SECTION A: FOUNDATIONS AND BASIC COMMITMENTS

_____________________________________________________________________________

AA	School District Legal Status

ABA	Community Involvement in Decision Making (Also KC) ABB	Staff Involvement in Decision Making (Also GBB) ABC	Student Involvement in Decision Making (Also JFB)

AC	Nondiscrimination
ACA	Nondiscrimination on the Basis of Sex ACAA                               Sexual Harassment
ACB	Nondiscrimination on the Basis of Disability

AD	Development of Philosophy of Education ADA                         Educational Philosophy
AE	School District Goals and Objectives

AF	Commitment to Accomplishment
AFA	Evaluation of School Board Operational Procedures (Also BK) AFB	Evaluation of the Superintendent (Also CBG)
AFBA	Evaluation of the Treasurer (Also BCCB) AFC                          Evaluation of Professional Staff (Also GCN)
AFCA	Evaluation of School Counselors (Also GCNA) AFD                          Evaluation of Classified Staff (Also GDN)
AFE	Evaluation of Instructional Programs (Also IM) AFI	Evaluation of Educational Resources

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File: AA

SCHOOL DISTRICT LEGAL STATUS

The United States Constitution grants the individual states responsibility for public education.

The Ohio General Assembly is under mandate by the Ohio Constitution to provide for the organization, administration and control of the public school system supported by public funds. The Ohio Constitution also mandates a State Board of Education (SBOE) and a Superintendent of Public Instruction, the respective powers and duties of which are prescribed by State law.

The Ohio General Assembly has also established a State Department of Education (through which policies and directives of the SBOE and Superintendent of Public Instruction are administered) and has established specific types of school districts.

The McDonald Local School District is classified as a local school district governed by a locally elected Board of Education.

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016] [Re-adoption date: April 26, 2017]

LEGAL REFS.:

CROSS REFS.:

U.S. Const. Amend. X Ohio Const. Art. VI, 2; 3; 4
ORC 3311.01; 3311.02; 3311.03; 3311.04; 3311.05 3311.16 through 3311.19

BBA, School Board Powers and Duties BBB, School Board Elections
LBB, Cooperative Educational Programs

McDonald Local School District, McDonald, Ohio

File: ABA (Also KC)

COMMUNITY INVOLVEMENT IN DECISION MAKING

Community participation in the schools is essential to promote and maintain the quality of education for all students.

In addition to electing fellow citizens to represent them on the Board, all citizens may express ideas, concerns and judgments about the schools to the administration, to the staff, to any appointed advisory bodies and ultimately to the Board. Ideas should be addressed to the responsible individual in an appropriate fashion.

Residents may be invited by the Board to act as advisers, individually and in groups, in such areas as:

1.	clarifying general ideas and attitudes held by residents in regard to the schools;

2.	assisting in developing Board policies under which the District is to be managed;

3.	 assisting in establishing administrative arrangements and procedures designed to help implement these policies;

4.	determining the purposes of curriculum and special services to be provided for students;

5.	evaluating the extent to which these purposes are being achieved by present policies and/or

6.	studying a specific problem or set of closely related problems about which a decision must be made.

The Board gives consideration to the advice it receives from individuals and community groups. Final authority for all decisions rests with the Board.

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.: ORC 121.22 OAC 3301-35-04

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File: ABA (Also KC)

CROSS REFS.: AD, Development of Philosophy of Education
AFA, Evaluation of School Board Operational Procedures (Also BK) BCE, Board Committees
BCF, Advisory Committees to the Board IF, Curriculum Development

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McDonald Local School District, McDonald, Ohio

File: ABB (Also GBB)

STAFF INVOLVEMENT IN DECISION MAKING

The District maintains an environment that supports personal and organizational performance excellence by allowing all employees the opportunity to develop and use their full potential to achieve District goals and objectives.

There should be an exchange of ideas and pertinent information among all elements of a school district. Morale is enhanced when employees are assured that their voices are heard by those in positions of administrative authority.

All employees have the opportunity to bring their ideas and/or concerns to the Board through the recognized administrative channels. Final authority for all decisions rests with the Board.

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REF.: OAC 3301-35-05

CROSS REFS.: AD, Development of Philosophy of Education BCE, Board Committees
BCF, Advisory Committees to the Board
BF, Board Policy Development and Adoption CCB, Staff Relations and Lines of Authority CD, Management Team
CE, Administrative Councils, Cabinets and Committees DBD, Budget Planning (Five-Year Forecast)
GCD, Professional Staff Hiring GDD, Classified Staff Hiring IF, Curriculum Development

CONTRACT REFS.:	Teachers’ Negotiated Agreement Classified Staff Negotiated Agreement

McDonald Local School District, McDonald, Ohio

File: ABC (Also JFB)

STUDENT INVOLVEMENT IN DECISION MAKING

Students share responsibility for developing a climate in the school that is conducive to learning. Through participation in the decision-making process, students can be an important resource for the improvement of the school, the educational system and the community. Periodically, students may be asked to review Board policies and school rules and procedures. Final authority for all decisions rests with the Board.

A student may be elected to serve on the Board as a representative for the student body, in an advisory capacity only, to better facilitate communication between the Board and the students, to increase awareness of the democratic process within the District and to improve the opportunity for participation in the decision-making process.

The student must be a high school student elected by the student body to serve for a one-year term.

[Adoption date: April 30, 1990]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REF.: OAC 3301-35-04

CROSS REFS.: AD, Development of Philosophy of Education BCE, Board Committees
BCF, Advisory Committees to the Board JF, Student Rights and Responsibilities Student Handbooks

McDonald Local School District, McDonald, Ohio

File: AC

NONDISCRIMINATION

The Board’s policy of nondiscrimination extends to students, staff, job applicants, the general public and individuals with whom it does business and applies to race, color, national origin, ancestry, citizenship status, religion, sex, economic status, age, disability or military status.

The Board does not discriminate on the basis of legally acquired genetic information.

The Board does not permit discriminatory practices and views harassment as a form of discrimination. Harassment is defined as intimidation by threats of or actual physical violence; the creation, by whatever means including the use of electronic communications devices, of a climate of hostility or intimidation; or the use of language, conduct or symbols in such a manner as to be commonly understood to convey hatred, contempt or prejudice or to have the effect of insulting or stigmatizing an individual.

Employees or students who engage in discrimination of another employee or student shall be subject to disciplinary action.

Permission, consent or assumption of risk by an individual subjected to discrimination does not lessen the prohibition contained in this policy.

No one shall retaliate against an employee or student because he/she files a grievance; assists or participates in an investigation, proceeding or hearing regarding the charge of discrimination of an individual; or because he/she has opposed language or conduct that violates this policy.

The Board designates the following individual to serve as the District’s compliance officer/civil rights coordinator:

Title: Superintendent
Address: 600 Iowa Avenue, McDonald, OH 44437 Phone number: 330-530-8051
Email: rostr@mcdonald.k12.oh.us

The name, title, and contact information of this individual is annually published in District handbooks and on the District website. The Board has adopted separate policies and procedures for sexual harassment, including the identification of a Title IX Coordinator. All sexual harassment reports must be managed in accordance with the sexual harassment policy and procedure.

The compliance officer is responsible for coordinating the District’s efforts to comply with applicable Federal and State laws and regulations, including the District’s duty to address any inquires or complaints regarding discrimination/retaliation or denial of equal access in a prompt and equitable manner.
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File: AC

Reports and Complaints of Unlawful Discrimination/Harassment

All persons associated with the District, including, but not limited to, the Board, administration, staff, students and third parties are encouraged to promptly report incidents of unlawful discrimination/harassment.

The Board has developed complaint procedures, which are made available to every member of the school community. The Board also has identified disciplinary penalties, which may be imposed on the offender(s).

Matters, including the identity of both the charging party and the accused, are kept confidential to the extent possible.

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: July 18, 2011]
[Re-adoption date: October 10, 2016] [Re-adoption date: December 19, 2016] [Re-adoption date: September 16, 2020]

LEGAL REFS.: Civil Rights Act, Title VI; 42 USC 2000d et seq.
Civil Rights Act, (Amended 1972), Title VII; 42 USC 2000e et seq. Education Amendments of 1972, Title IX; 20 USC 1681 et seq. Executive Order 11246, as amended by Executive Order 11375 Equal Pay Act; 29 USC 206
Genetic Information Nondiscrimination Act of 2008; 42 USC 2000ff et seq. Rehabilitation Act; 29 USC 794
Individuals with Disabilities Education Act; 20 USC 1400 et seq. Age Discrimination in Employment Act; 29 USC 623 Immigration Reform and Control Act; 8 USC 1324a et seq.
Americans with Disabilities Act Amendments Act of 2008; 42 USC 12101 et seq. Ohio Const. Art. I, Section 2
ORC Chapter 3323 Chapter 4112
OAC 3301-35-02

2 of 3

File: AC

CROSS REFS.: ACA, Nondiscrimination on the Basis of Sex ACAA, Sexual Harassment
ACB, Nondiscrimination on the Basis of Disability
EDE, Computer/Online Services (Acceptable Use and Internet Safety) GBA, Equal Opportunity Employment
GBO, Verification of Employment Eligibility IGAB, Human Relations Education
IGBA, Programs for Students with Disabilities JB, Equal Educational Opportunities
JFC, Student Conduct (Zero Tolerance) JFCEA, Gangs
JFCF, Hazing and Bullying (Harassment, Intimidation and Dating Violence) Staff Handbooks
Student Handbooks

CONTRACT REFS.:	Teachers’ Negotiated Agreement Classified Staff Negotiated Agreement

3 of 3

McDonald Local School District, McDonald, Ohio

File: ACA/ACAA

NONDISCRIMINATION ON THE BASIS OF SEX/ SEXUAL HARASSMENT

The U.S. Department of Education has published regulations for implementing Title IX of the Education Amendments of 1972, which prohibits sex discrimination in federally assisted education programs.

Title IX states, in part: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any education program or activity receiving federal financial assistance.”

The Board ensures compliance with Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964 and the regulations promulgated through the U.S. Department of Education.

All persons associated with the District, including, but not limited to, the Board, administration, staff, students, and third parties are expected to conduct themselves at all times so as to provide an atmosphere free from sex discrimination and sexual harassment. Sex discrimination and sexual harassment, whether verbal or nonverbal, occurring inside or outside of District buildings, on other District-owned property or at school-sponsored social functions/activities, is illegal and unacceptable and will not be tolerated. The District may have an obligation to investigate and/or respond to sexual harassment occurring off school grounds, when the harassment creates a hostile environment within the school setting. Sexual harassment is strictly prohibited by this policy.

The District takes measures to eliminate harassment, prevent its recurrence and remedy its effects, and will implement interim measures as deemed necessary.

Definition of Sexual Harassment: Unwelcome sexual advances, requests for sexual favors or other verbal, nonverbal, or physical conduct of a sexual nature may constitute sexual harassment when:

1.	submission to such conduct is made, either explicitly or implicitly, a term or condition of a person’s employment or status in a class, educational program or activity;

2.	submission to, or rejection of, such conduct by an individual is used as the basis for employment or education decisions affecting such individual or

1 of 3

File: ACA/ACAA

3.	such conduct is sufficiently severe, persistent, or pervasive and has the purpose or effect of unreasonably interfering with an individual’s work or educational performance by creating an intimidating, hostile or abusive environment, or by interfering with one’s ability to participate in or benefit from a class or educational program or activity.

Sexual violence is a form of sexual harassment and refers to physical sexual acts perpetrated against a person’s will, or where a person is incapable of giving consent. Examples of sexual violence include but are not limited to, rape, sexual assault, sexual battery, sexual abuse, and sexual coercion.

Sexual harassment includes gender-based harassment, which refers to unwelcome conduct based on an individual’s actual or perceived sex, (including harassment based on gender identity and nonconformity with sex stereotypes), and not necessarily involving conduct of a sexual nature.

Examples of sexual harassment-type conduct may include, but are not limited to, unwanted sexual advances; demands for sexual favors in exchange for favorable treatment or continued employment; grooming; repeated sexual jokes, flirtations, advances or propositions; verbal abuse of a sexual nature; graphic verbal commentary relating to an individual’s body, sexual prowess or sexual deficiencies; coerced sexual activities; any unwanted physical contact; sexually suggestive or obscene comments or gestures; or displays in the workplace of sexually suggestive or obscene objects or pictures. Whether any act or comment constitutes sexual harassment-type conduct is often dependent on the individual recipient.

All of these types of harassment are considered forms of sex discrimination prohibited by Title IX.

The Board has developed informal and formal discrimination and harassment complaint procedures. The procedures provide for a prompt and equitable investigation and resolution of complaints of sex discrimination, including sexual misconduct. The Board also has identified disciplinary measures that may be imposed upon the offender. Nothing in this policy or procedure prevents an individual from pursuing action through State and/or Federal law, contacting law enforcement, or from filing a complaint with the United States Department of Education, Office of Civil Rights, the Ohio Civil Rights Commission or the Equal Employment Opportunity Commission.

The Board designates the following individual to serve as the District’s Title IX Coordinator:

Title:	Superintendent	
Address: 600 Iowa Avenue	
Phone number: 330-530-8051	
Email:	oconk@mcdonald.k12.oh.us	

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File: ACA/ACAA

The Title IX Coordinator serves as the grievance officer and coordinates the District’s efforts to comply with and carry out responsibilities under Title IX, including any complaint under Title IX. He/She is vested with the authority and responsibility for investigating all sexual harassment complaints in accordance with the procedures set forth in the accompanying regulation and staff and student handbooks. Any investigatory responsibilities of the Title IX Coordinator may be delegated to a designee trained in Title IX compliance and procedures.

Confidentiality/Retaliation

Sexual harassment matters, including the identity of both the reporting party and the responding party, are kept confidential to the extent possible, consistent with the Board’s legal obligations to investigate. Although discipline may be imposed against the responding party upon a finding of guilt, the District prohibits retaliation for an individual’s participation in, and/or initiation of a sex discrimination/sexual harassment complaint investigation, including instances where the complaint is not substantiated. The District takes reasonable steps to prevent retaliation and takes strong responsive action if retaliation occurs.

[Adoption date: November 16, 2009] [Re-adoption date: October 10, 2016] [Re-adoption date: December 19, 2016] [Re-adoption date: March 28, 2018]

LEGAL REFS.:

CROSS REFS.:

Civil Rights Act, Title VI; 42 USC 2000d et seq. Civil Rights Act, Title VII; 42 USC 2000e et seq.
Education Amendments of 1972, Title IX; 20 USC 1681 et seq. Executive Order 11246, as amended by Executive Order 11375 Equal Pay Act; 29 USC 206
Ohio Const. Art. I, Section 2 ORC Chapter 4112

AC, Nondiscrimination
GBA, Equal Opportunity Employment
GBD, Board-Staff Communications (Also BG) GBH, Staff-Student Relations (Also JM) IGDJ, Interscholastic Athletics
JB, Equal Educational Opportunities JFC, Student Conduct (Zero Tolerance)
JFCF, Hazing and Bullying (Harassment, Intimidation and Dating Violence) JHG, Reporting Child Abuse and Mandatory Training
Staff Handbooks Student Handbooks

CONTRACT REFS.:	 Teachers’ Negotiated Agreement Classified Staff Negotiated Agreement
3 of 3

McDonald Local School District, McDonald, Ohio

File: ACA-P/ACAA-P

NONDISCRIMATION ON THE BASIS OF SEX/SEXUAL HARASSMENT GRIEVANCE PROCEDURES

The Board has created informal and formal discrimination and harassment grievance procedures, providing for a prompt and equitable investigation and resolution of complaints of sex discrimination, including sexual misconduct. All students and District employees are encouraged to fully cooperate when asked to participate in an investigation.

Members of the school community and third parties are encouraged to promptly report incidents of sex discrimination or sexual harassment. Complaints may be filed with any District employee, or directly with the Title IX Coordinator. District employees are required to report these incidents to the Title IX Coordinator upon becoming aware of an incident, and failure to do so may result in disciplinary action.

Complaints of sex discrimination or sexual harassment must be filed as soon as possible after the alleged incident, as delays in filing complaints can make it difficult to investigate. Both the informal and formal grievance procedures are completed in a timely manner, unless extenuating circumstances exist. Periodic updates are provided to the parties as appropriate during the investigation.

The Title IX Coordinator determines whether or not, by “a preponderance of the evidence,” the alleged victim’s allegations are true. “A preponderance of the evidence” means that evidence must show the alleged discrimination/sexual harassment was more likely than not to have occurred.

Pending the final outcome of an informal or formal investigation, the District institutes interim measures to protect the reporting and/or responding parties and informs him/her of available support services. Interim measures may include, but are not limited to: a District-enforced no contact order, modification of work or class schedules, academic modifications and/or counseling. These measures should ensure that both parties continue to have equal access to all district programs and activities and the safety of all parties is protected.

If the Title IX Coordinator or designee is the responding party or the reporting party, the Board designates an alternate investigator and retains final decision-making authority.

All matters involving sexual harassment complaints remain confidential to the extent possible.

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File: ACA-P/ACAA-P

Informal Procedure for Addressing Complaints

An informal grievance procedure can be used when the Title IX Coordinator deems it appropriate and/or when the parties involved (reporting party and responding party) agree that an informal process is appropriate and sufficient. The informal process is not used when the alleged discrimination or harassment may constitute sexual violence or any other criminal act.

The Title IX Coordinator gathers enough information during the informal process to understand and resolve the complaint. The Title IX Coordinator proposes an informal solution based on this fact-gathering process, which may include, but not be limited to: requiring the responding party to undergo training on harassment/discrimination, requiring all students and staff to undergo such training, and instituting protective mechanisms for the reporting party.

Formal Procedure for Addressing Complaints

While the formal grievance procedure may serve as the first step toward the resolution of a charge of sex discrimination or sexual harassment, it also is available when the informal procedure fails to resolve the complaint.

Through the formal grievance procedure, the Title IX Coordinator attempts to resolve the complaint in the following way:

1.	The Title IX Coordinator promptly communicates with the reporting party in order to obtain a clear understanding of that party’s statement of the alleged facts. The statement is put in writing by the Title IX Coordinator and signed by the reporting party, where possible, as a testament to the statement’s accuracy.

2.	The Title IX Coordinator communicates with the responding party in order to obtain his/her response to the complaint. The response is put in writing by the Title IX Coordinator and signed by the responding party, where possible, as a testament to the statement’s accuracy.

3.	The Title IX Coordinator communicates with the parties and witnesses (if any) as necessary to gather all of the relevant facts. The dates of any meetings and the facts gathered are all put in writing. The investigation is prompt and equitable, and allows both parties an equal opportunity to present witnesses and other evidence.

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File: ACA-P/ACAA-P

4.	At the conclusion of the investigation, the Title IX Coordinator prepares a written report summarizing: the evidence gathered during the investigation and whether the allegations were substantiated; whether any Board policies or student or employee codes of conduct were violated; any recommendations for corrective action. The investigation report indicates if any measures must be instituted to protect the reporting party. Such measures may include, but are not limited to extending any interim measures taken during the investigation. The report also informs the reporting party of available support services, which at a minimum includes offering school counseling services if the reporting party is a student.

Notice of Outcome

Both the reporting party and the responding party are provided written notice of the outcome of the complaint.

The outcome is final and binding.

Disciplinary Action

Any disciplinary action is carried out in accordance with Board policies, student and employee codes of conduct, State and Federal law, and, when applicable, the negotiated agreement. When recommending discipline, the Title IX Coordinator considers the totality of the circumstances involved, including the ages and maturity levels of those involved. The Title IX Coordinator and the Superintendent determine if a recommendation for expulsion for a responding student or discharge for a responding employee should be made. If this recommendation is made and a hearing is required, the hearing shall be held in accordance with Board policy, State law and/or the negotiated agreement. Both parties shall have an equal right to attend the hearing, have a representative and parent (if student) present, present evidence, and question witnesses.

(Approval date: November 16, 2009) (Re-approval date: October 10, 2016) (Re-approval date: December 19, 2016) (Re-approval date: March 28, 2018)

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McDonald Local School District, McDonald, Ohio

File: ACA-E/ACAA-E

SEXUAL HARASSMENT COMPLAINT FORM

Date of Report 	

Reporting Party Name 	

Position or Grade 	 Building 	

Date and Time of Alleged Harassment 	

Location of Alleged Harassment 	

Name of Accused (Responding Party) 	

Position or Grade 	Building 	

Description of the Incident(s) 	

Name of Witnesses, if any, and Involvement 	

Your Reaction 	

Signature of Reporting Party 	

McDonald Local School District, McDonald, Ohio

File: ACB

NONDISCRIMINATION ON THE BASIS OF DISABILITY

The Board maintains that discrimination against a qualified person with a disability solely on the basis of disability is unfair. To the extent possible, a qualified person with a disability should be in the mainstream of life in a school community. In addition, the District is the recipient of federal funds and therefore must be in compliance with all laws and regulations that deal with individuals with disabilities.

Accordingly, employees of the District comply with the law and Board policy to ensure nondiscrimination on the basis of disability. The following is expected.

1.	No one discriminates against qualified persons with a disability in any aspect of school employment solely on the basis of disability.

2.	Facilities, programs and activities are made available to qualified persons with a disability.

3.	Free appropriate public education at elementary and secondary levels, including nonacademic and extracurricular services and activities, are provided to qualified persons with a disability.

4.	No one excludes any qualified person with a disability, solely on the basis of disability, from participation in any preschool education, day care, adult education or career-technical education program.

5.	Each qualified person with a disability is provided with the same health, welfare and other social services that are provided to others.

[Adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.: Individuals with Disabilities Education Act; 20 USC 1400 et seq. Rehabilitation Act of 1973; 29 USC 794
Americans with Disabilities Act Amendments Act of 2008; 42 USC 12101 et seq. ORC Chapter 3323
Chapter 4112

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File: ACB

CROSS REFS.: AC, Nondiscrimination
GBA, Equal Opportunity Employment
IGBA, Programs for Students with Disabilities IGDJ, Interscholastic Athletics
JB, Equal Educational Opportunities JFC, Student Conduct (Zero Tolerance)
JFCF, Hazing and Bullying (Harassment, Intimidation and Dating Violence) Staff Handbooks
Student Handbooks

2 of 2

McDonald Local School District, McDonald, Ohio

File: AD

DEVELOPMENT OF PHILOSOPHY OF EDUCATION

The Board’s philosophy of education gives direction to the educational program and daily operations of the District.

Periodically, the policy committee of the Board and the Superintendent evaluate the philosophy of education. Suggestions from both the staff and community are considered.

The committee revises or confirms the existing philosophy or writes a new statement of philosophy as needed. The committee presents its recommendation regarding a philosophy of education to the Board for adoption or re-adoption.

All building and curriculum philosophies reflect and extend the Board’s philosophy. The Superintendent disseminates the Board’s philosophy of education to all staff members and directs that it be published in all handbooks.

[Adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.:

CROSS REFS.:

OAC 3301-35-02; 3301-35-03; 3301-35-04; 3301-35-05

ABA, Community Involvement in Decision Making (Also KC) ABB, Staff Involvement in Decision Making (Also GBB) ABC, Student Involvement in Decision Making (Also JFB) ADA, Educational Philosophy
BF, Board Policy Development and Adoption BFG, Policy Review and Evaluation

McDonald Local School District, McDonald, Ohio

File: ADA

EDUCATIONAL PHILOSOPHY

The Board is committed to providing a program of education that is consistent with the following tenets.

1.	Education contributes to the continuous improvement of our democratic society and the cultures it encompasses through the development of concerned, contributing and patriotic citizens.

2.	The dignity and worth of the individual is respected. Each individual is given the opportunity to participate in our society to the best of his/her ability.

3.	The educational program is conducive to the optimum intellectual, physical, social and emotional development of all youth.

4.	 Basic knowledge, skills, understandings and appreciations are necessary for full-life functioning.

5.	All youth are introduced to the humanities and the arts and provided the opportunity to pursue further studies in these areas.

6.	The immediate and projected personal and societal needs of our youth receive continuous appraisal.

7.	 The development of self-appraisal skills, decision-making techniques and self-discipline by our youth helps them in assuming the responsibility for setting realistic immediate and long-range personal, academic and career goals.

8.	 The development of moral and ethical values on the part of youth is an important aspect of personal maturity for which the parents assume the primary responsibility.
However, the schools strive to reinforce their efforts.

9.	Continuous physical, mental and emotional growth and development is promoted through the maintenance of appropriate educational programs for youth.

10.	Self-realization and self-expression are encouraged.

11.	The educational program meets or exceeds the State Board of Education standards.

12.	The development and implementation of a program of continuous evaluation based upon stated goals and objectives are necessary for effective program revision and improvement.

1 of 2

File: ADA

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.: OAC 3301-35-02; 3301-35-03

CROSS REFS.: AD, Development of Philosophy of Education AE, School District Goals and Objectives
IA, Instructional Goals Continuous Improvement Plan

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McDonald Local School District, McDonald, Ohio

File: AE

SCHOOL DISTRICT GOALS AND OBJECTIVES

1.	Develop Mastery of Basic Skills. The District promotes the acquisition of basic comprehension, communication and computation skills to the greatest extent possible for each student. Efforts are made to offer each student opportunities to master the basic skills needed to pursue his/her chosen goals.

2.	Gain Knowledge and Experience in Natural Sciences, Social Sciences, Humanities and 
Fine Arts. The District provides opportunities and encouragement for students to gain knowledge and experience in the sciences, humanities and arts.

3.	Develop a Positive Self-Image. The District attempts to respond to each student’s need to develop a positive self-image and enhances his/her ability to determine, understand and examine his/her own capabilities, interests and goals.

4.	Develop Skills of Constructive and Critical Thinking. The District fosters skills of constructive and critical thinking in order to enable each student to deal effectively with conditions and problems in an independent, self-fulfilling and responsible manner.

5.	Develop Skills Appropriate to a Technological Society. The District provides students with information necessary to function in a rapidly changing workplace.

6.	Develop Respect for Others and the Law. The District promotes the development of students to enable them to become mature, responsible citizens with respect for the rights of others and the law.

7.	Gain Lifelong Learning Skills. The District promotes an eagerness for learning that encourages each student to continue to benefit from educational opportunities beyond formal schooling.

8.	Gain Understanding of Value Systems, Cultures and Heritage. The District provides an opportunity for each student to gain knowledge and understanding of social skills so that he/she is prepared to participate responsibly and successfully in a pluralistic society.

9.	Gain Understanding of Economic Roles in Society. The District encourages each student to gain a critical understanding of his/her role as a producer and consumer of goods and services and of the principles involved in the production of goods and services.

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File: AE

10.	Gain Knowledge and Understanding of the Environment. The District encourages student development of an appreciation for the maintenance, protection and improvement of the physical environment.

11.	Develop Positive Health Habits and Physical Skills. The District helps students develop good habits concerning care of the body and avoidance of harmful effects of drugs, alcohol and tobacco. Lifelong physical fitness, including lifetime recreational skills, is promoted.

12.	Develop Within the Community a Sense of Pride in the Schools. The District highlights the strengths of the education program and invites the community to participate in school functions.

13.	Continual Evaluation and Revision of Curriculum. The District provides, through the evaluation process, a curriculum that is pertinent to student and community needs.

[Adoption date: October 10, 2016]

LEGAL REFS.: OAC 3301-35-02; 3301-35-04

CROSS REFS.: ABA, Community Involvement in Decision Making (Also KC) ADA, Educational Philosophy
IA, Instructional Goals
IAA, Instructional Objectives
KA, School-Community Relations Goals Continuous Improvement Plan

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McDonald Local School District, McDonald, Ohio

File: AF

COMMITMENT TO ACCOMPLISHMENT

Evaluation of District operations is a chief responsibility of the Board and is the only means of determining whether the educational goals adopted are being achieved.

The evaluation program may include, but is not limited to, the following areas:

1.	curriculum and instruction;

2.	students, dropouts and graduates;

3.	school personnel;

4.	buildings and equipment;

5.	business operations and

6.	operations of the Board.

Appraising the success of the instructional program is particularly important. Only through an awareness of the strengths and shortcomings of the program can the Board and the Superintendent have a sound basis for making improvements. The improvements are made by the Superintendent through the implementation of policies adopted by the Board.

The Board:

1.	assesses the District’s operations and achievement of goals by information gathered from the Superintendent and the Treasurer;

2.	evaluates the Superintendent and the Treasurer according to job descriptions and Board expectations and

3.	evaluates itself according to its established goals and purposes.

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.: ORC 3313.22; 3313.60 3319.01; 3319.02
OAC 3301-35-03; 3301-35-04; 3301-35-05
1 of 2

File: AF

CROSS REFS.: AE, School District Goals and Objectives
AFA, Evaluation of School Board Operational Procedures (Also BK) AFB, Evaluation of the Superintendent (Also CBG)
AFBA, Evaluation of the Treasurer (Also BCCB) AFC, Evaluation of Professional Staff (Also GCN) AFD Evaluation of Classified Staff (Also GDN) AFE, Evaluation of Instructional Programs (Also IM) AFI, Evaluation of Educational Resources
BCC, Qualifications and Duties of the Treasurer CBA, Qualifications and Duties of the Superintendent

2 of 2

McDonald Local School District, McDonald, Ohio

File: AFA (Also BK)

EVALUATION OF SCHOOL BOARD OPERATIONAL PROCEDURES

The Board may plan and carries through a periodic appraisal of its functioning as a board. This appraisal considers the broad realm of relationships and activities inherent in Board responsibilities.

The appraisal process and instrument are determined by the Board. The following are areas of Board operations and relationships representative of those in which objectives may be set and progress appraised:

1.	Board meetings;

2.	policy development;

3.	fiscal management;

4.	long-range/strategic planning;

5.	Board role in educational program development;

6.	Board member orientation;

7.	Board member development;

8.	Board officer performance;

9.	Board-Superintendent relationships;

10.	Board-Treasurer relationships;

11.	Board-staff relationships;

12.	Board-community relationships;

13.	legislative and governmental relationships and

14.	management team development and utilization.

The Superintendent and others who regularly work with the Board are asked to participate in establishing objectives and reviewing progress.

1 of 2

File: AFA (Also BK)

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

CROSS REFS.: ABA, Community Involvement in Decision Making (Also KC) AF, Commitment to Accomplishment
BA, Board Operation Goals BCB, Board Officers
BCCD, Board-Treasurer Relationship
BCD, Board-Superintendent Relationship (Also CBI) BD, School Board Meetings
BF, Board Policy Development and Adoption BG, Board-Staff Communications (Also GBD) BHA, New Board Member Orientation
CD, Management Team
DA, Fiscal Management Goals
KA, School-Community Relations Goals

2 of 2

McDonald Local School District, McDonald, Ohio

File: AFA-E (Also BK-E)

EVALUATION OF SCHOOL BOARD OPERATIONAL PROCEDURES

Boards of education expect a high level of performance from those who are employed to run the schools. Stakeholders also expect a high level of performance from those who are elected to govern the schools.

Each Board should set aside some time on a regular basis to compare individual assessments of how well the governing body is functioning. It is important for the Board to establish a plan to regularly analyze its method of operation. The results of evaluation should be used in setting goals for improved operations in the future.

SELF-EVALUATION INSTRUMENT

Using the numbering system below, rate each item: 1 - ineffective; 2 - somewhat ineffective; 3 - somewhat effective; 4 - effective; 5 - highly effective.

Board Meetings - Official action can be taken only when the Board is in session. Therefore, each meeting must be organized for maximum efficiency.

1	2	3	4

____	____	____	____

____	____	____	____

____	____	____	____

____	____	____	____

____	____	____	____

____	____	____	____

5	The Board:

____	 reads agenda and background materials well in advance of meeting.

____	 makes public feel welcome; provides agenda, minutes and related materials.

____	assures that meeting time, place and facilities are convenient for the Board, staff and public.

____	 does not present new issues of complex nature for immediate action.

____	does not abuse privilege of tabling important issues.

____	 demonstrates knowledge and use of good parliamentary procedure.

1 of 6

File: AFA-E (Also BK-E)

1	2	3	4	5

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

The Board:

makes distinction between the Board’s role and function of administrators.

expects staff input and the Superintendent’s recommendation on key issues.

equally applies the public participation policy to all speakers.

makes the most productive use of meeting time.

conducts all meetings in accordance with the Open Meetings Act (Sunshine Law).

selects officers on basis of ability.

has procedure for submitting agenda items.

Board-Community Relations - As elected officials, Board members have the responsibility to be representative, to be responsive and to be effective agents of change. The Board:

____	____	____	____	____

____	____	____	____	____

____ ____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

actively seeks input from the community in establishing goals and objectives.

gives full support and cooperation to parent and community organizations with student-centered missions.

establishes a close working relationship with other units of government.

is actively involved in state and federal education legislation.

maintains effective two-way communication between District officials and residents of the District.

ensures the best possible relationship between District officials and the media.

2 of 6

File: AFA-E (Also BK-E)

1	2	3	4

____	____	____	____

____	____	____	____

____	____	____	____

5	The Board:

____	 makes best use of facilities and resources in meeting needs of the community.

____	provides leadership in securing maximum community support for a good educational program.

____	approves an annual budget within resources that can be certified in the “fiscal certificate.”

Board-Administrator Relations	The Board:

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

evaluates the performance of both the Superintendent and the Treasurer on a regular basis and pursuant to State law.

assures that the Superintendent complies with Board policies regarding annual staff evaluations.

works and plans with District administrators in the spirit of mutual trust and confidence.

recognizes the Superintendent as the chief executive officer and educational leader of the District.

provides District administrators opportunity for professional growth.

avoids interference with duties that are the responsibility of District administrators.

solicits input from the Superintendent in developing and maintaining a comprehensive and legally compliant Board policy manual.

addresses potential problems between the Board and District administrators promptly as issues arise.

3 of 6

File: AFA-E (Also BK-E)

1	2	3	4	5

____	____	____	____	____

____	____	____	____	____

The Board:

defends District administrators from unjust and unfounded criticism.

utilizes the management team concept of operating the District.

Board-Staff Relations - The Board seeks maximum input from staff on educational issues while retaining decision-making authority and responsibility for the operation of the District. The Board:

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

approves job descriptions for all positions.

adopts appropriate personnel policies in the areas of employment evaluation, reduction in force and related matters.

encourages professional growth through staff development, in-service programs, visitations and conferences.

refers complaints to appropriate District administrators for discussion and resolution.

preserves and maintains management rights in all labor relations agreements.

Instructional Program	The Board:

____	____	____	____

____	____	____	____

____	____	____	____

____	 provides equal access to curriculum as well as cocurricular and extracurricular activities to all students.

____	approves all curriculum changes including course additions and deletions.

____	 balances the overall needs of students and community with efforts of special interest groups to influence the curriculum.

4 of 6

File: AFA-E (Also BK-E)

1	2	3	4	5

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

The Board:

encourages suggestions for curriculum improvement from students, staff and community.

safeguards the privacy of student records.

encourages a positive approach to student discipline.

safeguards the rights of students to due process.

provides policies that implement the educational standards of the State Board of Education.

Personal Qualities - Maximum results as a Board member will be achieved only if high ethical standards of conduct are maintained in all personal, business and public activities. As a Board member, I:

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

am courteous and respectful of fellow Board members.

keep the education and welfare of students as my primary concern.

represent the best interests of all stakeholders rather than special interest groups.

understand the need for compromise; abide by decisions of the majority.

channel complaints and potential problems through proper administrative channels.

have made the time commitment necessary to become an informed and effective Board member.

reach decisions on the merits of issues and the best available evidence.

participate in in-service programs at regional, state and national levels.

5 of 6

File: AFA-E (Also BK-E)

1	2	3	4	5

____	____	____	____	____

____	____	____	____	____

____	____	____	____	____

As a Board member, I:

do not individually or unilaterally make decisions or commitments on the Board’s behalf.

am open and honest with other Board members and administrators, share information and avoid “surprises” whenever possible.

am familiar with and abide by the OSBA Board Member Code of Ethics.

Additional Comments:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6 of 6

McDonald Local School District, McDonald, Ohio

File: AFB (Also CBG)

EVALUATION OF THE SUPERINTENDENT

The Board evaluates the performance of the Superintendent in order to assist both the Board and the Superintendent in the proper discharge of their responsibilities and to enable the Board to provide the District with the best possible leadership.

Through evaluation of the Superintendent, the Board strives to:

1.	clarify the role of the Superintendent as seen by the Board;

2.	develop harmonious working relationships between the Board and the Superintendent;

3.	provide administrative leadership for the District and

4.	identify strengths and weaknesses of the Superintendent’s performance.

Criteria for the evaluation of the Superintendent are based upon the Superintendent’s job description and relate directly to each of the tasks described. The job description and any revisions thereto are developed in consultation with the Superintendent and adopted by the Board.

The Board evaluates the abilities and services of the Superintendent at least once a year.

The evaluation of the Superintendent’s abilities and performance is written and made available to and discussed with the Superintendent. The Board considers the evaluation of the Superintendent in acting to renew or nonrenew his/her contract.

This evaluation procedure does not create an expectancy of continued employment. Nothing contained herein prevents the Board from making any final determination regarding the renewal or nonrenewal of the Superintendent’s contract.

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.: ORC 3319.01; 3319.16

CROSS REFS.: AF, Commitment to Accomplishment BDC, Executive Sessions
CBA, Qualifications and Duties of the Superintendent CBC, Superintendent’s Contract
CBI, Board-Superintendent Relationship (Also BCD)

McDonald Local School District, McDonald, Ohio

File: AFBA (Also BCCB)

EVALUATION OF THE TREASURER

The Board evaluates the performance of the Treasurer in order to assist both the Board and the Treasurer in the proper discharge of their responsibilities and to enable the Board to provide the District with the best possible leadership.

The objectives of the Board’s evaluation of the Treasurer are to:

1.	promote professional excellence to improve the skills of the Treasurer;

2.	improve the quality of District business practices and

3.	provide a basis for the review of the Treasurer’s performance.

Criteria for the evaluation of the Treasurer are based upon the Treasurer’s job description and relate directly to each of the tasks described. The job description and any revisions thereto are developed in consultation with the Treasurer and adopted by the Board.

The evaluation of the Treasurer’s abilities and performance is written and made available to and discussed with the Treasurer. The Board considers the evaluation of the Treasurer in acting to renew or nonrenew his/her contract.

Evaluation criteria are reviewed as necessary or as requested by the Treasurer, but not less frequently than annually. Any proposed revision of the evaluation criteria is provided to the Treasurer for his/her comments before its adoption.

This evaluation procedure does not create an expectancy of continued employment. Nothing contained herein prevents the Board from making any final determination regarding the renewal or nonrenewal of the Treasurer’s contract.

[Adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.: ORC 3313.22 3319.16

CROSS REFS.: AF, Commitment to Accomplishment
BCC, Qualifications and Duties of the Treasurer BCCA, Incapacity of the Treasurer
BCCC, Treasurer’s Contract
BCCD, Board-Treasurer Relationship BDC, Executive Sessions

McDonald Local School District, McDonald, Ohio

File: AFC-1 (Also GCN-1)

EVALUATION OF PROFESSIONAL STAFF (Ohio Teacher Evaluation System)

A determination of the efficiency and effectiveness of the teaching staff is a critical factor in the overall operation of the District. The Board evaluates teachers in accordance with State law and the standards-based statewide teacher evaluation framework adopted by the State Board of Education (SBOE).

Notwithstanding Ohio Revised Code Section (RC) 3319.09, this policy applies to any person employed under a teacher license issued under RC 3319, or under a professional or permanent teacher’s certificate issued under former RC 3319.222, and who spends at least 50% of the time employed providing content-related student instruction. This teacher evaluation policy does not apply to substitute teachers or instructors of adult education.

The Board directs the Superintendent/designee to implement this policy in accordance with State law. This policy has been developed in consultation with teachers employed by the Board. This policy becomes effective at the expiration of any collective bargaining agreement covering teachers employed by the Board that was in effect on November 2, 2018 and must be included in any renewal or extension.

The District will follow policies and procedures in place during the 2019-2020 school year for the 2020-2021 school year and will implement this policy beginning with the 2021-2022 school year.

Credentialed Evaluators

Evaluations carried out under this policy are conducted by persons holding evaluator credentials established by the Ohio Department of Education (ODE).

Final Holistic Rating and Evaluation Cycle

Teachers are assigned a final holistic rating of Accomplished, Skilled, Developing or Ineffective. This rating will be based on a combination of informal and formal observations and supporting evidence using the Teacher Evaluation Rubric.

Annually, the Board submits to the ODE the number of teachers assigned a final holistic rating, aggregated by the teacher preparation programs from which, and the years in which, the teachers graduated. The name of, or any personally identifiable information about, any teacher reported in compliance with this provision cannot be required.

The full evaluation cycle includes:

•	Professional Growth/Improvement Plan;

1 of 5

File: AFC-1 (Also GCN-1)

•	One formal holistic observation, followed by a conference;
•	At least two classroom walkthroughs – with an emphasis on identified focus area(s) when applicable;
•	One formal focused observation – with an emphasis on identified focus area(s) and •	One final summative conference.

The teacher performance measure of the evaluation cycle is aligned with the following Ohio Standards for the Teaching Profession:

•	Understand student learning and development, respect student diversity and hold high expectations for all students to achieve and progress at high levels;
•	Understand the content areas for which they have instructional responsibility;
•	Understand and use varied assessments to inform instruction and evaluate and ensure student learning;
•	Plan and deliver effective instruction that advances the learning of each student;
•	Create learning environments that promote high levels of learning and achievement for all students;
•	Collaborate and communicate with students, parents, other teachers, administrators and the community to support student learning and
•	Assume responsibility for professional growth and performance as an individual and as a member of a learning community.

The Superintendent/designee selects/develops evaluation tools to calculate teacher performance. The Board directs the Superintendent/designee to develop procedures for these evaluation tools.

Teachers, who are on limited or extended limited contracts pursuant to State law and under consideration for nonrenewal, receive at least three formal observations during the evaluation cycle.

All teacher evaluations are completed by May 1. Teachers evaluated under this policy are provided with a written copy of their evaluation results by May 10.

The Board evaluates teachers receiving effectiveness ratings of Accomplished on those teachers’ most recent evaluations every three years, provided the teacher submits a self-directed Professional Growth Plan and the evaluator determines the teacher is making progress on that plan. Such evaluations are completed by May 1 of the evaluation year. Teachers evaluated on this basis are provided a written copy of their evaluation results by May 10 of the evaluation year. In years when an evaluation will not take place, one observation is carried out and at least one conference with the teacher is held.

2 of 5

File: AFC-1 (Also GCN-1)

The Board evaluates teachers receiving effectiveness ratings of Skilled on those teachers’ most recent evaluations every two years, provided the teacher and evaluator jointly develop a Professional Growth Plan and the evaluator determines the teacher is making progress on that plan. Biennial evaluations conducted under this policy are completed by May 1 of the evaluation year. Teachers evaluated on a biennial basis are provided a written copy of their evaluation results by May 10 of the evaluation year. In years when an evaluation will not take place, one observation is carried out and at least one conference with the teacher is held.

High-Quality Student Data

High-quality student data (HQSD) is used to guide instructional decisions and meet student learning needs. HQSD used must be rigorously reviewed by locally determined experts in the field of education to meet all of the following criteria:

•	Align to learning standards;
•	Measure what is intended to be measured;
•	Be attributable to a specific teacher for course(s) and grade level(s) taught; •	Demonstrate evidence of student learning (achievement and/or growth);
•	Follow protocols for administration and scoring; •	Provide trustworthy results and
•	Not offend or be driven by bias.

AND the teachers must use the data generated from the HQSD data instrument by:

•	Critically reflecting upon and analyzing available data, using the information as part of an ongoing cycle of support for student learning;
•	Considering student learning needs and styles, identifying the strengths and weaknesses of an entire class, as well as individual students;
•	Informing instruction and adapting instruction to meet student need based upon the information gained from the data analysis and
•	Measuring student learning (achievement and/or growth) and progress towards achieving state and local standards.

Evaluations use at least two measures of HQSD to provide evidence of student learning attributable to the teacher being evaluated when required.

When applicable to the grade level or subject area taught by a teacher, HQSD includes the value-added progress dimension established under RC 3302.021, except when otherwise prohibited by law.

HQSD may be used as evidence in any component of the evaluation where applicable.

Data from ODE vendor approved assessments may be considered HQSD.
3 of 5

File: AFC-1 (Also GCN-1)

The use of shared attribution measures or student learning objectives is prohibited.

Professional Growth and Improvement Plans

Each teacher must develop a Professional Growth or Improvement Plan based on the results of their most recent evaluation. These plans are to be developed annually and must be based on the results of the evaluation and aligned to any existing district or building improvement plan.

Teachers with a final holistic rating of Accomplished must develop a self-directed Professional Growth Plan.

Teachers with a final holistic rating of Skilled must develop a Professional Growth Plan working jointly with the credentialed evaluator.

Teachers with a final holistic rating of Developing must develop a Professional Growth Plan that is guided by their assigned credentialed evaluators.

Teachers with a final summative rating of Ineffective will be placed on an Improvement Plan developed by the assigned credentialed evaluators.

Retention and Promotion

The Board uses evaluation results for retention and promotion decisions. The Board adopts procedures for use in making retention and promotion decisions based on evaluation results.

Seniority shall not be the basis for making retention decisions, except when choosing between teachers who have comparable evaluations.

Poorly Performing Teachers

The Board uses evaluation results for removing poorly performing teachers. The Board adopts procedures for removing poorly performing teachers based on evaluation results.

Professional Development

The Board allocates financial resources to support professional development in compliance with State law and the SBOE’s evaluation framework.

4 of 5

File: AFC-1 (Also GCN-1)

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: June 17, 2013]
[Re-adoption date: June 15, 2015] [Re-adoption date: March 8, 2016] [Re-adoption date: October 10, 2016] [Re-adoption date: April 26, 2017] [Re-adoption date: August 22, 2018] [Re-adoption date: July 22, 2020]

LEGAL REFS.:

CROSS REFS.:

The Elementary and Secondary Education Act; 20 USC 1221 et seq. ORC 3319.11; 3319.111; 3319.112; 3319.16; 3319.61
Chapter 4117 OAC 3301-35-05

AF, Commitment to Accomplishment GBL, Personnel Records
GCB, Professional Staff Contracts and Compensation Plans GCL, Professional Staff Development Opportunities

CONTRACT REF.:	Teachers’ Negotiated Agreement

5 of 5

McDonald Local School District, McDonald, Ohio

File: AFC-2 (Also GCN-2)

EVALUATION OF PROFESSIONAL STAFF (Administrators Both Professional and Classified)

The Superintendent institutes and maintains a comprehensive program for the evaluation of administrative personnel. Administrative personnel are all persons issued contracts in accordance with the Ohio Revised Code. Evaluations should assist administrators in developing their professional abilities in order to increase the effectiveness of District management.

The purpose of administrator evaluations is to assess the performance of administrators, to provide information upon which to base employment and personnel decisions and to comply with State law. All administrators are evaluated annually. In the year an administrator’s contract does not expire, the evaluation is completed by the end of the contract year, and a copy is given to the administrator.

In the year an administrator’s contract does expire, two evaluations are completed, one preliminary and one final. The preliminary evaluation is conducted at least 60 days prior to June 1 and prior to any Board action on the employee’s contract. A written copy of the preliminary evaluation is given to the administrator at this time. Evaluations are considered by the Board in determining whether to re-employ administrators.

The final evaluation includes the Superintendent’s intended recommendation for the contract of the employee. A written copy of the final evaluation must be provided to the employee at least five days prior to the Board’s action to renew or nonrenew the employee’s contract. The employee may request a meeting with the Board prior to any Board action on his/her contract. The employee may have a representative of his/her choice at the meeting.

The evaluation measures the administrator’s effectiveness in performing the duties included in his/her written job description and the specific objectives and plans developed in consultation with the Superintendent.

Evaluation criteria for each position are in written form and are made available to the administrator. The results of the evaluations are kept in personnel records maintained in the central office. The evaluated administrator has the right to attach a memorandum to the written evaluation. Evaluation documents, as well as information relating thereto, are accessible to each evaluatee and/or his/her representative.

This evaluation procedure does not create an expectancy of continued employment. Nothing contained herein prevents the Board from making any final determination regarding the renewal or nonrenewal of an administrator’s contract.

1 of 3

File: AFC-2 (Also GCN-2)

Ohio Principal Evaluation System (OPES)

Procedures for evaluating principals and assistant principals are based on principles comparable to the Ohio Teacher Evaluation System, but are tailored to the duties and responsibilities of principals and assistant principals and the environment in which they work. Principals and assistant principals are evaluated under the above system, with the inclusion of the following components.

Principals and assistant principals are assigned an effectiveness rating of Accomplished, Skilled, Developing or Ineffective. This rating will be determined based on 50% measures of principal or assistant principal performance and 50% student growth measures. Student academic growth is determined through multiple measures.

Principals and assistant principals are evaluated via two formal observations and periodic building walk-throughs. The 50% principal and assistant principal performance measure is based on the Ohio Standards for Principals. Proficiency on the standards includes consideration of professional goal setting, communication and professionalism, and skills and knowledge.

Student academic growth is evaluated by a combination of: (1) Value-added data; (2) Ohio Department of Education (ODE)-approved assessments and/or (3) Board-determined measures. When available, value-added data shall be included in the multiple measures used to evaluate student growth.

The principal’s performance rating is combined with the results of student growth measures to produce a summative evaluation rating according to ODE requirements.

The Superintendent/designee evaluates all principals and assistant principals annually. Annual evaluations include two formal observations at least 30 minutes each and periodic building walk-throughs.

The Board allocates financial resources to support professional development in compliance with State law and the State Board of Education’s evaluation framework.

[Adoption date: August 8, 1984]
[Re-adoption date: November 16, 2009] [Re-adoption date: March 8, 2016]
[Re-adoption date: October 10, 2016] [Re-adoption date: August 22, 2018]

2 of 3

File: AFC-2 (Also GCN-2)

LEGAL REFS.:

CROSS REFS.:

ORC 3319.02; 3319.03; 3319.04; 3319.111; 3319.16; 3319.17; 3319.171; 3319.22
OAC 3301-35-05

AF, Commitment to Accomplishment GBL, Personnel Records

3 of 3

McDonald Local School District, McDonald, Ohio

File: AFC-2-P (Also GCN-2-P)

EVALUATION OF PROFESSIONAL STAFF (Administrators Both Professional and Classified)

To assist administrators in the development of their professional abilities, to provide information for employment decisions and to comply with mandates of State law, the following procedures are employed by the Superintendent/designee in evaluating administrative personnel.

1. An initial meeting is held by the Superintendent prior to the school year with the assistant superintendents and administrators to discuss specific measurable objectives and plans for their achievement. A statement of these objectives and plans is submitted by each administrator to the Superintendent/designee at a time specified. These objectives and plans are written and maintained in each administrator’s personnel file.

2. The evaluator employs the evaluation criteria, which are designed to measure the administrator’s effectiveness in performing the duties set forth in his/her written job description. All administrators will be evaluated prior to the end of their contract year. The evaluator will also assess the administrator’s progress in meeting plans and objectives set for that school year. Areas of outstanding, satisfactory and poor performance will be noted. The Superintendent/designee will meet with each administrator to discuss the written evaluation. The evaluatee is given a copy of the evaluation and has an opportunity to discuss it with the evaluator at this second meeting.

3. An ongoing dialogue concerning the administrator’s objectives will continue and the evaluator and evaluatee will meet as needed or requested.

4. For those employees whose contracts are expiring at the end of the current school year, two evaluations must be completed. A written copy of the preliminary evaluation must be received by the employee at least 60 days prior to any Board action on the employee’s contract. A final evaluation must include the Superintendent’s intended recommendation for the contract of the employee. A written copy of the final evaluation must be provided to the employee at least five days prior to the Board’s action to renew or nonrenew the employee’s contract.

5. The employee may request a meeting with the Board prior to any Board action on his/her contract. The employee may have a representative of his/her choice at the meeting.

6. Assistant superintendents, business managers, principals, assistant principals and other administrators are automatically re-employed for a period of one year, or for two years if such person has been employed by the District for three or more years, if they are not evaluated according to State law or provided a meeting, if requested, to discuss their renewal or nonrenewal.
1 of 2

File: AFC-2-P (Also GCN-2-P)

7. All evaluation criteria, procedures and written job descriptions are reviewed annually by the Superintendent/designee and revised as necessary.

(Approval date: November 16, 2009) (Re-approval date: October 10, 2016)

2 of 2

McDonald Local School District, McDonald, Ohio

File: AFCA (Also GCNA)

EVALUATION OF SCHOOL COUNSELORS

Professional school counselors offer students access to high-quality services that support students’ academic, career and social/emotional development. The Board evaluates school counselors in accordance with State law and the standards-based statewide counselor evaluation framework adopted by the State Board of Education (SBOE). The framework is aligned with the Ohio Standards for School Counselors.

The Board directs the Superintendent/designee to implement this policy in accordance with State law. The policy becomes operative at the expiration of any collective bargaining agreement covering school counselors that is in effect on September 29, 2015. The requirements of this policy prevail over any conflicting provisions of collective bargaining agreements entered into on or after September 29, 2015.

Annually, the Board submits to the Ohio Department of Education (ODE) a report regarding implementation of this policy. The name of, or any personally identifiable information about, any counselor reported in compliance with this provision cannot be required.

Effectiveness Rating

School counselors are assigned an effectiveness rating of Accomplished, Skilled, Developing or Ineffective. Each school counselor is evaluated based on multiple factors including performance on all areas identified by the standards for school counselors and the ability to produce positive student outcomes using metrics in order to determine the holistic final summative rating of effectiveness according to ODE requirements. The choice of metrics for student outcomes will be determined locally and will include information from the school or school district’s report card when appropriate.

Evaluation Time Line

District administrators evaluate school counselors annually except as otherwise appropriate for high performing school counselors. Annual evaluations include two formal observations of at least 30 minutes each and informal observations. Counselors will be provided with a written report of the evaluation.

The Board evaluates school counselors receiving effectiveness ratings of Accomplished on the counselors’ most recent evaluations carried out under this policy, and whose metric of student outcomes for the most recent school year for which data is available is skilled or higher on the evaluation rubric every three years. In years when an evaluation will not take place, one observation is carried out and at least one conference with the counselor is held.

1 of 3

File: AFCA (Also GCNA)

The Board evaluates school counselors receiving effectiveness ratings of Skilled on the counselors’ most recent evaluations carried out under this policy, and whose metric of student outcomes for the most recent school year for which data is available is skilled or higher on the evaluation rubric every two years. In years when an evaluation will not take place, one observation is carried out and at least one conference with the counselor is held.

Professional Growth and Improvement Plans

School counselors with a final summative rating of Accomplished must develop a professional growth plan.

School counselors with a final summative rating of Skilled must develop a professional growth plan collaboratively with their evaluator.

School counselors with a final summative rating of Developing must develop a professional growth plan with their evaluator. The Superintendent/designee approves the professional growth plan.

School counselors with a final summative rating of Ineffective must develop an improvement plan with their evaluator. The Superintendent/designee approves the improvement plan.

The District has discretion to place a school counselor on an improvement plan at any time based on deficiencies in any individual component of the evaluation system.

Retention and Promotion

The Board uses evaluation results for retention and promotion decisions for school counselors beginning with the 2017-2018 school year. The Board adopts procedures for use by District administrators in making retention and promotion decisions based on evaluation results.

Poorly Performing Counselors

The Board uses evaluation results for removing poorly performing counselors beginning with the 2017-2018 school year. The Board adopts procedures for removing poorly performing school counselors based on evaluation results.

Professional Development

The Board allocates financial resources to support professional development in compliance with State law and the SBOE’s evaluation framework.

2 of 3

File: AFCA (Also GCNA)

[Adoption date: October 10, 2016] [Re-adoption date: April 26, 2017]

LEGAL REFS.:

CROSS REFS.:

ORC 3319.113; 3319.61 3302.03
Chapter 4117 OAC 3301-35-05

AF, Commitment to Accomplishment GBL, Personnel Records
GCB, Professional Staff Contracts and Compensation Plans

CONTRACT REF.:	Teachers’ Negotiated Agreement

3 of 3

McDonald Local School District, McDonald, Ohio

File: AFD (Also GDN)

EVALUATION OF CLASSIFIED STAFF

Regular evaluation of all classified staff is intended to bring about improved services and to provide a continuing record of the service of each employee and evidence on which to base decisions relative to assignment and re-employment.

The Superintendent establishes a continuing program of performance evaluation for the classified staff. The program includes written evaluations and a means of making the results known to the evaluated employee.

The services of all classified staff employees are evaluated. Procedures used in the evaluation process are subject to Board approval or in accordance with the negotiated agreement and/or State law.

[Adoption date: April 30, 1990]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.:

CROSS REFS.:

ORC Chapter 124 Chapter 4117 3319.081
OAC 3301-35-05

AF, Commitment to Accomplishment GBL, Personnel Records

CONTRACT REF.: Classified Staff Negotiated Agreement

McDonald Local School District, McDonald, Ohio

File: AFE (Also IM)

EVALUATION OF INSTRUCTIONAL PROGRAMS

The Board believes that accountability for student performance and progress is a shared responsibility of teachers, administrators, parents and the Board. Individual student progress and the instructional efforts of the District are evaluated systematically. It is the responsibility of the Superintendent and the instructional staff to report periodically to the Board on the progress the District is making towards the attainment of its instructional goals.

The Board directs the Superintendent to develop and implement a systematic plan for the continuous evaluation of the instructional program against the goals established by the Board. The Superintendent/designee employs such tests and methods as may be deemed appropriate in the Superintendent’s/designee’s sound professional judgment. The assessment program follows the evaluation procedures set forth in the courses of study and curriculum guides.

The purposes of the evaluation process are to:

1.	monitor the progress of individual students;

2.	identify strengths and weaknesses of existing instructional programs;

3.	provide data for decision making regarding additions to, modification of or deletions from the existing instructional programs;

4.	report to the public the relationship between the stated instructional goals of the District and student achievement and

5.	all other relevant data that the Superintendent deems necessary.

The Superintendent is instructed to remain informed relative to current research and successful practices and to employ the best and most reliable methods and measures in the evaluative process. The results of the testing programs are used as a part of the evaluation.

[Adoption date: May 9, 1985]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.:

CROSS REFS.:

OAC 3301-35-03; 3301-35-04; 3301-35-06; 3301-35-07

AF, Commitment to Accomplishment IA, Instructional Goals
IAA, Instructional Objectives IL, Testing Programs

McDonald Local School District, McDonald, Ohio

File: AFI

EVALUATION OF EDUCATIONAL RESOURCES

The Superintendent evaluates the effectiveness of the educational resources used by the District to achieve the District’s educational goals and objectives.

The individual resource areas are assessed yearly while the overall program is assessed every three years according to professionally recognized criteria and procedures.

Following are the educational resources listed in the State Board of Education standards.

1.	 Professional and classified staff are recruited, employed, assigned, evaluated and provided in-service education without unlawful discrimination.

2.	Instructional materials and equipment support attainment of objectives specified in courses of study.

3.	Facilities accommodate the enrollment and the philosophy of education and educational goals of the school.

4.	Student health and safety are safeguarded by an organized program of school health services designed to identify student health problems and to coordinate school and community health resources for students.

5.	Student cumulative records are maintained.

6.	Student admission, placement and withdrawal are processed according to established procedures.

7.	Student attendance and conduct are administered according to established objectives and procedures.

8.	School guidance services are provided for students in accordance with a written plan adopted by the Board.

9.	Student activity programs are operated in accordance with the Board’s philosophy of education and educational goals and safeguard the interest of the school, participants and spectators. Schools will not sponsor interscholastic athletics for students in kindergarten through sixth grade.

10.	A planned community relations program is implemented to encourage citizen participation in, and support for, the educational program.

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File: AFI

[Adoption date: May 9, 1985]
[Re-adoption date: November 16, 2009] [Re-adoption date: October 10, 2016]

LEGAL REFS.: OAC 3301-35-03; 3301-35-04

CROSS REFS.: AC, Nondiscrimination
AF, Commitment to Accomplishment FA, Facilities Development Goals IA, Instructional Goals
IF, Curriculum Development
IGD, Cocurricular and Extracurricular Activities IJ, Guidance Program
IK, Academic Achievement
IKE, Promotion and Retention of Students JEC, School Admission
JEDA, Truancy JHF, Student Safety JO, Student Records
KA, School-Community Relations Goals

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McDonald Local School District, McDonald, Ohio