Last Reviewed Date: 4/22/25

Adoption Date: 09/19/1989

Revision History: 7/19/1994; 6/20/00; 5/17/16; 5/21/19; 4/22/25

The Board of Regents and the New York State Education Department (NYSED) are responsible for setting state learning standards for what all students should know and be able to do as a result of skilled instruction. The District must provide students with instruction on certain specified topics as outlined in law, regulation, and guidance and will develop curriculum based on established state learning standards, laws, regulations, and guidance.

Definitions

For purposes of this policy, the following definitions apply:

a) "Curriculum" means the outline or scope and sequence of the content, concepts, and skills students will learn to enable them to meet state learning standards.

b) "Instruction" means the ways (e.g., approaches, strategies, environments, materials, interactions) that an educator chooses to teach the curriculum, based on the needs of their students.

c) "State learning standards" means the knowledge, skills, and understandings that individuals can and do habitually demonstrate over time as a consequence of instruction and experience. These standards reflect educational goals for students and are organized by subject area and grade levels.

Curriculum Development, Resources, and Evaluation

District curriculum will align with state learning standards and include any specific topics required by law, regulation, or guidance. The Board has the authority to prescribe curriculum in the District within the parameters established by state learning standards, law, regulation, and guidance. The Board will work with District staff to develop and improve curriculum in the District.

Instructional staff will initiate curriculum development and improvement and respond to changing conditions in curriculum needs and requirements. Curriculum changes may be prompted by changes in state learning standards, trends in specific content areas, changes to educational best practices, and student input. Instructional staff are expected to continually evaluate District curriculum in order to improve learning and foster student growth.

There are many resources that instructional staff may utilize to develop and improve curriculum. Resources may originate from a variety of sources including NYSED, BOCES, and colleges and universities. Instructional staff, under the guidance of District administrators, are expected to consider those resources for possible improvement to the instructional program.

District administrators will work with instructional staff to develop, improve, and evaluate the District's curriculum. District administrators and instructional staff in an academic department may work together to develop recommendations related to their specific academic area. District administrators will work to ensure that curriculum is evaluated on a regular basis.

Recommended curriculum changes will be presented to the Superintendent or designee for review and action. Upon the Superintendent's  or designee’s approval, the recommended changes shall be presented to the Board. District administrators and/or instructional staff may be invited to Board meetings to discuss changes to District curriculum.

The Board may periodically request that the Superintendent present reports necessary to evaluate the effectiveness of the District's curriculum.

20 USC § 6311

Education Law §§ 101, 101-a, 207, 305, 1604, 1709, 1711, 1804, 2503, and 2508

8 NYCRR §§ 3.35 and 100.1

Policy References:

Education Law Sections 1709 and 3204

Last Reviewed Date: 4/22/25

Adoption Date: 07/19/1996

Revision History: 6/20/2000; 5/17/16; 5/21/19; 4/22/25

The practice of safety will be considered an integral part of a well-rounded education. A well-rounded education contributes to student success. The District will strive to provide students with an education that will enable them to achieve and maintain a safe life.

Acquired Immune Deficiency Syndrome (AIDS) Instruction in Health Education

As part of its health education program, the District will provide appropriate instruction for all students concerning Acquired Immune Deficiency Syndrome (AIDS). Accurate information concerning the nature of the disease, methods of transmission, and means of prevention will be provided in an age-appropriate manner, will be consistent with community values, and will stress that abstinence is the most appropriate and effective premarital protection against AIDS.

A representative community advisory group consisting of appropriate school personnel, Board members, parents, religious representatives, and other community members will be established in order to make recommendations for curriculum content, implementation, and evaluation of an AIDS instructional program. The Board will determine the content of the curriculum, approve its implementation, and be responsible for the evaluation of the District's AIDS instruction program.

Appropriate training will be provided for instructional staff. Instructional materials will be provided to parents who request these materials.

No student will be required to receive instruction concerning the methods of AIDS prevention if their parent or legal guardian files with the principal a written request that the student not participate in this instruction, with an assurance that the student will receive this instruction at home.

AIDS instruction in the elementary grades will be taught by the regular classroom teachers, while this instruction in the middle and high school grades will be a part of the required health education curriculum.

Hands-Only Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) Instruction

High school students will be provided instruction in hands-only CPR and the use of an AED as part of the District's health education program. Standards for this instruction will be based on a nationally recognized instructional program that utilizes the most current guidelines for cardiopulmonary resuscitation and emergency cardiovascular care issued by the American Heart Association or a substantially equivalent organization, that are consistent with the requirements of the programs adopted by the American Heart Association or the American Red Cross, and that will incorporate instruction designed to:

1. Recognize the signs of a possible cardiac arrest and to call 911;
2. Provide an opportunity to demonstrate the psychomotor skills necessary to perform hands-only compression cardiopulmonary resuscitation; and
3. Provide awareness in the use of an AED.

A student with a disability may be exempted should be excused from the requirement for instruction in hands-only CPR and the use of AEDs if the student's individualized education program (IEP) or accommodation plan developed pursuant to Section 504 of the Rehabilitation Act of 1973 states that the student is physically or cognitively unable to perform the tasks included in the instruction.

Conservation of Natural Resources

Instruction relating to the conservation of the natural resources of New York State will be provided in accordance with law and regulation.

Fire and Arson Prevention/Injury Prevention/Life Safety Education

District administration will provide instruction in fire and arson prevention, injury prevention, and life safety education relating to protection against injury or death and property loss or damage as a result of criminally initiated or other preventable fire.

This instruction will include materials to educate children on the dangers of falsely reporting a criminal incident, an impending explosion or fire emergency involving danger to life or property, an impending catastrophe, or a life safety emergency.

Safety and Accident Prevention in the Schools

Instruction in courses in technology education, science, home and career skills, health and safety, physical education, and art will include and emphasize safety and accident prevention.

Safety instruction will precede the use of materials and equipment by students in applicable units of work in relevant courses. Instructors will teach and enforce all safety procedures relating to the particular courses, including wearing protective eye devices during appropriate activities.

Instruction on Prevention of Child Abduction

All students in grades K through 8 in District schools will receive instruction designed to prevent the abduction of children provided by or under the direct supervision of regular classroom teachers. This instruction may be provided by any other public or private agency.

The Commissioner of Education will provide technical assistance to assist in developing curricula for these courses of study which must be age appropriate and developed according to the needs and abilities of students at successive grade levels in order to provide awareness skills, information, self-confidence, and support to aid in the prevention of child abduction.

Instruction on Prevention of Child Sexual Exploitation and Child Sexual Abuse

All students in grades K through 8 in District schools will receive instruction designed to educate students, parents, teachers, and other school personnel about the prevention of child sexual exploitation and child sexual abuse. This instruction may be included as part of the District's health education program.

Curriculum addressing this topic will be developed in consultation with school counselors, school social workers, school psychologists, parents, and community members. The curriculum will be designed to:

1. Assist students, parents, teachers, and other school personnel in identifying child sexual abuse and child sexual exploitation;
2. Provide awareness, assistance, referral, and resource information for students and families who are victims of child sexual abuse and/or child sexual exploitation; and
3. Be aligned to grade objectives prescribed by the Commissioner in guidance.

Instruction on Child Development and Parenting Skills

Instruction regarding child development and parenting skills may be offered by the District as part of either its home economics or health education program.

Education Law §§ 409-a, 803-a, 803-b, 804-b, 804-c, 804-d, 808, 810, and 3204

8 NYCRR §§ 100.2(c), 135.3, and 141.10

Last Reviewed Date: 4/22/25

Adoption Date: 07/19/1994

Revision History: 6/20/2000; 1/20/04; 5/21/19; 4/22/25

Related Policies:

Fire Drills

The administration of each school building shall provide instruction for and training of students, through fire drills, in procedures for leaving the building in the shortest possible time and without confusion or panic.

Fire drills shall be held at least twelve (12) times in each school year; eight (8) of these shall be held between September 1 and December 1. At least one (1) of the twelve (12) drills shall be held during each of the regular lunch periods, or shall include special instruction on the procedures to be followed if a fire occurs during a student's lunch period.

At least two (2) additional drills shall be held during summer school in buildings where summer school is conducted and one (1) of these drills shall be held during the first week of summer school.

After-School Programs

The building principal or his/her designee shall require those in charge of after-school programs, attended by any individuals unfamiliar with the school building, to announce at the beginning of such programs the procedures to be followed in the event of an emergency.

Bomb Threats School Bomb Threats

A bomb threat, even if later determined to be a hoax, is a criminal action. No bomb threat should be treated as a hoax when it is first received. The District has an obligation and responsibility to ensure the safety and protection of the students and other occupants upon the receipt of any bomb threat. This obligation must take precedence over a search for a suspect object. Prudent action is dependent upon known information about the bomb threat - location, if any; time of detonation; etc. If the bomb threat is targeted at the school parking lot or the front of the school, building evacuation may not be an appropriate response. If the bomb threat indicates that a bomb is in the school, then building evacuation is necessary unless the building has been previously inspected and secured in accordance with State Education Department Guidelines. Specific procedures can be found in the building level school plan, as required by Project SAVE.

The decision to evacuate a building or to take shelter is dependent upon information about where the bomb is placed and how much time there is to reach a place of safety. Prudent action dictates that students and other occupants be moved from a place of danger to a place of safety. Routes of egress and evacuation or sheltering areas must be thoroughly searched for suspicious objects before ordering an evacuation. Failure to properly search evacuation routes before an evacuation takes place can expose students and staff to more danger than remaining in place until the search has taken place. Assistance is available from local police agencies and the New York State Police to train staff to check evacuation routes.

Police Notification and Investigation

A bomb threat to a school is a criminal act, which is within the domain and responsibility of law enforcement officials. Appropriate State, county, and/or local law enforcement agencies must be notified of any bomb threat as soon as possible after the receipt of the threat. Law enforcement officials will contact, as the situation requires, fire and/or county emergency coordinators according to the county emergency plan.

Therefore, the building administrator or designee is to notify local law enforcement officials and follow established procedures to move all occupants out of harm's way.

Implementation

The Board of Education directs the Superintendent or his/her designee to develop administrative regulations to implement the terms of this policy. Additionally, such regulations are to be incorporated in the District-wide School Safety Plan and the building level school safety plan, with provisions to provide written information to all staff and students regarding emergency procedures by October 1 of each school year, an annual drill to test the emergency response procedures under each of its building level school safety plans; and the annual updating of the District-wide and building level school safety plans, by July 1, as mandated pursuant to law and/or regulation.

Bus Emergency Drills

The Board directs the administration to conduct a minimum of three (3) emergency drills to be held on each school bus during the school year. The first drill is to be conducted during the first seven days of school, the second drill between November 1 and December 31, and the third drill between March 1 and April 30.

Each drill shall include instruction in all topics mandated by the Education Law and the Commissioner's Regulations and shall include, but will not be limited to, the following:

1. Safe boarding and exiting procedures;
2. The location, use and operation of the emergency door, fire extinguishers, first aid equipment and windows as a means of escape in case of fire or accident;
3. Orderly conduct as bus passengers.

Students who ordinarily walk to school shall also be included in the drills.

Policy References:

8 New York Code of Rules and Regulations (NYCRR) Sections 155.17 and 156.3(h)(2) Penal Law Sections 240.55, 240.60 and 240.62 Education Law Sections 807, 2801-a and 3623

Last Reviewed Date: 4/22/25

Adoption Date: 7/19/1994

Revision History: 6/20/2000; 1/20/04; 5/17/16; 5/21/19; 4/22/25

The Board of Education recognizes the need for career and technical education and reaffirms its policy of strengthening the local high school career and technical education program.

Public Notification

Prior to the beginning of each school year or academic semester, the District shall issue an appropriate public announcement which advises students, parents, employees and the general public that career and technical education opportunities will be offered. Included in such announcement will be the name, address, and telephone number of the person(s) designated to coordinate Title IX/Section 504/ADA activities.

Local Advisory Council

In accordance with Education Law, the Board will appoint a Local Advisory Council for Career Education. The Board may, with BOCES approval, utilize the BOCES Advisory Council as its Local Advisory Council.

Policy References:

Age Discrimination Act of 1975, 42 USC § 6101 et seq.

Americans with Disabilities Act (ADA), 42 USC § 12101 et seq.

Equal Educational Opportunities Act of 1974, 20 USC § 1701 et seq.

Section 504 of the Rehabilitation Act of 1973, 29 USC § 790 et seq.

Title IV of the Civil Rights Act of 1964, 42 USC § 2000c et seq.

Title VI of the Civil Rights Act of 1964, 42 USC § 2000d et seq.

Title IX of the Education Amendments Act of 1972, 20 USC § 1681 et seq.

28 CFR Part 35

34 CFR Parts 100, 104, 106, 110, and 270

45 CFR Part 86

Civil Rights Law §§ 40, 40-c, and 47-b

Education Law Article 93 and §§ 10-18, 313, 2801, 3201, and 3201-a

New York State Human Rights Law, Executive Law § 290 et seq.

8 NYCRR §§ 100.2 and 141 et seq.

9 NYCRR § 466 et seq.

Last Reviewed Date: 4/22/25

Adoption Date: 7/19/1994

Revision History: 6/20/2000; 5/17/16; 5/21/19; 4/22/25

A District plan for the K-12 counseling program shall be filed in the District office and made available for public review. This plan shall be subject to annual review, and revised as necessary in the following areas:

1. Identification of counseling program objectives;
2. Activities to accomplish the objectives;
3. Identification of staff members and other resources to accomplish the objectives; and
4. Provisions for the annual assessment of program results.

Counseling Program (K-6)

A coordinated counseling program in grades K-6 shall be developed and implemented to:

1. Prepare students to participate effectively in their current and future educational programs;
2. Help those students exhibiting any attendance, academic, behavioral or adjustment problems;
3. Educate students concerning avoidance of child sexual abuse; and
4. Encourage parental involvement.

Counseling Program (7-12)

A coordinated counseling program in Grades 7-12 shall be developed and implemented including the following activities and services:

1. Each student's educational progress and career plans will be reviewed annually;
2. Instruction at each grade level to help students learn about various careers and career planning skills;
3. Other advisory and counseling assistance which will benefit students such as: helping students develop and implement postsecondary education and career plans; helping those students exhibiting any behavioral or adjustment problems; and encouraging parental involvement; and
4. Employment of personnel certified or licensed as school counselors.

Policy References:

8 New York Code of Rules and Regulations (NYCRR) Section 100.2(j)

Last Reviewed Date: 4/22/25

Adoption Date: 7/24/2012

Revision History: 8/15/2012;10/01/2013; 5/17/16; 5/21/19; 4/22/25

Civility, Citizenship, and Character Education

The Board of Education recognizes that teaching students respect, civility and understanding toward others, as well as the practice and reinforcement of appropriate behavior and values of our society, is an important function of the District.

The District wishes to foster an environment where students exhibit behavior that promotes positive educational practices, allows students to grow socially and academically, and encourages healthy dialogue in respectful ways. By presenting teachers and staff as positive role models, the District stresses positive communication and discourages disrespectful treatment. This policy is not intended to deprive and/or restrict any student of his/her right to freedom of expression but, rather, seeks to maintain, to the extent possible and reasonable, a safe harassment-free and educationally conducive environment for our students and staff.

Furthermore, the District shall ensure that the course of instruction in grades K through 12 includes a component on civility, citizenship and character education in accordance with Education Law, with an emphasis on discouraging acts of harassment, bullying and/or discrimination. Character education is the deliberate effort to help students understand, care about, and act upon core ethical values.

Character education shall instruct students on, at a minimum, the principles of:

1. Honesty;
2. Tolerance;
3. Personal responsibility;
4. Respect for others;
5. Awareness and sensitivity to discrimination and/or harassment as defined in the Dignity for All Students Act (DASA);
6. Civility in relation to people of different races, weights, national origins, ethnic groups, religions, religious practices, physical or mental abilities, sexual orientations, genders or sexes, or any other protected class;
7. Observance of laws and rules;
8. Courtesy
9. Dignity, and other traits which will enhance the quality of students' experiences in, and, contributions to, the community; and
10. Safe and responsible use of the Internet and electronic communications.

As determined by the Board of Regents and as further enumerated in Commissioner's Regulations, the components of character education shall be incorporated in existing District curricula as applicable.

The District encourages the involvement of staff, students, parents and community members in the implementation and reinforcement of character education in the schools.

Interpersonal Violence Prevention Education

The District will utilize the interpersonal violence prevention education package provided by the State Education Department. These materials will be incorporated as part of the health or other related curricula or programs for students in grades K through 12.

Policy References:

Education Law Section 804-a,804(4) 8 NYCRR 100.2 (2) (c) (2) Education Law Sections 801 and 801-a 8 New York Code of Rules and Regulations (NYCRR) Section 100.2(c)

Last Reviewed Date: 6/17/2025

Adoption Date: 6/19/1990

Revision History: 7/19/1994; 6/20/00; 4/3/07; 5/17/16; 6/17/2025

Parental Involvement

The Board of Education recognizes the rights of parents/guardians to be fully informed of all information relevant to their children who participate in programs and projects funded by Title I. The District shall ensure parental involvement in these programs and projects by:

1. Working with the district parent organization to involve parents in the development of the Title 1 Plan. If the plan is not satisfactory to the parents of children participating in Title 1 programs, the District will submit any parent comments to the State Education Department along with the District’s plan;
2. Providing such support for parental involvement activities as required by law;
3. Convening annual meetings at each building funded by Title 1 to which all parents/guardians of participating children shall be invited;
4. Providing parents/guardians with regular reports on their children's progress;
5. Providing opportunities for regular meetings of parents/guardians.

In addition to the above, the District shall, jointly and in agreement with parents of students receiving Title I services, establish expectations for parent involvement in Title I programs in accordance with Section 1118(a) of the Elementary and Secondary Education Act. Similarly, each Title I school within the District shall establish building level school/parent involvement policies in accordance with Section 1118(b). Such school/parent policies shall include, where applicable, school-parent compacts outlining how parents, the entire school staff, and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help students achieve the state's high standards.

Procedures for Filing Complaints/Appeals

The District will disseminate free of charge to parents of children in Title I programs, and to appropriate private school officials or representatives, adequate information regarding the District's written complaint procedures for resolving issues of violation(s) of a Federal statute or regulation that applies to Title I, Part A programs. Procedures for filing complaints/appeals may be found in 8260R.

Policy References:

Title I of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 200120 United States Code (USC) Section 6301 et seq.34 Code of Federal Regulations (CFR) Part 75

Last Reviewed Date: 6/17/25

Adoption Date: 7/19/1994

Revision History: 6/20/2000; 5/17/16; 5/21/19; 6/17/25

The Board of Education recognizes its responsibility to further the District's educational goals through the use of appropriate and high quality technological materials and equipment.

Continuing advances in technology are bringing about changes that have an increasing impact on the way we obtain, process, evaluate and use information. Therefore, the District is committed to:

1. A comprehensive staff development program to ensure appropriate and effective use of technology.
2. The preparation of students to utilize multiple types of technology.
3. The integration of technology within and across all curriculum areas.
4. The equitable distribution and access to technological equipment and materials for all students.
5. The promotion of technology as an alternative to traditional methods of gathering, organizing and synthesizing information.
6. The provision of sufficient funds, within the budgetary constraints of the Board, for the implementation of technology instruction.

Last Reviewed Date: 6/18/24

Adoption Date: 07/19/1994

Revision History: 6/20/2000; 10/01/02; 7/12/16; 1/19/21; 6/18/24

The purpose of instructional materials is to implement, enrich, and support the educational program of the school.

Instructional materials should contribute to the development of positive social and intellectual values of the students.

The Board of Education shall provide instructional materials that are educationally needed and financially feasible to make the instructional program meaningful to students of all levels of ability. In addition, the Board will ensure that all instructional materials will be made available in a usable alternative format for each student with a disability at the same time as such instructional materials are available to non-disabled students. The alternative format must meet the National Instructional Materials Accessibility Standard (NIMAS) defined in federal law.

The Board of Education has authority to determine curriculum and to designate the textbooks to be used in the Brockport Central School District. Parents or legal guardians of a student cannot compel the use of a particular textbook or discontinue the use of a particular textbook. Further, the District cannot be compelled to assign an alternate curriculum to a student based upon a parent or legal guardian’s disapproval of classroom assignments. Students can be excused from instruction in limited circumstances outlined in law and regulation.

The Board recognizes the right of District community members to voice concerns about instructional materials and the discussion of controversial issues. District community members who have questions or concerns about instructional materials are encouraged to first bring these questions and concerns to instructional staff or the school library media specialist, and then to the building principal.

Definitions

For purposes of this policy:

1. "Controversial issues" means questions, subjects, or problems which can create a difference of opinion. They can include issues which may have political, social, environmental, or personal impacts on students or the wider community locally, nationally, or internationally.
2. "Instructional material" means District provided materials (only) with instructional content or an instructional function that a student is required to use to facilitate formal or informal learning.
3. "Textbook" means a text, a text-substitute, or electronic courseware that a student is required to use in a particular class or program of the District.
4. “Library material” means any print or non-print material which is catalogued and processed as part of the library media center for voluntary use by students and staff.

Controversial Issues

Controversial issues may be studied as part of the curriculum. Instructional staff will present these issues in their classrooms in an impartial and objective manner. It is expected that a library media center's collection, both print and digital, will include items that are considered to be controversial.

Instructional staff wishing to invite outside speakers to present on controversial issues must obtain approval from the building principal who will keep in mind the obligation to present balanced viewpoints. The building principal will inform the Superintendent of a presentation on a controversial issue beforehand.

Any objection to how a controversial issue is being taught, including the use of an outside speaker, should be directed to the building principal who will consult with appropriate instructional staff to address the objection.

Library Materials

Library materials are considered voluntary rather than required. A parent or legal guardian who has a concern or objection about library materials of the school their child attends, the parent or legal guardian may instruct that their child is not allowed to check that material out of the library media center.

Policy References:

Education Law Section 701

Last Reviewed Date: 06/18/24

Adoption Date: 07/19/1994

Revision History: 6/20/2000; 7/12/16/ 2/23/21; 6/18/24

Related Policies: 7370

A library/library media center shall be maintained by each school in the Brockport Central School District. Each library shall provide an adequate complement to the instructional program in the various areas of the curriculum. The District shall also employ a certified school library media specialist, unless equivalent service is provided by an alternative arrangement approved by the Commissioner of Education.

Each school library shall:

1. Provide Ed Law 2-D compliant materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the students served.
2. Provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards.
3. Provide a background of information that will enable students to make intelligent judgments in their daily lives.
4. Provide materials on opposing sides of controversial issues so that young citizens may develop, under guidance, the practice of critical reading and thinking.
5. Provide materials representative of the many religious, ethnic, and cultural groups and their contribution to our American heritage.
6. Place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the library.

In interpreting these principles, the following will apply:

1. Broad, developmentally appropriate and varied collections will be developed systematically by the librarian and the audiovisual specialist, based on recommendations of the professional staff and suggestions of students and parents. Final approval will be made by the building principal and Assistant Superintendent for Instruction.
2. Qualitative standards of selection involving factual accuracy, authoritativeness, artistic quality and appeal will be applied by librarians and audiovisual specialists before purchases are made.
3. Materials will not be excluded because of the race, nationality, political opinions or religious views of the author.
4. Materials will be continuously re-evaluated in relation to changing curriculum and instructional needs. Worn out and outdated materials will be discarded per Board of Education policy.

Policy References:

Rules of the Board of Regents Section 21.4

Last Reviewed Date: 6/17/25

Adoption Date: 2/20/1967

Revision History: 1/23/1974; 7/19/94; 6/20/00; 3/20/2007; 7/12/16; 12/15/20; 6/17/25

Textbooks

1. The term textbook means a text, or a text-substitute, that a student is required to use in a particular class or program of the District. Textbooks include: Books, or book substitutes, including hardcover or paperback books, workbooks, or manuals; and
2. Courseware or other content-based instructional materials in an electronic format.

Upon the recommendation of the Superintendent of Schools, the Board shall designate the textbooks to be used. Textbooks, once designated, cannot be superseded within a period of five (5) years except by a three-fourths (3/4) vote of the Board.

Students will be required to pay for lost books or for excessive damage to books.

Textbooks for Resident Students Attending Private Schools

Resident students attending private schools will be supplied non-sectarian textbooks in accordance with the requirements of Education Law.

Calculators

The New York State Education Department (NYSED) requires the use of calculators for intermediate and high school level mathematics and science assessments. Students are not required to purchase their own calculators. To the extent that calculators are a necessary part of the instructional program, the District will provide them.

Calculators must be considered a classroom teaching material for which the District is authorized to levy a tax. Even if operating under a contingent budget, the District must purchase and provide calculators if required for participation in an instructional program. Students may be required to pay for lost calculators.

Questions and Answers Concerning Calculators and K-12 Education

Questions and Answers Concerning Calculators and K-12 Education Charging Students.

Instructional Computer Hardware Loan to Students Attending Nonpublic Schools in the District

The District shall loan, upon request of an individual or a group of individual students, to all students allowable as defined in Education Law.

Policy References:

Education Law Article 15

Last Reviewed Date: 6/17/25

Adoption Date: 3/01/1988

Revision History: 7/19/1994; 6/20/00; 7/12/16; 2/23/21; 6/17/25

All employees of the Brockport Central School District are prohibited from violating copyright law. In addition to any other penalty for violating this policy, any employee who willfully violates copyright law shall assume all liability for such willful violation.

A copyright officer may be appointed by the Superintendent of Schools to provide information for all personnel regarding copyright law and to maintain copyright records.

Policy References:

Title 17 United States Code (USC) Section 101 et seq.

Last Reviewed Date: 6/17/25

Adoption Date: 1/20/2004

Revision History: 7/12/16; 2/23/21; 6/17/25

Related Policies: 8330

The Board of Education acknowledges the importance of religion to the understanding of society and the richness of the human experience. In approaching the teaching about religion in school, the Brockport Central School District will be guided by three concepts when making decisions about the appropriateness of activities for inclusion in the school program: the activity should have a secular purpose; the activity should neither advance nor inhibit religion; and the activity must not foster an excessive entanglement of "government" with religion.

Nurturing the development of knowledge and respect for the rights of all cultural and religious groups is a continuing goal of the District. Students, faculty and administration are reminded of the pluralism of religious beliefs and are urged to be conscious of and respect the sensitivity of others.

Opportunities to learn about cultural and religious traditions should be provided within the framework of the curriculum. Information about religious and cultural holidays and traditions focusing on how and when they are celebrated, their origins and histories should be part of this instruction. This educational opportunity should be handled with great care, sensitivity and respect for the feelings and beliefs of individuals.

An environment should be created and encouraged where students of various ethnic backgrounds feel comfortable in sharing comments about their religious and cultural traditions. No student should be singled out to share or participate in such discussions solely on the basis of that student's identification with the cultural/religious heritage being addressed. A student's preference not to share or participate in such discussions should be honored and respected without penalty.

School Activities Related to Religious Holidays or Themes

School activities related to the teaching about religious holidays or themes must be consistent with, representative of, and congruent with the District's curriculum.

In planning school activities related to the teaching about religious holidays or themes, special effort must be made to ensure that the activity is secular and that students of all faiths can join without feeling they are betraying their own beliefs.

In planning school activities related to the teaching about religious holidays or themes, developmentally appropriate activities are encouraged within the framework of the curriculum. Teaching about religious and cultural holidays may include such special activities as parties and special foods, if they reinforce educational goals.

Religious Symbols in the Schools

The purpose of using religious symbols should be to teach about religious concepts and traditions, and to convey historical or cultural content, not to promote or celebrate religious concepts, events or holidays.

Religious Music in the Schools

The purpose of using religious music should be to teach musical concepts, to convey historical and cultural content, or to create aesthetic experiences in a setting that emphasizes artistic expression and educational value, not to promote or to celebrate a religious faith.

District Calendar

The days on which members of a religious group may be absent to observe a religious holiday (legal absence) will be noted on the school planning calendar and the District calendar distributed to parents/parent/legal guardians. Out of respect for a student's observance of these holidays, teachers will accommodate the needs of such student by allowing them to make up all class work, homework, and tests without penalty. Parents/parent/legal guardians are encouraged to notify the school prior to the absence in order to assist the staff in instructional planning and in meeting the needs of the student.

Curriculum Areas in Conflict with Religious Beliefs

Students shall be given the option to be excused from participating in those parts of an activity, program, or area of instruction involving a religious theme which conflicts with their own religious beliefs or that of their parents/parent/legal guardians in accordance with applicable law and regulations. Alternatives may be provided that are of comparable instructional value.

Policy References:

United States Constitution, First Amendment Equal Access Act, 20 United States Code (USC) Sections 4071-4074 Elementary and Secondary Education Act, Section 9524, as amended by the No Child Left Behind Act of 2001 Education Law Sections 1609(9) and (10), 1709(1) and (3), 3204(5) and 3210 8 New York Code of Rules and Regulations (NYCRR) Sections 16.2 and 109.2

Last Reviewed Date: 2/23/2021

Adoption Date: 7/19/1994

Revision History: 6/20/2000; 6/21/16; 2/23/21

District Calendar

A calendar of (a) Board of Education meeting dates, (b) school session, (c) payroll dates, and (d) Board committee dates shall be prepared by the District Clerk and Superintendent of Schools in consultation with the Board. These calendars shall be distributed to Board members and made available to the public and press.

School Day

The school day shall be set by the Superintendent with approval of the Board.

Policy References:

Education Law Sections 3204(4) and 3604(7)(8) 8 New York Code of Rules and Regulations (NYCRR) Section 175.5

Last Reviewed Date: 4/06/2021

Adoption Date: 7/19/1994

Revision History: 6/20/2000; 6/21/16; 4/6/21

The Board of Education directs the administration to include the Pledge of Allegiance as part of the opening exercises in all schools of the Brockport Central School District.

For the avoidance of doubt, this policy and its implementation are not intended, and shall not be cited as justification, to abridge any constitutional or civil right held by students or employees provided under either state or federal law.

Policy References:

Education Law Section 802 8 New York Code of Rules and Regulations (NYCRR) Section 108.5

Last Reviewed Date: 6/20/2023

Adoption Date: 7/19/1994

Revision History: 10/17/1995; 6/20/00; 7/20/04; 4/6/21; 6/20/23

Independent study, for credit, may be available to meet special individual needs of students in grades nine (9) through twelve (12) in those subject areas approved by the high school principal. Credit shall be granted as noted in the approved Program Studies Guide.

Policy References:

8 New York Code of Rules and Regulations (NYCRR) Section 100.5(d)(1)

Last Reviewed Date: 4/06/2021

Adoption Date: 7/19/1994

Revision History: 6/20/2000; 6/21/16; 4/6/21

The Board of Education acknowledges the educational value of homework as an adjunct to and extension of the instructional program of the schools. For the purposes of this policy, "homework" refers to those assignments to be prepared by the student outside of the school or independently while in attendance at school. It provides essential independent practice in needed skills, development of good work habits, contact with other learning resources, and growth in responsibility and self-discipline; and may be part of the instructional program.

Last Reviewed Date: 4/6/2021

Adoption Date: 07/19/1994

Revision History: 12/21/1999; 6/20/00;4/1/2014; 6/21/16; 4/6/21

Resident children attending public or nonpublic schools who are unable to attend school because of physical, mental or emotional illness or injury as substantiated by a licensed physician are eligible to be instructed at home or in a hospital by an appropriately certified teacher provided by the Brockport Central School District. 

Policy References:

Education Law Sections 1604(20), 1709(24), 3202 and 4401 8 New York Code of Rules and Regulations (NYCRR) Section 175.21

Last Reviewed Date: 4/6/2021

Adoption Date: 1/23/1974

Revision History: 7/19/1994; 6/20/00; 11/19/02; 2/2/16; 4/6/21

The Board of Education recognizes that field trips are an educationally sound and important ingredient in the instructional program of the schools.

For purposes of this policy, a field trip shall be defined as any journey by a group of students away from the Brockport Central School District premises, under the supervision of a teacher or other District employee, which is a part of an approved course of study and/or extracurricular activity conducted for the purpose of affording an educational experience not available in the classroom.

Field trips are a part of the curriculum of the schools and attendance on field trips is governed by the same rules as attendance at regular classroom activities. The District shall obtain written permission from parents/guardians for students going on school-sponsored field trips and every effort shall be made to inform parents/guardians in advance of such excursions.

Overnight Field Trips include local, out of state, or out of country trips which require that students obtain overnight accommodations. All overnight field trips will require the approval of the Board prior to the commencement of any fund raising. Final approval for overnight field trips must be obtained at least six (6) weeks prior to the trip, and require the submission of: (a) an itinerary; (b) a statement of how the trip is funded; and (c) a list of Board approved chaperones. Overnight trips will end not less than five (5) school days prior to state or nationally administered tests (e.g., Regents, AP, State tests, etc).

For any trip that exceeds $500 or 3 or more days, trip cancellation insurance must be purchased as part of the full cost of the trip.

Field trip support shall be determined annually by the Board during its budget deliberations. Regardless of the fiscal support for field trips, the rules of the District for approval and conduct of such trips shall apply.

Notwithstanding any other provision of this policy, the Superintendent of Schools shall have discretion to cancel District-sponsored field trips based on local, national, or international events.

Last Reviewed Date: 4/6/2021

Adoption Date: 9/1/1987

Revision History: 1/5/2010; 12/21/99; 6/20/00; 10/3/00; 1/20/04; 11/02/04; 11/7/06; 2/10/09; 1/5/10; 4/6/21

Related Policies: 3280

From time to time, parents will choose to instruct their children at home. The Brockport Central School District will attempt to cooperate with parents who wish to provide home instruction for their children. The child who is educated at home should receive an education in a manner consistent with an educational plan and at least substantially equivalent to that given to students of like age and attainments in the local public schools. The required subjects should be taught in a competent, systematic, and sequential manner, specifically in relation to the required courses as enumerated in Commissioner's Regulation Section 100.10.

Primary responsibility for determining compliance with Commissioner's Regulations addressing home instruction rests with the Superintendent of Schools and/or his/her designee of the school district in which a home-instructed student resides.

A high school diploma may only be awarded to a student enrolled in a registered secondary school who has completed all program requirements set by the Board of Regents, the school or the District.

Provision of Services to Home-Instructed Students

1. Extracurricular Participation
   Students instructed at home are not eligible to participate in interscholastic sports or extracurricular activities. 
2. Textbooks and Materials
   The District is not required to loan available textbooks and other materials (e.g., library materials, microscopes, computer software, movie projectors) to home-instructed students. 
3. Health Services
   The District is not required to furnish health services to home-instructed students.
4. Remedial Programs
   The District is not responsible for providing remedial programs to home-instructed students.
5. Career and Technical/Gifted Education
   The District is not authorized to provide Occupational and Vocational Education programs (career and technical education) nor programs for the Gifted to home-instructed students.
6. Special Education Services
   Solely for the purpose of compliance with Education Law, home-instructed students with disabilities are deemed to be students enrolled in and attending a nonpublic school, which enables them to receive special education services, as well as to be included for computation of state aid for such education by the District.
   
   The Committee on Special Education (CSE) will develop an Individualized Education Services Programs (IESP) for such students. The IESP shall be developed in the same manner and with the same content as an IEP. The Board of Education will determine a location where special education services are to be provided to a home-instructed student. This location may, but is not required to be, in the student's home.
7. Use of School Facilities
   Students instructed at home shall not be allowed to use school facilities, except as provided for community organizations.

Policy References:

Education Law Sections 3204, 3205, 3210(2), 3212(2), 3240-42, 3602-c, 3602-c(2-c), and 4402 8 New York Code of Rules and Regulations (NYCRR) Sections 100.10, 135.4(c)(7)(ii)(b)(2) and 200.2(a)