500 - INSTRUCTIONAL PROGRAMS

501 INSTRUCTIONAL GOALS AND OBJECTIVES

The Sevier County Board of Education approves the following broad-based instructional goals for students:

• To acquire the knowledge and attitude necessary to achieve and maintain good physical and mental health;
• To develop the skills necessary to function as a self-directed person;
• To develop the capacity to cope with change through and understanding of the arts, humanities and scientific processes;
• To know the principles involved in making moral and ethical choices;
• To develop the basic skills of reading, writing, computation, spelling, speaking, and problem solving;
• To develop a positive attitude toward learning as a lifelong endeavor;
• To learn to identify personal talents and interests, make appropriate career choices, and develop career skills;
• To acquire knowledge and to develop skills in the management of personal and public resources necessary for meeting obligations for self, family, and society;
• To learn to act in a responsible manner;
• To learn of the rights and responsibilities of citizens of the community, state, nation, and world; and
• To learn to understand, respect and interact with people of different, cultures, generations, and races

Policy References

500 - INSTRUCTIONAL PROGRAMS

502 ADULT EDUCATION PROGRAM

An adult education program will be provided to enable adults and program eligible youth to meet high school graduation requirements and receive a high school diploma.

If a student under 18 years of age wishes to enter the adult education program, parental and superintendent's permission is required for entry.

Policy References

500 - INSTRUCTIONAL PROGRAMS

503 ORGANIZATION FOR INSTRUCTION

All classes will be under the control of the Sevier County Board of Education and will comply with laws of the State of Tennessee and the Rules and Regulations of the State Board of Education.

The superintendent will be responsible for development of an educational program that will meet the needs of the students and attain optimal learning conditions.
Class sizes will be those that are required by either the State or SACS whichever is smaller. Split-grade classes will be avoided if at all possible.

Policy References

500 - INSTRUCTIONAL PROGRAMS

504 COMMUNITY INSTRUCTIONAL RESOURCES

An inventory of community resource people, agencies and establishments which have potential to enhance teaching and learning will be conducted for each school and kept current to assist in instructional planning.

The Board recognizes the value of community resource persons in the educational program and authorizes the use of such persons with the approval of the school principal and the superintendent.

Policy References

500 - INSTRUCTIONAL PROGRAMS

505 PARENTAL INVOLVEMENT

Last Updated Date: 11/08/2021

General Expectation for Parent and Family Engagement

The Board is committed to ensuring the engagement of parents and other family members in the education of students.

The Board shall implement the following as required by federal or state laws or regulations:¹

1. The school district shall annually work with parents in evaluating and potentially revising the provisions of this policy in improving the quality of schools. Such an evaluation shall strive to identify any barriers to greater participation by parents (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background).
2. The school district shall provide the coordination, technical assistance, and other necessary support to assist individual schools with planning and implementing parental and family engagement activities.
3. The school district shall involve parents with the development of required educational or improvement plans.
4. The school district shall coordinate and integrate parental and family engagement strategies with those associated with other federal or state programs.
5. The school district shall put into operation activities and procedures for the engagement of parents in all of its schools.² Those programs, activities, and procedures will be planned and operated with meaningful consultation with parents.
6. The school district shall ensure that activities and strategies are implemented to support this policy and included in the district plan.
7. The district and school improvement plan shall include strategies for parental participation in the district's schools which are designed to improve parent and teacher cooperation in such areas as homework, attendance, discipline, and higher education opportunities for students.
8. The district plan shall include procedures to enable parents to learn about the course of study and academic achievement of their children and have access to all learning materials.
9. The district plan shall identify opportunities for parents to participate in and support classroom instruction in the school.
10. If the school district's plan is not satisfactory to parents, the school district shall submit parental comments regarding the plan to the State Department of Education as required.
11. The school district shall ensure Title I schools are in compliance with the Every Student Succeeds Act, Section 1116.

The Director of Schools shall develop and implement any procedures necessary to accomplish the goals of this policy.

SCHOOL LEVEL POLICY

Each school shall submit to the Director of Schools or designee, for review and comment, its Title I school parent and family engagement policy which must meet state and federal requirements, including a school-parent compact. This school level policy shall be developed jointly with and distributed to parents of participating students. A copy of these documents shall be retained in the district office and made available on the school's (if applicable) and school system's website.

SUPPORT FOR PROGRAM

If the Title I allocation is $500,000 or more to the school system, then at least one percent (1%) of that allocation shall be reserved for the purpose of promoting parent and family engagement. Parents of students participating in the Title I programs shall be consulted on the use of these funds.

FAMILY-SCHOOL PARTNERSHIPS¹

Families and community members shall be engaged in the education of students based on the following standards:

1. Families are welcomed into the school community;
2. Families and school staff should engage in regular and meaningful communication about student learning;
3. Families and school staff should work together to support student learning and development;
4. Families are informed and encouraged to be advocates for students;
5. Families are full partners in the decisions that affect children and families; and
6. Community, civic, and business resources are made available to strengthen school programs, family practices, and student learning.

Policy References

Legal References
1.Every Student Succeeds Act, Pub.L. 114-95, Dec. 10, 2015, 129 Stat. 1802; State Board of Education Policy 4.207; TCA 49-2-305; 20 USCA § 6318
2.TCA 49-6-7001

Cross References
English Learners 4.207
Homeless Students 6.503

500 - INSTRUCTIONAL PROGRAMS

506 HOMEWORK

Homework will be assigned to reinforce and strengthen specific areas of interest and opportunities. It must never be given for punishment. All homework will be received by the teacher making the assignment and credit given for the student's efforts.

Teachers making homework assignments will take into consideration individual differences of students. Homework should not require the use of reference materials not available in most homes, school libraries or the public library.

Policy References

500 - INSTRUCTIONAL PROGRAMS

507 EVALUATION OF INSTRUCTIONAL PROGRAM

The purposes of evaluation of instruction will be:

• To indicate instructional strengths and weakness;
• To provide information needed for future planning;
• To provide date for public information;
• To show the relationship between achievement and system's stated goals; and
• To assess the suitability of the instructional program in terms of community requirements.

A continuing evaluation will be conducted at the school and system levels. The needs indicated will be addressed in system and school improvement programs. 

Policy References

500 - INSTRUCTIONAL PROGRAMS

508 SELECTION AND RECONSIDERATION OF TEXTBOOKS, INSTRUCTIONAL MATERIALS, AND LIBRARY MATERIALS

Last Updated Date: 08/08/2022

The Sevier County Board of Education expects that good judgment will be utilized in the selection of all textbooks, library books, and materials by teachers, administrators, and supervisors. This good judgment should preclude the selection of books and materials that are not appropriate for student use for a given age group. The Sevier County Board of Education will not select any textbooks or instructional materials at odds with state law.

TEXTBOOKS AND INSTRUCTIONAL MATERIALS

All classrooms shall be equipped with the textbooks and instructional materials needed to provide quality learning experiences for students in accordance with state law. The Board shall provide a wide range of textbooks and instructional materials that cover all levels of difficulty, generate critical thinking, and support the educational programs.

SELECTION

The responsibility to select textbooks and instructional materials, as recommended by the State Textbook Commission, rests with the local textbook selection committees, subject to approval by the Board. Use of textbooks and instructional materials not on the list approved by the State Textbook Commission is permissible if the Board submits a waiver to the State Board of Education and such waiver is approved.

The Director of Schools shall establish a procedure for providing parents with children enrolled in the school district and citizens of the community with an opportunity to examine proposed textbooks and instructional materials prior to their final adoption, including public notice of the time and location at which textbooks and instructional materials may be examined. Once approved by the Board, the Director of Schools shall ensure the list of all approved textbooks and instructional materials are posted on the school district’s website and send a copy of the list to the Commissioner of Education.

DISTRIBUTION

The Director of Schools shall designate an employee to be responsible for the purchase and distribution of approved textbooks and instructional materials in each school. Students shall receive these items at no cost.

CARE OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS

Textbooks and instructional materials are property of the Board and shall be returned at the end of the school year, upon completion of the course, or upon withdrawal from a course or school. Parent(s)/guardian(s) are to sign an agreement stating they shall be responsible for the textbooks and instructional materials received and used by their children. The Director of Schools shall be responsible for developing an administrative procedure regarding the replacement of lost or damaged textbooks and instructional materials.

REVIEW OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS

A list of textbooks and instructional materials shall be revised per state law and posted on the district’s website.

Upon request, parent(s)/guardian(s) shall have the ability to inspect any textbooks and instructional materials including, but not limited to, teaching materials, handouts, and tests that are developed by and graded by their child’s teacher. Refer to SCSS Board Policy 526.

LIBRARY MATERIALS

Library materials are selected to serve the scope of the curriculum and to meet the needs of the students. Sevier County School System (SCSS) Libraries provide a wide range of materials representing many levels of difficulty, offering a variety of formats and points of view, and appealing to the diversity of our student body.

SELECTION

The responsibility for the selection of library materials is delegated to certified library personnel with final approval by the district media supervisor and following the guidelines in the district’s Procedures for the Selection of School Library Materials.

CARE OF LIBRARY MATERIALS

Library materials are property of Sevier County Schools and shall be returned to the library at the end of the semester/school year, upon completion/return date, or upon withdrawal from the school. Parent(s)/guardian(s) will be responsible for paying the replacement cost of lost/damaged materials.

REVIEW OF LIBRARY MATERIALS

Library collections will continually be evaluated by library personnel in accordance with curriculum changes, new material formats, interests and needs of users, and changing instructional methods. Materials no longer appropriate or needed will be removed from the collection, while lost and worn materials of lasting value will be replaced. The collection renewal process will be continuous according to a long-range plan that provides for complete collection evaluation over a five-year period.

Parent(s) may request that his/her child not be required to read a book, use certain materials, or participate in an activity. This should be submitted as a written request to your student’s teacher, counselor, and principal. No student who is granted such a request will be penalized academically for his/her failure to participate in an activity, read a book, or use certain materials. Rather, the students shall be given an alternate book, activity, or material and graded accordingly.

Request for Reconsideration of Textbooks, Instructional Materials, or Library Materials

Because opinions differ, there may be questions concerning some instructional and library materials despite the quality of the selection process. At the request of a student,  student’s parent/guardian, or a school employee, the following procedure is to be followed:

1. Inform the complainant of the selection procedures and make no commitments.
2. Request the complainant to submit a formal Request for Reconsideration of Textbooks, Instructional Materials, or Library Materials form.
3. Inform the principal (and other appropriate personnel). 
4. Keep materials to be reconsidered available for use during the reconsideration process.
5. Upon receipt of the completed form, the principal submits the request to review materials to be reconsidered by an ad hoc materials review committee within fifteen (15) working days, and notifies the Assistant Superintendent of Curriculum and Instruction that such review has been requested. The review committee is appointed by the principal, and includes as appropriate, district supervisor(s), certified library media personnel, representatives from classroom teachers, one or more parents, and one or more students.
6. The Review Committee shall take the following steps after receiving the request to reconsider materials: 
   1. Read, view, or listen to the contested material in its entirety;
   2. Determine the extent to which the material supports the curriculum;
   3. Complete the appropriate Committee Review: Reconsideration of Instructional Textbooks, Instructional Materials, or Library Materials form judging the material for its strength and value; and
   4.  Present recommendation to retain or withdraw materials to principal and to the Director (or Director’s designee) for purposes of information.
   5.  The Director (or Director’s designee) will communicate the final recommendation to the principal to inform the petitioner of the final decision.
7. If the petitioner desires further action after receiving the recommendation of the committee, an appeal may be made to the Director (or Director’s designee).

Sevier County Schools strives to provide accurate and comprehensive instruction to its students. Sevier County understands that religious beliefs, events, and figures have played a significant role in world, United States, and Tennessee history. Curriculum content which consists of religious themes shall be for educational purposes only and shall not be used to proselytize, establish, foster, or demean any particular religion, religious beliefs, or religious tenants. Education content with religious themes shall be taught factually and objectively.

500 - INSTRUCTIONAL PROGRAMS

509 TEST SECURITY

The policy covers monitoring and maintaining security for each assessment component of the Tennessee Comprehensive Assessment Program (TCAP) and other similar instruments that the school system may choose to use. The Superintendent will appoint a System Testing Coordinator. In addition each principal will appoint at least one testing coordinator for each school. Prior to test administration, testing security concerns will be addressed. Immediately after receipt of test materials, test coordinators will verify quantities received. If there are problems, building level coordinators will consult with the system coordinator. After verification, materials will be stored in a locked area. Building coordinators will ensure that tests are not reviewed by students or teachers prior to administration. Test dates will be set by the system coordinator. The principal of the school is responsible for the development of a schedule within the announced dates.

During testing, test booklets will be distributed to test administrators by the principal and/or the building coordinator. Test materials will not be left unattended unless they are secured. Administration materials and test items will not be copied or reproduced in any manner. During testing sessions, students will not be permitted to use notes, reference materials, or other improper materials. Students will be provided scratch paper when needed. Scratch paper will be taken up after testing and destroyed. The testing room will not have inappropriate materials displayed that aid students in the testing process. Proctors will be utilized in appropriate testing efforts. Proctors must be unbiased. Proctors and test administrators will monitor students during testing sessions to prevent copying and other forms of cheating. Upon the completion of testing each day, the testing coordinator or principal will employ a secure method whereby all scratch paper, test booklets, and/or answer sheets are collected and returned to a designated, supervised area. Reports of testing irregularities will be investigated as necessary. Verified testing irregularities will be handled in a manner consistent with state law.

Materials will be returned to the Central Office on the date set by the system coordinator. Before returning, counts will be re-verified.

Policy References

500 - INSTRUCTIONAL PROGRAMS

510 SPECIAL EDUCATION

Last Updated Date: 06/11/2018

The Sevier County Board of Education will identify, locate and provide a free appropriate public education to all disabled children ages 3-21, inclusive, residing within the jurisdiction of this school system. The plan for implementation of appropriate instruction and services will be in accordance with the current Rules, Regulations, and Minimum Standards of the State Board of Education, as well as state and federal law.

The Board will develop and periodically update a local plan for providing special education services for all disabled students. Specifically, the Board assures that:

• All disabled children living within the school system have available to them a free, appropriate public education which emphasizes special education and related services to meet their unique needs provided in the least restricted environment; and
• Educational services will comply with state and federal law to ensure the rights of disabled children and their parents are protected.

A plan developed pursuant to the IDEA, 34 C.F.R. § 300.324 will aim toward meeting the following objectives:

• To develop and conduct a comprehensive screening and assessment plan emphasizing the early identification and evaluation of disabled students that are administered in accordance with the requirements and parameters of the IDEA.
• A parent may seek an independent educational evaluation (IEE) if the parent disagrees with all or part of the assessment completed by the System; such an IEE may be paid for by the System if the IEE meets the System’s criteria; however, the System may, at its option, initiate a due process hearing to show the System’s evaluation was appropriate; if the System prevails in the hearing, the parent still may obtain an IEE but not a System expense;
• To use the individualized education program (IEP) team for reviewing assessment, formulating programming, and determining placement for every disabled student;
• To ensure that placements are made which educate disabled children in the least restrictive environment;
• To provide each disabled child with an individual educational program (IEP) specifically designed to meet his/her needs, including class sizes that are in compliance with the required BEP formula (such class sizes will be monitored periodically.);
• To ensure that procedural safeguards required by state and federal laws are adhered to; and
• To involve parents of disabled children in meaningful, ongoing dialogue.

A plan developed pursuant to Section 504 will aim toward meeting the following objectives:

• To develop effective 504 teams to assist in providing accommodations to students with physical or mental impairment(s) that substantially limit one or more major life activity.
• To use the 504 team to evaluate students by reviewing information from a variety of sources, such as teacher observations, standardized test scores, report cards, and information from parents and medical providers;
  3. 504 teams will reevaluate students every three years, before any significant changes in placement, or at the request of the parents or school personnel;
• To ensure that procedural safeguards required by state and federal laws are adhered to; and
• To involve parents of disabled children in a meaningful, ongoing dialogue.

Class Size Requirements

Students with disabilities placed in the general education classroom will receive a free appropriate public education. The instructional needs of all students will be met. Equitable and educationally sound placement of all student including students with disabilities will be achieved. The state’s BEP formula will be utilized in determining class size for all classrooms.

Free and Appropriate Public Education

The provisions for a free appropriate public education and the requirements under state law and IDEA are met following the listed criteria.

• Make educational placement decisions for all students, including students with disabilities, based on the instructional needs of the students.
• Provide joint staff development and training of general education and special education teachers (models, strategies and interventions) for maintaining an inclusive classroom;
• Facilitate interactive planning session with general education and special education teachers as well as paraprofessionals regarding each disabled student’s IEP;
• Train general education teachers on modifications and accommodations to the IEP;
• Provide the technical assistance needed to general education teachers in order to address the needs of individual students;
• Train for paraprofessionals is provided to ensure that they acquire the knowledge and skills necessary to assist students in the general education classroom;
• Provide all students in the general education classroom access to the standard textbooks and instructional materials used in the class with alternative and supplemental materials provided as necessary;
• Integrate qualified handicapped students into the general education classroom and/or extracurricular activities to the maximum extent appropriate to the needs of the handicapped student.
• Provide resources and support such as supplemental aids and materials for students to progress in the general curriculum and be successful in the general education classroom (e.g. assistive technology devices and services paraprofessional support, adaptations in the classroom).

Student Discipline
Disciplinary Exclusion of Student with a Disability

• A disciplinary exclusion of a student with a disability from school is a significant change in placement if:
  • • the exclusion is for more than 10 consecutive school days; or
    • a series of exclusions that are each of 10 days or less in duration creates a pattern of exclusion.
    • Factors that should be considered in determining whether a series of exclusions creates a pattern of exclusion include, but are not limited to:
    • • the length of each exclusion,
      • the proximity in time of the exclusions to one another,
      • the total amount of time the student is excluded from school,
      • and similarities of one behavior to another which resulted in the disciplinary actions.
         
• Before implementing a disciplinary action that constitutes a significant change in placement under Section 1, the District will convene and conduct a manifestation determination meeting with a multi-disciplinary team of individuals knowledgeable about the student, the student's evaluation data, and the placement options, in accordance with the requirements of 34 C.F.R. § 104.35. The multi-disciplinary team will conduct the manifestation meeting as follows:
  • • Make a determination as to whether the student's misconduct is a manifestation of the student's disability;
    • Make a determination as to whether the student's misconduct is due to inappropriate placement;
    • Make a placement decision.
      • If the student's misconduct is either a manifestation of the student's disability or is due to an inappropriate placement, the multi-disciplinary team must determine what, if any, modifications to the student's educational placement are necessary and the student may not be disciplined.
      • If the student's misconduct is not a manifestation of the student's disability or is not due to an inappropriate placement, the student may be disciplined in the same manner as similarly situated students without disabilities would be disciplined;
    • Provide the student's parents or guardian notice of both the manifestation determination and the placement decision in a  prompt manner. The student's parents or guardian also must be provided with a copy of their procedural safeguards and rights related to the disciplinary action in a prompt manner

Policy References

500 - INSTRUCTIONAL PROGRAMS

511 SECTION 504 AND ADA GRIEVANCE PROCEDURES

Last Updated Date: 04/14/2014

The Sevier County Board of Education is committed to maintaining equitable employment/educational practices, services, programs, and services that are accessible and usable by qualified individuals with disabilities and will meet or exceed all requirements of Section 504 of the Rehabilitation Act of 1974 and the Americans with Disabilities Act of 1990.

Coordinator
The Board shall designate at least one employee to coordinate its efforts to comply with and carry out its responsibilities under these Acts, including any investigation of any complaint alleging non-compliance with the laws or alleging any actions that would be prohibited by the Acts.

Notice
The Board will make available the name, the office address and telephone number of the Coordinator. Methods of initial and continuing notification may include posting notices in newspaper, student and employee handbooks as well as notice on the system website.

Compliant Procedure
Complaints will be submitted orally or in writing to the Coordinator who will endeavor to accomplish prompt and equitable resolution of complaints alleging any action that would be prohibited by the ADA or Section 504. The Coordinator will respond to all complaints within twenty (20) days with a written response as well as information on further grievance procedures that may be followed if the complaining party is not satisfied with Coordinator’s proposed resolution.

Due Process Hearing Procedures
Section 504 provides the right to an impartial due process hearing if a parent wishes to contest any action of the school system with regard to a child’s identification, evaluation, and placement under Section 504. If a parent requests a Section 504 hearing, the parent/guardian has the right to personally participate and to be represented at the hearing by an attorney or advocate at the parent’s expense. Contested actions or omissions that are appropriate for a Section 504 hearing should involve identification, evaluation, or placement issues involving who has or is believed to have a disability. The request for a Section 504 shall be made either orally or in writing to the Coordinator.

Impartial Hearing Officer
The Director of Schools or his/her designee shall appoint an impartial hearing officer to preside over the Section 504 hearing and issue a decision. Such appointment will be made within fifteen (15) days of the date of a receipt of a request for a due process hearing. The hearing officer that is appointed shall not be a current employee nor shall he/she be related to any member of the Board of Education. The officer need not be an attorney but will be familiar with the requirements of Section 504 and the hearing procedures under Section 504. The choice of an impartial officer may not be presented as an issue at the hearing. If a parent/guardian disputes the impartiality of the appointed hearing officer, he/she may raise such issue on a review of the hearing officer’s opinion by a court of competent jurisdiction or in a complaint to the Office of Civil Rights in Atlanta, GA.

The appointed hearing officer shall set a date for the hearing within fifteen (15) days of his/her appointment and will provide this information in writing to the parent/guardian and the Coordinator. The hearing shall be at a mutually agreeable time and place. Upon a showing of good cause, the hearing officer may grant a continuance of the hearing date and set a new hearing date. If a parent/guardian is represented by an attorney who will be present at the hearing, the parent/guardian must inform the hearing officer and the Coordinator, in writing, at least seven (7) days prior to the hearing date or the hearing can be continued upon the Coordinator’s request.
 

The hearing officer may order a pre-hearing conference during which the parent/guardian or his/her representative will state and clarify the issues to be addressed at the hearing. The pre-hearing conference may also serve to resolve preliminary matters, clarify jurisdictional issues, and answer questions. This conference can be held via telephone or in person. After the pre-hearing, he/she may dismiss the hearing should the hearing officer decide that parent/guardian raises no factual claims or legal issues that come within his/her jurisdiction as a Section 504 hearing officer and issue an order to that effect explaining the basis the finding.

The Hearing
The hearing shall be conducted in an informal, non-adversarial manner. The hearing will be closed to the public unless the parent/guardian requests an open hearing. The hearing officer may reasonably limit testimony and introduction of exhibits for reasons of relevance. The hearing will be video recorded and The system will provide a copy to the parent/guardian upon request. All parties and witnesses shall introduce themselves at the beginning of their presentations. If a parent/guardian appeals the decision of the hearing to the court, the system will prepare a written transcript of the hearing to be offered to the court. Witnesses will present their information in narrative form, without the traditional question and answer format of legal proceedings. Cross-examination of witnesses will not be allowed, but a party may request the hearing officer, at his/her discretion, ask a witness a certain question. Each side will have an equal amount of time to present their positions as determined by the hearing officer. The parent/guardian will present his/her case first by making an opening statement outlining the issues, calling witnesses, and making a closing argument. The school system will present its side next. The parent/guardian may offer a short response after system had completed it presentation. Each side may present personally or through their representatives. The hearing officer may allow or request written closing arguments summarizing and characterizing the information presented at the hearing.

Decision
The hearing officer may make an oral ruling at the conclusion of the hearing or take the case under advisement and issue a written opinion. The decision shall address all of the issues raised by the parent/guardian as well as corrective actions, if any, that the system must take. Any issue or claim by the parent/guardian that is left unaddressed by the hearing officer in his/her decision will be deemed to have been denied. The decision must be issued within forty-five (45) after the date of the request for a due process hearing is received by the system. The hearing may not award attorneys’ fees as a part of the relief granted to a parent/guardian or the system. If the parent/guardian is not satisfied by the decision of the hearing officer, he/she may seek review of the decision in a court of competent jurisdiction. 

Policy References

500 - INSTRUCTIONAL PROGRAMS

512 CURRICULUM DEVELOPMENT

Last Updated Date: 09/19/2016

Under the leadership and direction of the Director of Curriculum and Instruction, a unified curriculum will be developed within the state curriculum framework for this school system. Teacher participation in this developmental process will be utilized to the greatest extent possible. The curriculum will be revised and updated regularly through in-service programs and curriculum planning sessions. At least one copy of the complete curriculum will be placed in each school pertaining to the grade levels taught in that school. Teachers will be given a personal copy of the portion which pertains to their assignment. New teachers will be briefed on its content.

Experimentation with newer concepts of curriculum design, scheduling, and instructional techniques is encouraged but must have approval of the principal, the superintendent, and/or the Board as needed.

The primary responsibility for the effective operation of the curriculum program and activities is delegated to the superintendent. School principals are responsible for administering the established instructional programs and for the development and supervision of a coordinated plan for the improvement of instruction in their schools. Syllabi for grades six (6) through twelve (12) courses in social studies, science, math, and English language arts shall be available to the public.

Policy References

500 - INSTRUCTIONAL PROGRAMS

513 TEXTBOOK SELECTION PROCESS

The superintendent and/or members of his/her staff will develop an administrative procedure that governs the selection of textbooks in the Sevier County School System. This procedure will adhere to the requirements of state law concerning the selection of  textbooks and will utilize the best processes in selecting the best, most appropriate textbooks for use in the school system. At a minimum, several teachers that could be expected to use the textbook after selection and instructional supervisors will be involved in the process.

Policy References

500 - INSTRUCTIONAL PROGRAMS

514 FAMILY LIFE EDUCATION

Last Updated Date: 08/12/2019

The Sevier Board of Education is required to provide a family life educational program by state law. The family life curriculum in the Sevier County School System will provide the following information:

• Anatomy, physiology, and psychology of adolescence and sexual growth;
• Marriage and responsibilities of family life;
• Responsibilities of parents and child care;
• Legal aspects of sexual conduct;
• Potential risks of sexually transmitted infections such as HIV/AIDS, hepatitis, etc.;
• Self-respect, self-control, and individual differences among people;
• Community resources; and
• Pregnancy and childbirth.

Instruction on family life education will emphasize that abstinence from sexual relations is the only method of protection that is 100% effective.

A parent who chooses not to have his/her child participate in the family life educational program or any part of the said program will submit a request in writing to the principal. The student will be excused upon parent request and will be assigned alternative activities. No academic penalty will occur.

Specific programs selected by the Board for implementation are TALKING ABOUT TOUCHING for the primary grades, ME, MY WORLD, MY FUTURE for middle grades, and Teen-Aid for secondary grades.

Policy References

500 - INSTRUCTIONAL PROGRAMS

515 FIELD TRIPS, EXCURSIONS & ASSEMBLIES

Field trips designed to stimulate student interest and inquiry and to provide opportunities or social growth and development are considered appropriate extensions of the classroom.

To be educationally beneficial, a field trip requires thoughtful selection, careful advance preparation of the class, and opportunities for students to summarize the experience at the conclusion of the trip. To this end, teachers and principals will be expected to consider the following factors in selecting field trips:

• Value of the activity to the particular class group or groups.
• Relationship of the field trip activity to a particular aspect of classroom instruction.
• Suitability of the activity and distance traveled in terms of age level.
• Mode and availability of transportation.
• Cost.

The following guidelines will be followed in planning and conducting field trips and excursions:

• Any teacher desiring to take a group of students on an educational field trips must obtain advance approval of the principal.
• The trip must have a definite purpose and reflect careful planning. Students will be prepared by general class discussion and/or research.
• If bus transportation is required, the principal or his/her designee must make the necessary arrangements. A fee will be charged to the school for mileage and the bus driver's salary when school system buses are used.
• Signed parental permission forms must be obtained for every student making an off-campus trip beyond the immediate vicinity of the school. The principal will ensure that these forms are kept on file for the remainder of the school year. The form for parental permission must include purpose, date, time of departure and return, travel plans, destination, number of chaperones, personal expense involved, rules of conduct and penalties for violation, and other facts necessary for parents to be fully informed. This information is to be completed by the school before the form is signed by the parent.
• Overnight educational trips and chaperones must be approved by the principal, Central Office coordinator, the superintendent, and the Sevier County Board of Education in advance. These groups must be accompanied by certified staff as well as other from the school who are appropriate for adequate supervision and will be responsible for student conduct while away. Certified staff must be present within a reasonable range at a ratio of no less than one certified staff per twenty (20) students. Any exception to this ratio must be approved in advance by the superintendent. There must be at least one female and one male chaperone if the trips are for a mixed group.
• Students will not be penalized for participating in approved school-sponsored trips and activities. Teachers must permit students to make up class assignments missed because of a trip or activity.
• All accidents that occur on school-sponsored trips must be reported by the teacher to the principal immediately upon returning to the school. Serious accidents involving personal injury must be reported immediately to the principal and/or the superintendent. An emergency will be dealt with promptly by the teacher or other members of the school staff by taking appropriate action, including sending the student to the hospital medical aid or ambulance. In cases where it is necessary to send the student to the hospital, every effort must be made to notify the parents or guardian.
• Any school-sponsored trip not meeting the "educationally beneficial" criteria as defined in this section must have prior approval of the superintendent or his/her designee.
• Any school-sponsored trip which is out-of-county, out-of-state, and/or overnight must have prior approval by the Sevier County Board of Education.
• The appropriate field trip request form (Day or Overnight) must be completed to initiate the approval process. This form must be in the Central Office at least twenty-four hours before the Board meeting that will consider the request and meet the prior approval requirements as set forth above.

Commencing in school year 1996-97 for secondary schools, a school based "Field Trip and Assembly" committee involving teachers, parents, and students will be established. The committee will solicit input in September and produce a master calendar of field trips and assemblies for the year. Field trips and assemblies unforeseen in September will be scheduled on a case basis by the committee. Final approval of the master calendar and revisions thereof will be the prerogative of the building level principal (i.e., all classes will meet every day). No more than two (2) pep rallies will be allowed per term. Club activities should be scheduled by the building level principal so that class time is not disturbed.

Policy References

500 - INSTRUCTIONAL PROGRAMS

516 SNOW DAYS

Last Updated Date: 08/08/2022

There will be no more than five days of exempted attendance the first term, and no more than eight days the second term allowed for inclement weather or other emergencies.  As an alternative to exempting attendance, the Superintendent may authorize up to two days of remote instruction each semester.

Policy References

500 - INSTRUCTIONAL PROGRAMS

517 BALANCING SCHEDULES FOR SECONDARY STUDENTS

Commencing in school year 1996-97, every effort will be made to balance the schedule of a secondary student. Under normal circumstances, a student will take two academic core courses and two elective courses per term.

Students will be allowed to make necessary schedule changes before the beginning of each term. The schedules will be balanced before the first day of each term. Schedule changes will not occur during the term.

Exceptions may include the doubling of Algebra II and Geometry, or meeting the needs of a graduating senior, or other emergency situations as designated by the building level principal.

The master schedule will be constructed to prevent large time gaps between sequential classes such as foreign language.
Students taking fall English one year will be scheduled for fall English the next year, if at all possible.

Policy References

500 - INSTRUCTIONAL PROGRAMS

518 COURSE FAILURES

Commencing in school year 1996-97, for secondary students, courses that are failed first term may be repeated the second term on a space available basis.

Policy References

500 - INSTRUCTIONAL PROGRAMS

519 NETWORK & INTERNET USE

Last Updated Date: 08/14/2017

I. General Purpose

 The Sevier County Board of Education remains committed to providing staff members and students with access to both a system-wide network and the Internet. However, use of the Board’s network is a privilege, not a right. Therefore, any and all network users are responsible for knowing, understanding and abiding by this Network & Internet Use policy.

II. Authorized Users

Only current staff members employed by and students enrolled in the Sevier County School System may access and utilize the Board’s network and Internet service. However, students may only access the network and Internet service while under the direct supervision of a staff member(s).

III. Internet Access

The Board’s Internet service should be used for educational purposes or other school-related activities. As such, prohibited activities include but are not limited to:

• Uploading and/or downloading files without permission from an administrator;
• Accessing pornographic and/or offensive material;
• Utilizing the Internet for personal or commercial financial gain or fraud;
• Participating in any form of harassment; and
• Introducing or attempting to introduce viruses into the Internet.

The Board retains full ownership and control of its computers. As such, using those computers to access the Internet should be accomplished with the full knowledge that said access is not private. In fact Internet access to school computers remains subject to monitoring and review.

IV. Internet Filtering

Access to the Internet via the Sevier County School System’s network shall be filtered to block access to visual depictions that are obscene, pornographic, inappropriate for students, or harmful to minors, as defined by the Federal Children’s Internet Protection Act.

V. Internet Safety Instruction
Students will be given appropriate instruction in Internet safety annually as a part of curriculum instruction either through the guidance counselors, school resource officers, and/or other designated staff. This instruction will include education of students about appropriate online behavior, including interacting with other individuals on social networking web sites and in chat rooms and cyber bullying awareness and response. School System personnel will be given appropriate professional development opportunities during the school year. Parents, students, caregivers, and community stakeholders will be provided with material to raise awareness of the dangers posted on the Internet and ways in which the Internet may be used safely.

VI. Network Use
The Board’s network should only be used for educational purposes or other school-related activities. As such, prohibited activities include but are not limited to:

• Accessing staff members/students’ private information for personal use;
• Utilizing the network for personal or commercial financial gain or fraud;
• Destroying network data without permission; and
• Introducing or attempting to introduce viruses into the network.

The Board retains full ownership and control of its network. As such, using the network should be accomplished with the full knowledge that said usage is not private. In fact, network usage remains subject to monitoring and review.

VII. E-mail Management
Electronic mail message (“e-mail”) addresses shall be provided to the Board’s current staff members. E-mail addresses may also be issued to designated students. However, staff members and students should only use their school e-mail addresses for educational purposes or other school-related activities.

Please understand that e-mails are records. Therefore, school e-mail addresses should be used professionally and with the full knowledge that said e-mails are not private communications. In fact, messages sent and received from school e-mail addresses remain subject to monitoring and review.

VIII. Available Penalties
Any violation of this policy may result in the termination of network, Internet, and/or e-mail privileges.
Penalties may also include but are not limited to:

• (A) School disciplinary action;
• Restitution by a parent, guardian or staff member; and
• Appropriate legal action.

IX. System Warranties
The Board makes no warranties of any kind regarding network, Internet, and e-mail services. As such, the Board is not responsible for any damages, including but not limited to, the loss of data. Further, the Board is not responsible for the accuracy or quality of any information obtained by staff members or students via the Internet. 

Policy References

500 - INSTRUCTIONAL PROGRAMS

520 FEDERAL STATEMENT OF COMPARABILITY

Last Updated Date: 02/10/1998

In order to assure comparability of services from all funds in all of the schools in the Sevier County School system, the Sevier County Board of Education will:

• Adopt annually a district wide salary schedule;
• Assign teachers, principals, and auxiliary personnel to schools on an equivalent basis; and
• Provide curriculum materials and instructional supplies to schools on an equivalent basis according to need. 

Policy References

500 - INSTRUCTIONAL PROGRAMS

521 EARLY POST-SECONDARY OPPORTUNITIES

Last Updated Date: 08/14/2017

In order to enroll in early post-secondary learning opportunities, secondary students may choose various options as follows:

Option 1
Early admission into college may be considered for a 12th grade student who has at least a 3.5 grade point average and a minimum ACT composite score of 25 (or equivalent SAT score). A student must have written endorsements from the principal, counseling staff, and the participating institution of higher learning. Written agreements completed by the student and the parents must be placed on file in the office of the principal.

The freshman course taken at the participating institution will substitute for the courses which the student needed for graduation from high school. The high school principal will determine appropriateness of the content of these courses prior to the student's enrollment in college.

A student will be awarded credit for the senior year after having successfully completed the freshman year in college.

Option 2

A qualified student (3.5 GPA and 25 or above ACT) in the 11th or 12th grades may enroll in college level courses which are conducted at times other than the regular school day at an institution of higher education. The student may receive high school credit for participating in such courses under the following conditions:

• Written endorsement by the principal and the institution of higher learning;
• The principal will determine the appropriateness of course content prior to enrollment;
• High school credit will be awarded after successful completion of the course;
• Written agreements completed by the student and parents must be placed on file in the principal's office; and
• Courses will be assigned a letter grade that will be reflected on both the college and high school transcripts (refer to Board Policy 630).

Option 3
College level courses may be conducted during the school day on the high school campus. Such courses must be taught by licensed teachers or bona fide college instructors approved by the school system and the post-secondary institution. These courses will be considered a part of the school program, with content and instruction subject to the principal of the school and the Board.
Dual credit (high school and college credits at Walters State Community College) will be offered subject to the following conditions:

• Students enrolling in such courses must be classified as high school juniors or seniors;
• Written agreements completed by the student and the parents must be placed on file in the principal's office;
• Eligibility for college level English or math courses requires an ACT subscore of 19 or above for that area;
• Course offerings will be determined by the principal and a representative of the post-secondary institution upon evaluation of student enrollment demand/need;
•  Successful completion of the course will be necessary for credit to be issued;
• Course will be assigned a letter grade that will be reflected on both the college and high school transcripts (refer to BP 630); and
• Credits awarded by WSCC (or similar institutions) may or may not be accepted at other colleges or universities.

Option 4
Early admission into college may be considered for a 12th grade student who has completed the 28 required units for graduation and wishes to enter Walter’s State (WSCC) during the last term of his/her senior year. The student must possess a minimum of a 3.2 grade point average. The student must have a written endorsement from the principal and from WSCC. An appropriate agreement between the high school, the student, and the student’s parents will be maintained on file until after the student graduates from high school. The student is encouraged to apply for the scholarships that are provided for students to attend WSCC. This option will be considered a dual enrollment program.

Option 5 - Advanced Placement Courses
The Advanced Placement (AP) Program provides an opportunity for high school students to experience postsecondary-level coursework across multiple subjects. Each course is aligned to a subject-specific AP exam, which provides students the potential to earn credit for postsecondary coursework in that subject. The course offerings vary among each high school based on enrollment, student interest, and availability of trained faculty.

Option 6 - State Dual Credit Courses
Students have the opportunity to earn credit that can be applied to any Tennessee public postsecondary institution through participation in state dual credit courses. All students enrolled in a statewide dual credit course take the online challenge exam, which is used to assess mastery of the postsecondary-level learning objectives. Exam scores are reported on the high school transcript to ensure postsecondary credit is accurately awarded. The course offerings vary among each high school based on enrollment, student interest, and availability of trained faculty.

Option 7 - Industry Certifications
Industry certifications are earned through secondary and postsecondary career and technical education programs and courses. Industry certifications that are aligned with postsecondary and employment opportunities and with the competencies and skills that students should have acquired through their chosen programs of study. Students must complete a program of study in a career and technical education program and successfully complete the culminating content area test in order to receive an industry certification. The course offerings vary among each high school based on enrollment, student interest, and availability of trained faculty.

Option 8 - Move on When Ready

1.  Earned 18 credits:

• English I, II, III, and IV
• Algebra I and II
• Geometry
• United States History
• Two (2) courses in the same foreign language
• One (1) course selected from the following:
  • • Economics
    • Government
    • World Civilizations
    • World Geography
• One (1) course selected from the following:
  • • History and appreciation of visual and performing arts
    • A standards based arts course, which may include studio art, band, chorus, dance, or other performing art
• Health and Physical Education (Wellness)
• Biology
• Chemistry

2.  Have a cumulative GPA of at least a 3.2 on a 4 point scale.

3.  Scored at the advanced level on TCAP end of course assessments.

4.  Met benchmark scores on the ACT or SAT examinations in mathematics and English as determined by the Tennessee Higher Education Commission.

 5.  Scored a 3 or better on a AP world language assessment.

6.  Completed two credits in AP, IB, dual enrollment or dual credit offerings.

Policy References

Previously Titled: Advanced College Placement and Dual Enrollment

500 - INSTRUCTIONAL PROGRAMS

522 HOMELESS STUDENTS

Last Updated Date: 08/14/2017

Homeless children and youth are individuals who have lost their housing live in a variety of places, including motels, shelters, shared residences, transitional housing programs, cars, campgrounds, and other situations. [1] [2]

Enrollment
Homeless students shall be immediately enrolled, even if the student is unable to produce records normally required for enrollment (i.e. academic records, immunization records, health records, proof of residency), or missed the district’s application or enrollment deadlines. [3] Parents/guardians are required to submit contact information to the district’s homeless coordinator. [3]

Placement

For the purposes of this policy, school of origin shall mean the school that the student attended when permanently housed or the school in which the student was last enrolled, including a preschool/pre-k program. [9] School of origin shall also include the designated receiving school at the next grade level when the student completes the final grade level served by the school or origin. [9]

Placement shall be determined based on the student’s best interest.[4] At all times, a strong presumption that keeping the student in the school of origin is in the student’s best interest shall be maintained, unless doing so would be contrary to a request made by the student’s parent/guardian or the student in the case of an unaccompanied youth. [5] When determining placement, student-centered factors, including but not limited to impact of mobility on achievement, education, health, and safety shall be considered. [5] The choice regarding placement shall be made regardless of whether the student lives with their homeless parents/guardians or has been temporarily placed elsewhere. [6]

If it is not in the student’s best interest to attend the school of origin, or the school requested by the parent/guardian or unaccompanied youth, the director or his/her designee shall provide a written explanation of the reasons for the determination, in a manner and form that is understandable to the parent/guardian or unaccompanied youth. [5] The written explanation shall include a statement regarding the right to appeal the placement decision. [5] If the placement decision in appealed, the district shall refer the parent/guardian or unaccompanied student to the homeless coordinator, who shall carry out the dispute resolution process as expeditiously as possible and in accordance with the law. [7] Upon notice of an appeal, the director of schools shall immediately enroll the student in the school in which enrollment was sought pending a final resolution of the dispute, including all available appeals. [7]

Records

Records ordinarily kept by the school shall be maintained for all homeless students. Information regarding a homeless student’s living situation shall be treated as a student education record, and shall not be considered directory information.[8]

SERVICES [10]
The director of schools shall ensure that each homeless student is provided services comparable to those offered to other students within the district, including transportation, special education services, programs in career and technical education (CTE), and programs for gifted and talented students, and school nutrition.

The director of schools shall designate a district homeless coordinator who shall ensure this policy is implemented throughout the district. The homeless coordinator shall ensure:

• Homeless students are quickly identified and have access to education and support services, to include Head Start and district pre-k programs;
• Coordination with local social service agencies and other entities providing services to homeless students;
• Coordinate transportation, transfer of records, and other inter-district activities with other school districts;
• Coordinate transportation to the school or origin or choice for homeless students;
• Refer homeless students and their families to health care services, dental services, mental health and substance abuse services, and housing services;
• Assist homeless students in obtaining immunizations, medical or immunization records, and any additional assistance that may be needed;
• Public notice of the educational rights of homeless students is disseminated in places frequented by parents/guardians of homeless students, including schools, shelters, public libraries, and soup kitchens; and
• Unaccompanied youth are enrolled and informed of their status and independent students.

Legal References

1.   42 USCS §§ 11431 to 11435; McKinney-Vento Education Assistance Improvements Act of 2001, Part C, § 721
2.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95), § 725
3.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(3)(C)(i), § 722(g)(3)(H)
4.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(3)(A)
5.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(3)(B)
6.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(3)(F)
7.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(3)(E)
8.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(3)(G)
9.   McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(3)(I)
10. McKinney-Vento Act, as amended by ESSA (Pub. L. 114-95, § 722(g)(4) - (6) 

Policy References

500 - INSTRUCTIONAL PROGRAMS

523 TESTING PROGRAMS

Last Updated Date: 08/08/2022

The Sevier County Board shall provide for a system wide testing program that shall be periodically reviewed and evaluated. The purposes of the program shall be to:

• Assist in promoting accountability;
• Determine the progress of students;
• Assess the effectiveness of the instructional program and student learning;
• Aid in counseling and guiding students in planning future education and other endeavors;
• Analyze the improvements needed in a given instructional period;
• Assist in the screening of students with learning difficulties;
• Assist in placing students in remedial programs;
• Provide information for college entrance and placement;
• Assist in educational research by providing data.

The Director of Schools will be responsible for planning and implementing the program which includes determining the specific purpose for each test, selecting appropriate tests, establishing procedures for administering the chosen tests, provide for interpreting and disseminating the results, and maintaining appropriate testing confidentiality.

State-mandated student testing programs shall be undertaken in accordance with procedures published by the State Department of Education.

Students in grades 3-12 are required to participate in the Tennessee Comprehensive Assessment Program. Students shall complete competency-based end-of-course tests at each grade level (3-8) or in each course required by the Tennessee Department of Education (9-12).

Students will be provided remediation through extra preparation programs.

Student scores on the Tennessee Comprehensive Assessment Program’s (TCAP) grades in grades 3-8 shall comprise a percent of the student’s final grade in the spring semester in the subject areas of mathematics, reading/language arts, science, and social studies. Student scores shall comprise fifteen percent of the student’s final course grade.

Student scores on the EOC subject tests in grades 9-12 shall comprise fifteen percent of the student’s final course grade on the following basis:

If TCAP (3-8) or EOC (9-12) scores have not been returned within 5 instructional days before the end of school, grades will be assigned without including these scores. Students who do not complete these state tests within the state-mandated testing window will be given an alternate test to determine the score used to calculate final grades.

Upon request, the District shall provide a student and the student’s parents with access to the student’s TCAP and end-of-course assessment items and the student’s answers on the requested assessment.

Other tests may be given as requested by teachers or parents when approved by the principal.

Any test measuring psychological or sociometric values must have prior written consent from parents or guardians.

Results of all group tests will be recorded on students’ permanent records and shall be made available to appropriate personnel in accordance with established procedures.

Beginning with the 2015-2016 school year and school years thereafter, the District shall also disseminate the testing information to parents by placing the information in each school’s student handbook, to be distributed annually.

Policy References

500 - INSTRUCTIONAL PROGRAMS

524 WELLNESS POLICY

Last Updated Date: 08/08/2022

The Sevier County Board of Education (SCBE) recognizes the link between nutrition, physical activity, health education, school safety, parent communication and academics. In order to implement an overall wellness program for students, the plan below shall be followed by all schools in the Sevier County School System. The school health program coordinator will submit a mid-year budget to the Department of Education as required under state law. HB1891

School Health Advisory Council
An advisory council shall be established to serve as a resource to school sites for implementing this policy. The council shall consist of individuals representing the school and community and may include parents, students, school administrators, school board members, health professionals, school food service representatives, and members of the public. The primary responsibilities of the council include, but are not limited to:

1. Developing, implementing, monitoring, reviewing, and as necessary, making recommendations as to physical activity and nutrition policies;
2. Ensuring that all schools within the district create and implement an action plan related to modules 1-8 of the School Health Index from the CDC;
3. Ensuring that the results of the action plan are annually reported to the council;
4. Ensuring that school level results include measures of progress on each indicator of the School Health Index.

The State Board of Education’s Coordinated School Health and Physical Education Policies shall be used as guidance by the council to make recommendations. The SCBE may consider recommendations of the councils in making policy changes or revisions.

Additionally, each school will have a healthy school team consisting of teachers, students, parents, community members, and administrators. At least half the team will consist of non-school personnel. The team shall assess needs and oversee the planning and implementation of school health efforts in their respective schools.

Commitment to Nutrition
Our school district is committed to serving healthy meals to our children. The school meal program aim is to improve the diet and health of school children, mitigate childhood obesity, model healthy eating to support the development of lifelong healthy eating patterns and support healthy choices while accommodating cultural food preferences and special dietary needs. All schools participate in USDA child nutrition programs which include the National School Lunch Program and the School Breakfast Program.

School Meals
All schools shall offer meals using menus that meet the patterns and nutrition standards established by the US Department of Agriculture and the State Board of Education’s minimum nutritional standards for individual food items sold or offered for sale in pre-k through eighth grade. Students will be given adequate time to enjoy healthy meals in a clean and pleasant environment. Staff members will be trained to politely prompt students to select and consume fruits and vegetables with their meals. Good nutritional habits will be encouraged.

Staff Qualifications and Professional Development
All school nutrition program directors, managers, and staff will meet or exceed hiring and annual continuing education/training requirements set by the USDA. In addition to annual training prior to the start of school, opportunities for continuing education will be provided throughout the school year.

Water
To promote hydration, free, safe, unflavored drinking water will be available to all students throughout the school day. Drinking water will be available where school meals are served during mealtimes.

Competitive Foods and Beverages
To support healthy food choices and improve student health and well-being, foods and beverages outside the reimbursable school meal programs that are sold to students as a la carte options in cafeterias, in vending machines, or as snacks during the school day will meet the USDA Smart Snacks nutrition standards.

Celebrations and Rewards
Foods and beverages will not be used as a reward or withheld as a punishment for any reason, such as performance or behavior. Serving healthy foods for school or classroom events or celebrations held during school hours will be encouraged.

Fundraising
When fundraising is permitted, events encouraging physical activity will be promoted. No fundraiser foods or beverages will be sold in competition with school meals in the food service area during meal service.

Nutrition Promotion
Students and staff will receive consistent nutrition messages throughout schools, classrooms, gymnasiums, and cafeterias to positively influence lifelong eating behaviors. Environments that encourage healthy nutrition choices and participation in school meal programs will be created.

Nutrition Education
Schools will provide nutrition education that will teach, model, encourage and support healthy eating by all students. Preparation of fruits, vegetables, whole-grain products, low-fat and fat-free dairy products using healthy methods will be promoted. Activities such as taste-testing, cooking demonstrations and school gardens will be emphasized. Cafeteria staff will coordinate with teachers to plan meals that support topics covered in classes.

Food and Beverage Marketing in Schools
The school district is committed to providing a school environment that ensures opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions. Any foods and beverages marketed or promoted to students during the school day will meet the USDA Smart Snacks in School nutrition standards.

Evaluation of Effectiveness of Nutrition Program
The SCBE will monitor the effectiveness of the school nutrition program within a wide-range of student constituency groups. Factors to be considered shall include, but are not limited to:

• Participation rates in school meal programs;
• Frequency and types of health problems noted on school nurse logs;
• Incidence of student behavior infraction;
• Test scores.

Physical Activity
The Sevier County Board of Education recognizes that physical activity is extremely important to the overall health of a child. Schools will support and promote physical activity. Physical activity may be integrated into any area of the school program. Physical education classes will be offered with moderate to vigorous physical activity being an integral part of the class. Students will be encouraged by staff whenever possible to be physically active.

Supervised physical activity time or physical education classes should be offered daily to all elementary school children.

In accordance with TCA 49-6-1021, it shall be the duty of each LEA to integrate:

• For elementary school students, a minimum of one hundred thirty (130) minutes of physical activity per full school week: and
• For middle and high school students, a minimum of ninety (90) minutes of physical activity per full school week.
• Physical activity may include walking, jumping rope, playing volleyball, or other forms of physical activity that promote fitness and well-being; however, walking to and from class shall not be considered physical activity for purposes of this section. To satisfy the requirements of subdivision (a)(1), an LEA shall offer elementary students at least one fifteen-minute (15) minute period of physical activity per day.

Curriculum
All applicable Wellness/Physical Education courses of study should be based on Lifetime Wellness curriculum standards, the K-8 Healthful Living curriculum standards, and the K-12 Physical Education curriculum standards as adopted by the Tennessee Department of Education. In addition, teachers shall utilize the family life education curriculum where appropriate as outlined in BP 514.

Policy References

500 - INSTRUCTIONAL PROGRAMS

525 CREDIT RECOVERY

Last Updated Date: 08/14/2017

The Credit Recovery program provides an opportunity for students to meet graduation requirements and remain on track in order to graduate with their respective class or cohort group. Students who have completed the time required in a class, but have not met the competency level of the class in order to receive credit, will be able to gain credit through demonstrated competency.

Eligibility
Credit Recovery is used as an opportunity for a student to retake a course in which he/she previously was not academically successful in earning credit toward graduation. Students who meet the following criteria are eligible to be considered for Credit Recovery:

• Students who are short credits for graduating in a timely manner.
• Students who earned a failing grade in a core course, through an accredited high school, and need to recover credits. An accredited high school is a school sanctioned by the Tennessee State Board of Education and/or sanctioned by a governing board equivalent to AdvancEd.

Program Placement and Implementation

• Guidance counselors will review the list of student failures each semester.
• Placement preference is given first to seniors, then juniors, then sophomores, then freshmen, as space is available.
• Students may not use credit recovery to graduate early. Credit Recovery cannot be used for credit in a first time class.
• The student mastered at least fifty percent (50%) of the course standards as evidenced by the course grade in a non-credit recovery section of the course or a diagnostic assessment. Students who mastered below fifty percent (50%) of the course standards as evidenced by the course grade in a non-credit recovery section of the course or a diagnostic assessment, must re-take the course.
• At the present time, courses may be recovered as available through a system designated online learning program. Nevertheless, some courses have special restrictions
• The principal or his/her designee will meet with the student and parent/guardian to explain the terms and conditions of  participation in the Credit Recovery Program. Students and parents/guardians must both sign the Student Credit Recovery Application form.
• The principal or his/her designee will inform the student as well as the parent/guardian that credits earned through credit recovery may not be accepted by the NCAA Clearinghouse.
• The principal or his/her designee will evaluate student needs for Credit Recovery based on a student’s academic potential and need for the program and will make a placement decision. The decision will be recorded on the Credit Recovery Support Team Recommendation form or the Graduation Alternative Path Program Individual Graduation Plan form.
• The principal or his/her designee will provide students with the Credit Recovery lab schedule. The requirements for course completion and grading computation will also be reviewed.
• The principal or his/her designee will inform the lab facilitator of the student placement decisions for entry into the appropriate coursework.
• The principal or his/her designee will identify a licensed and appropriately endorsed teacher in each of the core subject areas to serve as the teacher of record for credit recovery courses. The teacher of record will assist the lab facilitator in reviewing student work, sign off on placements and diagnostic results, consult facilitators on content areas with which students may be struggling, and assign students’ final grades.

Structure and Sequence of Coursework

• Credit Recovery courses are set up within a designated electronic platform. Students are assigned to these “classes” and are required to either master by exemption (master the given module or lesson through an initial, single attempt of the mastery test) or to complete all tutorials, drills, and lesson components before being allowed to attempt the lesson or module mastery test. Even if the initial single attempt of all mastery tests are successful, no student will be given course credit through Credit Recovery unless he or she completes at least 50% of the tutorials, drills, and lesson components of the subject. In other words, a student cannot use the mastery tests to “test out” of completing more than 50% of the modules or lessons.
• When the student feels competent to take a mastery test, the student shall inform the lab facilitator who will monitor the testing process.
• A minimum score of eighty (80) is required for mastery (passing) within modules or lessons. Therefore, a minimum score of eighty (80) is required for receiving a passing grade for the course. The score is derived from the following:
  • • Learning Modules
    • Unit Post-tests
    • End of Semester Tests
• At the prerogative and under the supervision of the principal or his/her designee, a teacher made test can be administered if the student fails three attempts of a single module or mastery lesson and student effort has been sufficient to warrant an additional opportunity to demonstrate mastery.
• Credit Recovery is designed to be “self-directed” by the learner. A student may also seek help or tutoring outside of the Credit Recovery Lab.
• The student may also request from the lab facilitator (offline) worksheets for most courses. Worksheet availability varies with the specific course.
• No homework is assigned from Credit Recovery courses.
• Students participating in Credit Recovery will not be allowed to complete modules off-site or at home.
• No assistance may be given during mastery tests.

Grades

• When the student has completed all required coursework, the teacher of record will print a comprehensive report, which includes details of the entire course and all test scores.
• Students passing credit recovery shall receive a grade of sixty percent (60%).
• The student transcript shall denote that the credit was attained through credit recovery by denoting “CR” next to the course title.
• The original failing grade may also be listed on the transcript, but shall not factor into a student’s GPA, in accordance with the State Board of Education’s Uniform Grading Policy.
• Report printouts will be retained as attachments to the student’s permanent transcript.

Policy References

500 - INSTRUCTIONAL PROGRAMS

526 INSPECTION OF INSTRUCTIONAL MATERIALS BY PARENTS OR GUARDIANS

Last Updated Date: 10/13/2014

A parent or legal guardian of a student enrolled in the Sevier County School System may review all teaching materials, instructional materials, handouts and other teaching aids used in the classroom of the parent or legal guardian’s child. Teaching materials shall not include the teacher’s master version of the textbook. Such request to review these materials will be made in writing to the child’s teacher who shall grant access to review such materials at a mutually-agreeable time, not to conflict with the teacher’s duties with the school system.

In addition, a parent or legal guardian of a student may request to review tests that are developed by and graded by their child’s teacher, only after such tests have been administered to all of the teacher’s students.

The parent or legal guardian shall not be entitled to take tests or materials outside of the teacher’s classroom for review unless special circumstances warrant such removal. Such review shall not interfere in anyway with the teacher’s exercise of her duties with the school system.

Policy References

500 - INSTRUCTIONAL PROGRAMS

527 STUDENTS WITH COMMUNICABLE DISEASES

Last Updated Date: 08/12/2019

Parents and/or guardians of students infected with communicable diseases shall notify school officials of the student’s infection as soon as practicable. This will ensure that proper protocols are followed to ensure the necessary measures are taken to protect other students, employees, and the infected student.

Students infected with communicable diseases will not be denied an education solely because of their communicable disease. Rather, the student’s educational program and services shall only be restricted to the extent necessary to effectively minimize the risk of transmitting the disease to other students, employees, and protecting the health of the infected student. If the principal is informed, or has reason to believe that the student’s communicable disease is long-term, then the principal must confirm same via medical documentation and certification from a physician or the County Health Department. All students with confirmed long-term communicable diseases will be referred for special education services.
 

No student with a communicable disease which may endanger the health of other students, employees, or the infected student will remain in the regular school setting. If a school principal has reason to believe a student has a communicable disease which may endanger the health of other students, employees, and the infected student, the principal shall:

1.  Assign the student to a setting which will adequately protect other students, employees and the infected student; or
    
2. Exclude the student from attending school until adequate medical documentation and certification is obtained from a physician or the County Health Department detailing that the infected student’s disease is no longer communicable.

Expenses incurred from examinations requested by school officials shall be paid by the Board.

Policy References

500 - INSTRUCTIONAL PROGRAMS

528 ADRENAL INSUFFICIENCY

Last Updated Date: 08/12/2019

Adrenal insufficiency is a hormonal disorder that occurs when an individual’s adrenal glands do not produce enough hormones. Adrenal crisis is a sudden, severe worsening of symptoms associated with adrenal insufficiency. Symptoms include severe pain in the lower back, abdomen or legs, vomiting, diarrhea, dehydration, low blood pressure or a loss of consciousness.

Volunteer school personnel will be trained in medication administration for the treatment of an adrenal crisis after a student’s parent/guardian notifies Sevier County Schools that their child has been diagnosed with adrenal insufficiency. [1]  A school nurse or other qualified healthcare professional is responsible for providing training to school personnel who volunteer to administer medication necessary for the treatment of adrenal crisis. Sevier County Schools shall maintain a record of all school personnel who have completed this training. The school nurse must review the medication order and confirm parent/guardian permission to have the medication administered by the school nurse and trained school personnel.

School personnel who have successfully completed the educational training in the treatment of adrenal insufficiency may administer the medication to the student during an adrenal crisis if the school nurse is not immediately available. Trained school personnel will notify or delegate notification of EMS/911, parents/guardian and school nurse anytime adrenal crisis medication is administered.

Training:

1. School personnel must successfully complete an adrenal insufficiency training that includes the following:
   1. General information about adrenal insufficiency and the dangers associated with adrenal insufficiency;
   2. Understanding and knowing the signs and symptoms of an adrenal crisis;
   3. The appropriate response to adrenal crisis with student-specific interventions;
   4. The types of medications that are available for treating adrenal insufficiency; and
   5. Proper administration of mediations that treat adrenal insufficiency.
       
2. Trained school personnel shall:
   1. Be familiar with the IHP for each student with adrenal insufficiency in the school and become familiar with:
      1. The student’s baseline activity level, attitude, and behavior; 
      2. The conditions that place additional stress on the body (such as illness or injury) that may trigger an adrenal crisis; 
      3. The student’s past history with adrenal crisis; and
      4. The medication and administration route that is prescribed to the student from his or her physician to use during an adrenal crisis.
   2. Understand the symptoms of adrenal crisis including unconsciousness, extreme lethargy, or nausea and vomiting.
   3. Understand the student’s 504 Plan, Individualized Education Program, or other education plan, if applicable. 
   4. Practice universal precautions and infection control procedures. 
   5. Comply with all state and federal privacy laws.
   6. Be permitted to possess the medication and necessary paraphernalia for administration of medication. 

[1] Tenn. St. Bd. of Edu. R. & Regs. 0520-01-13.

Policy References

500 - INSTRUCTIONAL PROGRAMS

529 WORK-BASED LEARNING

Last Updated Date: 08/12/2019

Sevier County Schools students will have access to a system of structured work-based learning (WBL) experiences that allows them to apply classroom theories to practical problems and to explore career options. WBL is a proactive approach to bridging the gap between high school and high-demand, high-skill careers, providing students with the needed skills that are difficult to learn solely through classroom-based instruction. WBL activities begin by helping students develop a broad understanding and awareness of industries and possible careers that are available to them. Over time, these experiences narrow in focus as students find careers of interest, learn what post-secondary education is necessary for success, and practice the technical, transferable 21st century skills, and social and personal skills to enter those careers later in life.

Structured WBL experiences may be paid or unpaid, may occur in public, private, or non-profit organizations, or on-site at the school; they may occur during or outside of school hours and may result in the attainment of academic credit when WBL course standards are met. In all instances, all federal and state labor laws shall be observed.

A designated workplace mentor will supervise each student. Regular monitoring will be provided by a dedicated supervising teacher or the WBL Coordinator to ensure WBL Framework requirements are met.

The Director of Schools or his/her designee will develop procedures to ensure the effective implementation, administration, and evaluation of the WBL program.

Policy References

500 - INSTRUCTIONAL PROGRAMS

530 REMOTE INSTRUCTION FOR QUARANTINED STUDENTS

Last Updated Date: 08/01/2022

It is the policy of the Sevier County Board of Education to provide remote instruction as a service available to all K-12 students who may be temporarily quarantined due to a positive COVID-19 test result or a possible close contact exposure to COVID-19. Such remote instruction may only be provided during the student's temporary COVID-19 quarantine period. Students who participate in remote instruction during a temporary COVID-19 quarantine period may be counted as present for attendance purposes, provided that the student's attendance and participation in 6 ½ hours of instructional time per day can be confirmed by two or more of the following:¹

1. Student participating in a phone call with a teacher, with parent or legal guardian support as appropriate based upon the age of the student;
2. Student participating in synchronous virtual instruction;
3. Student completing work in a learning management system;
4. Student submitting work via hard-copy or virtual formats; or
5. Any other method that the school principal or his/her designee identifies as appropriate.

This policy does not otherwise limit instruction that may also be modified via an IEP, a 504 Plan, and/or a proper homebound placement. To ensure schools remain prepared, each school shall conduct a remote learning drill at least once, but not more than twice, each school year.
 

SB 0853/HB 0705

Policy References

1 Tenn. Bd. of Educ. Rule 0520-01-13-.01.

500 - INSTRUCTIONAL PROGRAMS

531 ANTISEMITISM

Last Updated Date: 08/08/2022

The school system adopts the working definition of “antisemitism” as set forth by the International Holocaust Remembrance Alliance ( IHRA) including the contemporary examples of antisemitism. As such, “antisemitism“ is defined as “a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.” Examples of antisemitism could include, but are not limited to, calling for, aiding, or justifying the killing or harming of Jews in the name of a radical ideology or an extremist view of religion; making malicious dehumanizing, demonizing, or stereotypical allegations about Jews as such or the power of Jews as a collective; and denying the fact, scope, mechanisms, or intentionality of the genocide of the Jewish people during the Holocaust.

The Sevier County Board of Education expressly prohibits the teaching of anti-Semitic concepts in its schools by teachers and administrative staff employed by it. The school system will investigate any complaint of antisemitism on the part of faculty/staff received, and using the working definition of antisemitism stated above, and make a determination as to whether the alleged act was motivated by anti-Semitic intent. Any employees found to have violated this policy will face disciplinary action, including, but not limited to, reprimand, suspension, or dismissal. 

Policy References