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School
District 8 Policies Manual - 400
Series
401:
GOALS/PRIORITY OBJECTIVES
No Policy available
at this time
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402:
EVALUATION OF CURRICULUM AND INSTRUCTION
No Policy available
at this time
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403:
ACADEMIC ACHIEVEMENT
403.1:
Graduation Requirements
High
School Programs and Graduation Requirements (PDF) (Requires Adobe
Acrobat Reader)
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403.2:
Graduating Students: Release of Information
Release
of Information (PDF) (Requires Adobe Acrobat
Reader)
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404:
CURRICULUM PROGRAMS
404.1:
French Second Language
- GENERAL:
The introduction of French Second Language Programs is a desirable educational
objective.
Where possible, all schools are encouraged to allow for integration
of French Immersion students at the middle and high school levels with
students in regular classes.
- PROGRAM CONSIDERATIONS:
CORE FRENCH, FRENCH IMMERSION
2.1 The Core French Program is offered in all schools for one period
of instruction each school day.
2.2 The Department of Education prescribes the curriculum for French
Second Language Programs. Where possible, the curriculum is supplemented
by the addition of field trips and immersion camps. All of the instructional
materials and aids that are used in the Core French Program are to be
appropriate for that purpose.
2.3 The Director of Education is authorized to permit specific students
to be excused from taking French for specified reasons, this after considering
the recommendations of the school principals involved and after consultation
with the French Second Language Supervisor.
2.4 Whenever the Director of Education permits a student to be excused
from taking French, he/she shall make a written notation to that effect
that he/she will place in the cumulative record of the student. These
notations are not to be removed from the cumulative record of students.
2.5 Whenever the
cumulative record of a student contains a written notation by the Director
of Education excusing that student from taking French, the student shall
not be prevented from graduating from any senior high school only on
the basis that they do not meet the compulsory senior high school French
course graduation requirement.
2.6 The Department of Education prescribes curriculum for students in
French Immersion Programs. Where possible, the curriculum is to be supplemented
by the addition of field trips and immersion camps. All of the instructional
materials and aids that are used in French Immersion Programs are to
be appropriate for that purpose.
- SELECTION AND
ADMISSION TO FRENCH IMMERSION PROGRAMS:
3.1 If the school finds it necessary to compile a waiting list, this
list is to be in effect until September 30 in each school year.
3.2 Students with previous immersion experience, or the equivalent,
may be considered for admittance to the program after September 30 in
each school year.
3.3 The following procedure will be followed for the placement of students
where school personnel suspect that a French Immersion Program is not
appropriate for a child because of his/her apparent facility in French.
Parents should:
i. immediately be informed of the availability of a French First Language
Program in School District 1, or
ii. be advised that a period of observation and/or testing may be required
before appropriate placement is determined.
iii. After a period of observation, the classroom teacher in consultation
with the school principal will identify students who may require further
testing or evaluation.
iv. The school principal, after consultation with the Grade 1 and Grade
6 teachers, shall identify to the FSL Supervisor, those students who
require further testing and evaluation. This will determine whether
they are appropriate candidates for a French Immersion Program.
v. The FSL Supervisor will carry out testing immediately to determine
whether the students identified by the school as ineligible for a French
Immersion Program have French as their first official language.
vi. Parents of students who have been identified as ineligible for admission
to a French Immersion Program will be informed in person of test results
by District Office personnel and an appropriate placement will be determined.
- WITHDRAWAL
FROM THE PROGRAM:
Transfer of students from the French Immersion Program will take place
only after consultation between school and district personnel and the
student's family. When withdrawal is being considered, assessment of
the student's educational status will be carried out to:
i. determine the student's progress and potential within the French
Immersion Program, or
ii. facilitate his/her movement into a regular English program.
4.1 Procedure:
In order that
students who withdraw from the Districts 6 or 8 French Immersion Programs
will be assured a smooth transition to the regular English program,
principals of schools with immersion classes shall forward the Transfer
of Student From District 8 Immersion Program form to the appropriate
FSL Supervisor, as soon as the student has been transferred out of the
French Immersion Program.
Reference
Form: Transfer (Withdrawal) of Student From Districts 6 & 8 Immersion
Program Form: Request for Exemption from French Second Language, School
District 8 Department of Education Policy No. 309 French Second Language
Programs, April 1994
French Second Language Transfer Form (PDF) (Requires Adobe Acrobat
Reader)
Policy
309 (Information current as of August 2002) (Requires Adobe
Acrobat Reader)
Reference: http://www.gnb.ca/0000/pol/e/309A.pdf
(Intranet connection
needed)
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404.2:
HIV/AIDS Education
Policy
707 (formally 125)- Acquired Immune Deficiency Syndrome (Requires
Adobe Acrobat Reader)
Reference:http://www.gnb.ca/0000/pol/e/707A.pdf
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404.3:
Human Growth and Development Unit
POLICY:
Schools that are implementing
the Human Growth and Development Unit shall submit the information contained
in the template, which is attached to and forms an integral part of this
policy, to the appropriate District Education Officer.
Sample letters to
parents of students at each of the applicable grade levels are attached
as well. It should be noted that although the letters are under the signature
of the Superintendent, each school principal shall undertake to have them
printed and distributed, as appropriate.
HUMAN GROWTH AND
DEVELOPMENT UNIT
TEMPLATE FOR INFORMATION TO BE SUBMITTED TO
APPROPRIATE DISTRICT EDUCATION OFFICER BY SEPTEMBER 30
______________________________________ will be implementing the Human
Growth and
[Name of School]
Development Unit of
the Health Curriculum for the _______________, subject to the
[School Year]
the following conditions.
1. The following teachers,
who have participate in the prescribed inservice program, have agreed
to teach the Human Growth and Development Unit.
[Please, list teachers by name and grade level.]
Name: Grade Level:
2. The following teachers have agreed to teach the Human Growth and Development
nit and require the prescribed inservice program.
[Please, list teacher by name and grade level.]
Name: Grade Level:
Proposed dates for:
3. Initial information letter.
4. Information meeting:
5. Forwarding request for alternate health unit:
DATE: ___________________
SCHOOL PRINCIPAL: __________________________
FORM LETTER TO
PARENTS [GRADE 6]
Dear Parents/Guardians:
__________________School
will offer a Year 6 Human Growth and Development Unit as part of a 3-year
provincially prescribed Health Curriculum. The Year 6 program will be
taught by ________________________.
The following topics
will be covered in the minimum nine-week unit (18 class periods):
a. Introduction [six
class periods]:
The emphasis will be on rationale, positive classroom environment, communication
skills, questioning techniques, gender roles and stereotyping.
b. Female Reproductive System [six class periods]:
The emphasis will be on development of the reproductive functions of the
female system and feminine hygiene.
c. Male Reproductive System [six class periods]:
The emphasis will be on development of the reproductive functions of the
male system and male hygiene.
Enrollment in the
Human Growth and Development Unit is optional, therefore, you will be
given an opportunity to request an alternate health unit for your child,
if you so wish.
Recognizing that the
home is the primary and most important place for sexuality education to
be given, the school district requires that the value systems that are
held by students' families shall be carefully respected. You will be given
an opportunity to learn more about the Year 6 Human Growth and Development
Unit at a meeting that will be held on ___________________________.
We look forward to
seeing you there. Please contact me, if you have any inquiries.
FOLLOW-UP FORM
LETTER TO PARENTS: GRADE 6
Dear Parents/Guardians:
As you already have
been informed in my letter of ____________________ and at a subsequent
public meeting held on _____________________, ___________________ School
will provide a Human Growth and Development Unit as part of the prescribed
Year 6 Health Curriculum to all of the Year 6 students for a nine week
period beginning __________________.
If you do not wish
to have your child participate in the sex education unit, and prefer that
he/she is provided with an alternate health unit, would you please complete
the form below and return it to ______________________.
[Under the signature
block of the School Principal]
…………………………………………………………………………………………………..
YEAR 6 HUMAN GROWTH AND DEVELOPMENT UNIT
REQUEST FOR ALTERNATE HEALTH UNIT
I do not wish to have
my son/daughter _____________________________ enrolled in the
(student's name)
Human Growth and Development
Unit of the Year 6 Health Curriculum, and request that
he/she is provided
with an alternate health unit.
__________________________________________
Signature of Parent/Guardian
FORM LETTER TO PARENTS [GRADE 7]
Dear Parents/Guardians:
____________________
School will offer a Year 7 Human Growth and Development Unit as part of
a 3-year provincially prescribed Health Curriculum. The Year 7 program
will be taught by _____________________. The following topics will be
covered in the minimum nine-week unit (18 class periods):
a. Introduction [one
class period]:
The emphasis will be on a review of the introduction section as covered
in Year 6.
b. Review of Decision-Making & Responsibility Related to Parenting
& Sexual Conduct [one class period]:
The emphasis will be review of the Year 6 decision-making model.
c. Teenage Pregnancy [three class periods]:
The emphasis will be on why teens become pregnant, choices that are available,
pros and cons, effects on goals.
d. Diseases of the Reproductive System [four to seven class periods]:
The emphasis will be on genital infections and sexually transmitted diseases,
which include AIDS.
e. Child Abuse and Neglect [nine class periods]:
The emphasis will be on introduction, contributing factors, myths and
misconceptions, indicators, prevention and help for abused and abuser.
Enrollment in the
Human Growth and Development Unit is optional. Therefore, you will be
given an opportunity to request an alternate health unit if you so wish.
Recognizing that the
home is the primary and most important place for sexuality education to
be given, the school district requires that the value systems that are
held by students' families shall be carefully respected. You will be given
an opportunity to learn more about the Year 7 Human Growth and Development
Unit at a meeting that will be held on ____________________.
We look forward to
seeing you there. Please contact me if you have any inquiries.
(Under the signature block of the Superintendent)
FOLLOW-UP FORM LETTER TO PARENTS: GRADE 7
Dear Parents/Guardians:
As you already have
been informed in my letter of ____________________ and at a subsequent
public meeting held on _____________________, ___________________ School
will provide a Human Growth and Development Unit as part of the prescribed
Year 7 Health Curriculum to all of the Year 7 students for a nine week
period beginning __________________.
If you do not wish
to have your child participate in the sex education unit, and prefer that
he/she is provided with an alternate health unit, would you please complete
the form below and return it to ______________________.
[Under the signature
block of the School Principal]
…………………………………………………………………………………………………..
YEAR 7 HUMAN GROWTH AND DEVELOPMENT UNIT
REQUEST FOR ALTERNATE HEALTH UNIT
I do not wish to have
my son/daughter _____________________________ enrolled in the
(student's name)
Human Growth and Development
Unit of the Year 7 Health Curriculum, and request that
he/she is provided
with an alternate health unit.
__________________________________________
Signature of Parent/Guardian
FORM LETTER TO PARENTS [GRADE 8]
Dear Parents/Guardians:
____________________
School will offer a Year 8 Human Growth and Development Unit as part of
a 3-year provincially prescribed Health Curriculum. The Year 8 program
will be taught by _____________________. The following topics will be
covered in the minimum nine-week unit (18 class periods):
a. Introduction [one
class period]:
The emphasis will be on review of the introduction section as covered
in Year 7.
b. Review of Decision-Making & Responsibility Related to Parenting
& Sexual Conduct [one class period]:
The emphasis will be on review of the Year 7 decision-making model.
c. Teenage Pregnancy [three class periods]:
The emphasis will be on why teens become pregnant, choices that are available,
pros and cons, effects on goals.
d. Diseases of the Reproductive System [four to seven class periods]:
The emphasis will on genital infections and sexually transmitted diseases,
which includes AIDS.
e. Child Abuse and Neglect [nine class periods]:
The emphasis will be on introduction, contributing factors, myths and
misconceptions, indicators, prevention and help for the abused and abuser.
Enrollment in the
Human Growth and Development Unit is optional. Therefore, you will be
given an opportunity to request an alternate health unit if you so wish.
Recognizing that the
home is the primary and most important place for sexuality education to
be given, the school district requires that the value systems that are
held by students' families shall be carefully respected. You will be given
an opportunity to learn more about the Year 8 Human Growth and Development
Unit at a meeting to be held on _______________________.
We look forward to
seeing you there. Please contact me if you have any inquiries.
(Under signature block of the Superintendent)
FOLLOW-UP FORM LETTER TO PARENTS: GRADE 8
Dear Parents/Guardians:
As you already have
been informed in my letter of ____________________ and at a subsequent
public meeting held on _____________________, ___________________ School
will provide a Human Growth and Development Unit as part of the prescribed
Year 8 Health Curriculum to all of the Year 8 students for a nine week
period beginning __________________.
If you do not wish
to have your child participate in the sex education unit, and prefer that
he/she is provided with an alternate health unit, would you please complete
the form below and return it to ______________________.
[Under the signature
block of the School Principal]
…………………………………………………………………………………………………..
YEAR 8 HUMAN GROWTH AND DEVELOPMENT UNIT
REQUEST FOR ALTERNATE HEALTH UNIT
I do not wish to have
my son/daughter _____________________________ enrolled in the
(student's name)
Human Growth and Development
Unit of the Year 8 Health Curriculum, and request that
he/she is provided
with an alternate health unit.
__________________________________________
Signature of Parent/Guardian
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404.4:
Repairs to Vehicles/Appliances
Recognizing that the
repair of vehicles and appliances is a necessary and requisite part of
certain courses at the high school level, School District 8 authorizes
that such repairs may be carried out on its premises subject to the following
conditions:
i. that any person
presenting a vehicle or appliance for repair read and sign the Agreement
for Vehicle and Appliance Repair, and
ii. that a full and complete record be kept at the school of all Agreements
for Vehicle And Appliance Repair.
Agreement
for Vehicle and Appliance Repair (PDF) (Requires Adobe Acrobat
Reader)
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404.5:
Second Language Instruction
No Policy available
at this time
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405:
EXTENDED INSTRUCTIONAL PROGRAMS
405.1:
Advanced Placement
No Policy available
at this time
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405.2:
International Baccalaureate
No Policy available
at this time
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405.3:
School Sponsored Camps
No Policy available
at this time
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405.4:
Summer School
No Policy available
at this time
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406:
HOME SCHOOLING
406.1:
Brochure
Home
Schooling Brochure (PDF) (Requires Adobe Acrobat
Reader)
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407:
HOMEBOUND INSTRUCTION
No Policy available
at this time
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408:
INSTRUCTIONAL RESOURCES AND MATERIALS
408.1:
Complaints Against Learning Materials
PREAMBLE:
Concern about certain
literary and audio-visual materials used in schools has resulted in a
review of practices with respect to the selection of such materials for
instructional purposes. This statement is intended to guide directors
of education, principals and teachers in the exercise of their responsibilities.
1. STATEMENT
OF PHILOSOPHY:
It is the policy of
School District 8 to provide for a wide range of learning resources at
varying levels of difficulty and types of format.
2. RESPONSIBILITY
FOR SELECTION OF LEARNING RESOURCES:
The responsibility
for all learning resources is legally vested in the school district that
delegates the selection of resources to the educational staff. The responsibility
for coordinating the selections and recommendations for purchase rests
with the school principal and teacher, or the teacher librarian in some
cases.
3. SELECTION
OF LEARNING RESOURCES:
The selection of learning
resources should be guided by merit, appropriateness of content and style,
readability, potential student interest, and educational value. Materials
chosen should stimulate growth in factual knowledge and in literary/aesthetic
appreciation. Such factors as ability level, emotional maturity, learning
style and curriculum organization should be used to gauge the level of
appropriateness.
4. GENERAL CONSIDERATIONS:
i. The Department
of Education and School District 8 recognize the rights and the accompanying
responsibilities of intellectual freedom. In a democracy, education has
the obligation to develop the capacity for making mature and independent
judgments.
ii. At the same time, the Department of Education and School District
8 recognize the obligation of the school system to protect students from
harmful influences and, specifically, to provide guidance in the choice
of literary and audiovisual materials for instructional purposes.
Iii The selection of curriculum and resource materials should be guided
by merit, appropriateness of content and style, readability, potential
student interest, and educational value.
Iv The Department of Education takes the view that cultural and educational
traditions in the Province require flexible attitudes, sensitive and responsible
to many different beliefs and opinions.
v. Awareness of individual value systems is an important factor in the
selection of literary and audiovisual materials. In no circumstances should
students be required to read materials that offend their, or their parents,
religious or moral beliefs.
5. CLASSES OF LEARNING
RESOURCES COVERED IN THIS POLICY:
5.1 Provincially-authorized literary materials:
This term describes materials that are authorized through procedures long
established for the development and implementation of curriculum for the
schools in the Province. The procedures require recommendation by the
appropriate English Language Arts Committee, approval by the appropriate
Provincial Curriculum Advisory Committee and authorization by the Minister.
Recognizing the need to be aware of different value systems, the Department
authorizes alternative materials in many instances. These alternative
materials should be used at the discretion of principals and teachers.
5.2 Literature in School Libraries:
This term refers to literary materials purchased for school libraries.
These materials should be selected at the discretion of principals and
teaches in accordance with the principles described under Section 4: General
Considerations.
5.3 Other Supplementary Reading:
The Department of Education recognizes that teachers sometimes use literary
materials from other sources, including the personal libraries of students,
with the aim of promoting sound instruction and interest in reading. Such
materials should be monitored carefully in cooperation with parents, if
applicable, to ensure that they conform to the principles of Section 4:
General Considerations.
5.4 Public Library Literary Materials (including book deposits and bookmobile
loans):
The Canadian Library Association statement on intellectual freedom and
the proviso added by the New Brunswick Library Council make clear the
position of public libraries. These statements follow in Attachment B.
When public library literary materials are used in schools, they should
conform to the principles described under Section 4: General Considerations.
5.6 Audiovisual Materials:
Section 4: General Considerations applies to selection and use of audiovisual
materials (literary and non-literary) as well as to the use of literary
materials, whether these materials are borrowed from the Instructional
Resources Branch of the Department of Education, or whether they are purchased
locally or borrowed from other sources. It is strongly urged that all
audiovisual materials be previewed by teachers before being used for the
first time.
6. PROCEDURES FOR COMPLAINTS AGAINST LIBRARY MATERIALS OR MATERIALS
FOR WHICH THERE IS A PRESCRIBED ALTERNATIVE:
6.1 Whenever a person wishes to register a complaint against any of the
learning resources described in Section 5, that person should contact
the principal of the school involved.
6.2 The principal shall:
i. explain the particular place the questioned resource occupies in the
school's educational program;
ii. explain the school's procedures and criteria for selecting school
library resource materials; and
iii. if possible, offer an alternative choice.
6.3 Whenever a person is not satisfied with the decision of the school
principal, that person may appeal the decision in writing to the Director
of Education.
6.4 The final level of appeal at the district level is the Superintendent.
7. PRESCRIBED MATERIALS FOR WHICH THERE IS NO PRESCRIBED ALTERNATIVE:
7.1 Whenever a person wishes to register a complaint regarding prescribed
curriculum materials for which there is no prescribed alternative, the
principal of the school is to provide that person with a copy of Attachment
A to this policy statement. That attachment includes the Complaint Form
that is to be completed by the person wishing to register the complaint
and forwarded by that person to the Assistant Director of Curriculum Development,
Department of Education, P. O. Box 6000, Fredericton, N. B., E3B 5H1.
References:
Attachment A: Response Procedure Complaints Against Materials Prescribed
-No Alternative is Provided
Attachment B: Statement of Intellectual Freedom
Form A: Complaint Form - No alternative is provided.
Form B: Complaint Form - There is a prescribed alternative.
Complaint
Against Resource Materials Form (PDF) (Requires Adobe Acrobat
Reader)
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408.2:
Textbooks [Ordering Procedures]
No Policy available
at this time
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409:
STUDENT SERVICES
409.1:
Teacher
Assistant Support Protocol
Teacher
Assistant Support Protocol (PDF) (Requires Adobe Acrobat
Reader)
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410:
TUTORING SERVICES
No Policy available
at this time
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