not be made on the basis that the voter should have applied for an absentee ballot. The written challenge will be transmitted by the District Clerk or Board designee to the election inspectors on the day of the District election/vote.

Education Law§§ 2014, 2018-a, 2018-b, 201 &-d, and 2613
8 NYCRR Part 122

Adopted: December 12, 2023

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Policy 1900 Title I Parent and Family Engagement

The District will collaborate with parents and other family members to help students participating in Title I programs reach their full academic potential and to improve the District’s overall academic quality. As part of its collaboration, the District will conduct outreach; plan and implement programs, activities, and procedures for parent and family member engagement; and consult meaningfully with parents and family members.

District-Wide Parent and Family Member Engagement

To facilitate parent and family participation, the District will:

1. Involve parents and family members in jointly developing this policy, its Title I Plan, and its support and improvement plans. If the parents or family members indicate that the Title I plan is not satisfactory, the District will submit their comments to the State Education Department along with the plan;
2. Improve student academic achievement and school performance through coordination, providing technical assistance, and giving support necessary to assist and build the capacity of all participating schools in planning and implementing effective parent and family engagement activities, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education;
3. Coordinate and integrate parent and family engagement strategies with other relevant federal, state, and local programs;
4. Conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of its Title I schools. The evaluation will include identifying: 
   1. Barriers to greater participation by parents and family members in Title I activities, with particular attention to parents who are economically disadvantaged, disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background;
   2. The needs of parents and family members to assist with their child’s learning, including engaging with school personnel and teachers; and
   3. Strategies to support successful school and family interactions.
5. Use the evaluation’s findings to design evidence-based strategies for more effective parent and family member engagement, and to revise the policy, if needed;
6.  Involve parents in Title I activities, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the District to adequately represent the students’ needs, to develop, revise, and review the parent and family engagement policy; and
7. Involve parents and family members in decisions regarding how it spends funds reserved for parent and family engagement activities.

School-Level Parent and Family Member Engagement

The Board directs each school receiving Title I funds to develop a building-level parent and family member engagement plan with that school’s parents and family members. In addition to the content included above, each school building-level plan will:

1. Describe how to convene an annual meeting, at a convenient time, to inform parents and family members of their school’s participation in Title I programs, to explain Title I requirements, and to identify the right of parents and family members to be involved. All parents and family members of these children will be invited and encouraged to attend the meeting;
2. Offer flexibility in scheduling meetings, and may provide transportation, child care, or home visits related to parent and family member engagement, using Title I funds;
3. Involve parents and family members in an organized, ongoing, and timely way in planning, reviewing, and improving Title I programs, including this policy;
4. Provide parents and family members with timely information about programs, a description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress, the achievement levels of the challenging state academic standards, and, if requested by parents or family members, opportunities for regular meetings to formulate suggestions and to participate in decisions relating to their child’s education. The District will respond to any suggestions as soon as practicable; and
5. Develop a compact jointly with parents and family members that outlines how they, school staff, and students will share responsibility for improved student academic achievement. The compact will also detail the means by which the school and parents, and family members, will build and develop a partnership to help all children achieve the state’s standards.
6. Have a compact that:
   1. Describes the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment to enable these students to meet the challenging state academic standards;
   2. Describes the ways in which each parent or family member will be responsible for supporting the child’s learning, volunteering in the child’s classroom, and participating, as appropriate, in decisions relating to the child’s education and positive use of extracurricular time; and
   3. Addresses the importance of communication between teachers and parents or family members on an ongoing basis through, at a minimum:
      1. Parent or family member-teacher conferences in elementary schools, at least annually, during which the compact will be discussed as it relates to the individual child’s achievement;
      2. Frequent reports to parents or family members on the child’s progress;
      3. Reasonable access to staff, opportunities to volunteer and participate in the child’s class, and observing their classroom activities.
      4. Ensuring regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand.

If the parents or family members believe that the building-level parent and family engagement plan is not satisfactory, the school will submit their comments when it makes the plan available to the District. To ensure effective involvement of parents or family members and to support a partnership among the school involved, parents or family members, and the community, to improve student academic achievement, the District and each school will:

1. Provide assistance to parents or family members of children served by the District or school to understand topics such as the challenging state academic standards, state and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of the children;
2. Provide materials and training to help parents or family members work with the children to improve their achievement, such as literacy training and using technology (including education about the harms of copyright piracy) to foster parent and family member engagement;
3. Educate teachers, specialized instructional support personnel, principals, and other school leaders, with the assistance of parents or family members, in the value and utility of parent or family member contribution, and in how to reach out to, communicate with, and work with parents or family members as equal partners; implement and coordinate parent or family member programs; and build ties between parents or family members and the school;
4. Coordinate and integrate, to the extent feasible and appropriate, parent and family member engagement programs and activities with federal, state, and local programs, including public preschool programs that encourage and support parents and family members in more fully participating in the education of the children;
5. Ensure that information related to school and parent and family member programs, meetings, and other activities is sent to the parents or family members of participating children in a format and, to the extent practicable, in a language the parents or family members can understand;
6. Provide other reasonable support for parent and family member engagement activities as parents or family members may request.

In addition, the District and each school may:

1. Involve parents or family members in developing training for teachers, principals, and other educators to improve the effectiveness of this training;
2. Provide necessary literacy training from funds received under this part if the District has exhausted all other reasonably available sources of funding for the training:
3. Pay reasonable and necessary expenses associated with local parent and family member engagement activities, including transportation and child care costs, to enable parents and family members to participate in school-related meetings and training sessions;
4. Train parents or family members to enhance the involvement of other parents or family members;
5. Arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents or family members who are unable to attend these conferences at school, to maximize parent and family engagement and participation;
6. Adopt and implement model approaches to improving parent and family engagement;
7. Establish a District-wide parent and family member advisory council to provide advice on all matters related to parent and family member engagement in supported programs; and
8. Develop appropriate roles for community-based organizations and businesses in parent and family member engagement activities.

In carrying out the parent and family member engagement requirements, the District and its schools, to the extent practicable, will provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports in a format and, to the extent practicable, in a language they understand.

Procedures for Filing Complaints/Appeals

The District will disseminate free of charge to parents and family members of children in Title I programs, and to appropriate private school officials or representatives, adequate information regarding the District’s written complaint procedures for resolving Title I issues.

Adopted by BOE: June 8, 2004
Revisions-First Reading: August 20, 2019
Adopted by BOE: September 17, 2019

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Policy 3290 Operation of Motor-Driven Vehicles on District Property

The use of motor-driven vehicles, including cars, snowmobiles, mini-bikes, motorcycles, all-terrain vehicles (ATVs), e-bikes is prohibited on any school grounds or areas except for authorized school functions or purposes when approved by the Jr/Sr High School and Elementary school Principal. A school function means a school-sponsored or school-authorized extracurricular event or activity regardless of where the event or activity takes place, including any event or activity that may take place in another state.

All student vehicles must be registered with the high school principal and parked in authorized areas only.

Education Law § 2801(1)
Vehicle and Traffic Law § 1670

Adoption Date: October 14, 2025

Policy 3340 Administration in Policy Absence

Headnote: This policy is intended to reflect Mayfield CSD’s balanced approach to school district governance: school board delegation to the Superintendent of Schools for implementing district policy on a day‐to‐day basis, coupled with a collaborative Board‐Superintendent governing team approach to policy development and updating.

The Mayfield Central School District Board of Education recognizes that sound decision‐making and problem-solving by administrators, supervisors, and staff members is fostered through up‐to‐date district policies. Updating of district policies is to be an ongoing effort, reflecting an environment of continued changes to State laws and regulations, new expectations, updated standards for programs and operations, and attention to emerging priorities.

From time to time, there will be issues, questions, or decisions that may not appear to be specifically addressed in existing policy documents.

In cases where action must be taken where the Board of Education has provided no guidelines for administrative action, the Superintendent shall have the authority to act; however, the Superintendent’s decision shall be subject to the Board’s review at the next regular monthly meeting. It shall be the Superintendent’s duty to inform the Board of what action was taken and of the need for constructing or revising district policy.

Administrators and operations supervisors are to alert the Superintendent to matters that may require constructing or revising district policies. The Superintendent is charged with examining such situations and determining whether or not constructing or revising district policy is suitable.

The Superintendent is authorized to take action, in absence of policy, in those situations where failure to take action on a timely basis would be inappropriate.

When examining the situation to determine an appropriate course of action in absence of policy, one or more of the following resources are to be used by the Superintendent of Schools as sources of pertinent information: Federal and State guidelines, regulations and laws; ‘School Law’ ready reference manual on New York State Education Law co‐published biennially by the New York State School Boards Association and the New York State Bar Association; New York State School Boards Association policy drafts, New York State Council of School Superintendents policy drafts and technical assistance; BOCES policy drafts; and advice of counsel from Mayfield CSD’s Board‐approved law firm.

First reading: September 9, 2014
Second Reading: October 21, 2014
Adopted: October 21, 2014

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Policy 3421 Title IX and Sex Discrimination

Overview

The District is committed to creating and maintaining education programs and activities that are free from discrimination and harassment. This policy addresses complaints of sex discrimination, including sexual harassment, made under Title IX of the Education Amendments Act of 1972 and its implementing regulations (Title IX). It is just one component of the District’s overall commitment to maintaining a discrimination and harassment-free educational and work environment.

Title IX prohibits discrimination on the basis of sex in any education program or activity operated by a district that receives federal financial assistance. As required by Title IX, the District does not discriminate on the basis of sex in its education programs and activities or when making employment decisions.

The District adopts this policy as part of its effort to provide for the prompt and equitable resolution of complaints of sex discrimination, including sexual harassment. The District will promptly respond to reports of sex discrimination, ensure that all investigations are conducted within a reasonably prompt time frame and under a predictable, fair grievance process that provides due process protections to complainants and respondents, and impose sanctions and implement remedies when warranted.

Inquiries about this policy or the application of Title IX may be directed to the District’s Title IX Coordinator(s), the Assistant Secretary for Civil Rights of the United States Department of Education, or both.

Scope and Application of Policy

This policy is limited to addressing complaints of sex discrimination, including sexual harassment, that fall within the scope of Title IX, which, among other things, has a specific definition of sexual harassment and applies only to sex discrimination occurring against a person in the United States. This policy applies to any individual participating in or attempting to participate in the District’s education programs or activities, including students and employees.

Other District policies and documents address sex-based misconduct and may have different definitions, standards of review, and grievance procedures. These documents must be read in conjunction with this policy as they may cover incidents of sex-based misconduct not addressed by Title IX.

If the allegations forming the basis of a formal complaint of sexual harassment, if proven, would constitute prohibited conduct under Title IX, then the grievance process outlined in this policy would be applied to the investigation and adjudication of all the allegations. Depending on the allegations, additional grievance procedures may apply.

The dismissal of a formal complaint of sexual harassment under Title IX does not preclude action under another related District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct.

What Constitutes Sex Discrimination, Including Sexual Harassment

Title IX prohibits various types of sex discrimination, including, but not limited to: sexual harassment; the failure to provide equal athletic opportunity; sex-based discrimination in a District’s science, technology, engineering, and math (STEM) courses and programs; and discrimination based on pregnancy.

Under Title IX, sexual harassment includes conduct on the basis of sex that satisfies one or more of the following:

1. An employee of the District conditioning the provision of an aid, benefit, or service of the District on an individual’s participation in unwelcome sexual conduct;
2. Unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the District’s education program or activity;
3. Sexual assault, meaning an offense classified as a forcible or nonforcible sex offense under the uniform crime reporting system of the Federal Bureau of Investigation;
4. Dating violence, meaning violence committed by a person:
   • Who is or has been in a social relationship of a romantic or intimate nature with the victim; and
   • Where the existence of such a relationship will be determined based on a consideration of the following factors:
     1. The length of the relationship;
     2. The type of relationship;
     3. The frequency of interaction between the persons involved in the relationship;
5. Domestic violence, meaning felony or misdemeanor crimes of violence committed by a current or former spouse or intimate partner of the victim, by a person with whom the victim shares a child in common, by a person who is cohabitating with or has cohabitated with the victim as a spouse or intimate partner, by a person similarly situated to a spouse of the victim under the domestic or family violence laws of the jurisdiction receiving grant monies, or by any other person against an adult or youth victim who is protected from that person’s acts under the domestic or family violence laws of the jurisdiction; or
6. Stalking, meaning engaging in a course of conduct directed at a specific person that would cause a reasonable person to:
   • Fear for his or her safety or the safety of others; or
   • Suffer substantial emotional distress.

Title IX Coordinator

The District has designated and authorized the following District employee(s) to serve as its Title IX Coordinator(s):

Phone: 518-661-8207
Superintendent: Christopher Clapper
School Business Manager: Megan Sullivan

The Title IX Coordinator(s), who must be referred to as such, will coordinate the District’s efforts to comply with its responsibilities under Title IX. However, the responsibilities of the Title IX Coordinator(s) may be delegated to other personnel.

Where appropriate, the Title IX Coordinator(s) may seek the assistance of the District’s Civil Rights Compliance Officer(s) (CRCO(s)) and/or Dignity Act Coordinator(s) (DAC(s)) in investigating, responding to, and remedying complaints of sex discrimination, including sexual harassment.

Reporting Allegations of Sex Discrimination

Any person may report sex discrimination, including sexual harassment, regardless of whether they are the alleged victim or not. Reports may be made in person, by using the contact information for the Title IX Coordinator, or by any other means that result in the Title IX Coordinator receiving the person’s oral or written report. This report may be made at any time (including during non-business hours) by using the telephone number or email address, or by mail to the office address listed for the Title IX Coordinator.

Reports of sex discrimination may also be made to any other District employee, including a supervisor, building principal, or the District’s CRCO. All reports of sex discrimination, including sexual harassment, will be forwarded to the District’s Title IX Coordinator. Reports may also be forwarded to other District employees, depending on the allegations.

All District employees who witness or receive an oral or written report of sex discrimination must immediately inform the Title IX Coordinator. Failure to immediately inform the Title IX Coordinator may subject the employee to discipline up to and including termination.

Making a report of sexual harassment is not the same as filing a formal complaint of sexual harassment. A formal complaint is a document either filed by a complainant or a parent or legal guardian who has a right to act on behalf of the complainant or signed by the Title IX Coordinator, which alleges sexual harassment against a respondent and requests that the District investigate the allegations. While the District must respond to all reports it receives of sexual harassment, the Title IX grievance process is only initiated with the filing of a formal complaint.

In addition to complying with this policy, District employees must comply with any other applicable District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct. This includes, but is not limited to, Policy #7550: Dignity for All Students (DASA) which requires District employees to make an oral report promptly to the Superintendent or principal, their designee, or the DAC not later than one school day after witnessing or receiving an oral or written report of harassment, bullying, and/or discrimination of a student. Two days after making the oral report, DASA further requires that the District employee file a written report with the Superintendent or principal, their designee, or the DAC.

If the Title IX Coordinator is unavailable, including due to a conflict of interest or other disqualifying reason, the report will be directed to another Title IX Coordinator, if the District has designated another individual to serve in that capacity. If the District has not designated another Title IX Coordinator, the Superintendent will ensure that another person with the appropriate training and qualifications is appointed to act as the Title IX Coordinator.

Grievance Process for Complaints of Sex Discrimination Other than Sexual Harassment

The District will provide for the prompt and equitable resolution of reports of sex discrimination other than sexual harassment. In responding to these reports, the Title IX Coordinator will utilize, as applicable, the grievance process set forth in Policy #3420: Non-Discrimination and Anti-Harassment in the District and any other applicable District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct.

Grievance Process for Formal Complaints of Sexual Harassment

The District will respond to allegations of sexual harassment in a manner that is not deliberately indifferent whenever it has actual knowledge of sexual harassment in an education program or activity of the District. The District is deliberately indifferent only if its response to sexual harassment is clearly unreasonable in light of the known circumstances. For purposes of reports and formal complaints of sexual harassment under Title IX, education program or activity includes locations, events, or circumstances over which the District exercises substantial control over both the respondent(s) and the context in which the sexual harassment occurred.

The District will follow a grievance process that complies with law and regulation before the imposition of any disciplinary sanctions or other actions that are not supportive measures against a respondent.

The District will conduct the grievance process in a timely manner designed to provide all parties with a prompt and equitable resolution. It is anticipated that, in most cases, the grievance process will be conducted within a reasonably prompt manner and follow the time frames established in this policy.

Definitions

1. “Actual knowledge” means notice of sexual harassment or allegations of sexual harassment to a District’s Title IX Coordinator or any official of the District who has authority to institute corrective measures on behalf of the District, or to any District employee. Imputation of knowledge based solely on vicarious liability or constructive notice is insufficient to constitute actual knowledge. This standard is not met when the only official of the District with actual knowledge is the respondent. The mere ability or obligation to report sexual harassment or to inform a student about how to report sexual harassment, or having been trained to do so, does not qualify an individual as one who has authority to institute corrective measures on behalf of the District.
2. “Notice” as used in this paragraph includes, but is not limited to, a report of sexual harassment to the Title IX Coordinator as described in this policy.
3. “Complainant” means an individual who is alleged to be the victim of conduct that could constitute sexual harassment.
4. “Days” means business days, but excludes any weekday during which the school is closed.
5. “Formal complaint” means a document filed by a complainant or signed by the Title IX Coordinator alleging sexual harassment against a respondent and requesting that the District investigate the allegation of sexual harassment. At the time of filing a formal complaint, a complainant must be participating in or attempting to participate in the education program or activity of the District with which the formal complaint is filed. A formal complaint may be filed with the Title IX Coordinator in person, by mail, or by email, by using the contact information required to be listed for the Title IX Coordinator, and by any additional method designated by the District. As used in this paragraph, the phrase “document filed by a complainant” means a document or electronic submission (such as by email or through an online portal provided for this purpose by the District) that contains the complainant’s physical or digital signature, or otherwise indicates that the complainant is the person filing the formal complaint. Where the Title IX Coordinator signs a formal complaint, the Title IX Coordinator is not a complainant or otherwise a party, and must comply with the requirements of law and regulation.
6. “Respondent” means an individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment.
7. “Supportive measures” means non-disciplinary, non-punitive individualized services offered as appropriate, as reasonably available, and without fee or charge to the complainant or the respondent before or after the filing of a formal complaint or where no formal complaint has been filed. These measures are designed to restore or preserve equal access to the District’s education program or activity without unreasonably burdening the other party, including measures designed to protect the safety of all parties or the District’s educational environment, or deter sexual harassment. Supportive measures may include counseling, extensions of deadlines or other course-related adjustments, modifications of work or class schedules, campus escort services, mutual restrictions on contact between the parties, changes in work or housing locations, leaves of absence, increased security and monitoring of certain areas of the campus, and other similar measures. The District must maintain as confidential any supportive measures provided to the complainant or respondent, to the extent that maintaining such confidentiality would not impair the ability of the District to provide the supportive measures. The Title IX Coordinator is responsible for coordinating the effective implementation of supportive measures.

General Requirements for the Investigative and Grievance Process

During the investigation of a formal complaint and throughout the grievance process, the District will ensure that:

1. Complainants and respondents are treated equitably. This includes applying any provisions, rules, or practices incorporated into the District’s grievance process, other than those required by law or regulation, equally to both parties.
2. All relevant evidence is objectively evaluated, including both inculpatory and exculpatory evidence. Inculpatory evidence implicates or tends to implicate an individual in a crime or wrongdoing. Exculpatory evidence frees or tends to free an individual from blame or accusation.
3. The Title IX Coordinator, investigator, decision-maker involved in the grievance process, or any person designated by the District to facilitate any informal resolution process, does not have a conflict of interest or bias for or against complainants or respondents generally or an individual complainant or respondent.
4. Respondents are presumed not to be responsible for the alleged conduct until a determination regarding responsibility is made at the conclusion of the grievance process.
5. The grievance process, including any appeals or informal resolutions, is concluded within a reasonably prompt time frame, and the process is only temporarily delayed or extended for good cause. Good cause includes, but is not limited to, considerations such as the absence of a party, a party’s advisor, or a witness; concurrent law enforcement activity; or the need for language assistance or accommodation of disabilities. Whenever the time frame is temporarily delayed or extended, written notice will be provided to all complainants and respondents of the delay or extension and the reasons for the action.
6. The range of possible disciplinary sanctions and remedies that may be implemented by the District following any determination regarding responsibility is described to any known party.
7. The same standard of evidence is used to determine responsibility in all formal complaints.
8. The procedures and permissible bases for an appeal are known to all complainants and respondents.
9. The range of supportive measures available is known to all complainants and respondents.
10. There is no requirement, allowance of, reliance on, or otherwise use of questions or evidence that constitute, or seek disclosure of, information protected under a legally recognized privilege, unless the person holding the privilege has waived the privilege.
11. The burden of proof and the burden of gathering evidence sufficient to reach a determination regarding responsibility rests on the District and not on the parties.
12. The Title IX Coordinator, the investigator, any decision-maker, or any other person participating on behalf the District does not access, consider, disclose, or otherwise use a party’s records that are made or maintained by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in the professional’s or paraprofessional’s capacity, or assisting in that capacity, and which are made and maintained in connection with the provision of treatment to the party, unless the District obtains that party’s voluntary, written consent to do so for the grievance process. If the party is not an eligible student, as defined in FERPA as a student who has reached 18 years of age or is attending a post-secondary institution, the District will obtain the voluntary, written consent of a parent.
13. The parties have an equal opportunity to present witnesses, including fact and expert witnesses, and other inculpatory and exculpatory evidence.
14. Credibility determinations are not based on a person’s status as a complainant, respondent, or witness.
15. The ability of either party to discuss the allegations under investigation or to gather and present relevant evidence is not restricted.
16. The parties are provided with the same opportunities to have others present during any grievance proceeding, including the opportunity to be accompanied to any related meeting or proceeding by the advisor of their choice, who may be, but is not required to be, an attorney, and not limit the choice or presence of advisor for any complainant or respondent in any meeting or grievance proceeding. However, the District may establish restrictions regarding the extent to which the advisor may participate in the proceedings, as long as the restrictions apply equally to both parties.
17. Written notice of the date, time, location, participants, and purpose of all hearings, investigative interviews, or other meetings is provided to any party whose participation is invited or expected, with sufficient time for the party to prepare to participate.
18. The parties are provided with equal opportunity to inspect and review any evidence obtained as part of the investigation that is directly related to the allegations raised in a formal complaint, including the evidence upon which the District does not intend to rely on in reaching a determination regarding responsibility and inculpatory or exculpatory evidence whether obtained from a party or other source, so that each party can meaningfully respond to the evidence prior to conclusion of the investigation.
19. Any document sent to a minor or legally incompetent person is also sent to the party’s parent or legal guardian.
20. Any document sent to a party is also sent to the party’s advisor, if known.

After a Report of Sexual Harassment Has Been Made

After receiving a report of sexual harassment, the Title IX Coordinator will:

1.  Promptly contact the complainant to discuss and offer supportive measures;
2. Inform the complainant both of the range of supportive measures available and that these measures are available regardless of whether a formal complaint is filed;
3. Consider the complainant’s wishes with respect to supportive measures; and
4. Explain to the complainant the process for filing a formal complaint.

The Title IX Coordinator may also contact the respondent to discuss and/or impose supportive measures.

Requests for confidentiality or use of anonymous reporting may limit how the District is able to respond to a report of sexual harassment.

Emergency Removal and Administrative Leave

At any point after receiving a report or formal complaint of sexual harassment, the District may immediately remove a respondent from the District’s education program or activity on an emergency basis, provided that the District:

1. Undertakes an individualized safety and risk analysis;
2. Determines that an immediate threat to the physical health or safety of any student or other individual arising from the allegations of sexual harassment justifies removal; and
3. Provides the respondent with notice and an opportunity to challenge the decision immediately following the removal.

The District should coordinate its Title IX compliance efforts with special education staff when initiating an emergency removal of a student with a disability from an education program or activity, as the removal could constitute a change of placement under the IDEA or Section 504.

The District may place a non-student employee respondent on administrative leave with or without pay during the pendency of the grievance process in accordance with law and regulation and any applicable District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct.

Filing a Formal Complaint

A complainant may file a formal complaint with the Title IX Coordinator in person or by mail, email, or other method made available by the District. The complainant must be participating in or attempting to participate in the education program or activity of the District at the time of filing the complaint. The filing of a formal complaint initiates the grievance process.

A formal complaint must be signed by the complainant, the complainant’s parent or legal guardian as appropriate, or the Title IX Coordinator. Where a parent or legal guardian signs the complaint, the parent or legal guardian does not become the complainant; rather, the parent or legal guardian acts on behalf of the complainant. The Title IX Coordinator may sign the formal complaint, but his or her signature does not make him or her a complainant or a party to the complaint. If the formal complaint is signed by the Title IX Coordinator, the Title IX Coordinator is still obligated to comply with the grievance process outlined in this policy.

The complainant, or the complainant’s parent or legal guardian, must physically or digitally sign the formal complaint, or otherwise indicate that the complainant is the person filing the formal complaint. When a formal complaint is filed, the Title IX Coordinator must send a written notice of allegations to all parties, which includes the identities of all known parties.

The District will not discriminate on the basis of sex in its treatment of a complainant or a respondent in responding to a formal complaint of sexual harassment.

The formal complaint form may be obtained from the District’s Title IX Coordinator or found on the District’s website.

Consolidation of Formal Complaints

The District may consolidate formal complaints of sexual harassment against more than one respondent, or by more than one complainant against one or more respondents, or by one party against the other party, where the allegations of sexual harassment arise out of the same facts or circumstances.

Written Notice of Allegations

Upon receipt of a formal complaint, the District will send all known parties written notice of:

1. The District’s grievance process, including any informal resolution process, and
2. The allegations of sexual harassment, which will:
   • Provide sufficient details known at the time and sufficient time to prepare a response before any initial interview. Sufficient details include the identities of the parties involved in the incident, if known, the conduct allegedly constituting sexual harassment, and the date and location of the alleged incident, if known;
   • State that the respondent is presumed not to be responsible for the alleged conduct and that a determination regarding responsibility is made at the conclusion of the grievance process;
   • Inform the parties that they may have an advisor of their choice, who may be, but is not required to be, an attorney;
   • Inform the parties that they may inspect and review any evidence obtained as part of the investigation that is directly related to the allegations raised in the formal complaint; and
   • Include notice of any provision in any applicable District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct, that prohibits knowingly making false statements or knowingly submitting false information during the grievance process.

If, in the course of an investigation, the District decides to investigate allegations about any complainant or respondent that were not included in the initial notice, the District will provide another notice of the additional allegations to the parties whose identities are known.

Investigation of a Formal Complaint

The Title IX Coordinator will oversee the District’s investigation of all formal complaints. During the investigation of a formal complaint, the Title IX Coordinator or another District employee may serve as the District’s investigator. The District may also outsource all or part of an investigation to appropriate third parties. The outsourcing of all or part of an investigation does not relieve the District from its obligation to comply with law and regulation.

It is anticipated that most investigations will be completed within 60 days after receiving a formal complaint.

During the investigation of a formal complaint, the investigator will, as appropriate:

1. Collect, review, and preserve all evidence, including but not limited to any relevant documents, videos, electronic communications, and phone records.
2. Interview all relevant persons, including, but not limited to, any complainants, respondents, and witnesses. Interviews of complainants and respondents will be conducted separately. If a student is involved, the District will follow any applicable District policy, procedure, or other document, such as the District’s Code of Conduct, regarding the questioning of students.
3. Create written documentation of the investigation (such as a letter, memo, or email), which contains the following:
   • A list of all documents reviewed, along with a detailed summary of relevant documents;
   • A list of names of those interviewed, along with a detailed summary of their statements;
   • A timeline of events; and
   • A summary of prior relevant incidents, reported or unreported.
4. Keep any written documentation and associated documents in a secure and confidential location.

Prior to completion of the investigative report, the District will send to each party and the party’s advisor, if any, the evidence subject to inspection and review in an electronic format or a hard copy. The parties will have at least ten days to submit a written response, which the investigator will consider prior to completion of the investigative report.

At the end of the investigation, an investigative report will be created that fairly summarizes all relevant evidence.

At least ten days prior to a hearing or other determination regarding responsibility, the investigative report will be sent to each party and the party’s advisor, if any, in an electronic format or a hard copy, for their review and written response.

Dismissal of a Formal Complaint

The District must investigate the allegations in a formal complaint. The District must dismiss a formal complaint under Title IX if the conduct alleged:

1. Would not constitute sexual harassment even if proven;
2. Did not occur in the District’s education program or activity; or
3. Did not occur against a person in the United States.

Further, the District may dismiss a formal complaint or any of its allegations under Title IX, if at any time during the investigation or hearing:

1. A complainant notifies the Title IX Coordinator in writing that the complainant would like to withdraw the formal complaint or any of its allegations;
2. The respondent is no longer enrolled or employed by the District; or
3. Specific circumstances prevent the District from gathering evidence sufficient to reach a determination as to the formal complaint or any of its allegations.

Upon a dismissal of a formal complaint, the District must promptly send written notice of the dismissal and reason(s) for the dismissal simultaneously to the parties.

The dismissal of a formal complaint under Title IX does not preclude action under another related District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct.

Informal Resolutions

Before reaching a determination regarding responsibility, but only after a formal complaint is filed, the District may offer and facilitate the use of an informal resolution process, such as mediation, that does not involve a full investigation and adjudication of the formal complaint.

It is anticipated that most informal resolutions will be completed within 45 days.

The District will not require that parties participate in an informal resolution process. The District will not offer or facilitate an informal resolution process to resolve allegations that an employee sexually harassed a student. Further, the District will not require the waiver of the right to an investigation and adjudication of formal complaints of sexual harassment as a condition of enrollment or continuing enrollment, or employment or continuing employment, or enjoyment of any other right.

If the District offers and facilitates the use of an informal resolution process, it will:

1. Provide written notice to all known parties, which details:
   • The allegations in the formal complaint;
   • The requirements of the informal resolution process, including the circumstances under which it precludes the parties from resuming a formal complaint arising from the same allegations, provided, however, that at any time prior to agreeing to a resolution, any party has the right to withdraw from the informal resolution process and resume the grievance process with respect to the formal complaint;
   • Any consequences resulting from participating in the informal resolution process, including the records that will be maintained or could be shared; and
2. Obtain the parties’ voluntary, written consent to the informal resolution process.

Hearings and Determination Regarding Responsibility

The District will designate an individual decision-maker or a panel of decision-makers to issue a written determination regarding responsibility. A decision-maker can either be a District employee or, where appropriate, a third-party. They cannot be the same individual as either the Title IX Coordinator or the investigator(s).

The District’s grievance process may, but is not required to, provide for a hearing. The determination as to whether a hearing will be provided will be made on a case-by-case basis. If a hearing is provided, the District will make all evidence subject to the parties’ inspection and review available to give each party equal opportunity to refer to this evidence during the hearing, including for purposes of cross-examination.

With or without a hearing, before reaching a determination regarding responsibility, the decision-maker(s) will afford each party the opportunity to:

1. Submit written, relevant questions that a party wants asked of any party or witness within ten days after the parties have received the investigative report;
2. Provide each party with the answers given by any party or witness within ten days of receiving the questions; and
3. Allow for additional, limited follow-up questions and responses from each party to occur within ten days after the parties have received responses to their initial questions.

Questions and evidence about a complainant’s sexual predisposition or prior sexual behavior will not be considered, unless the questions and evidence about the complainant’s prior sexual behavior are offered to prove that someone other than the respondent committed the conduct alleged by the complainant, or if the questions and evidence concern specific incidents of the complainant’s prior sexual behavior with respect to the respondent and are offered to prove consent. The decision-maker(s) will explain to the party proposing the questions any decision to exclude a question as not relevant.

The decision-maker(s) will issue a written determination regarding responsibility to the Title IX Coordinator, the Superintendent, and all parties simultaneously within ten days after all follow-up questions have been responded to or after the hearing, if one has been provided.

To reach this determination, the decision-maker(s) will use the preponderance of the evidence standard, which is the standard of evidence that will be applied in all formal complaints of sexual harassment. This standard is understood to mean that the party with the burden of persuasion must prove that a proposition is more probably true than false, meaning a probability of truth greater than 50%.

The written notice of the determination regarding responsibility will include:

1. Identification of the allegations potentially constituting sexual harassment;
2. A description of the procedural steps taken from the receipt of the formal complaint through the determination, including any notifications to the parties, interviews with parties and witnesses, site visits, methods used to gather other evidence, and hearings held;
3. Findings of fact supporting the determination;
4. Conclusions regarding the application of any applicable District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct, to the facts;
5. A statement of, and rationale for, the result as to each allegation, including a determination regarding responsibility, any disciplinary sanctions the District is imposing on the respondent, and whether remedies designed to restore or preserve equal access to the District’s education program or activity will be provided by the District to the complainant; and
6. The District’s procedures and permissible bases for the complainant and respondent to appeal.

Finality of Determination Regarding Responsibility

The determination regarding responsibility becomes final either on the date that the District provides the parties with the written determination of the result of the appeal, if an appeal is filed, or if an appeal is not filed, the date on which an appeal would no longer be considered timely.

Where a determination regarding responsibility for sexual harassment has been made against the respondent, remedies will be provided to a complainant, and disciplinary sanctions may be imposed on a respondent. Remedies will be designed to restore or preserve equal access to the District’s education program or activity. Remedies and disciplinary sanctions will be implemented in accordance with applicable laws and regulations, as well as any District policy, procedure, collective bargaining agreement, or other document, such as the District’s Code of Conduct.

The Title IX Coordinator is responsible for the effective implementation of any remedies and/or disciplinary sanctions. The Title IX Coordinator will work with other individuals as necessary to effectively implement remedies and/or disciplinary sanctions.

Either party may file an appeal from a determination regarding responsibility or from the District’s dismissal of a formal complaint or any of its allegations. Appeals must be submitted in writing to the Title IX Coordinator within five days of the written notice of the determination regarding responsibility or dismissal of the formal complaint or any of its allegations.

Appeals

An appeal may only be based upon one or more of the following bases:

1. Procedural irregularity that affected the outcome of the matter;
2. New evidence that was not reasonably available at the time the determination regarding responsibility or dismissal was made, that could affect the outcome of the matter; and
3. The Title IX Coordinator, investigator, or decision-maker(s) had a conflict of interest or bias for or against complainants or respondents generally or the individual complainant or respondent that affected the outcome of the matter.

The bases on which a party is seeking an appeal should be specifically stated in the party’s written appeal.

Upon receipt of an appeal, the District will:

1. Notify the other party in writing that an appeal has been filed and implement appeal procedures equally for both parties;
2. Ensure that any decision-maker for the appeal:
   • Is not the same person as any decision-maker that reached the initial determination regarding responsibility or dismissal, investigator, or Title IX Coordinator;
   • Does not have any conflict of interest or bias for or against complainants or respondents generally or an individual complainant or respondent;
3. Give all parties a reasonable, equal opportunity to submit a written statement in support of, or challenging, the outcome. Parties will have to submit these written statements within five days after the parties have been notified of the appeal;
4. Issue a written decision describing the result of the appeal and the rationale for the result; and
5. Provide the written decision simultaneously to the Title IX Coordinator, the Superintendent, and all parties within ten days after receiving the parties’ written statements in support of, or challenging, the outcome.

Prohibition of Retaliatory Behavior (Commonly Known as “Whistle-Blower” Protection)

The District prohibits retaliation against any individual for the purpose of interfering with his or her Title IX rights or because the individual made a report or complaint, testified, assisted, or participated or refused to participate in an investigation, proceeding, or hearing under Title IX.

Charging an individual with Code of Conduct or other applicable violations that do not involve sex discrimination, including sexual harassment, but arise out of the same facts or circumstances as a report or complaint of sex discrimination for the purpose of interfering with any right or privilege secured by Title IX, constitutes retaliation. Charging an individual with a Code of Conduct or other applicable violation for making a materially false statement in bad faith during a grievance proceeding does not constitute retaliation, provided, however, that a determination regarding responsibility alone is not sufficient to conclude that any party made a materially false statement in bad faith.

All complaints alleging retaliation will be handled in a manner consistent with the District’s policies and procedures regarding the investigation of discrimination and harassment complaints, including Policy #3420: Non-Discrimination and Anti-Harassment in the District.

If the Title IX Coordinator is unavailable, including due to a conflict of interest or other disqualifying reason, the report will be directed to another Title IX Coordinator, if the District has designated another individual to serve in that capacity. If the District has not designated another Title IX Coordinator, the Superintendent will ensure that another person with the appropriate training and qualifications is appointed to act as the Title IX Coordinator.

Confidentiality

Except where disclosure may be permitted or required by law or regulation, the District will keep confidential the identity of any:

1. An individual who has made a report or complaint of sex discrimination;
2. An individual who has made a report or filed a formal complaint of sexual harassment;
3. Complainant;
4. An individual who has been reported to be the perpetrator of sex discrimination;
5. Respondent; and
6. Witness.

Training

The District will ensure that:

1. All Title IX Coordinators, investigators, decision-makers, or persons who facilitate an informal resolution process receive training on:
   • The definition of sexual harassment is defined in Title IX;
   • The scope of the District’s education program or activity;
   • How to conduct an investigation and grievance process, including hearings, appeals, and informal resolution processes, as applicable; and
   • How to serve impartially, including by avoiding prejudgment of the facts at issue, conflicts of interest, and bias.
2. All decision-makers receive training on any technology to be used at a live hearing and on issues of relevance of questions and evidence, including when questions and evidence about a complainant’s sexual predisposition or prior sexual behavior are not relevant.
3. All investigators receive training on issues of relevance to create an investigative report that fairly summarizes relevant evidence.
4. All District employees receive training on mandatory reporting obligations and any other responsibilities that they may have relative to Title IX.

Materials used to train Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process will not rely on sex stereotypes and will promote impartial investigations and adjudications of formal complaints of sexual harassment. Training materials will be made publicly available on the District’s website.

Notification

The District will notify students, parents or legal guardians of students, employees, applicants for employment, and all unions or professional organizations holding collective bargaining or professional agreements with the District of this policy.

Further, the District will prominently publish this policy and the contact information for the Title IX Coordinator(s) on its website and in other publications, including in each handbook or catalog that it makes available to the individuals and entities referenced above.

Recordkeeping

For a period of seven years, the District will retain the following:

1. Records of each sexual harassment investigation, including any:
   • Determination regarding responsibility;
   • Audio or audiovisual recording or transcript required under law or regulation;
   • Disciplinary sanctions imposed on the respondent; and
   • Remedies provided to the complainant are designed to restore or preserve equal access to the District’s education program or activity.
2. Any appeal and its result.
3. Any informal resolution and its result.
4. All materials used to train Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process.
5. For each response to sexual harassment where the District had actual knowledge of sexual harassment in its education program or activity against a person in the United States, records of any actions, including any supportive measures, taken in response to a report or formal complaint of sexual harassment. In each instance, the District must document the basis for its conclusion that its response was not deliberately indifferent, and document that it has taken measures designed to restore or preserve equal access to the District’s education program or activity. If the District does not provide a complainant with supportive measures, then the District must document the reasons why such a response was not clearly unreasonable in light of the known circumstances. The documentation of certain bases or measures does not limit the District in the future from providing additional explanations or detailing additional measures taken.

20 USC § 1092(f)(6)(A)(v)
20 USC § 1681, et. seq.
34 USC § 12291(a)(8, 10, and 30)
34 CFR Part 106
Education Law § 13
8 NYCRR § 100.2

Refer also to:

• Policy 3420: Non-Discrimination and Anti-Harassment in the District
• Policy 6121: Sexual Harassment in the Workplace
• Policy 7550: Dignity for All Students
• Policy 7551: Sexual Harassment of Students
• District Code of Conduct

Adopted by BOE: March 11, 2025

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Policy 4526 Comprehensive Technology Policy

TECHNOLOGY USE (Amplified in policy 4526.1, attached)

I. PURPOSE

The purpose of this policy is to set forth policies and guidelines for access to the school district computer system and acceptable use of the Internet.

II. ACCEPTABLE USE POLICY

In making decisions regarding student access to the school district computer system and to the Internet, the school district considers its own stated educational mission, goals, and objectives. Electronic information research skills are now fundamental to preparation of citizens and future employees. Access to the school district computer system and to the Internet enables system users to explore thousands of libraries, databases, bulletin boards, and other resources while exchanging messages with people around the world. The school district expects that faculty will blend thoughtful use of the school district computer system and the Internet in the curriculum and will provide guidance and instruction to students in their use.

III. USE OF SYSTEM IS A PRIVILEGE

The use of the school district system and access to use of the Internet is a privilege, not a right. Depending on the nature and degree of the violation and the number of previous violations, unacceptable use of the school district system or the Internet may result in one or more of the following consequences: suspension or cancellation of use of access privileges; payments for damages and repairs; discipline under other appropriate school district policies, including suspension, expulsion; or civil or criminal liability under other applicable laws.

IV. UNACCEPTABLE USES

The following uses of the school district system and Internet resources or accounts are considered unacceptable and are not permitted to any school district system users:

1. Access, review, upload, download, store, print, post, or distribute pornographic, obscene, or sexually explicit material.
2. Transmit obscene, abusive, profane, lewd, vulgar, rude, inflammatory, threatening, disrespectful, or sexually explicit language.
3. Access, participate in, review, upload, download, store, print, or post email without direct permission from a teacher or administrator.
4. Access, review, upload, download, store, print, or participate in chat rooms without direct permission from a teacher or administrator.
5. Access, review, upload, download, store, print, post, or distribute materials that use language or images that are inappropriate to the educational setting or disruptive to the educational process, and will not post information or materials that could cause damage or danger of disruption.
6. Access, review, upload, download, store, print, post, or distribute materials that use language or images that advocate violence or discrimination toward other people (such as hate speech or printed material) or that may constitute harassment or discrimination.
7. Post false or defamatory information about a person or organization, or to harass another person, or to engage in personal attacks, including prejudicial or discriminatory attacks.
8. Engage in any illegal act or violate any local, state, or federal statute or law.
9. Vandalize, damage or disable the property of another person or organization, will not make deliberate attempts to degrade or disrupt equipment, software or system performance by spreading computer viruses or by any other means, will not tamper with, modify or change the school district system software, hardware or wiring or take any action to violate the school district system’s security, and will not use the school district system in such a way as to disrupt the use of the system by other users.
10. Gain unauthorized access to information resources or to access another person’s materials, information, or files without the direct permission of that person.
11. Post private information about another person, or to post personal contact information about themselves or other persons, including, but not limited to, addresses, telephone numbers, school addresses, work addresses, identification numbers, account numbers, access codes or passwords, and will not repost a message that was sent to the user privately without permission of the person who sent the message.
12. Attempt to gain unauthorized access to the school district system or any other system through the school district system, attempt to log in through another person’s account, or use computer accounts, access codes, or network identification other than those assigned to the user.
13. Violate copyright laws, or usage licensing agreements, or otherwise to use another person’s property without the person’s prior approval or proper citation, including the downloading or exchanging of pirated software or copying software to or from any school computer, and will not plagiarize works they find on the Internet.
14. To conduct a business, or for unauthorized commercial purposes, or to offer or provide goods or services, or for product advertisement.
15. The Mayfield Central School District e-mail system shall not be used for the creation or distribution of any disruptive or offensive messages, including offensive comments about race, gender, hair color, disabilities, age, sexual orientation, pornography, religious beliefs and practice, political beliefs, or national origin. Any user who receives any e-mail with this type of content must report the incident to a building administrator. It is not permissible to respond to such message.

If a user inadvertently accesses unacceptable materials or an unacceptable Internet site, the user shall immediately disclose the inadvertent access to an appropriate school district official. This disclosure may serve as a defense against an allegation that the user has intentionally violated this policy. A user may also, in certain rare instances, access otherwise unacceptable materials if necessary to complete an assignment and if done with the prior approval of and with appropriate guidance from the teacher.

Violation of any unacceptable use statement in part or whole constitutes an act punishable by the district Code of Conduct for students and by applicable law and regulation for others. Specific incidents may involve police investigation and prosecution.

ACQUISITION OF EQUIPMENT SCREENING QUESTIONS

1. How does any particular requisition fit into the overall Technology Plan in terms of functions that will be replaced, expanded, or advanced?
2. Do the knowledge and skills necessary to make highly effective use of the acquisition exist, or does it need to be acquired or developed?
3. How does the knowledge and skill element fit into the staff development plan?
4. In a priority listing, where does this particular acquisition rank?
5. What can be stated about the acquisition from a cost/benefit point of view?
6. Acquisition of equipment will follow all procedures for purchase and inventory.

ANTI-VIRUS GUIDELINES

Recommended processes to prevent virus problems:

1. Always run the anti-virus software that is installed on the network.
2. NEVER open any files or macros attached to an email from an unknown, suspicious, or untrustworthy source. Delete these attachments immediately, then “double delete” them by emptying your Trash.
3. Delete spam, chain, and other junk email without forwarding, in accordance with the Acceptable Use Policy, described above.

I understand and accept the Internet Use Policy.
Failure to sign and date will forfeit all computer rights and privileges in the district.

4. Never download files from unknown or suspicious sources.
5. Avoid direct disk sharing with read/write access unless there is an absolute business requirement to do so.
6. Always scan a floppy diskette from an unknown source for viruses before using it.
7. Back up critical data and system configurations on a regular basis and store the data in a safe place.
8. If lab testing conflicts with anti-virus software, run the anti-virus utility to ensure a clean machine, disable the software, and then run the lab test. After the lab test, enable the anti-virus software. When the anti-virus software is disabled, do not run any applications that could transfer a virus, e.g., email or file sharing.

If Mayfield CSD were not to control its network and/or Internet service were provided via a second or third party, these parties are required to approve scanning in writing if scanning is to occur outside of the Mayfield CSD LAN.

3.2 Client Point of Contact During the Scanning Period

Mayfield CSD shall identify in writing a person to be available for the contractual service provider as the point of contact during scanning.

3.3 Report(s) of the Findings

Report(s) of the findings shall be provided to the Superintendent of Schools and to the Board of Education.

3.4 Scanning Period

Mayfield CSD and the contractual service provider shall identify in writing the allowable dates for the scan to take place.

4.0 Enforcement

Any employee found to have violated this policy may be subject to disciplinary action, up to and including termination of employment.

AUTHORIZATION POLICY: VIRTUAL PRIVATE NETWORK (VPN)

1.0 Purpose

The purpose of this policy is to provide guidelines for Remote Access IPSec or L2TP Virtual Private Network (VPN) connections to the Mayfield CSD network.

2.0 Scope

This policy applies to all Mayfield CSD employees, contractors, consultants, temporaries, and other workers, including all personnel affiliated with third parties utilizing VPNs to access the Mayfield CSD network. This policy applies to implementations of VPN that are directed through an IPSec Concentrator.

3.0 Policy

The Superintendent of Schools, Principals, District Treasurer, Superintendent of Buildings, Grounds and Transportation, District Technology Coordinator, and authorized third parties (such as, technology service consultant) may utilize the benefits of VPNs, which are a “user-managed” service. This means that the user is responsible for selecting an Internet Service Provider (ISP), coordinating installation, installing any required software, and paying associated fees.

Additionally;

1. It is the responsibility of employees with VPN privileges to ensure that unauthorized users are not allowed access to Mayfield CSD internal networks.
2. VPN use is to be controlled using either a one-time password authentication, such as a token device, or a public/private key system with a strong passphrase.
3. When actively connected to the corporate network, VPNs will force all traffic to and from the PC over the VPN tunnel: all other traffic will be dropped.
4. Dual (split) tunneling is NOT permitted; only one network connection is allowed.
5. VPN gateways will be set up and managed by Mayfield CSD network operator.
6. All computers connected to Mayfield CSD internal networks via VPN or any other technology must use the most up-to-date anti-virus software that is the corporate standard (provide URL to this software), including personal computers.
7. VPN users will be automatically disconnected from Mayfield CSD network after thirty minutes of inactivity. The user must then log on again to reconnect to the network. Pings or other artificial network processes are not to be used to keep the connection open.
8. The VPN concentrator is limited to an absolute connection time of 24 hours.
9. Users of computers that are not Mayfield CSD-owned equipment must configure the equipment to comply with Mayfield CSD VPN and Network policies.
10. Only Mayfield CSD-approved VPN clients may be used.
11. By using VPN technology with personal equipment, users must understand that their machines are a de facto extension of the Mayfield CSD network, and as such are subject to the same rules and regulations that apply to District-owned equipment, i.e., their machines must be configured to comply with Mayfield’s Security Policies.

4.0 Enforcement

Any employee found to have violated this policy will lose VPN privileges.

PASSWORD POLICY

1.0 Overview

Passwords are an important aspect of computer security. They are the front line of protection for user accounts. All Mayfield Central School District network system users (including contractors and vendors with access to District systems) are responsible for taking the appropriate steps, as outlined below, to select and secure their passwords.

2.0 Purpose

The purpose of this policy is to establish a standard for creation of strong passwords, the protection of those passwords, and the frequency of change.

3.0 Scope

The scope of this policy includes all network system users who have or are responsible for an account (or any form of access that supports or requires a password) on any system that resides at any Mayfield CSD facility, have access to the Mayfield CSD network, or store any non-public Mayfield CSD information.

4.0 Policy

4.1 General

• All system-level passwords (e.g., root, enable, NT admin, application administration accounts, etc.) must be changed on at least a quarterly basis.
• All production system-level passwords must be part of the Mayfield Central Schools-administered global password management database.
• All user-level passwords (e.g., email, web, desktop computer, etc.) must be changed on a quarterly basis.
• Passwords must not be inserted into e-mail messages or other forms of electronic communication.
• All user-level and system-level passwords must conform to the guidelines described below.

4.2 Guidelines

1. General Password Construction Guidelines

Passwords are used for various purposes at Mayfield CSD. Some of the more common uses include: user-level accounts, web accounts, email accounts, screensaver protection, voicemail password, and local router logins.

Strong passwords have the following characteristics:

• Contain both upper and lower case characters (e.g., a-z, A-Z)
• Have digits and punctuation characters as well as letters, e.g., 0-9, !@#$%^&*()_+|~-=`{}[]:”;'<>?,./)
• Are at least six alphanumeric characters long and are a pass-phrase, such as “Ohmy1stubbedmyt0e”
• Are not words in any language, slang, dialect, jargon, etc.
• They are not based on personal information, names of family, etc.

Passwords should never be written down or stored online. Try to create passwords that can be easily remembered. One way to do this is to create a password based on a song title, affirmation, or other phrase. For example, the phrase might be: “This May Be One Way To Remember” and the password could be: “TmB1w2R!” or “Tmb1W>r~” or some other variation.

NOTE: Do not use either of these examples as passwords!

2. System Users’ Guide to Password Protection

Do not use the same password for Mayfield CSD accounts as for other non-Mayfield access (e.g., personal ISP account, option trading, benefits, etc.). Where possible, don’t use the same password for various Mayfield CSD access needs. For example, a teacher should select one password for access to the student management system and a separate password for Office applications.

Do not share Mayfield CSD passwords with anyone. All passwords are to be treated as sensitive, confidential Mayfield CSD information. If someone demands a password, please inform the building principal of this incident.

Do not use the “Remember Password” feature of applications (e.g., Eudora, Outlook, Netscape Messenger). Do not write passwords down and store them anywhere in your office or classroom. Do not store passwords in a file on ANY computer system (including Palm Pilots or similar devices) without encryption.

Important: If there is any possibility that an account or a password has been compromised, report this to the building principal immediately and change all passwords.

Note: Password testing, including cracking,+ may be performed by the Mayfield Central School District or its delegates. If a password is guessed or cracked during one of these testing scans, the user will be notified and required to change it.

3. Application Development Standards

Application developers must ensure their programs contain the following security precautions.

Applications:

• should support authentication of individual users, not groups.
• should not store passwords in clear text or in any easily reversible form.
• should provide for some sort of role management, such that one user can take over the functions of another without having to know the other’s password.
• should support TACACS+, RADIUS, and/or X.509 with LDAP security retrieval, wherever possible.

4. Use of Passwords and Pass-phrases for Remote Access Users

Access to the Mayfield CSD network via remote access is to be controlled using either a one-time password authentication or a public/private key system with a strong passphrase.

5. Pass-phrases

Pass-phrases are generally used for public/private key authentication. A public/private key system defines a mathematical relationship between the public key that is known by all, and the private key, which is known only to the user. Without the pass phrase to “unlock” the private key, the user cannot gain access.

Pass-phrases are not the same as passwords. A pass-phrase is a longer version of a password and is, therefore, more secure. A pass-phrase is typically composed of multiple words. Because of this, a pass-phrase is more secure against “dictionary attacks.”

A good pass-phrase is relatively long and contains a combination of upper and lowercase letters and numeric and punctuation characters. All of the rules above that apply to passwords apply to pass-phrases.

5.0 Enforcement

Any system user found to have violated this policy may be subject to disciplinary action, up to and including termination of employment.

RISK ASSESSMENT POLICY

1.0 Purpose

This policy describes the conditions for periodic information security risk assessments (RAs) to determine areas of vulnerability and to initiate appropriate remediation. It is the role of Information Security to ensure the integrity, confidentiality, and availability of critical information and computing assets, while minimizing the impact of security procedures and policies upon productivity.

2.0 Scope

Risk assessments can be conducted on any entity within Mayfield CSD or any outside entity that has signed a Third Party Agreement with the District. RAs can be conducted on any information system, including applications, servers, and networks, and any process or procedure by which these systems are administered and/or maintained.

• 2.1 Frequency: System integrity will be tested minimally every 18 months.
• 2.1.a Testing at other times may be performed randomly or for cause
• 2.2 Reports of findings will be made to the Superintendent of Schools and to the Board of Education

3.0 Policy

Employees are expected to cooperate fully with any RA being conducted on systems for which they use and for which they are held accountable. Employees are further expected to work with the Risk Assessment Team in the development of a remediation plan.

4.0 Enforcement

Any employee found to have violated this policy may be subject to disciplinary action, up to and including termination of employment.

6.0 Definitions

“Risk”. Those factors that could affect confidentiality, availability, and integrity of Mayfield Central School District’s key information assets and systems.

WIRELESS COMMUNICATION POLICY

1.0 Purpose

This policy prohibits access to Mayfield Central School District networks via unsecured wireless communication mechanisms. Wireless systems that meet the standards of this policy may be considered for specific individual approval on a case-by-case basis.

2.0 Scope

This policy covers all wireless data communication devices (e.g., personal computers, cellular phones, PDAs, etc.) connected to any of the Mayfield CSD’s internal networks.

This includes any form of wireless communication device capable of transmitting packet data. Wireless devices and/or networks without any connectivity to the District’s networks do not fall under the purview of this policy.

3.0 Policy

3.1 Register Access Points and Cards

All wireless Access Points / Base Stations connected to the corporate network must be registered and approved by the Superintendent. These Access Points / Base Stations are subject to periodic penetration tests and audits. Any wireless Network Interface Cards (i.e., PC cards) used in school-owned laptops or desktop computers must be approved.

3.2 Approved Technology

All wireless LAN access must use District-approved vendor products and security configurations.

3.3 VPN Encryption and Authentication

All computers with wireless LAN devices must utilize a corporate-approved Virtual Private Network (VPN) configured to drop all unauthenticated and unencrypted traffic.

To comply with this policy, wireless implementations must maintain point-to-point hardware encryption of at least 56 bits. All implementations must support a hardware address that can be registered and tracked, i.e., a MAC address. All implementations must support and employ strong user authentication, which checks against an external database such as TACACS+, RADIUS, or something similar.

3.4 Setting the SSID

The SSID shall be configured so that it does not contain any identifying information about the organization, such as the company name, division title, employee name, or product identifier.

4.0 Enforcement

Any employee found to have violated this policy may be subject to disciplinary action, up to and including termination of employment.

BACK-UP and DISASTER RECOVERY POLICY

1.0 Purpose

The purpose of system back-up is to enable cross-referencing and restoration at the workstation, server, and network levels. In the case of system failure, backup provides the data for normal operations with the possible loss of incremental data.

2.0 Method

All servers will be backed up incrementally on a daily basis, with full backup weekly. Back-up tapes will be tested quarterly to ensure viability and accuracy.

3.0 Storage

Tapes will be alternated weekly and removed to a secure and fireproof location off-site.

Adopted: September 18, 2007

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Policy 4526.1 Technology Services, Equipment, and Use Policy

To promote educational excellence in district schools, the Board of Education recognizes the need to provide access to computers and other electronic communications equipment for staff and students. Access to computer networks, including the Internet, facilitates resource sharing, innovation, collaboration, and communication.

The Board of Education encourages computer use as an integral part of the curriculum. It is the user’s responsibility to access the Internet in support of education and academic research consistent with the educational objectives of the School District.

All technology services and equipment of the Mayfield Central School District, including all messages transmitted or stored by them, are the sole property of the School District. Equipment is solely for the educational and business purposes of the School District. Any unauthorized use is prohibited. Such unauthorized use includes, but is not limited to: accessing, posting, or downloading pornographic material; computer “hacking” and other related activities; attempting to disable or compromise School District computer systems or networks including technology protection measures taken by the School District; attempting to access another student or employee’s files; forging electronic mail messages; and any other illegal or improper purpose. The creation or forwarding of offensive, demeaning, discriminatory, or disruptive messages is also prohibited. This includes, but is not limited to, messages that are inconsistent with School District policies, including the policies prohibiting sexual harassment and all other forms of harassment.

The School District reserves the right, at any time, to access, review, and monitor the use of electronic communication services, equipment, and usage, as well as the data that is stored or transmitted. Students and employees should have no expectation of privacy or confidentiality while utilizing these services and equipment. When an individual leaves the School District, (s)he is expected to return his/her equipment in good working condition.

In accordance with the requirements of the federal Children’s Internet Protection Act, the School District shall maintain technology protection measures that will protect against and filter Internet access to visual depictions that are obscene, child pornography, or which would be harmful to minors if viewed by minors. These technology protection measures may be disabled for adults engaging in legitimate research or other school purposes.

The Mayfield Central School District is also committed to student safety. The Board is aware that some parents might have concerns regarding the internet and the placement of information about or pictures of their children on the website. In light of those concerns, the District will not place any information about a child on the District’s website without first obtaining parental consent. Parents may refuse to permit their child’s name and image from being used on the District’s website, may consent to his/her name but not his/her image being used, or may consent to both their child’s name and image being used on the District website.

The School District prohibits reproduction or use of software or related documentation in violation of the license granted by the developer. Usually, software may not be copied or installed on more than one computer. Students or employees who make, acquire, or use unauthorized copies of such items are subject to discipline as well as civil penalties under the U.S. Copyright laws.

Electronic communication services and equipment includes electronic mail, Internet access, computer hardware and software, computer systems, handheld personal devices (e.g., Palm Pilots), printers, scanners, copiers, facsimiles, telephone systems, computer networks, on-line services, computer files, telex systems, digital cameras, video equipment and tapes, tape recorders and recordings, pagers, cellular phones and bulletin boards.

Any employee who violates this policy or uses the Internet or electronic mail system for improper purposes shall be subject to discipline, up to and including discharge.

Any student who violates this policy or uses the Internet or electronic mail system for improper purposes shall be subject to discipline pursuant to the School District’s Code of Conduct and Education Law section 3214.

The School District reserves the right to change this policy and accompanying regulations at any time as may be required under the circumstances.

The Superintendent of Schools is directed to establish the appropriate regulations and procedures to effectively implement this policy.

Adopted by BOE: November 8, 2005

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Policy 4526.1R School District Regulations for Computer Use, E-mail, and Internet Usage

These regulations and procedures are established pursuant to the Mayfield Central School District’s Technology Services, Equipment, and Use policy.

The School District reserves the right to monitor all student and employee e-mail and Internet access at any time. Any unauthorized use is prohibited. Examples of reasons for School District monitoring include, but are not limited to: compliance with the federal Children’s Internet Protection Act, system maintenance or repairs, investigation of an alleged breach of security of the computer system, any alleged violations of School District policy, or in response to law enforcement requests. No rights of privacy from use of School District computers are intended nor should they be expected by any user, including all students and employees.

Acceptable Use

The School District maintains a computer network with access to e-mail and the Internet. This system is provided by the School District for educational and academic research purposes, professional development, communication, and publication consistent with the School District’s mission and goals.

Use of the School District’s computer network is a privilege, not a right. Inappropriate usage will result in the suspension or revocation of that privilege pending a review by the appropriate administrator.

Students whose accounts are denied, suspended, or revoked have the right to request a written statement justifying the actions taken by the system administrator. They may also submit a written appeal to the appropriate building administrator and request a meeting with the principal, the student, parent, or guardian (if under 18 years of age), and any other involved staff.

Email

The School District maintains an electronic mail system. This system is provided by the School District for educational and academic research purposes, professional development, communication, and publication consistent with the School District’s mission and goals.

1. The School District insists that all users follow the highest ethical standards when utilizing the electronic mail system. E-mail is for school business use only and never for correspondence such as personal communication, junk mailings, chain letters, solicitations, harassment, etc. The School District reserves the right to monitor e­ mail at any given time without notice. Any violation of this policy may be subject to disciplinary action.
2. The electronic mail system hardware is School District property. Additionally, all messages composed, sent, forwarded, or received on the electronic mail system are and remain the property of the School District. The messages are not the private property of the sender or the recipient.
3. The use of the electronic mail system may not be used for personal business.
4. The electronic mail system shall not be used to solicit or proselytize for commercial ventures, religious or political causes, outside organizations, or other non-school­ related solicitations.
5. The electronic mail system shall not be used to create, send, or forward any offensive or disruptive messages. Among those messages that are considered offensive are any messages that contain sexual implications, racial slurs, gender-specific comments, or any other comment that offensively addresses someone’s age, sexual orientation, religious or political beliefs, national origin, or disability.
6. The electronic mail system shall not be used to send (upload), receive (download), or forward any copyrighted materials, trade secrets, proprietary information, or similar materials without prior authorization.
7. The School District reserves and intends to exercise the right to review, audit, intercept, access, and disclose any and all messages created, received, forwarded, or sent over the electronic mail system.
8. The confidentiality of any message should not be assumed. Even when a message is erased, it is still possible to retrieve and read that message. Further, the use of passwords for security does not guarantee confidentiality. All passwords must be disclosed to the School District; or, they are invalid and cannot be used. All passwords are maintained by the System Administrator and may be used by the System Administrator for maintaining, auditing, and investigating the system and its usage.
9. Notwithstanding the School District’s right to retrieve and read any electronic mail messages, such messages should be treated as confidential by other individuals and accessed only by the intended E-mail users are not authorized to retrieve or read any e-mail messages that are not sent to them. Any exception to this policy must receive prior approval from the School District.
10. Users shall not use a code, access a file, or retrieve any stored information, unless authorized to do so. Users shall not attempt to gain access to another user’s messages without the latter’s permission. All computer pass codes must be provided to the System Administrator. No pass code may be used that is unknown to the School District.
11. Any employee who discovers a violation of this policy shall notify the Assistant Superintendent for Business or his/her designee.
12. Any stored messages, documents, files, or records of use may be accessed through the Freedom of Information Law or subpoena.

Internet Use

The School District provides Internet access. This system is provided by the School District for educational and academic research purposes, professional development, communication, and publication consistent with the School District’s mission and goals.

1. Any unauthorized use of the School District-provided Internet access is Unauthorized use includes, but is not limited to: connecting, posting, or downloading pornographic material; engaging in computer “hacking”, and other related activities; attempting to disable or compromise the security of the School District’s computer system or any other computer system.
2. Posting placed on the Internet may display the School District’s address. Any information posted on the Internet must reflect the standards and policies of the School District. Under no circumstances should information of a confidential, sensitive, or otherwise proprietary nature be placed on the Internet.
3. Information posted or viewed on the Internet may constitute published, copyrighted, or trademarked protected material. Any reproduction of information or photographic material posted or otherwise available over the Internet may be done only with the express permission of the author or owner of the copyright or trademark.
4. Users may not establish Internet or other external network connections, which could permit unauthorized persons to gain access to the School District’s computer systems, files, and other information. These connections include the establishment of hosts with public modem dial-ins, World Wide Web home pages, and File Transfer Protocol (FTP) servers.
5. Any user who violates these regulations or uses the School District’s Internet access capabilities for improper purposes shall be subject to discipline.

District Responsibilities

The School District makes no warranties of any kind, whether express or implied, for the computer services it provides. The School District will not be responsible for the quality, availability, accuracy, nature, or reliability of the service and/or information accessed.

In accordance with the federal Children’s Internet Protection Act, the School District shall install and maintain technology protection measures. If these measures prevent appropriate and education-related access to research by teachers, (s)he should contact the system administrator for information on how the measures may be disabled.

Each user is responsible for verifying the integrity and authenticity of the information that is used and provided. All materials on the Internet are assumed to be copyrighted.

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Policy 4532 Volunteer Policy

The Board of Education recognizes that the use of volunteers has the potential to amplify the overall school program by reinforcing instruction, providing for enrichment and individualization, and expanding co-curricular opportunities. Effective use of volunteers may strengthen school and community understanding and enhance the value of the school to community members.

Volunteers are people willing to give their time for the purpose of helping children through planned auxiliary services. Mentors, peer tutors, library helpers, Tech Team, classroom helpers, literacy volunteers, FLEXXC participants, Sports Boosters, CSE and CPSE parent members, shared decision-making team members, and participants in BLT and PTA special events and annual projects currently play an active role in the overall educational program in the Mayfield Schools. The services of volunteers may be sought and accepted by the Board of Education, the superintendent, building principals, and teachers to amplify the overall educational program. While no teacher is required to use volunteers in the classroom, teachers are responsible for instruction for a range of abilities and skills. Principals may recommend that teachers explore the use of volunteers where needs continue to exist.

The superintendent will make guidelines available for volunteers (4532.1) that describe the role of the volunteer in areas of health, safety, and operating procedures (e.g., confidentiality, reporting concerns). School personnel who are responsible for tasks or projects will identify appropriate tasks and time schedules for the activities that the volunteers will provide for students. They will discuss the guidelines with volunteers and give them copies of the guidelines before the volunteers begin working with students.

Should the services of a volunteer no longer accomplish a helpful purpose in an assignment, school personnel should discontinue use of the individual in a manner that respects the good intentions of the individual and that allows for the possibility of service in the future, possibly with another school person. School personnel must inform the building principal should the speech or actions of a volunteer be cause for concern.

Administrators will investigate the concern and will take appropriate action. Before the last day of each school year, school personnel will provide the office of the superintendent with the names and addresses of volunteers whom they used during the school year so that the district can send letters of appreciation. School personnel are encouraged to recognize volunteers additionally on their own.

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Policy 4532.1 Volunteer Regulations

1. These regulations address only those volunteers who would work with students in a curricular, co-curricular, social, or athletic activity sponsored directly by the school. These regulations do not apply to volunteers in programs, which may occur in school buildings and on school grounds that are sponsored under other auspices, such as Mayfield Recreation, Youth Leagues, PTA, PTSO, FOML, Sports Booster Club, Music Parents, etc. Nor do these regulations apply to staff or volunteers for programs conducted under Board of Education contract or permission for use of buildings and grounds by outside groups, such as the YMCA, Girl Scouts, Boy Scouts, etc. Jurisdictional questions should be addressed to the building principal prior to the activity on a case-by-case basis.
2. The District will be responsible for making the community aware of volunteer opportunities and of the approval process.
   1. Teachers, advisers, coaches, and administrators may invite individuals to become volunteers, subject to the approval process.
   2. Building principals will recommend individuals screened for approval to the superintendent, who reserves the right to interview individuals.
3. The building principal will be responsible for identifying appropriate roles for all approved volunteers with input from the teacher, adviser, or coach, and will develop descriptions of duties and responsibilities for the volunteers.
4. Student transportation for school activities (such as field trips, contests, and away practices) will be provided under the district transportation policy. Approval as a volunteer does not authorize transportation in private vehicles for such events.
5. Volunteers will be permitted to have direct contact with students in the presence of the teacher, advisor, or coach.
   1. The principal must give prior approval for specific volunteers to have direct contact with students when the teacher, adviser, or coach would not be present in the same room.
   2. The volunteer may not substitute for the teacher, adviser, or coach.
6. All volunteers are required to act in accordance with district policies, regulations, and school rules and to follow the description of duties and responsibilities.
   1. The teacher, adviser, or coach may ask a volunteer who violates district policies, regulations, or school rules to leave school grounds.
   2. The building principal may discontinue the service of a volunteer at his or her discretion.
   3. Volunteers must respect the confidentiality of students and staff and may discuss a concern or observation about specific student or program element only with the supervising teacher, adviser, or coach, or building administrator.
   4. Volunteers helping with athletic teams may not participate as a coach during team competitions (e.g., coaching from the sidelines or bench). That is the time to be a parent and support the team from the stands.
   5. Volunteers must act in the best interest of the program at all times and must not create conflicts or contradict or undermine the authority of the teacher, adviser, or coach with team members, parents, students, or others.
   6. Volunteers may not bring non-participant family members or children to practices or when executing their volunteering duties with students.

Adopted: February 11, 2003

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Policy 5010 Education of Homeless

View the Policy 5010 Education of Homeless.

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Policy 5020 Sexual Harassment

View the Policy 5020 Sexual Harassment.

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Policy 5025 Develop a Medicaid Compliance Program

Policy

It is the policy of the Board of Education of the Mayfield Central School District (“the Board of Education”) to comply with all applicable federal and state laws and regulations established to maintain the integrity of New York’s Medicaid program by preventing fraud, waste, and/or abuse in its School and Preschool Supportive Health Services Program (“SSHSP”). In furtherance of its Policy, the Board shall appoint a Compliance Officer who will be responsible for the implementation of the Board’s Medicaid Compliance Program established in accordance with Social Services Law §363-d and 18 NYCRR Part 521.

In furtherance of its Policy, the Board shall establish and maintain an internal system of reporting potential fraud, waste or abuse that encourages its employees, agents and contractors to come forward with their concerns to allow the Board of Education to address proactively and, if necessary, through corrective action, any noncompliance. In order to do so the Board directs its Superintendent and designees to establish a confidential website and telephone number that ensure any Complainant anonymity and protection against retaliation or intimidation for such reporting. 

Appointment of Compliance Officer

In accordance with its Policy, the Board of Education appoints the CSE Chairperson(s) to the position of Medicaid Compliance Officer who shall be responsible to the Superintendent and the Board of Education for the full implementation of the Medicaid Compliance Program (“the Compliance Program”) as outlined below.

In accordance with law and regulation the Compliance Officer shall provide oversight for the day to day operations of the Compliance program which shall include:

• The dissemination of information to all employees, management, contractors and agents regarding their obligations to comply with the laws and regulations and the penalties for noncompliance;
• Maintenance of an environment that encourages employees, agents, and contractors to report to the Board of Education through the Compliance Officer any concerns regarding noncompliance, to allow the Board, in the first instance, to take the necessary corrective action to address any issues of noncompliance;
• A reporting system that provides for the confidentiality of the reporter and protects against retaliation or intimidation regarding such reporting.

In accordance with law and regulation the Compliance Officer shall oversee:

• Two Payment reviews and one internal audit by staff assigned to that function by the Board of Education which shall follow an approved protocols and sampling methodology;
• Arranging for an independent audit of its SSHSP at least once a year, which shall include a statistically valid sample of claims to test the effectiveness of internal controls, and a report of findings and recommendations for the Board’s review regarding its compliance with relevant state and federal laws and regulations governing the provision and billing for services under the SSHSP.
• Overseeing the annual training and education necessary to ensure that all members of the Board of Education including all staff, contractors and agents involved directly or indirectly in the provision or billing of services provided under the SSHSP are knowledgeable about:
  • The laws which govern Medicaid Compliance;
  • The standards of conduct for participation in the SSHSP;
  • The responsibilities of the individuals involved in the delivery of services directly or indirectly for Medicaid Compliance law;
  • The reporting obligations under the law and the penalties for non-reporting;
  • The means of reporting suspected abuse or fraud and the Board’s guarantee of confidentiality and protection against retaliation; and
  • The penalties for noncompliance.
• Overseeing the thorough internal investigation of any credible disclosure and ensuring timely follow-up and resolution.

The Compliance Officer shall be directly responsible for:

• Providing to the Board of Education copies of certified copies of any Payment Reviews and Audits;
• Payment reviews shall include reviews of the following services: physical therapy, occupational therapy, speech pathology, audiological evaluations, nursing services, psychological services, transportation, targeted case management services, initial and annual IEPs, all evaluations, and ongoing service coordination.
• Reporting directly to the Superintendent of Schools and his/her designee on a quarterly basis, and more frequently upon the request of the Board of Education, on the status of reporting noncompliance, investigation of findings in response to complaints, and oversight of the Medicaid Compliance Program;
• Issuing a report biannually to the Board of Education, which includes a listing of the number, nature, investigation, and findings on all Complaints received, reporting of any compliance issues not reported but discovered through other means, including steps to encourage the reporting of potential noncompliance, and recommendations for improving the system;
• Reporting to the Board of Education, at its next meeting, any findings of probable cause that abuse or fraud has occurred, with recommendations on the steps necessary to address them; and
• Reporting to the Office of the Medicaid Inspector General findings of noncompliance and arranging for required repayments, where necessary.

Adopted by BOE: June 10, 2025

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Policy 5100 Attendance Policy

Philosophy

Mayfield Central School District recognizes that student attendance in school is an important component of student success. Student interaction with teachers and other students in class helps to enhance the academic learning experience and provides a basis by which students can demonstrate mastery of subject matter. Every student has the right to educational opportunities that will enable them to develop their fullest potential. To maximize these opportunities, it is the student’s responsibility to be in daily attendance. Mayfield Central School District is committed to the philosophy that every student should attend every class every day. Regular attendance and promptness are expected in all classes and are essential for student success.

This philosophy is based on the following beliefs:

1. Regular attendance is an important aspect of a student’s educational program.
2. The educational process requires a continuity of instruction and active classroom participation.
3. Students enhance their learning through interaction with their teachers and peers, which occurs with regular attendance.
4. Regular attendance is a major component of academic success. It increases student achievement and reduces the dropout rate.
5. Regular attendance prepares students for success after high school.

Mayfield Central School District will promote community awareness of this comprehensive attendance policy by providing a plain language summary to the parents or persons in parental relation to students at the beginning of each school year. Copies of the complete policy are available at the District central office and in each school building and will be provided to any community member upon request.

I. Overall Objectives of the Policy

The major objectives of the comprehensive attendance policy in the Mayfield Central School District are to:

1. Ensure that an adequate record verifying the attendance of all children is maintained in accordance with Education Law.
2. Establish a practical mechanism for recording and analyzing student attendance in each school.
3. Ensure sufficient pupil attendance at all scheduled periods of actual instruction or supervised study activities to permit such pupils to succeed at meeting the State learning standards.

II. Specific Strategies to Accomplish These Objectives

The Board of Education charges the Superintendent or designee to develop a system of pupil attendance record keeping in each school in a register of attendance that provides an accurate record of each pupil’s presence, absence, tardiness, and early departure. The register will include each pupil’s name, date of birth, full names of parents or persons in parental relation who may be contacted, date of the pupil’s enrollment, and a record of the pupil’s attendance on each day of scheduled instruction.

Record Keeping

A daily register of school attendance will be maintained in a database to regularly monitor student attendance records and identify related attendance concerns and issues. Student absences, tardiness, and early departures will be recorded as excused or unexcused as defined by our attendance policy. The school will regularly review the attendance data to identify patterns or trends in student absences and will implement student and parent accountability measures.

At the elementary level, teachers will take attendance in homeroom on a daily basis. The school nurse will make a phone call home after three consecutive days of absence, and the building administrator will send a letter home if a pattern of excessive or unusual absences occurs.

At the junior and senior high levels, teachers will take attendance in 1st period (homeroom) and in each class period daily. A daily attendance bulletin will be published in a timely manner. A student absent from class during 1st period will be immediately reported to the attendance office. A daily phone call will be made to the home unless the attendance office is notified of the reason for the absence during the day.

The attendance office will call home or send a letter if a pattern of excessive or unusual absences occurs. Parent notification for unexcused absences and tardies will be made through the mail. If a student does not bring in an absence note within seventy-two hours, an unexcused absence will be recorded. The administration will have the right to request a doctor’s note for excessive absences. If a student has excessive absences without proper documentation from a doctor, or is believed to be excessively absent without good reason, the parent/guardian will be notified with an explanation of the additional steps the district will take.

It is the parent/guardian’s responsibility to provide a written excuse upon the student’s return to school following an excused absence. Any absence not provided for on the excused list shall be deemed an unexcused absence. Any absence for a school day or portion thereof shall be recorded as excused or unexcused in accordance with the standards articulated in Section 3 of this policy. In the event that a pupil arrives late or departs early, such tardiness or early departure will be recorded as excused or unexcused in accordance with the standards articulated in Section 3. Unexcused absences, tardies, and early dismissals will result in disciplinary action consistent with the district’s Code of Conduct.

III. Excused vs. Unexcused Absences, Tardiness, and Early Departures

The following reasons for pupil absences, tardiness, and early departure shall be considered by the Board of Education to be excused:

1. Illness
2. Illness or death in the immediate family
3. Unsafe travel conditions
4. Religious observance
5. Medical appointments
6. Quarantine
7. Required court appearances
8. Approved college visits
9. Approved cooperative work programs
10. Documented family emergency, such as fire or flood
11. Other reasons excused per district discretion

Any other pupil absence, tardiness, or early departure is considered by the Board of Education to be unexcused. Each absence, tardiness, and early departure will be accounted for by the school attendance officer in the register of attendance (database) and will be entered as excused or unexcused. The following are examples of unexcused excuses:

1. Oversleeping
2. Late ride
3. Missing the school bus
4. Traffic delay
5. A note stating, “Please excuse…for being late,” with no other explanation
6. Family vacation

Tardy to School or Class

Tardy is defined as any student not present in their scheduled class by the time the bell rings.

Arriving Late to School

A student who arrives within the first 15 minutes of the school day will be marked tardy and sent to their first period class with a pass. Any student arriving between 8:15 a.m. and 8:45 a.m. will remain in the office so as not to disrupt their first period class.

Arriving Late to Class

A student who is not in the classroom when the bell rings will be considered tardy to class. Students will be allowed to remain in the classroom if they have a valid pass. A student who is illegally tardy will also be allowed to remain in the classroom. A student who is considered illegally tardy is responsible for making up the time they missed after school or at an agreed-upon time during the day between the teacher and student. Progressive discipline is used for tardiness.

• For the first three tardies: students will receive a verbal warning and are responsible for making up the missed time.
• For the fourth to the seventh tardy: a computer referral to the Assistant Principal will be issued, and the student will receive a 1/2 hour lunch detention. Students are also responsible for making up the missed time.
• For the eighth to the tenth tardy: a 9th-period detention from 2:22 p.m. to 2:52 p.m. after school will be issued. Students are also responsible for making up the missed time.

All absences, whether excused or unexcused, count toward the maximum allowed before denial of course credit. Participation in a school-sponsored activity is not an absence. Students on approved home teaching are considered to be in attendance. Parents or guardians are responsible for notifying the school by telephone on the morning of an absence, tardiness, or early departure. A written excuse must be provided within three school days of the student’s return, and it must contain the child’s name, the date of the absence, and the reason. All unexcused student absences will result in disciplinary sanctions as outlined in the district’s Code of Conduct and/or this policy.

IV. Coding System Identifying Reasons for Absence, Tardiness, or Early Departure

The Board of Education will charge the Superintendent or designee to design a coding system to be used by all teachers for recording pupil absences, tardiness, or early departure. For any excused absence, the coding system will identify the reason. An absence is assumed to be unexcused until the school receives oral or written confirmation that it is excused with an appropriate reason. The school will also record the time of entry for a student who is tardy and the time of exit for a student who departs early.

V. Student Attendance and Course Credit

Regular student attendance in classes is essential to the total learning process. Although some class absences may be unavoidable, each student is expected to make every effort to attend each assigned class. The rationale for a policy that denies course credit for non-attendance is based on the recognition that classroom attendance and participation play a vital role in academic achievement.

Elementary School

Elementary children’s attendance is dependent upon their parents. Therefore, absences, excused or unexcused, will not impact the children’s grades if the work is made up in a timely manner. However, due to the nature of classroom work, it may not be possible to replicate all of it, and the children’s grades will reflect that loss of instruction.

Junior-Senior High School

At the junior and senior high levels, students who are absent from school or a class are responsible for completing all missed class work and homework within three (3) days of their return. The student and parent are responsible for checking with the teacher or guidance counselor to determine the work that must be completed. Assignments not completed within the three-day time limit will receive no credit. Unexcused absences, tardies, and early dismissals will affect a student’s class grade for the marking period. If a student has an unexcused absence on the day of a quiz, test, or local final exam, they will receive a zero on that assessment.

Absence Threshold for Course Credit

To receive credit for a course, it is important for a student to attend regular class meetings. All absences, whether excused or unexcused, will accumulate toward the maximum allowable total. For a full-year course, twenty (20) absences will result in a loss of credit. For a half-year course, ten (10) absences will result in a loss of credit. A student whose absences exceed these numbers will be subject to a loss of course credit. An unexcused absence, tardiness, or early dismissal will also result in disciplinary action following the Mayfield Jr. Sr. High School Code of Conduct.

All legitimate excuses must be submitted within three (3) days of the student’s return to be considered valid. In-school suspension, where a student is doing class-related work, and out-of-school suspension, where the student takes advantage of alternative educational services provided by the District, will not count as unexcused absences. However, if a student fails to complete the work related to a suspension, these absences will be recorded as unexcused and fall under the same sanctions as any other unexcused absence.

The principal reserves the right to review each student’s attendance and academic performance to determine their eligibility for course credit. Each student’s attendance situation will be judged on a case-by-case basis by the building principal.

Summer School

For summer school, the number of days allowed before denial of course credit will be determined on a pro rata basis by the principal. If a student is enrolled in a summer school course due to failure, disciplinary problems, or attendance issues, the level of school intervention (e.g., parental notification or disciplinary action) will be appropriately modified. The principal or their designee will handle summer school attendance issues on a case-by-case basis and implement corrective actions if student absenteeism becomes an academic problem. The classroom teacher or building administrator will inform Mayfield summer students of specific attendance information during the first week of summer school.

Parental Notification of Student Attendance Problems

Sufficient notice to a pupil’s parents regarding absences and the potential for denial of course credit will be implemented at the discretion of the building principal. Each building principal will implement intervention strategies prior to the denial of course credits. The school’s goal is to minimize the negative effects of poor attendance on classroom performance. An individualized student attendance plan, including incentives and sanctions, may be implemented at the principal’s discretion at any time during the school year.

The following student actions will initiate school intervention: unexcused absences, truancy, continual tardiness, poor academic performance linked with attendance issues, disciplinary problems related to attendance, or other individual attendance patterns. The school will act if a student’s attendance begins to take on patterns of past attendance history for that student. Actions may include counseling, referral to the court system, contacting Child Protective Services, disciplinary sanctions, and suspension from extracurricular participation. Social workers, guidance counselors, school psychologists, teachers, nurses, administrators, and other school personnel may be involved in attendance intervention. On the twentieth (20th) absence (tenth in a half-year course), the student shall receive no credit for the course. The principal will notify the parents of this situation by letter, and the student will not be able to receive course credit for the course.

VI. 20 Consecutive Day Rule

A student who has completed the academic year in which they turn 16 and who accumulates 20 consecutive days of absence in any year thereafter may be dropped from enrollment. Parents will be notified of this decision and can request an informal hearing with the principal if they so desire.

Incentives and Disciplinary Sanctions

Incentives: Schools may set up a program of incentives and sanctions to encourage responsible attendance. Incentives could include a letter from the building administrator for perfect attendance, commendation certificates, school recognition for perfect attendance each marking period, an end-of-year ceremony for students with perfect attendance, and consideration for special privileges and activities.

Sanctions: Schools will enforce the sanctions in the district’s Code of Conduct as they apply to unexcused absences, tardies, and early dismissals. The Code of Conduct prescribes a range of disciplinary steps dependent on the school’s level and the severity of the problem.

VII. Notice to Parents or Persons in Parental Relation

Generally, the school nurse or designee will call a parent or guardian to notify them if their student is absent or found to be truant. A parent may request to be deleted from this routine call list at the beginning of each school year. However, the school reserves the right to call a parent to verify the whereabouts of their child whenever necessary, especially if the student has been absent for three or more consecutive days or has a record of truancy. As noted in Section 3, any pupil absence, tardiness, or early departure other than those specified is unexcused. It is the parents’ or guardians’ responsibility to notify the office by telephone on the morning of the absence or at the time of early departure to explain the reason. This must be followed up with a written excuse within three (3) school days, which includes the child’s full name, the date of the absence, and the reason.

VIII. Intervention Strategies to Identify Patterns of Student Absence, Tardiness, or Early Departure

Each building principal shall be charged with monitoring overall pupil attendance and determining and addressing specific patterns of unexcused pupil absence, tardiness, or early departure.

IX. Parties Responsible for Student Attendance in Each School

The building principal and/or their administrative designee shall be responsible for reviewing student attendance records and initiating appropriate action consistent with this policy.

X. Annual Review of Policy by the Board

The Board of Education shall annually review building-level student attendance records and, if such records show a decline in student attendance, the Board shall revise this policy and make any revisions deemed necessary to improve student attendance.

Adopted by BOE: August 13, 2002
Revised and Adopted by BOE: September 9, 2014

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Policy 5152 Resident and Non-Resident Student Policy

View the Policy 5152 Resident and Non-Resident Student Policy.

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Policy 5220 District Investments

Whenever the District has funds (including operating funds, reserve funds, and proceeds of obligations) that exceed those necessary to meet current expenses, the Board will authorize the Treasurer to invest these funds in accordance with all applicable laws and regulations and in conformity with the guidelines established by this policy.

Objectives

The objectives of this investment policy are fourfold:

1. Investments will be made in a manner so as to safeguard the funds of the District.
2. Bank deposits will be made in a manner so as to safeguard the funds of the District.
3. Investments will be sufficiently liquid so as to allow funds to be available as needed to meet the obligations of the District.
4. Funds will be invested in such a way as to earn the maximum yield possible given the first three investment objectives.

Authorization

The authority to deposit and invest funds is delegated to the Treasurer. These functions will be performed in accordance with the applicable sections of the General Municipal Law and the Local Finance Law of the State of New York.

The Treasurer may invest funds in the following eligible investments:

1. Obligations of the State of New York.
2. Obligations of the United States Government, or any obligations for which principal and interest are fully guaranteed by the United States Government.
3. Time Deposit Accounts placed in a commercial bank authorized to do business in the State of New York, provided the account is collateralized as required by law. (Banking Law Section 237(2) prohibits a savings bank from accepting a deposit from a local government. This also applies to savings and loan associations.)
4. Transaction accounts (demand deposits), both interest-bearing and non-interest-bearing bearing that do not require notice of withdrawal, placed in a commercial bank authorized to do business in the State of New York, provided the account is collateralized as required by law.
5. Certificates of Deposits placed in a commercial bank authorized to do business in the State of New York, provided the Certificates are collateralized as required by law.
   1. Deposits in excess of the amount insured by the Federal Deposit Insurance Corporation will be secured in accordance with subdivision 3 of the General Municipal Law Section 10.
   2. The District may, in its discretion, authorize the bank designated for the deposit of District funds to arrange for the redeposit of such funds in one or more banking institutions, for the account of the District, through a deposit placement that meets the conditions set forth in General Municipal Law Section 10(2)(a)(ii).
6. Securities purchased pursuant to a Repurchase Agreement whereby one party purchases securities from a second party and the second party agrees to repurchase those same securities on a specific future date at an agreed rate of return (the interest rate).

Implementation

Using the policy as a framework, regulations and procedures shall be developed which reflect:

1. A list of authorized investments;
2. Procedures, including a signed agreement to ensure the District’s financial interest in investments;
3. Standards for written agreements consistent with legal requirements;
4. Procedures for the monitoring, control, deposit, and retention of investments and collateral, which will be done at least once a month;
5. Standards for security agreements and custodial agreements consistent with legal requirements;
6. Standards for diversification of investments, including diversification as to type of investments, and firms and banks with whom the District transacts business; and
7. Standards for qualification of investment agents which transact business with the District, including, at minimum, the Annual Report of the Trading Partner.

This policy will be reviewed and re-adopted at least annually or whenever new investment legislation becomes law, as staff capabilities change, or whenever external or internal issues warrant modification.

Education Law §§ 1604-a, 1723-a, 2503(1), and 3652
General Municipal Law §§ 10, 11, and 39
Local Finance Law § 165.00
Public Authorities Law § 2925

Adopted by BOE: June 10, 2025

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Policy 5280 Interscholastic Athletics Policy

Interscholastic athletics for boys and girls are an integral and desirable part of the district’s secondary school educational program. Individual and team sports shall be based upon comprehensive physical education instruction and intramural activities, seeking broad participation from all eligible secondary students. Lifetime or carry-over sports are to be particularly encouraged and supported. Parity in the number and kind of sports activities for girls and boys is a clear objective of the district.

Student eligibility for participation on interscholastic teams shall include authorization by the school physician, written permission providing informed consent of the parent or guardian, and endorsement by the school principal.

This endorsement will be based on established rules and various Mayfield Central School, Tri-Valley League, Section II, State Education Department, and New York State Public High School Athletic Association regulations.

The athletic program will foster and promote all of the following qualities:

1. The appropriate physical, social, and emotional development of participants
2. The ideals of competition, teamwork, and sportsmanship
3. Attainment of the goals of success and participation
4. The development of self-confidence, self-discipline, organization, decision-making skills, and goal orientation in the participants
5. Embodiment of the ideal of a sound mind in a sound body, leading to a lifetime appreciation for physical fitness and good health habits
6. A sense of loyalty and pride that can be shared by all participants, other students, parents, coaches, and the community as a whole
7. The development of self-esteem based upon acceptance and achievement, and a healthy and realistic self-concept, for all participants
8. The athletic program will be governed by all existing Board of Education policies
9. Teams will always play to win, but not to win at any cost. Play will be conducted without pressures that might tend to neglect good sportsmanship and good mental health.

At all times, the athletic program will be conducted as an educational activity.

Revised and Adopted: August 20, 2013

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Policy 5280.1 Athletics Regulations Policy

Coaches

Coaches will abide by the COACHING CODE OF ETHICS of SECTION II, which states that it is the duty of all concerned with school athletics to do the following:

• Emphasize the ideals of sportsmanship, ethical conduct, and fair play;
• Eliminate all possibilities that tend to destroy the best values of the game;
• Stress the values derived from playing the game fairly;
• Show cordial courtesy to visiting teams and officials;
• Establish a happy relationship between visiting teams and officials;
• Respect the integrity and judgment of sports officials;
• Achieve a thorough understanding and acceptance of the rules of the game and of the standards of eligibility;
• Encourage leadership, initiative, and good judgment by players on the team;
• Recognize that the purpose of athletics is to promote the physical, mental, moral, social, and emotional well-being of the individual players;
• Remember that an athletic contest is only a game, not a matter of life and death.
• Parents, students, or other adults who have concerns that these standards are not being practiced should speak with the athletic director, who is responsible for following up on the concerns.

Coaches will make all student-athletes aware of the following elements of sportsmanship at all times throughout the season, especially as part of teaching during practices and games:

• Learn and understand the rules of the sport.
• Play hard, play to win, and play fairly within these rules.
• Maintain self-control and concentrate on good sportsmanship under pressure.
• Respect the opponent, never taunt, acknowledge good play, and offer congratulations.
• Respect the role of the officials and accept their decisions as part of the game.
• Be an example for your school, teammates, and opponents.

Student-Athletes

Rules of Training and Conditioning

All players are expected to observe all training and team rules as prescribed by the coach with regard to curfew, team conduct, conditioning, and other pertinent considerations. Violations of team rules may result in a range of disciplinary actions. Decisions on removal from a team or denial of awards will be made by the high school principal with input from the coach and athletic director.

Tobacco, Alcohol, and Drugs

The following rules apply 24 hours per day, in all locations:

• During the season of practice or play, a student will not possess or use any beverage containing alcohol; possess or use tobacco in any form; possess or use electronic cigarettes and/or vaporizers, regardless of the presence of nicotine; or possess, use, or consume, buy, sell, or give away any controlled substance defined by law as a drug.
• There will be no warnings. A first infraction will cause the student to be suspended from 20% of the scheduled contests. While suspended from contests, students must practice with the team and attend all contests in uniform. Any remaining suspended contests will be completed at the start of the next season.
• A second infraction will cause the student to be dropped from the team and from participation on any other team during that season. A student may participate on a team in the next season. However, a second “first” infraction in any subsequent season will cause the student to be dropped from the team.

Athletic penalties are imposed in addition to school Code of Conduct penalties.

Academic Eligibility

All athletic team members are expected to achieve acceptable academic progress while participating in the athletic program. The following policy will govern academic eligibility for athletics:

• All coaches will submit a list of participating students to the high school principal once students are chosen to participate in a sport.
• To be eligible, a student must not have failing or incomplete grades in a total of two or more subjects in the course of one week or longer. The student will be considered failing if his or her average is 64 or lower. Should the student’s average fall below 65, he or she will then be placed on the ineligibility list.
• Eligibility will be checked weekly, starting with progress reports in the fifth week of school. Students must have passing grades on a regular basis to participate.
• If a student is found to have failing or incomplete grades in two or more subjects, he/she must do the following to remain eligible for participation.
• The student will have seven calendar days from the date the ineligibility list is published to improve deficient grades to passing. During these seven days, the student will remain eligible and may practice and play in any games or matches.
• At the end of the seven days, a check of cumulative progress will be made. Should the student continue to fail two or more courses at the end of the first seven-day period, the student will be able to practice during the second week of ineligibility, but may not participate in contests held while he is ineligible for that week.
• Should the student remain ineligible for a third straight week, he or she may not practice or participate in any contests from that point on until he or she becomes eligible.

Attendance

An athlete must be in school the day of the contest and must also be in school the day before participation in any special tournament or out-of-state contest. An athlete is expected to report on time for school each day.

An athlete may not participate in a practice or game that day when he or she has been absent unexcused or late to school more than 15 minutes or late less than 15 minutes for a third time, or truant or suspended (in or out of school), or excused from any part of the school day for illness or injury.

Each athlete must make every effort to be in school the day following athletic events. If a pattern of absences develops following athletic events, the coach will take appropriate disciplinary action, which may range from a warning to a suspension from participation for a period of time.

If a player becomes ill during the day and cannot practice, it is his or her responsibility to notify the coach involved.

A student who is absent or tardy due to a doctor/dentist appointment, court appearance, funeral, college visit, or other legal reason may receive permission from the school nurse to participate that day. The nurse will issue written permission that the player must give to his or her coach.

A student going to the dentist or doctor should bring a note stating that the student is capable of participating in the sports activity that day.

Travel

All squad members are to travel to and from contests on school transportation. Requests for exceptions to this rule must be made in writing to the supervising coach by the parent or guardian of the athlete involved and approved in advance by the high school principal.

An athlete may ride home from a contest with his/her parents with specific approval by the coach at the game site. Under no circumstances will a student be allowed to ride to or from a contest with another student.

Equipment, Property, and Facilities

Players are responsible for all equipment issued to them. Equipment is to be used only during practices and contests in the sport for which it was issued.

No part of any uniform is to be used in physical education class. If equipment cannot be accounted for at the end of the sports season, the athlete is financially responsible for it. The athlete may not compete in any succeeding sport until arrangements are made for restitution of the lost equipment, property, or damage.

Team members are expected to refrain from willfully or carelessly damaging equipment, property, or facilities, whether at home or away. No athletic or other awards will be made to squad members who damage or misuse equipment, facilities, or property unless restitution has been made. No Mayfield squad member shall exchange or trade equipment or property with another Mayfield squad member or with a squad member from another school district. Possession by a Mayfield squad member of unauthorized equipment or property may result in disciplinary action. Players must return property or equipment that belongs to another school district, along with a written apology.

Leaving the Team

A squad member is expected to remain a member of the team until the season is completed. When a member wishes to leave a team, he or she must discuss his or her reasons with the coach. Leaving the team without prior discussion is quitting. A student who leaves the team without the approval of the coach after the third full week following the start of the official season for each sport may not participate on another athletic team for that season. Team members should honor their commitments to participate on teams. If a student desires to transfer to another team during the season, he or she must have prior permission from both coaches.

In some situations, it may be necessary for an athlete to leave a team (academic difficulties, home situations, economic hardships, etc.). The coach and athlete should arrive at a mutual agreement whereby the student is given permission to leave the team. The coach will notify the athletic director and principal in writing of any such change.

Physicals

Each athlete must pass a sports physical given by the Mayfield Central School doctor in order to be eligible to participate in athletic activities.

The sports physicals are given before each sports season, fall, winter, and spring. Every athlete must also have an update (interval health history) during the year. If an athlete is absent five (5) or more consecutive school days, or injured, the school nurse must re-certify the athlete as “able to participate” in sports. If an athlete is participating under the Selection Classification Program, he/she must pass a comprehensive sports maturity physical given only by the school doctor.

Sportsmanship

All team members commit themselves to act in a sportsmanlike way at all times, reflecting the pride and self-discipline expected in our athletic program.

Players should be mindful that they represent their team, school, home, and community as well as themselves. Appropriate and respectful behavior is expected in the community, in school, and on the athletic field or court.

Any player, coach, or assistant coach on a varsity, junior varsity, freshman, or modified team in Section II shall be suspended for the next scheduled contest (next game, season, or year) if an official ejects a player or coach from a contest for unsportsmanlike behavior.

Athletes or coaches who exhibit such behavior but are not disqualified by an official (or in a sport where no official is employed, such as golf or tennis) would receive the same penalty as an athlete or coach who was indeed ejected from a contest.

Physical Confrontation with an Official

In no case shall a player or coach strike, bump, or otherwise physically intimidate an official, including before, during, or after a contest. If this occurs, a Section II Sportsmanship Committee hearing will be held as soon as possible with all parties or representatives present. Decisions of this committee are final, and penalties may be assessed, such as multiple game suspension, season suspension, or suspension from playing or coaching any sport for one calendar year. The official would retain the legal right to initiate legal action against the offending player or coach. Written reports of any such incident must be filed with Section II by the Athletic Director for either of the above. An appeal procedure is available, which must be initiated by the high school principal within forty-eight (48) hours of the incident.

Parent Communications

Parents should call the school and ask to have coaches return their calls when they wish to discuss situations or concerns, the same way that parents should communicate with teachers. Parents must refrain from discussing concerns with officials and with coaches and players of both teams prior to, during, or immediately following contests. Coaches are expected to inform parents immediately when serious concerns arise.

Informed Consent

Participation in sports may involve a certain degree of injury. The coaching staff and other responsible school officials will do everything within reason to protect a student against injury, including the provision of appropriate equipment, safe facilities, and training designed to reduce the impact of accidents. However, injuries sometimes occur and, on very rare occasions, may be serious and/or disabling. Parents/ Guardians who are concerned about this possibility should discuss this with the coach, athletic director, or principal prior to signing the permission form from the Forms page.

Student Response and Parent/Guardian Permission Forms

Student athletes will turn in completed and signed information/permission forms to their coaches by the third practice of the season. Players lacking the completed and signed forms will not be able to participate.

Revised and approved: December 18, 2007
Revised and Adopted: August 20, 2013

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Policy 5280.2 Extracurricular Regulations Policy

For students participating in extracurricular activities.

Rules of participation

All students are expected to observe all rules as prescribed by the adviser with regard to curfew, conduct, training, and other pertinent considerations. Violations of club rules may result in a range of disciplinary actions. Decisions on removal from a club, activities, or denial of awards will be made by the high school principal with input from the adviser. Tobacco, alcohol, and drugs: The following rules apply 24 hours per day, in all locations:

1. During the school year of participation, a student will not:
   • Possess or use any beverage containing alcohol,
   • Possess or use tobacco in any form,
   • Possess, use, or consume, buy, sell, or give away any controlled substance defined by law as a drug.
2. There will be no warnings. A first infraction will cause the student to be prohibited from participating in 20% of the scheduled events (including, but not limited to, drama productions, Masterminds, National Honor Society events, and band field trips etc.). While prohibited from participating in these events/contests, students must practice with the group, attend meetings, and/or be present at all events/contests.
3. A second infraction will cause the student to be removed from the club/activity and from participation in any other club/activity during that season. A student may participate in a club/activity during the next school year. However, a second “first” infraction in any subsequent season will cause the student to be removed from the club/activity.
4. Penalties are imposed in addition to school Code of Conduct penalties. A meeting with the advisor and principal must be held before a suspended student may return to participate in practice or contests.

Academic Eligibility

All extracurricular club members are expected to achieve acceptable academic progress while participating in the program. The following policy will govern academic eligibility for extracurricular participation:

1. All advisers will submit a list of participating students to the high school principal once students are chosen to participate in a club.
2. To be eligible, a student must not have failing or incomplete grades in a total of two or more subjects in the course of one week or longer. The student will be considered failing if his or her average is 64 or lower. Should the student’s average fall below 65, he or she will then be placed on the ineligibility list.
3. Eligibility will be checked weekly, starting with progress reports in the fifth week of school. Students must have passing grades on a regular basis to participate.
4. If a student is found to have failing or incomplete grades in two or more subjects, he/she must do the following to remain eligible for participation:
   1. The student will have seven calendar days from the date the ineligibility list is published to improve deficient grades to passing. During these seven days, the student will remain eligible and may practice and play in any games or matches.
   2. At the end of the seven days, a check of cumulative progress will be made. Should the student continue to fail two or more courses at the end of the first seven-day period, the student will be able to practice during the second week of ineligibility, but may not participate in contests held while he is ineligible for that week.
   3. Should the student remain ineligible for a third straight week, he or she may not practice or participate in any contests from that point on until he or she becomes eligible.

Attendance

A student must be in school the day of the contest and must also be in school the day before participation in any special tournament or out-of-state contest. A student is expected to report on time for school each day.

1. A student may not participate in a practice, rehearsal, production, or event that day when he or she has been absent unexcused or late to school more than 15 minutes or late less than 15 minutes for a third time or truant or suspended (in or out of school) or excused from any part of the school day for illness or injury.
2. Each student must make every effort to be in school the day following events. If a pattern of absences develops following events, the coach will take appropriate disciplinary action, which may range from a warning to a suspension from participation for a period of time.
3. If a player becomes ill during the day and cannot practice, it is his or her responsibility to notify the coach involved.
4. A student who is absent or tardy due to a doctor/dentist appointment, court appearance, funeral, college visit, or other legal reason may receive permission from the school nurse to participate that day. The nurse will issue written permission that the player must give to his or her coach.
5. A student going to the dentist or doctor should bring a note stating that the student is capable of participating in the activity/event that day. 

Travel

All club members are to travel to and from contests/events/field trips on transportation provided by the club and/or supported by the district. Requests for exceptions to this rule must be made in writing to the supervising advisor by the parent or guardian of the student involved and approved in advance by the high school principal.

A student may ride home from an event with his/her parents with specific approval by the adviser at the site of the event. Under no circumstances will a student be allowed to ride to or from an event with another student.

Equipment, Property, and Facilities

Students are responsible for all equipment/materials issued to them. Equipment is to be used only during practices and events of the extracurricular event for which it was issued. If equipment/materials cannot be accounted for at the end of the school year, the student is financially responsible for them. The student may not participate in any subsequent extracurricular activities until arrangements are made for restitution of the lost equipment, materials, property, or damage. Club members are expected to refrain from willfully or carelessly damaging equipment, property, or facilities.

Leaving the Club

A club member is expected to remain a member of the club until the school year is completed. When a member wishes to leave a club, he or she must discuss his or her reasons with the adviser. Leaving the club without prior discussion is “quitting”. A student who leaves the club without the approval of the adviser must attend a meeting with the adviser, principal, and a parent/guardian before they are able to participate in the future. Club members should honor their commitments to participate in extracurricular activities.

In some situations (academic difficulties, home situations, economic hardships, etc.), it may be necessary for a student to leave a club. The student and adviser should arrive at a mutual agreement whereby the student is given permission to leave the club. The adviser will notify the principal in writing of any such change.

Conduct

All team members commit themselves to behave in a manner, at all times, which reflects the pride and self-discipline expected at our school. Participants should be mindful that they represent their club, school, home, and community, as well as themselves.

Appropriate and respectful behavior is expected in the community, in school, and at any events in which they participate.

All participation in extracurricular clubs, activities, and events constitutes a “school function”, as defined by the Code of Conduct. Therefore, any misconduct prohibited by the Code of Conduct may result in disciplinary action taken by administration. In such case, the adviser will first contact the principal, after which time the parent/guardian will be notified.

Parent communications: Parents should call the school and ask to have advisers return their calls when they wish to discuss situations or concerns, the same way that parents should communicate with teachers. Advisers are expected to inform parents immediately when serious concerns arise.

Informed Consent

Participation in extracurricular activities may involve a certain degree of injury. The advisers and other responsible school officials will do everything within reason to protect a student against injury, including the provision of appropriate equipment, safe facilities, and practices designed to reduce the impact of accidents. However, injuries sometimes occur and, on very rare occasions, may be serious and/or disabling. Parents/guardians who are concerned about this possibility should discuss this with the adviser or principal prior to signing the permission form.

Student Response and Parent/Guardian Permission Forms: Student will submit signed information/permission forms to their advisors by the third rehearsal, practice, or meeting of the school year. Students lacking the signed forms will not be able to participate.

Adopted by BOE: August 20, 2013

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Policy 5311 Dignity For All Students

The Board of Education recognizes that learning environments that are safe and supportive can increase student attendance and improve academic achievement. A student’s ability to learn and achieve high academic standards, and a school’s ability to educate students, is compromised by incidents of discrimination or harassment, including but not limited to bullying, taunting, and intimidation. Therefore, in accordance with the Dignity for All Students Act, Education Law, Article 2, the District will strive to create an environment free of discrimination and harassment and will foster civility in the schools to prevent and prohibit conduct which is inconsistent with the District education mission.

The District condemns and prohibits all forms of discrimination and harassment of students based on actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex by school employees or students on school property and at school-sponsored activities and events that take place at locations off school property. In addition, any act of discrimination or harassment, outside of school-sponsored events, which can reasonably be expected to materially and substantially disrupt the education process may be subject to discipline.

Dignity Act Coordinator

At least one (1) employee at every school shall be designated as the Dignity Act Coordinator(s). The Dignity Act Coordinator(s) will be thoroughly trained to handle human relations in the areas of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (identity or expression), and sex. The Board of Education shall appoint the Dignity Act Coordinator(s) and share the name(s) and contact information with all school personnel, students, and parents/persons in parental relation.

If a Dignity Act Coordinator vacates his/her position, another school employee shall immediately be designated for an interim appointment as Coordinator, pending approval from the Board of Education, within thirty (30) days of the date the position was vacated. In the event a Coordinator is unable to perform the duties of the position for an extended period of time, another school employee shall immediately be designated for an interim appointment as Coordinator, pending return of the previous Coordinator to the position.

Training

Training will be provided each school year for all District employees in conjunction with existing professional development training to raise staff awareness and sensitivity of harassment and discrimination directed at students that are committed by students or school employees on school property or at a school function. Training will include ways to promote a supportive school environment that is free from discrimination and harassment, emphasize positive relationships, and demonstrate prevention and intervention techniques to assist employees in recognizing and responding to harassment and discrimination, as well as ensuring the safety of the victims.

Instruction in grades Kindergarten through 12 shall include a component on civility, citizenship, and character education. Such component shall instruct students on the principles of honesty, tolerance, personal responsibility, respect for others, observance of laws and rules, courtesy, dignity and other traits which will enhance the quality of their experiences in, and contributions to, the community, For the purposes of this policy, “tolerance,” “respect for others” and “dignity” shall include awareness and sensitivity to discrimination or harassment and civility in the relations of people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, genders and sexes.

Rules against discrimination and harassment will be included in the Code of Conduct, publicized District-wide, and disseminated to all staff and parents. An age-appropriate summary shall be distributed to all students at a school assembly at the beginning of each school year.

Reports and Investigations of Discrimination and Harassment

The District will investigate all complaints of harassment and discrimination, either formal or informal, and take prompt corrective measures, as necessary. Complaints will be investigated in accordance with applicable policies and regulations. If, after an appropriate investigation, the District finds that this policy has been violated, corrective action will be taken in accordance with District policies and regulations, the Code of Conduct, and all appropriate federal or state laws.

The District will annually report material incidents of discrimination and harassment to the State Education Department as part of the Uniform Violent and Disruptive Incident Reporting System (VADIR).

Prohibition of Retaliatory Behavior (Commonly Known as “Whistle-Blower” Protection)

Any person who has reasonable cause to suspect that a student has been subjected to discrimination or harassment by an employee or student, on school grounds or at a school function, who acts reasonably and in good faith and reports such information to school officials or law enforcement authorities, shall have immunity from any civil liability that may arise from making such report. The Board prohibits any retaliatory behavior directed at complainants, victims, witnesses, and/or any other individuals who participated in the investigation of a complaint of discrimination or harassment.

Education Law Sections 10-18 and 801-a
8 New York Code of Rules and Regulations (NYCRR) Section 100.2(1)(2)

Adopted by BOE: July 17, 2012

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Policy 5410 Purchasing: Competitive Bidding and Offering

Except as otherwise provided by law, all contracts for public work involving an expenditure of more than $35,000 and all purchase contracts involving an expenditure of more than $20,000 will be awarded by the District to the lowest responsible bidder furnishing the required security after advertisement for sealed bids. However, the District may, in its discretion, award purchase contracts on the basis of “best value” to a responsive and responsible bidder or offeror, provided the Board has authorized this action by rule, regulation, or resolution adopted at a public meeting.

No bid or offer will be accepted that does not conform to specifications furnished unless those specifications are waived by Board action. The District may, in its discretion, reject all bids or offers and readvertise new bids or offers in a manner consistent with New York State law.

All contracts requiring public advertising and competitive bidding or offering will be awarded by resolution of the Board.

Except as authorized by law, no Board member or employee of the District will have an interest in any contract entered into by the District.

Standardization

Upon the adoption of a standardization resolution by a vote of at least 3/5 of all Board members, purchase contracts for a particular type or kind of equipment, materials, or supplies of more than $20,000 may be awarded by the Board to the lowest responsible bidder or offerer furnishing the required security after advertisement for sealed bids in the manner provided in law. This resolution must state that, for reasons of efficiency or economy, there is a need for standardization and must contain a full explanation of those reasons. Upon the adoption of a valid standardization resolution, the District may provide in its specifications for a particular make or brand to the exclusion of others.

“Piggybacking” Exception to Competitive Bidding

The District may, in its discretion, purchase certain goods and services (apparatus, materials, equipment, and supplies) at costs beyond the above-referenced thresholds through the use of contracts let by the United States or any agency thereof, any state, and any county, political subdivision, or district of any state.

This method of procurement is permitted on contracts issued by other governmental entities, provided that the original contract:

1. Has been let by the United States or any agency thereof, any state (including New York State), or any other political subdivision or district;
2. Was made available for use by other governmental entities and agreeable with the contract holder; and
3. Was let in a manner that constitutes competitive bidding consistent with New York State law, or was awarded on the basis of best value, and is not in conflict with other New York State laws.

Annual Review

Periodically, comments concerning the District’s bidding and purchasing policies and procedures will be solicited from those District employees involved in the procurement process.

The Board will annually review its bidding and purchasing policies and procedures. The School Business Official will be responsible for conducting an annual review of such policies and for an evaluation of the internal control structure established to ensure compliance with the procurement policy.

General Municipal Law Articles 5-A and 18
State Finance Law §§ 162, 163, and 163-b
Education Law § 305(14)(g)

NOTE: Refer also to Policies:

• 5411 – Procurement of Goods and Services
• 5412 – Alternative Formats for Instructional Materials
• 5413 – Procurement: Uniform Grant Guidance for Federal Award

Adopted by BOE: June 10, 2025

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Policy 5411 Procurement of Goods and Services

Purchasing Authority

The District’s purchasing activities will be part of the responsibilities of the Business Office, under the general supervision of the Purchasing Agent designated by the Board. The Purchasing Agent is authorized to enter into cooperative bidding and cooperative purchasing arrangements to meet the various needs of the District. No contracts for goods and services will be made by individuals or organizations in the school that involve expenditures without first securing approval for the contract from the Purchasing Agent.

Except as authorized by law, no Board member or employee of the District will have an interest in any contract entered into by the District.

Purchasing Process

The Board recognizes its responsibility to ensure the development of procedures for the procurement of goods and services not required by law to be made pursuant to competitive bidding requirements. These goods and services will be procured in a manner so as to:

1. Assure the prudent and economical use of public moneys in the best interests of the taxpayer;
2. Facilitate the acquisition of goods and services of maximum quality at the lowest possible cost under the circumstances; and
3. Guard against favoritism, improvidence, extravagance, fraud, and corruption.

These procedures will contain, at a minimum, provisions which:

1. Prescribe a process for determining whether a procurement of goods and services is subject to competitive bidding, and if it is not, documenting the basis for such determination;
2. With certain exceptions, provide that alternative proposals or quotations for goods and services will be secured by use of written request for proposals, written quotations, verbal quotations, or any other method of procurement which furthers the purposes of General Municipal Law Section 104-b;
3. Set forth when each method of procurement will be utilized;
4. Require adequate documentation of actions taken with each method of procurement;
5. Require justification and documentation of any contract awarded to other than the lowest responsible dollar offer, stating the reasons;
6. Set forth any circumstances when, or the types of procurement for which, the solicitation of alternative proposals or quotations will not be in the best interest of the District; and
7. Identify the individual or individuals responsible for purchasing and their respective titles. This information will be updated biennially.

Any unintentional failure to fully comply with these provisions will not be grounds to void action taken or give rise to a cause of action against the District or any District employee.

The District will develop administrative regulations to establish procedures for the procurement of goods and services.

Professional Services

Professional services are generally those services that require specialized skills, training, professional judgment, expertise, and creativity. Examples include attorneys, architects, and engineers. The procurement of professional services falls within an exception to competitive bidding. In order to procure professional services, the District will use the request for proposals (RFP) process as set forth in General Municipal Law in order to protect the District’s interests and to avoid the appearance of favoritism or impropriety. Although not necessarily bound to select the lowest bidder in response to its RFP, the District will adequately document its selection process to demonstrate its economical and prudent use of public monies and to ensure fair competition.

Education Law §§ 1604, 1709, 1950, 2503, 2554, and 3602
General Municipal Law Articles 5-A and 18
General Municipal Law §§ 104-b and 119-o

NOTE: Refer also to Policies:

• 5410 – Purchasing: Competitive Bidding and Offering
• 5412 – Alternative Formats for Instructional Materials
• 5413 – Procurement: Uniform Grant Guidance for Federal Awards

Adopted by BOE: June 10, 2025

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Policy 5412 Alternative Formats for Instructional Materials

Preference in the purchase of instructional materials will be given to vendors who agree to provide materials in a usable alternative format (i.e., any medium or format, other than a traditional print textbook, for presentation of instructional materials that is needed as an accommodation for each student with a disability, including students requiring Section 504 Accommodation Plans, enrolled in the District). Alternative formats include, but are not limited to, Braille, large print, open and closed captioned, audio, or an electronic file in an approved format as defined in Commissioner’s regulations.

The District has adopted the National Instructional Materials Accessibility Standard (NIMAS) to ensure that curriculum materials are available in a usable alternative format for students with disabilities. The District will ensure that each student who requires instructional materials in an alternate format will receive them in a timely manner and in a format that meets NIMAS standards.

The District will establish a plan to ensure that instructional materials in a usable alternative format for each student with a disability (including students requiring Section 504 Accommodation Plans) are based upon the student’s educational needs and course selections, and will be available at the same time as those instructional materials are available to non-disabled students.

The Plan will:

1. Specify that the District gives a preference in the purchase of instructional materials it has selected for its students to those vendors who agree to provide such instructional materials in alternative formats;
2. Specify when an electronic file is provided, how the format will be accessed by students and/or how the District will convert to an accessible format;
3. Specify the process to be used when ordering materials to identify the needs of students with disabilities residing in the District for alternative format materials;
4. Specify ordering timelines to ensure that alternative format materials are available at the same time as regular format materials are available; and
5. Include procedures so that when students with disabilities move into the District during the school year, the process to obtain needed materials in alternative formats for those students is initiated without delay.

20 USC § 1474(e)(3)(B)
8 NYCRR §§ 200.2(b)(9), 200.2(c)(2) and 200.2(i)

Adopted by BOE: June 6, 2025

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