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Policy 5500 Federal Education Right to Privacy, Confidentiality of Education Records (FERPA)

Policy 5500 Federal Education Right to Privacy, Confidentiality of Education Records (FERPA)

Policy 5633 Gender Neutral Single-Occupancy Bathrooms

The District is committed to creating and maintaining an inclusive educational and work-
environment. The District will ensure that all single-occupancy bathroom facilities are designated as gender neutral for use by no more than one occupant at a time or for family or assisted use.

“Single-occupancy bathroom” means a bathroom intended for use by no more than one occupant
at a time or for family or assisted use and which has a door for entry into and egress from the bathroom that may be locked by the occupant to ensure privacy and security.

All gender-neutral bathroom facilities will be clearly designated by the posting of signage either
on or near the entry door of each facility.

Education Law § 409-m
Public Buildings Law § 145

NOTE: Refer also to Policy #7552 — Student Gender Identity

Adopted by BOE: July 8, 2025

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Policy 5660 Meal Charging and Prohibition Against Meal Shaming

It is the District’s goal to provide students with access to nutritious no- or low-cost meals each
school day and to ensure that a student whose parent/guardian has unpaid meal charges is not shamed or treated differently than a student whose parent/guardian does not have unpaid meal charges.

Unpaid meal charges place a large financial burden on the District. The purpose of this policy is
to ensure compliance with federal requirements for the USDA Child Nutrition Program and to provide oversight and accountability for the collection of outstanding student meal balances to ensure that the student is not stigmatized, distressed, or embarrassed.

The intent of this policy is to establish procedures to address unpaid meal charges throughout the
District in a way that does not stigmatize, distress, or embarrass students. The provisions of this policy pertain to regular priced reimbursable school breakfast, lunch and snack meals only. Charging of items outside of the reimbursable meals (a la carte items, adult meals, etc.) is expressly prohibited.

Access to Meals

1. Free meal benefit eligible students will be allowed to receive a free breakfast and lunch meal of their choice each day. A la carte items or other similar items must be paid/prepaid.
2. Reduced meal benefit eligible students will be allowed to receive breakfast of their choice for $0.00 and lunch of their choice for $0.00 each day. A la carte items or other similar items must be paid/prepaid.
3. Full pay students will pay for meals at the District’s published paid meal rate each day. The charge meals offered to students will be reimbursable meals available to all students, unless the student’s parent or guardian has specifically provided written permission to the District to withhold a meal. A la carte items or other similar items must be paid/prepaid.

Ongoing Staff Training

1. Staff will be trained annually and throughout the year as needed on the procedures for managing meal charges using the State Education Department (SED) Webinar or the District’s training program.
2. Staff training will include ongoing eligibility certification for free or reduced-price meals.

Parent Notification

Parents/guardians will be notified that a student’s meal card or account balance is exhausted and
has accrued unpaid meal charges within seven days of the charge and then every week thereafter.

Parent Outreach

1. Staff will communicate with parents/guardians with five or more unpaid meal charges to determine eligibility for free or reduced-price meals.
2. Staff will make two documented attempts to reach out to parents/guardians to complete a meal application in addition to the application and instructions provided in the school enrollment packet.
3. Staff will contact the parent/guardian to offer assistance with completion of meal application to determine if there are other issues within the household causing the student to have insufficient funds, offering any other assistance that is appropriate.

Minimizing Student Distress

1. Staff will not publicly identify or stigmatize any student in line for a meal or discuss any outstanding meal debt in the presence of any other students.
2. Students with unpaid meal charges will not be required to wear a wristband or handstamp, or to do chores or other work to pay for meals.
3. Staff will not throw away a meal after it has been served because of the student’s inability to pay for the meal or because of previous unpaid meal charges.
4. Staff will not take any action directed at a student to collect unpaid meal charges.
5. Staff will deal directly with parents/guardians regarding unpaid meal charges.

Ongoing Eligibility Certification

1. Staff will conduct direct certification through the New York Student Identification System (NYSSIS) or using SED Roster Upload to maximize free eligibility. NYSED provides updated direct certification data monthly.
2. Staff will provide parents/guardians with free and reduced-price application and instructions at the beginning of each school year in the school enrollment packet.
3. If the District uses an electronic meal application, it will provide an explanation of the process in the school enrollment packet and instructions on how to request a paper application at no cost.
4. The District will provide at least two additional free and reduced-price applications throughout the school year to families identified as owing meal charges.
5. The District will use its administrative prerogative to complete an application on a student’s behalf judiciously, and only after using exhaustive efforts to obtain a completed application from the student’s parent/guardian. The District will complete the application using only available information on family size and income that falls within approvable guidelines.
6. The District will coordinate with the foster, homeless, migrant, and runaway coordinators to certify eligible students. School liaisons required for homeless, foster, and migrant students will coordinate with the nutrition department to make sure these students receive free school meals, in accordance with federal law.

Prepaid Accounts

Students/Parents/Guardians may pay for meals in advance via myschoolbucks.com. Further details
are available on the District’s webpage at mayfieldk12.com. Funds should be maintained in accounts to minimize the possibility that a student may be without meal money on any given day. Any remaining funds for a particular student may be carried over to the next school year.

To obtain a refund for a withdrawn or graduating student, a written or emailed request for a refund
of any money remaining in the student’s account must be submitted. Students who are graduating at the end of the year will be given the option to transfer any remaining money to a sibling’s account through a written request.

Unclaimed funds must be requested within one school year. Unclaimed funds will then become the property of the District Food Service Program.

42 USC § 1758
7 CFR §§ 210.12 and 245.5
Education Law § 908
8 NYCRR § 114.5

Adoption Date: July 8, 2025

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Policy 5672 Information Security Breach and Notification

Policy 5672 Information Security Breach and Notification

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Policy 5673 Employee Personal Identifying Information

The District will restrict the use and access to employee personal identifying information. As defined in law, “personal identifying information” includes social security number, home address or telephone number, personal electronic mail address, Internet identification name or password, parent’s surname prior to marriage, or driver’s license number.

The District will not unless otherwise required by law:

• Publicly post or display an employee’s social security number;
• Visibly print a social security number on any identification badge or card, including any time card;
• Place a social security number in files with unrestricted access; or
• Communicate an employee’s personal identifying information to the general public.

A social security number will not be used as an identification number for purposes of any occupational licensing.

District staff will have access to this policy, informing them of their rights and responsibilities in accordance with Labor Law Section 203-d. District procedures for safeguarding employee “personal identifying information” will be evaluated; and employees who have access to this information as part of their job responsibilities will be advised as to the restrictions on release of this information in accordance with law.

Labor Law § 203-d

Adopted by BOE: October 14, 2025

Policy 5681 School Safety Plans

The district considers the safety of its students and personnel to be of the utmost importance and is keenly aware of the evolving nature of threats to schools. As such, it will address those threats accordingly through appropriate emergency response planning. The district-wide school safety plan and the building-level emergency response plan(s) will be designed to prevent or minimize the effects of violent incidents, declared state disaster emergency involving a communicable disease or local public health emergency declaration and other emergencies and to facilitate the coordination of schools and the district with local and county resources in the event of these incidents or emergencies. These plans will be reviewed and updated by the appropriate team on at least an annual basis and adopted by the Board by September 1 of each school year.

The Board will make the district-wide school safety plan available for public comment at least 30 days prior to its adoption. The district-wide school safety plan may only be adopted by the Board after at least one public hearing that provides for the participation of school personnel, parents, students, and any other interested parties. The district-wide school safety plan and any amendments must be submitted to the Commissioner, in a manner prescribed by the Commissioner, within 30 days of adoption, but no later than October 1 of each school year.

Building-level emergency response plan(s) and any amendments must be submitted to the appropriate local law enforcement agency and the state police within 30 days of adoption, but no later than October 1 of each school year. Building-level emergency response plan(s) will be kept confidential and are not subject to disclosure under the Freedom of Information Law (FOIL) or any other provision of law.

The district will provide written information to all students and personnel about emergency procedures by October 1 of each school year.

District-Wide School Safety Plan

District-wide school safety plan means a comprehensive, multi-hazard school safety plan that covers all school buildings of the district, addresses crisis intervention, emergency response and management, and the provision of remote instruction during an emergency school closure, at the district level, and has the contents as prescribed in Education Law and Commissioner’s regulations.

The district-wide school safety plan will be developed by the district-wide school safety team appointed by the Board. The district-wide school safety team will include, but not be limited to, representatives of the Board, teachers, administrators, and parent organizations, school safety personnel, and other school personnel, including bus drivers and monitors. The district-wide school safety team will consider, as part of their review of the comprehensive school safety plan, the installation of a panic alarm system.

The district-wide school safety plan will include, but not be limited to:

1. Policies and procedures for responding to implied or direct threats of violence by students, teachers, other school personnel, including bus drivers and monitors, and visitors to the school, including threats by students against themselves, which includes suicide.
2. Policies and procedures for responding to acts of violence by students, teachers, other school personnel, including bus drivers and monitors, and visitors to the school, including consideration of zero-tolerance policies for school violence.
3. Appropriate prevention and intervention strategies, which may include:
   1. Collaborative arrangements with state and local law enforcement officials, designed to ensure that school safety officers and other security personnel are adequately trained, including being trained to de-escalate potentially violent situations, and are effectively and fairly recruited;
   2. Nonviolent conflict resolution training programs;
   3. Peer mediation programs and youth courts;
   4. Extended day and other school safety programs; and
   5. If the District has a multi-disciplinary behavioral assessment team, behavioral assessment team, or a county or regional threat assessment team, the establishment and/or participation of District personnel in a multi-disciplinary behavioral assessment team to assess whether certain exhibited behaviors or actions need intervention or other support, including a school or District-level behavioral assessment team or, if available, a county or regional threat assessment team. When these teams are utilized, the District will:
      1. Describe the school, District, or county team and its purpose in the District-wide school safety plan; and
      2. Include information regarding the purpose and procedures of these teams in the District’s annual personnel training on safety and emergency procedures.
4. Policies and procedures for contacting appropriate law enforcement officials in the event of a violent incident;
5. A description of the arrangements for obtaining assistance during emergencies from emergency services organizations and local governmental agencies;
6. Procedures for obtaining advice and assistance from local government officials, including the county or city officials responsible for implementation of Executive Law Article 2-B, State and Local Natural and Man-Made Disaster Preparedness;
7. The identification of District resources which may be available for use during an emergency;
8. A description of procedures to coordinate the use of District resources and manpower during emergencies, including identification of the officials authorized to make decisions and of the personnel members assigned to provide assistance during emergencies;
9. Policies and procedures for contacting parents, guardians, or persons in parental relation to District students in the event of a violent incident or an early dismissal, or emergency school closure;
10. Policies and procedures for contacting parents, guardians, or persons in parental relation to an individual District student in the event of an implied or direct threat of violence by the student against themselves, which includes suicide;
11. Policies and procedures relating to school building security, including, where appropriate: the use of school safety officers, school security officers, and/or school resource officers; and security devices or procedures;
12. Policies and procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors, including, but not limited to, the identification of family, community, and environmental factors to teachers, administrators, school personnel including bus drivers and monitors, parents or other persons in parental relation to students of the District or Board, students, and other persons deemed appropriate to receive the information;
13. Policies and procedures for annual multi-hazard school safety training for personnel and students, provided that the District must certify to the Commissioner that all personnel have undergone annual training by September 15 on the building-level emergency response plan which must include components on violence prevention and mental health, provided further that new employees hired after the start of the school year will receive training within 30 days of hire or as part of the District’s existing new hire training program, whichever is sooner;
14. Procedures for the review and conduct of drills, tabletop exercises, and information about emergency procedures and drills, including information about procedures and timeframes for notification of parents or persons in parental relation regarding drills and other emergency response training(s) that include students. At its discretion, the District may participate in full-scale exercises in coordination with local and county emergency responders and preparedness officials. These procedures must ensure that:
    1. Drills conducted during the school day with students present will be conducted in a trauma-informed, developmentally, and age-appropriate manner and will not include props, actors, simulations, or other tactics intended to mimic a school shooting or other act of violence or emergency;
    2. When drills are conducted, students and personnel will be informed that the activities are a drill. Students and personnel will not be informed in advance of evacuation drills;
    3. When utilized as a training resource, tabletop exercises may include a discussion-based activity for personnel in an informal classroom or meeting-type setting to discuss their roles during an emergency and their responses to a sample emergency situation;
    4. If the District opts to participate in full-scale exercises in conjunction with local and county emergency responders and preparedness officials that include props, actors, simulations, or other tactics intended to mimic a school shooting or other act of violence or emergency, the District will not conduct these exercises on a regular school day or when school activities such as athletics are occurring on District grounds. These exercises will not include students unless written consent from parents or persons in parental relation has been obtained;
15. The identification of appropriate responses to emergencies, including protocols for responding to bomb threats, hostage-takings, intrusions, and kidnappings;
16. Strategies for improving communication among students, between students and personnel, and between administration and parents or persons in parental relation regarding reporting of potentially violent incidents, such as the establishment of youth-run programs, peer mediation, conflict resolution, creating a forum or designating a mentor for students concerned with bullying or violence, and establishing anonymous reporting mechanisms for school violence;
17. A description of the duties of hall monitors and any other school safety personnel, the training required of all personnel acting in a school security capacity, and the hiring and screening process for all personnel acting in a school security capacity;
18. A system for informing all educational agencies within the District of a disaster or emergency school closure;
19. The designation of the Superintendent or designee, as the District Chief Emergency Officer, whose duties will include, but not be limited to:
    1. Coordinating the communication between school personnel, law enforcement, and other first responders;
    2. Leading the efforts of the District-wide school safety team in the completion and yearly update of the District-wide school safety plan and the coordination of the District-wide school safety plan with the building-level emergency response plan(s);
    3. Ensuring personnel understanding of the District-wide school safety plan;
    4. Ensuring the completion and yearly update of building-level emergency response plans for each school building;
    5. Assisting in the selection of security-related technology and development of procedures for the use of the technology;
    6. Coordinating appropriate safety, security, and emergency training for District and school personnel, including required training in the District-wide school safety plan and building-level emergency response plan(s);
    7. Ensuring the conduct of required evacuation and lockdown drills in a trauma-informed, developmentally, and age-appropriate manner that does not include props, actors, simulations, or other tactics intended to mimic a school shooting or other act of violence or emergency in all District buildings as required by law; and
    8. Ensuring the completion and yearly update of building-level emergency response plan(s) by the dates designated by the Commissioner;
20. Protocols for responding to a declared state disaster emergency involving a communicable disease that are substantially consistent with the provisions in Labor Law Section 27-c;
21. An emergency remote instruction plan; and
22. Appropriate accommodation for students with life-threatening health conditions.

Building-Level Emergency Response Plan(s)

Building-level emergency response plan means a building-specific school emergency response plan that addresses crisis intervention, emergency response, and management at the building level and has the contents as prescribed in Education Law and Commissioner’s regulations. As part of this plan, the district will define the chain of command in a manner consistent with the National Incident Management System (NIMS)/Incident Command System (ICS).

Building-level emergency response plan(s) will be developed by the building-level emergency response planning team. The building-level emergency response planning team is a building-specific team appointed by the building principal, in accordance with regulations or guidelines prescribed by the Board. The building-level emergency response planning team will include, but not be limited to, representatives of teachers, administrators, and parent organizations, school safety personnel, and other school personnel, including bus drivers and monitors, community members, local law enforcement officials, local ambulance, fire officials, or other emergency response agencies, and any other representatives the Board deems appropriate.

Classroom door vision panels will not be covered except as outlined in the building-level emergency response plan.

Education Law Section 2801-a Labor Law Section 27-c
8 NYCRR Section 155.17

First Reading: December 10, 2024
Adopted by BOE: January 14, 2025

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Policy 5683 Evacuation, Lockdown, and Emergency Dismissal Drills

Overview

The purpose of drills is to practice personnel and student actions during an
emergency. Except for evacuation drills, at the time that drills are conducted, students and personnel will be informed that it is a drill. All drills must:

1. Be conducted in a trauma-informed, developmentally, and age-appropriate manner and shall not include props, actors, simulations, or other tactics intended to mimic a school shooting, incident of violence, or other emergency;
2. Occur after annual training in emergency procedures has been provided to students and personnel; and
3. Be completed on different dates, days of the week, and during different times of the school day.

The administration of each school building will instruct and train students on appropriate emergency responses, through drills, in the event of a sudden emergency.

Definitions

For purposes of this section, the following definitions apply:

1. Trauma means an emotional response to a deeply distressing or disturbing experience such as, but not limited to, an act of violence, natural disaster, abuse, neglect, or loss.
2. Trauma-informed means an understanding of trauma and how it affects the physical, emotional, and mental health of students and adults.
3. Trauma-informed drills mean avoiding tactics in training or drills that may introduce or activate trauma, such as the use of props, actors, simulations, or other tactics intended to mimic a school shooting, incident of violence, or other emergency, or inclusion of developmentally or age-inappropriate content. Drills may inadvertently prompt a negative emotional or psychological response in personnel or students because of previous exposure(s) to trauma.

Drill Requirements

The District will practice emergency response procedures under its District-wide school plan and building-level emergency response plan(s), where possible, in cooperation with local law enforcement, emergency preparedness plan officials, and other first responders as follows:

Evacuation Drills

The District will conduct at least eight evacuation drills with students each school year. Six of the eight drills will be conducted between September 1 and December 31 of the school year. Four of the eight drills will be through the use of the fire escapes on buildings where fire escapes are provided or through the use of identified secondary means of egress, such as through different corridors, hallways, stairways, and exit doors.

Evacuation drills will be conducted at different times of the school day. Students will be instructed in the procedure to be followed if a fire occurs during a lunch period or assembly, provided, however, that this additional instruction may be waived where a drill is held during a regular school lunch period or assembly.

At least two additional drills will be held during summer school in buildings where summer school is conducted. One of the two drills will be held during the first week of summer school.

In the case of after-school programs, events, or performances which are conducted within a school building and which include persons who do not regularly attend classes in the school building, the principal or other person in charge of the building will require the teacher or person in charge of such after-school program, event, or performance to notify persons in attendance at the beginning of the program, event, or performance, of the procedures to be followed in the event of an emergency so that they may be able to respond in a timely, orderly manner.

Lockdown Drills

The District will conduct at least four lockdown drills with students each school year. Two of the four drills will be conducted between September 1 and December 31 of the school year.

Lockdown drills will be conducted at different times of the school day. Students will be instructed in the procedure to be followed if an emergency occurs during a lunch period or assembly, provided, however, that this additional instruction may be waived where a drill is held during a regular school lunch period or assembly.

Emergency Dismissal Drills

The District will conduct at least one emergency dismissal drill to test emergency response procedures that require early dismissal at a time not to occur more than 15 minutes earlier than the normal dismissal time.

Emergency dismissal drills will test the usefulness of the communications and transportation system during emergencies.

Notification

The District will notify parents or persons in parental relation at least one day, but no more than one week, before any drill. For emergency dismissal drills, the District will notify parents or persons in parental relation at least one week prior.

School Bomb Threats

A bomb threat, even if later determined to be a hoax, is a criminal act. No bomb threat should be treated as a hoax when it is first received. Upon receiving any bomb threat, the school has an obligation and responsibility to ensure the safety and protection of the students and other occupants of the school. This obligation takes 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. Specific procedures for appropriate responses as a result of a bomb threat can be located in the building-level emergency response plan, as required by relevant law and regulation.

Police Notification and Investigation

Appropriate law enforcement agencies must be notified by the building administrator or designee of any bomb threat as soon as possible after receiving the threat. Law enforcement officials will contact, as the situation requires, fire and/or county emergency coordinators according to the county emergency plan.

Emergency Bus Drills

The administration will conduct a minimum of three emergency drills to be held on each school bus during the school year. The first drill will 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. No drills will be conducted when buses are on routes.

Students who ordinarily walk to school will also be included in the drills. Students attending public and nonpublic schools who do not participate in regularly scheduled drills will also be provided with drills on school buses, or as an alternative, will be provided with classroom instruction covering the content of these drills.

Each drill will include practice and instruction in the location, use, and operation of the emergency exits, fire extinguishers, first-aid equipment, and windows as a means of escape in the event of fire or accident. Similarly, students will be instructed on all topics mandated by relevant sections of the Education Law and Commissioner’s regulations, including, but not limited to, the following:

1. Safe boarding and exiting procedures with specific emphasis on when and how to approach, board, disembark, and move away from the bus after disembarking;
2. Advancing at least 15 feet in front of the bus before crossing the highway after disembarking;
3. Specific hazards encountered during snow, ice, rain, and other inclement weather, including, but not necessarily limited to, poor driver visibility, reduced vehicular control, and reduced hearing; and
4. Orderly conduct as bus passengers.

The administration of the drills will be in accordance with the New York State Education Department’s Bus Safety Drill Guide and Compliance Form.

Instruction on Use of Seat Belts

When students are transported on school buses, the District will ensure that all students who are transported on any school bus owned, leased, or contracted for by the District will receive instruction on the use of seat safety belts. This instruction will be provided at least three times each year to both public and nonpublic school students who are so transported and will include, but not be limited to:

1. Proper fastening and release of seat safety belts;
2. Acceptable adjustment and placement of seat safety belts on students;
3. Times at which the seat safety belts should be fastened and released; and
4. Acceptable placement of the seat safety belts when not in use.

Education Law Sections 807, 2801-a, 3623, and 3635-a
Penal Law Article 240
8 NYCRR Sections 100.2(c), 155.17, and 156.3

NOTE: Refer also to Policy 5681 – School Safety Plans

First Reading: December 10, 2024
Adopted: January 14, 2025

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Policy 5732 Seatbelt Policy

All students or adults riding buses owned, operated, or contracted for by the Mayfield Central School District are required to use seat safety belts when seat safety belts are provided.

Furthermore, instruction will be provided in the required use of seat safety belts as designated by the Superintendent of Schools and required by law.

Non-use, misuse, or abuse of seat safety belts by students is a violation of the Mayfield Central School Board’s resolution and/or policy and shall be considered a violation of “School Bus Rules.”

Education Law Section 3635-a

Adoption Date: December 10, 2024

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Policy 5840 Artificial Intelligence (AI)

Overview

The emergence of artificial intelligence (AI) technologies, especially generative AI (GenAI), poses unique challenges and opportunities for learning about environments. As these technologies integrate deeper into everyday life, the district must proactively address the implications of AI usage to ensure it enhances educational outcomes without compromising academic integrity or equity. This policy outlines the district’s commitment to responsible AI integration in educational practices, balancing innovation with the core values of the district’s educational mission. Further, it sets forth guidelines designed to evolve as new technologies and methodologies emerge, ensuring the district remains at the forefront of academic excellence and technological responsibility.

Scope and Application

This policy applies to all District students, personnel, volunteers, and contractors. It integrates with and complements existing policies on data privacy, acceptable use, and student conduct. This policy aims to provide clear guidelines on the use of AI within the District’s schools, ensuring that its application supports the district’s educational goals and adheres to its privacy and security standards.

Definitions

1. Generative AI (GenAI) represents a dynamic subset of AI technologies that can create new, human-like content from extensive data training. This content spans across text. images, audio, and more. often mimicking human creativity and adaptability.
2. Traditional AI refers to systems that operate on fixed algorithms and predefined rules without altering their behavior based on ne’”1 data after their initial deployment.

Risks and Limitations

The use of GenAI comes with some risks and limitations, which include, but are not limited to:

1. Hallucinations/Confabulations

GenAI can generate plausible, but false or inaccurate, information, a phenomenon known as hallucination/confabulation.

2. Biases

GenAI tools learn from data created by people, which means any biases, prejudices, and stereotypes in that data can be reflected in the outputs produced by GenAI. For example, GenAI has been found to generate images and text that reinforce existing gender and racial biases. It is essential to recognize that these biases exist and to critically assess the outputs of GenAI tools to prevent the perpetuation of stereotypes and unfair treatment. The impact of GenAI biases is particularly significant in the context of Diversity, Equity, and Inclusion (DEI) initiatives. DEI initiatives aim to create environments where all individuals have equal opportunities and are treated with respect and fairness. Biased AI outputs can undermine these goals by perpetuating inequality and exclusion, which can be detrimental to the educational mission of the district. GenAI can also suffer from response bias, where the AI generates answers tailored to what it predicts the user wants to hear based on its training data or specific tuning.

3. Copyright

GenAI may pose copyright issues as it may have used copyrighted material within its training data without explicit permission from the copyright holders. As a result, there are unsettled legal questions about the ownership and copyright status of GenAI’s outputs, which can closely mimic or incorporate elements of existing copyrighted works.

Data Privacy and Security

Information entered into GenAI may be accessible to others due to data sharing or breaches. All users should exercise caution when utilizing GenAI. Under no circumstances should any sensitive, copyrighted, confidential, or proprietary information be entered into GenAI or any other AI platform, consistent with relevant state and federal laws and District policy. This includes. but is not limited to, data protected by:

1. Family Educational Rights and Privacy Act (FERPA);
2. Education Law Section 2-d (Unauthorized Release of Personally Identifiable Information);
3. Labor Law Section 203-d (Employee Personal Identifying Information);
4. State Technology Law Section 208 (Notification of Security Breach of Private Information).

Further, if the information would not be disclosed in response to a Freedom of Information Law (FOIL) request, it should not be entered into GenAI.

Student Use

The district permits teachers to determine whether students in their class may use GenAI for assignments. However, the District recognizes that disparities in access to GenAI technologies may exist and will work with teachers to ensure that no student is disadvantaged by their inability to use or decision not to use GenAI.

If teachers allow their students to use GenAI, they are expected to communicate their expectations regarding the use of GenAI clearly to their students. Further, the teacher must discuss the appropriate and responsible use of GenAI with the students. This includes talking to students about the risks and limitations of GenAI, emphasizing how students are accountable for the accuracy of their work, and, when relevant, ensuring proper citation of sources.

Student use of GenAI that conflicts with teacher instruction, District policy, regulation, procedure, or other document, such as the District’s Code of Conduct, may result in investigation and/or disciplinary action.

District Personnel Use

District personnel may utilize GenAI in accordance with this policy. However, regardless of the tools used to enhance their work, personnel are ultimately responsible for the accuracy and integrity of all work they produce. AI is intended to support, not replace, an employee’s responsibility for their own work.

Training, Awareness, and Support

The district will provide training, awareness, and support to teachers in navigating the evolving use of GenAI in the classroom. This may include professional learning opportunities, workshops, and resources to enhance teachers’ proficiency and confidence in using GenAI to enrich student learning. The goal is to equip teachers with the knowledge to critically assess GenAI technologies and guide students in understanding the complexities associated with these tools. Additionally, the District may extend training, awareness, and support regarding GenAI to other District personnel who may benefit from understanding and utilizing GenAI in their roles.

Compliance with Other Documents

When using GenAI, all personnel and students must comply with all applicable laws, regulations, and District documents. This includes Education Law Section 2-d, which requires the District to ensure that whenever it enters into a contract or other written agreement with a third-party contractor under which the third-party contractor will receive student data or teacher or principal data from the District, the contract or written agreement will include provisions requiring that confidentiality of shared student data or teacher or principal data be maintained in accordance with law, regulation, and District policy.

Applicable District documents may include the District’s policies on data security and acceptable use, as well as the District’s Code of Conduct.

Adoption Date: December 10, 2024

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Policy 6000 Fiscal Management Goals

The Mayfield Central School District’s Board of Education believes that fiscal management policies should be clear and periodically updated to reflect important changes in Commissioner’s Regulations, Education Law, Local Finance Law, and General Municipal Law. The Board’s intent is to establish particular fiscal management roles for the Board, Superintendent of Schools, business office, administrators, staff, and the school community regarding school district fiscal matters at Mayfield CSD. It is also the Board’s intent to see to it that policies are in place to help the Board of Education and administration strike a balance between an ideal educational program and the real-life limits facing the district’s fiscal ability to support and sustain instructional programs and support operations.

The Board recognizes that thoughtful fiscal planning is a key factor in building the capacity for Mayfield CSD to strengthen and sustain its instructional programs and support operations.

The Board expects:

1. The budget will strike a balance between an ideal educational program and the real-life limits facing the district’s fiscal ability to support and sustain potentially unlimited requests for instructional programs and support operations.
2. All laws and regulations governing the use of public funds shall be strictly adhered to.
3. All district monies shall be expended in an efficient and prudent manner and bring the greatest benefit to the district.
4. Internal controls will be established and sustained to help ensure that good business practices are in place; assets are safeguarded; and accurate, reliable, and timely data are maintained and reported.
5. Funds for which the district has no immediate need shall be legally invested where they can bring the greatest return.
6. All receipts and expenditures shall be recorded fully and in the proper manner.
7. All funds, including cash in buildings, extra‐classroom account funds, gifts, and bequests, shall be provided maximum protection from misappropriation.
8. The annual budget development process shall take into consideration the multiple and varied perspectives of administrators, teachers, students, and other district residents in translating the educational needs and aspirations of the community into a proposed expenditures plan for voter consideration.
9. To the extent practical, program auditing, benchmarking, and evaluation shall be used to assess the effectiveness of all educational programs provided to district students, and future appropriations shall be subject to adjustment, based on such auditing, benchmarking, and evaluation.

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

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Policy 6112 Determining Budget Priorities

The Mayfield Central School District’s Board of Education believes that determining budget priorities calls for the Board of Education and administration to strike a balance between an ideal educational program and the real-life limits facing the district’s fiscal ability to support and sustain potentially unlimited requests for instructional programs and support operations.

The Superintendent, in close cooperation with the business office, is responsible each school year during the early stages of the budget development process to construct and recommend budget priorities to the Board of Education.

Those priorities are to include, but not necessarily be limited to, considering:

1. Health & safety of students, employees, and volunteers;
2. Instructional programs that reflect state standards and community expectations;
3. Staffing to implement federal and/or State mandates for instructional programs, plus consideration of the customary programs, current programs, current support operations, and prospective initiatives for strengthening programs and support operations;
4. Maintenance of the district’s facilities, grounds, and equipment;
5. Strengthening of programs and operations that are to be sustained into the next school year;
6. Professional development of faculty, support staff, administrators, and supervisors;
7. District goals approved by the Board for the upcoming school year;
8. Cost reductions and operating efficiencies in any program or support operation identified by administrators or operations supervisors that warrant Board consideration to help support or sustain other current or emerging programs and operations.

The Superintendent is charged with constructing and forwarding to the appropriate other district administrators and operations supervisors the particular protocols and tasks required to develop estimated budget needs for the next school year’s programs and support operations.

The Superintendent is also charged with engaging the administrative team and various teacher teams and support operations teams during the early months of the budget development season. Such engagement may be organized by grade level, content area, and/or support operations departments, at the Superintendent’s discretion, in order to help the school district gather constituent suggestions regarding budget priorities for the school year ahead and for the near-term future. The Superintendent will then publicly report to the Board on the suggested priorities received through that process. The timetable for this process is to be included in the annual budget development calendar.

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

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Policy 6114 Board Requests for Data and Reports

Board Requests for Data and Reports

The Mayfield Central School District’s Board of Education believes that given the lean administrative staffing model in place for the school district, it is ‐ and will be ‐ important to establish a suitable policy for seeing to it that Board requests for data and reports will not place district employees in a situation where such requests might duplicate efforts or create an ‘overload’ situation for particular district employees any particular week or month.

Board members will channel requests for data gathering or reports from staff or administrators, or supervisors through the Board President or the Superintendent, rather than requesting it from an administrator or operations supervisor, or employee directly.

Intent

By channeling requests through the Superintendent, the Board can make the process and timetable of information gathering requests more ‘doable’ for all involved, and the Superintendent will be able to better see that employees are not duplicating efforts or placed in ‘overload’ any particular week or month.

Protocol

If at any point in time it appears that requests for data and reports, along with the increasingly frequent federal and state-mandated data collection and reporting functions, would exceed the capacity of the remaining staff to gather, collate, and/or copy information requested on a timely basis, the Superintendent will work with the Board President or the Board to resolve the situation.

The Superintendent is charged with making clear to administrators and operations supervisors the intent of this policy and the protocol detailed above.

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

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Policy 6214 Incidental Teaching

The Board will comply with all applicable laws and regulations regarding incidental teaching. Any updates to applicable laws and regulations, whether temporary or permanent, will supersede any conflicting language in this policy. As a result, different incidental teaching rules may apply in certain years.

Generally, the Superintendent may assign a teacher to teach a subject not covered by that teacher’s certificate or license for a period not to exceed five classroom hours a week, when no certified or qualified teacher is available after extensive and documented recruitment efforts, and provided that approval of the District Superintendent is obtained.

Not later than 20 business days after this assignment, the Superintendent must submit for approval an application, in a form satisfactory to the District Superintendent, containing the following information:

1. Evidence of extensive recruitment of a teacher certified in the appropriate area;
2.  The name and certification status of the teacher given the assignment;
3. The subject that the teacher is assigned to teach on an incidental basis, and the total number of classes in the subject being taught on an incidental basis;
4. The qualifications of the teacher to teach that subject on an incidental basis;
5. The specific reasons why an incidental assignment is necessary;
6. The anticipated duration of the incidental teaching assignment; and
7. The number of applications approved or pending for authorization to make incidental teaching assignments in the same certification area for which the current authorization is being sought.

To be approved, the application must demonstrate to the satisfaction of the District Superintendent that an incidental teaching assignment is necessary, that the teacher assigned is the best qualified to teach the subject on an incidental basis, and that the requirements of Commissioner’s regulations have been met.

The District Superintendent will issue a determination within 20 business days of receipt of the District’s application. If the application is disapproved, the Superintendent, within seven business days of receipt of the notice of disapproval, will terminate the incidental teaching assignment. If the application is approved, this approval will be deemed to have commenced on the date of the incidental teaching assignment and will terminate on the last day of the school year for which it is granted.

The Superintendent may renew an incidental teaching assignment, in accordance with the requirements of Commissioner’s regulations, for any subsequent school year.

To obtain a renewal, the Superintendent, as soon as possible after learning that the continued assignment of an incidental teacher is necessary, must submit an application which, in addition to including the information noted above for the initial approval of an incidental teaching assignment, must provide assurances by the Superintendent that:

1. The teacher who previously taught the course on an incidental basis has been offered the opportunity to continue to teach the course, or has not been offered an opportunity because the Superintendent has evidence that the course was not taught in an acceptable manner;
2. The teacher assigned a course on an incidental basis has completed, or has agreed to complete, within the prescribed time period, at least three semester hours of credit or a satisfactory equivalent leading to certification in the subject area of the incidental assignment; and
3. The teacher assigned to teach the course will be reimbursed by the District for the tuition cost of any portion of the three semester hours of credit or the equivalent required that is taken by the teacher at the request of the District, and satisfactory evidence that the teacher has been reimbursed in the event the teacher who is assigned has previously taught the course on an incidental basis, under a previous renewed approval.

8 NYCRR § 80-5.3

First Reading: December 10, 2024
Adopted by BOE: January 14, 2025

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Policy 6550 Leaves of Absence

In general, leaves of absence will be administered by the Superintendent. The Board reserves the right to grant leaves of absence for purposes or under conditions not contemplated or considered in the policy statement. Where a leave of absence is falsely requested or improperly used, the Board may undertake appropriate disciplinary action. The purpose or conditions of a leave of absence may not be altered except by permission of the Superintendent, as expressed in writing.

Leaves of Absence, Contractual, Et Al.

Employees who are members of a negotiating unit:

1. Authorization is granted to approve requests for leaves of absence submitted in accordance with provisions of contracts in effect between the District and each bargaining unit.
2. Employees who are not members of a negotiating unit:
3. Authorization is granted to approve requests for leaves of absence submitted by these employees, where the requests are consistent with provisions of contracts in effect between the District and the bargaining unit most compatible with the employment status of the employee.
4. Employees who are under contract to the District:
5. Authorization is granted to implement provisions for leaves of absence contained in each contract.

Leaves of Absence, Unpaid, Not Covered Above

Subject to limitations enumerated in this policy statement, authorization is granted for the following unpaid leaves of absence:

1. For a period of time not to exceed one school year for approved graduate study, this leave includes any required internship experience.
2. At the expiration of a paid sick leave of absence, this leave may be extended for a period of time not longer than the end of the school year after the school year in which the paid leave of absence began.
3. Unpaid leaves of absence cannot be used to extend vacation periods, to take vacations, to engage in other occupations, or to provide additional personal leaves, except that the Superintendent will have discretion, where circumstances warrant, to approve leaves of absence for those purposes.
4. Unpaid leaves of absence will not be granted unless the services of a substitute employee, satisfactory in the discretion of the Superintendent, can be secured.
5. Except where it interferes with an employee’s legal or contractual rights, the timing of unpaid leaves of absence will be granted at the convenience of the District.

Other Leaves of Absence

Other leaves of absence include, but are not limited to, the following:

1. Emergency Service Volunteer Leave

Upon presentation of a written request from the American Red Cross and with the approval of the Superintendent, employees certified by the American Red Cross as disaster volunteers will be granted leave from work with pay for up to 20 days in any calendar year to participate in specialized disaster relief operations. This leave will be provided without loss of seniority, compensation, sick leave, vacation leave, or other overtime compensation to which the volunteer is otherwise entitled.

2. Screenings for Cancer

Employees will be granted up to four hours of paid leave on an annual basis to undertake a screening for cancer. This leave will be excused leave and will not be charged against any other leave to which the employee is entitled.

3. Blood Donation
   • The District must either, at its option:
     • Grant three hours of unpaid leave of absence in any 12-month period to an employee who seeks to donate blood off-premises. The leave may not exceed three hours unless agreed to by the Superintendent or designee; or
     • Allow its employees, without use of accumulated leave time, to donate blood during work hours at least two times per year at a convenient time and place set by the Superintendent or designee, including allowing an employee to participate in a blood drive at the District.
     • Leave taken by employees at a District-designated donation alternative (such as a District-sponsored blood drive at the workplace) must be paid leave that is provided without requiring the employee to use accumulated vacation, personal, sick, or other leave time.
     • The District will not retaliate against an employee for requesting or obtaining a leave of absence under this section. Additional leaves for the purpose of blood donation under any other provision of law will not be prevented.
4. Bone Marrow Donation

Employees seeking to undergo a medical procedure to donate bone marrow will be granted leave to do so, the combined length of the leaves to be determined by the physician, but may not exceed 24 work hours unless agreed to by the Superintendent or designee. The District will require verification for the purpose and length of each leave requested by the employee for this purpose.

The District will not retaliate against an employee for requesting or obtaining a leave of absence under this section. Additional leaves for the purpose of bone marrow donation under any other provision of law will not be prevented.

5. Breastfeeding/Lactation

The District will provide paid break time for thirty minutes, and permit the use of existing paid break time or meal time for time in excess of thirty minutes, to allow an employee to express breast milk for their nursing child each time the employee has reasonable need to express breast milk for up to three years following childbirth.

Upon employee request, the District will designate a room or other location to be used by the employee to express breast milk, which will be in close proximity to the work area, well-lit, shielded from view, and free from workplace or public intrusion. The location will, at a minimum, contain a chair, a working surface, nearby access to clean running water, and an electrical outlet. The location will not be a restroom or toilet stall. The District will provide access to refrigeration for the purposes of storing expressed milk.

If the sole purpose of the location is not dedicated to use by employees to express breast milk, the location will be made available to employees when needed and will not be used for any other purpose while in use. The District will provide notice to all employees as soon as practicable when the location has been designated for use by employees to express breast milk.

At the employee’s option, the District will allow the employee to work before or after their normal shift to make up the amount of time used during the unpaid break time(s), so long as the additional time requested falls within the District’s normal work hours.

The District will provide a written notification regarding the rights of nursing employees to express breast milk in the workplace to each employee upon hire, annually thereafter, and to employees returning to work following the birth of a child. This notice will be based on a written policy developed by the Commissioner of Labor and will, at a minimum:

Inform employees of their rights pursuant to law;

• Specify how a request may be submitted to the District for a room or other location for use by an employee to express breast milk;
• Require the District to respond to requests within a reasonable time frame that is not to exceed five business days.
• The District will not discriminate or retaliate against an employee who chooses to express breast milk in the workplace.

6. Witnesses or Victims of Crimes

The District will grant an unpaid leave of absence to an employee who is a victim of or a witness to a criminal offense, who is required or chooses to appear as a witness, consult with the district attorney, or exercise their rights as provided in the Criminal Procedure Law, the Family Court Act, and the Executive Law.

To use this leave, the employee must provide notice of the need for leave at any time prior to the actual day of leave. The District is permitted to ask the party that sought the attendance or testimony of the employee to provide verification of the employee’s service. Employees will not be penalized or discharged for absences by reason of a required appearance as a witness in a criminal proceeding, or consultation with the district attorney, or exercising their rights as provided under the law.

7. Victims of Domestic Violence

Unless the absence would cause an undue hardship to the District, the District will provide reasonable accommodations to employees who are victims of domestic violence who must be absent from work for a reasonable time in accordance with law.

An employee availing themselves of this leave must provide the District with reasonable advance notice, unless providing this notice is not feasible. An employee unable to provide reasonable advance notice must, within a reasonable time after the absence, provide a certification to the District when requested.

To the extent allowed by law, the District will maintain the confidentiality of any information related to an employee’s status as a victim of domestic violence.

8. Military Leave

The District will comply with state and federal laws regarding military leave and re-employment.

9. Jury Duty

As provided by law, any employee who is summoned to serve as a juror and who notifies the District to that effect prior to their term of service will not, on account of absence by reason of jury service, be subject to discharge or penalty. The District will ensure that all absences for this purpose are granted in accordance with law and the terms of any applicable collective bargaining agreement.

10. Voting

Employees who are registered voters and have four consecutive hours either between the opening of the polls and the beginning of their working shift, or between the end of their working shift and the closing of the polls, will be deemed to have sufficient time to vote and will therefore not be eligible for paid leave to vote in any election.

Employees who are registered voters and do not have sufficient time outside of their working hours to vote in any election may, without loss of pay for up to two hours, take so much time off as will, when added to their voting time outside of their working hours, enable them to vote. The employee will be allowed time off for voting only at the beginning or the end of their working shift, as the District may designate, unless otherwise mutually agreed.

Employees requiring working time off to vote must notify the District not more than ten or less than two working days before the day of the election.

The District must post a notice informing employees of their right to leave in order to vote, not less than ten working days before an election and until polls close on election day. This notice will be conspicuously posted in a place where it can be seen by employees as they come and go to their place of work.

29 USC Section 218d
Uniformed Services Employment and Reemployment Rights Act of 1994 (USERRA), 38 USC Sections
4301-4333
Civil Service Law Sections 71-73 and 159-b
Education Law Sections 1709(16), 2509(6), 2573(12), 3005, 3005-a and 3005-b
Election Law Section 3-110
Executive Law Section 296(22)
General Municipal Law Sections 92, 92-c, and 92-d
Judiciary Law Sections 519 and 521
Labor Law Sections 202-a, 202-i, 202-j, 202-l, and 206-c
Military Law Sections 242 and 243
Penal Law Section 215.14

Adopted by BOE: April 8, 2025

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Policy 6700 Purchasing

The Board of Education views purchasing as serving the educational program by providing necessary supplies, equipment, and related services. Purchasing will be centralized in the business office under the general supervision of the Purchasing Agent designated by the Board of Education.

It is the goal of the board to purchase competitively, without prejudice or favoritism, and to seek the maximum educational value for every dollar expended. Competitive bids or quotations shall be solicited in connection with purchases pursuant to law. The General Municipal Law requires that purchase contracts for materials, equipment, and supplies involving estimated annual expenditure exceeding $20,000 and public work contracts involving an expenditure of more than $35,000 will be awarded only after responsible bids have been received in response to a public advertisement soliciting formal bids. Similar procurements to be made in a fiscal year will be grouped together for the purpose of determining whether a particular item must be bid. Goods and services which are not required by law to be procured by the district through competitive bidding will be procured in a manner so as to ensure the prudent and economical use of public monies, in the best interests of the taxpayers, to facilitate the acquisition of goods and services of maximum quality at the lowest possible cost under the circumstances, and to guard against favoritism, improvidence, extravagance, fraud and corruption.

Alternative proposals or quotations will be secured by requests for proposals, written or verbal quotations, or any other appropriate method of procurement, except for procurements:

1. Under a county contract;
2. Under a State contract;
3. Of articles manufactured in State correctional institutions;
4. or from agencies for the blind and severely disabled.

The district’s purchasing activity will strive to meet the following objectives:

1. To effectively supply all administrative units in the school system with needed materials, supplies, and contracted services;
2. To obtain materials, supplies, and contracted services at the lowest prices possible consistent with the quality and standards needed as determined by the Purchasing Agent in cooperation with the requisitioning authority. The educational welfare of the students is the foremost consideration in making any purchase.
3. To ensure that all purchases fall within the framework of budgetary limitations and that they are consistent with the educational goals and programs of the district;
4. To maintain an appropriate and comprehensive accounting and reporting system to record and document all purchasing transactions; and
5. To ensure, through the use of proper internal controls, that loss and/or diversion of district property is prevented.

Opportunities shall be provided to all responsible suppliers to do business with the school district. Suppliers whose place of business is situated within the district may be given preferential consideration only when bids or quotations on an item or service are identical as to price, quality, and other factors. Purchases will be made through available cooperative BOCES bids, State contract of the Office of General Services, or county contracts whenever such purchases are in the best interests of the district. In addition, the district will make purchases from correctional institutions and severely disabled persons through charitable or non-profit making agencies, as provided by law.

The district will provide justification and documentation of any contract awarded to an offer other than the lowest responsible dollar offer, or, setting forth the reasons why such award is in the best interests of the district and otherwise furthers the purposes of section 104-b of the General Municipal Law.

The Purchasing Agent will not be required to secure alternative proposals or quotations for:

1. Emergencies where time is a crucial factor;
2. Procurements for which there is no possibility of competition (sole source items);
3. Procurements of professional services, which, because of the confidential nature of the services, do not lend themselves to procurement through solicitation, or very small procurements, when solicitations of competition would not be cost-effective.

The Superintendent of Schools, with the assistance of the Purchasing Agent, shall be responsible for the establishment and implementation of the procedures and standard forms for use in all purchasing and related activities in the district. Such procedures shall comply with all applicable laws and regulations of the State and the Commissioner of Education.

No Board member, officer, or employee of the school district shall have an interest in any contract entered into by the Board or the district, as provided in Article 18 of the General Municipal Law.

Comments will be solicited from those administrators involved in the procurement process before enactment of the district’s policies regarding purchasing and from time to time thereafter.

The policies must then be adopted by Board resolution. All district policies regarding the procurement processes will be reviewed by the Board at least annually.

The unintentional failure to fully comply with the provisions of section 104-b of the General Municipal Law or the district’s policies regarding procurement will not be grounds to void action taken or give rise to a cause of action against the district or any officer or employee of the district.

Revised and adopted: January 24, 2012

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Policy 6700-R Purchasing Regulations

The following sets forth the procedures for the procurement of goods and services by the district:

I. Definitions

Purchase Contract: a contract involving the acquisition of commodities, materials, supplies, or equipment.

II. General Municipal Law

Public Work Contract: A Contract Involving Services, Labor, or Construction

The General Municipal Law requires that purchase contracts for materials, equipment, and supplies involving an estimated annual expenditure exceeding $20,000, and public work contracts involving an expenditure of more than $35,000. will be awarded only after responsible bids have been received in response to a public advertisement soliciting formal bids.

Similar procurements to be made in a fiscal year will be grouped together for the purpose of determining whether a particular item must be bid.

III. Competitive Bidding Required

1. Method of Determining Whether Procurement is Subject to Competitive Bidding
   1. The district will first determine if the proposed procurement is a purchase contract or a contract for public work.
   2. If the procurement is either a purchase contract or a contract for public work, the district will then determine whether the amount of the procurement is above the applicable monetary threshold as set forth above.
   3. The district will also determine whether any exceptions to the competitive bidding requirements (as set forth below) exist.
2. Contract Combining Professional Services and Purchase

In the event that a contract combines the provision of professional services and a purchase, the district, in determining the appropriate monetary threshold criteria to apply to the contract, will determine whether the professional service or the purchase is the predominant part of the transaction.

3. Opening and Recording Bids; Awarding Contracts

The Purchasing Agent will be authorized to open and record bids. Contracts will be awarded to the lowest responsible bidder (as recommended by the Purchasing Agent), who has furnished the required security after responding to an advertisement for sealed bids.

4. Documentation of Competitive Bids

The district will maintain proper written documentation, which will set forth the method by which it determined whether the procurement is a purchase or a public work contract. Proper written documentation will also be required when a contract is not awarded to the vendor submitting the lowest quote, setting forth the reasons therefore. A quote which exceeds the bid limit will be awarded only when such award is in the best interests of the district and otherwise furthers the purposes of section 104-b of the General Municipal Law. The district will provide justification and documentation of any such contract awarded

5. Leases of Personal Property

In addition to the above-mentioned competitive bidding requirements, section 1725 of the Education Law requires that the district be subject to competitive bidding requirements for purchase contracts when it enters into a lease of personal property.

Documentation: The district will maintain written documentation such as quotes, cost-benefit analysis of leasing versus purchasing, etc.

Any legal issues regarding the applicability of competitive bidding requirements will be presented to the school attorney for review.

IV. Exceptions to Competitive Bidding Requirements

The district will not be subject to competitive bidding requirements when the Board, in its discretion, determines that one of the following situations exists:

1. Emergency situations where:
   1. The situation arises out of an accident or unforeseen occurrence, or condition;
   2. A district building, property, or the life, health, or safety of an individual on district property is affected; or
   3. The situation requires immediate action, which cannot await competitive bidding.

However, when the Board passes a resolution that an emergency situation exists, the district will make purchases at the lowest possible costs, seeking competition by informal solicitation of quotes or otherwise, to the extent practicable under the circumstances. Documentation: The district will maintain records of verbal (or written) quotes.

2. When the district purchases surplus or second-hand supplies, materials, or equipment from the federal or State governments or from any other political subdivision or public benefit corporation within the State.

Documentation: The district will maintain market price comparisons (verbal or written quotes) and the name of the government entity.

3. When the Board separately purchases eggs, livestock, fish, and dairy products (other than milk), juice, grains, and species of fresh fruits and vegetables directly from producers or growers. The amount expended in any fiscal year by the district may not exceed an amount equal to fifteen cents multiplied by the number of days in the school year multiplied by the total enrollment of the district.

Documentation: The district will maintain documentation consistent with sections 114.3 and 114.4 of the Regulations of the Commissioner of Education.

4. When the district purchases goods, supplies, and services from municipal hospitals under joint contracts and arrangements entered into pursuant to section 2803-a of the Public Health Law.

Documentation: The district will maintain the legal authorization, board authorization, and market price comparison; or

5. When there is only one possible source from which to procure goods or services required in the public interest.

Documentation: The district will maintain written documentation of the unique benefits of the item or service purchased as compared to other items or services available in the marketplace; that no other item or service provides substantially equivalent or similar benefits; and that, considering the benefits received, the cost of the item or service is reasonable, when compared to conventional methods. In addition, the documentation will provide that there is no possibility of competition for the procurement of the goods.

V. Quotes When Competitive Bidding Not Required

Goods and services that are not required by law to be procured by the district through competitive bidding will be procured in a manner so as to ensure the prudent and economical use of public monies in the best interests of the taxpayers. Alternative proposals or quotations will be secured by requests for proposals, written or verbal quotations, or any other appropriate method of procurement, as set forth below.

1. Methods of Documentation
   1. Verbal Quotations: the telephone log or other record will set forth, at a minimum, the date, item or service desired, price quoted, name of vendor, and name of vendor’s representative;
   2. Written Quotations: vendors will provide, at a minimum, the date, description of the item or details of service to be provided, price quoted, and name of contact. For example, with regard to insurance, the district will maintain documentation that will include bid advertisements, specifications, and the awarding resolution. Alternatively, written or verbal quotation forms will serve as documentation if formal bidding is not required. “Requests for Proposals” (RFPs), documented in the same manner as described herein, may also be used;
   3. Requests for Proposals: The district will contact a number of professionals (e.g., architects, engineers, accountants, lawyers, underwriters, fiscal consultants, etc.) and request that they submit written proposals. The RFPs may include negotiations on a fair and equal basis. The RFPs and evaluation of such proposals will consider price plus other factors such as:
      1. The special knowledge or expertise of the professional or consultant service;
      2. The quality of the Service to be provided;
      3. The staffing of the service; and
      4. The suitability for the district’s needs.

The district will first locate prospective qualified firms by:

1. Advertising in trade journals;
2. Checking listings of professionals; or
3. Making inquiries of other districts or other appropriate sources.

The district will then prepare a well-planned RFP, which will contain critical details of the engagement, including the methods that it will use in selecting the service.

Purchases/Public Work: Methods of Competition to be Used for Non-Bid Procurements; Documentation to be Maintained

The district will require the following methods of competition to be used and sources of documentation to be maintained when soliciting non-bid procurements in the most cost-effective manner possible:

1. Purchase Contracts up to $10,000
   1. Contracts from $l to $4,999: Verbal quotes
      Documentation will include notations of verbal quotes.
   2. Contracts from $5,000 to $19,999: Three written quotes
2. Public Work Contracts up to $20,000
   1. Contracts from $l to $9,999: Verbal quotes
      Documentation will include notations of verbal quotes.
   2. Contracts from $10,000 to $35,000: Written quotes
3. Emergencies: Verbal quotes
   Documentation will include notations of verbal quotes.
4. Insurance: Written quotes

Documentation will include bid advertisements, specifications, and the awarding resolution. Alternatively, written or verbal quotation forms will serve as documentation.

VI. Quotes Not Required When Competitive Bidding Not Required

The district will not be required to secure alternative proposals or quotations for those procurements:

1. Under a county contract;
2. Under a State contract;
3. Of articles manufactured in State correctional institutions; or
4. From agencies for the blind and severely disabled. In addition, the district will not be required to secure such alternative proposals or quotations for:
5. Emergencies where time is a crucial factor;
6. Procurements for which there is no possibility of competition (sole source items);
7. Procurements of professional services, which, because of the confidential nature of the services, do not lend themselves to procurement through solicitation; or
8. Very small procurements when solicitations of competition would not be cost-effective.

VII. Procurements from Other than the “Lowest Responsible Dollar Offeror”

The district will provide justification and documentation of any contract awarded to an offeror other than the lowest responsible dollar offeror, setting forth the reasons why such award is in the best interests of the district and otherwise furthers the purposes of section 104-b of the General Municipal Law.

VIII. Internal Control

The board authorizes the Superintendent, with the assistance of the Purchasing Agent, to establish and maintain an internal control structure to ensure, to the best of their ability, that the district’s assets will be safeguarded against loss from unauthorized use or disposition that transaction will be executed in accordance with the law and district policies and regulations, and recorded properly in the financial records of the district.

Comments will be solicited from those administrators involved in the procurement process before enactment of the district’s regulations regarding purchasing and from time to time thereafter. The regulations must then be adopted by Board resolution. All district regulations regarding the procurement processes will be reviewed by the Board at least annually.

The unintentional failure to fully comply with the provisions of section 104-b of the General Municipal Law or the district’s regulations regarding procurement will not be grounds to void action taken or give rise to a cause of action against the district or any officer or employee of the district.

IX. Credit Cards

It is the express policy of the Mayfield Central School District Board of Education to prohibit the acquisition or use of District credit cards by any and all officers and staff.

Authorized reimbursement of purchases by individual utilizing their personal credit cards may be permitted, provided that prior approval has been secured, or the purchase is of an emergency nature and prior authorization was unavailable. Authorization for reimbursement of emergency purchases may be denied when not a matter of health and safety. The purchaser bears full responsibility for sales tax, which will not be reimbursed. The Superintendent or District Treasurer is the only officer who may authorize purchases for reimbursement.

X. Provision of Food & Beverages At School Events

It has been the practice of the Mayfield Central School District Board of Education to provide modest food and beverages at certain kinds of events, as follows:

1. Education business

Meetings and training occasionally occur during times when people in attendance normally would not be present and would otherwise be unable to have a customary meal.

Examples of this type of activity would be workshops or special meetings of the Board of Education that require members to come directly from work; training or information sessions for shared-decision committees or for employees on topics required for the execution of their responsibilities; and meetings with other school officers (such as BOCES) hosted by Mayfield Central School.

2. Recognition

The Mayfield Central School Board of Education authorizes refreshments for receptions for Wall of Dedication honorees, retirees, “welcome back” events, and other “hallmark” events in the life of the institution.

The Board of Education considers such activities to be consistent with Policy 9000, “Personnel Policies Goals” Paragraph 6, “To develop the quality of human relationships necessary to obtain maximum staff performance and satisfaction.”

3. Communications

Open forum events are held occasionally in the schools to facilitate communication between school and community members. In the past, events for this purpose included

School Open Houses, special topics, “Meet the Board of Education”, and others of similar nature.

The total expenses for food and beverages for the 2004 – 2005 school year were approximately $2,000, which is representative of the level of annual expenditures for this purpose.

XI. Cell Phone Use and Reimbursement

District cell phones that are assigned to buses are for communications during the hours of operation for necessary purposes related to school business. It may be necessary to contact a family member, for example, because of a delay or assignment change. That is a purpose related to school business and is permissible. Such calls would generally be local and of short duration.

Personal calls not related to school business and calls of excessive length will be assessed at the rate of ten cents per minute, or the actual cost, whichever is greater.

The list of individuals authorized to use cell phones and the list of bus numbers and cell phone numbers will be kept current and will be available for review by the Board of Education upon request, and at the Reorganization Meeting in July.

Ref: Education Law §§305(14); ]709(9)(14)(22)
General Municipal Law §§102; 103; 104-b; 109-a; 800 et seq.
8 NYCRR §§114.3; 114.4; 170.2

Revised and adopted by BOE: January 24, 2012
Revised and adopted by BOE: April 28, 2010

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Policy 7220 Graduation Requirements

To graduate from the district, a student must meet or exceed the requirements set forth in Part 100 of the Commissioner’s regulations. The Board may establish graduation requirements that exceed the minimum standards set by the Board of Regents. The district will award the appropriate diploma, credential, or both to students.

View on general education and diploma requirements on the New York State Education Department NYSED) website.

Early Graduation

A student may be eligible for early graduation (fewer than eight semesters) if the student completes all requirements for graduation, excluding physical education. The District will consult with appropriate personnel, the student, and persons in parental relations, and consider factors such as the student’s grades, performance in school, future plans, and benefits of early graduation in making its decision.

8 NYCRR §§ 100.1(i), 100.2(f), 100.4(d), 100.5, 100.6, and 200.5

First Reading: December 10, 2024
Adopted by BOE: January 14, 2025

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Policy 7223 Advanced Coursework

Overview

The District acknowledges that advanced coursework can foster academic excellence, enhance critical thinking skills, and prepare students for college and career success. In light of the potential benefits and opportunities of advanced coursework, the District is committed to offering a variety of advanced coursework options.

For purposes of this policy, “advanced coursework” means any middle, high school, or college-level honors, gifted, accelerated, or advanced placement, International Baccalaureate, dual enrollment, or concurrent-enrollment course, or a course that would offer the ability for a student to earn college credit and/or an industry-recognized certification.

Types of Advanced Coursework

The District offers a variety of advanced coursework options. including but not limited to:

1. Accelerated Coursework for Eighth Grade Students

Eighth-grade students have the opportunity to take high school courses in mathematics and in at least one of the following areas: English, social studies, world languages, art, music, career and technical education subjects, or science courses. Using written criteria, the Superintendent or designee will determine whether an eighth-grade student has demonstrated readiness to take high school courses.

By the end of seventh grade, accelerated students must receive instruction designed to facilitate their attainment of the state intermediate learning standards in each subject area in which they are accelerated.

Credit may be awarded upon successful completion of an accelerated course and passing related examinations if certain conditions are satisfied.

2. Advanced Placement (AP)

Advanced Placement examinations afford students the opportunity to earn credit or advanced standing in many colleges and universities. The College Board administers a variety of AP examinations in May of each year. The District will determine a student’s readiness for enrollment in any AP class.

3. Dual Credit for College Courses

Students who have demonstrated readiness for college-level courses and meet all necessary prerequisites may matriculate at any college that has a cooperative agreement with the District. Collegiate opportunities may include early admission to college, collegiate-level work offered in the high school, or other means of providing advanced work. The administration will review and approve any college courses before they are taken during the school day.

Notification

By June 1 of each school year, the District will annually notify students and parents of the benefits and opportunities within the District of participating in advanced courses. This notification will be provided electronically or by mail. This notification must also be posted on the District website.

Notification of advanced coursework must be provided to all students in every grade beginning in either grade 5 or one grade prior to the first year that advanced coursework is offered by the District, whichever grade comes first.

This notification will include:

1. The benefits of participating in advanced courses;
2. A description of the advanced courses offered by the District in middle and high school, and how to prepare for and enroll in them;
3. A description of the advanced courses to be offered by the District in the following school year; and
4. A description of the academic and non-academic support the District provides to help students succeed in advanced courses, as well as any financial assistance available to reduce or eliminate any costs associated with participation in advanced courses, including, but not limited to, related fees, supplies, and assessments.

Education Law Section 817
8 NYCRR Section 100.2(11)(2) and 100.4(d)

Adopted by BOE: February 11, 2025

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Policy 7224 Virtual Instruction

Overview

Virtual instruction has been part of the educational landscape in New York schools for decades. Under New York State regulations, virtual instruction is not the same as remote instruction. Virtual instruction is an intentional learning course or program conducted through digital means, while remote instruction is instruction that occurs due to limitations on access to a brick-and-mortar classroom.

The District is not required to offer virtual instruction and/or blended instruction, but may do so in certain circumstances.

Definitions

For purposes of this policy, the following definitions apply:

1. “Asynchronous instruction” means instruction where students engage in learning without the direct presence (remote or in-person) of a teacher.
2. “Blended instruction” means instruction provided by a teacher, as prescribed in regulation, that is designed for delivery part of the time as synchronous instruction in an in-person learning environment, and part of the time as synchronous or asynchronous instruction in a virtual learning environment where there is regular and substantive interaction between the student and teacher.
3. “Remote instruction” means instruction provided by an appropriately certified teacher who is not in the same in-person physical location as the student(s) receiving the instruction, where there is regular and substantive daily interaction between the student and teacher.
   • Remote instruction will encompass synchronous instruction provided through digital video-based technology and may also include asynchronous instruction intended to complement synchronous instruction. Digital video-based technology includes online technology and videoconferencing technology.
   • Remote instruction may encompass non-digital and audio-based asynchronous and/or synchronous instruction where this instruction is more appropriate for a student’s educational needs.
4. “Synchronous instruction” means instruction where students engage in learning in the direct presence (remote or in-person) of a teacher in real time.
5. “Virtual instruction” means synchronous, or synchronous and asynchronous, instruction provided by a teacher that is designed for delivery in a virtual learning environment where there is regular and substantive interaction between the student and teacher.
6. “Virtual learning environment” means an instructional and learning environment facilitated through digital video-based technology and/or a combination of an online learning management system and video-conferencing technology, where teacher-to-student, student­ to-student, and/or student-to-content interactions occur solely through digital, internet­ connected technology.

Virtual Instruction and Blended Instruction

If offered by the District, a student, with permission from their parents and/or persons in parental relation as applicable, may choose to receive virtual instruction and/or blended instruction, subject to certain conditions.

Before enrolling a student in virtual instruction and/or blended instruction, the District will ensure that the student has access to the digital, internet-connected technology and internet access necessary to receive and participate in virtual instruction.

When offered by the District, the District will ensure that virtual instruction and blended instruction:

1. Align with applicable New York State Learning Standards;
2. Are provided in accordance with enrolled students’ individualized education programs to ensure the continued provision of a free appropriate public education;
3. Provide for documentation of student mastery of the learning outcomes;
4. Are provided in a manner consistent with the defined terms in this policy;
5. Satisfy the unit of study and wait requirements in regulation; and
6. Are provided by an appropriately certified teacher from the District, from a BOCES that the District has contracted with to provide instruction in the subject area, or from a district that provides instruction in the subject area under a shared service agreement.

A student with a disability who is receiving virtual instruction and/or blended instruction must continue to receive educational services to enable the student to receive a free appropriate public education.

8 NYCRR Sections 100.1, 100.2(u). and 100.5

Adopted by BOE: February 2025

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Policy 7316 Use of Internet-Enabled Devices During the School Day

Overview

The District consulted with local stakeholders, including employee organizations representing each bargaining unit, parents, and students, to develop this policy to prohibit the use of Internet-enabled devices by students during the school day on school grounds. This policy aims to ensure that students remain focused on their academic responsibilities throughout the school day, which includes all instructional and non-instructional periods such as homeroom, lunch, recess, study halls, and passing time.

For purposes of this policy, the following definitions apply:

1. “Internet-enabled devices” means and includes any smartphone, tablet, smartwatch, or other device capable of connecting to the Internet and enabling the user to access content on the Internet, including social media applications;
2. “Internet-enabled devices” do not include:
   1. Non-Internet-enabled devices such as cellular phones or other communication devices not capable of connecting to the Internet or enabling the user to access content on the Internet; or
   2. Internet-enabled devices supplied by the District, charter school, or Board of Cooperative Educational Services (BOCES) that are used for an educational purpose.
3. “School day” means the entirety of every instructional day as required by subdivision 7 of the Education Law Section 3604 during all instructional time and non-instructional time, including but not limited to homeroom periods, lunch, recess, study halls, and passing time.
4. “School grounds” means in or on or within any building, structure, athletic playing field, playground, or land contained within the real property boundary line of a district elementary, intermediate, junior high, vocational, or high school, a charter school, or a BOCES facility.

Students are generally prohibited from using Internet-enabled devices during the school day anywhere on school grounds. However, students may be authorized to use an Internet-enabled device during the school day on school grounds:

1. If authorized by a teacher, principal, or the District for a specific educational purpose;
2. Where necessary for the management of a student’s health care;
3. In the event of an emergency;
4. For translation services;
5. On a case-by-case basis, upon review and determination by a school psychologist, school social worker, or school counselor for a student caregiver who is routinely responsible for the care and well-being of a family member; or
6. Where required by law.

Students must be permitted to use an Internet-enabled device where the use is included in the student’s:

1. Individualized Education Program (IEP); or
2. Section 504 Plan.

On-Site Storage of Internet-Enabled Devices, Including Cell Phones

Students must store their Internet-enabled devices in designated on-site storage areas during the school day. On-site storage areas may include, but are not limited to, student lockers, designated storage bins in classrooms, or secure storage areas in the school’s main office. The designated on-site storage areas must be easily accessible to students and provide adequate security to ensure the safekeeping of the students’ devices. The District will communicate the procedures for storing and retrieving devices, ensuring that students understand their responsibilities in using the on-site storage facilities provided.

Students will place cell phones in lockers or office secure storage before the bell or during the first five minutes of Period 1. Teachers and staff will oversee this process and report any issues. If a student comes late to school, they will be required to put their phone in their locker or to the main office upon arrival. If students do not follow these guidelines, they may be brought to administration, who will then oversee the placement of the cell phone.

Methods for Parents to Contact Students During the School Day

To accommodate necessary communication, parents or persons in parental relation may use the following methods to contact their student during school hours while adhering to this policy:

1. School Office Phone: Parents or persons in parental relation may call the school’s main office, and the office staff can relay messages to the student or call the student to the office to speak with their parent or person in parental relation.
2. Designated Contact Email: Schools may provide a designated email address for parents and persons in parental relation to send messages. These emails may be monitored by school staff who can then pass the messages on to the students.
3. Classroom Intercom System: In case of an emergency, the school’s main office can use the classroom intercom system to notify students directly or ask them to come to the office.
4. School Messaging Application: Schools may use a secure messaging application or platform where parents or persons in parental relation can send messages to their student. The messages can be monitored and delivered by school staff.
5. Written Notes: Parents or persons in parental relation can drop off written notes at the school’s main office, which can then be delivered to the student by school staff.

Student Discipline for Accessing Internet-Enabled Devices During the School Day

The District is prohibited from suspending a student solely for accessing Internet-enabled devices in violation of this policy.

Posting and Translation of Policy

The District will post this policy in a clearly visible and accessible location on its website. Translations of the policy into the 12 most common non-English languages spoken by limited-English proficient individuals in the state will be provided upon request by a student or other persons in parental relation to a student.

Reporting and Mitigation Action Plan

Beginning September 1, 2026, and annually thereafter, the District will publish an annual report on its website detailing enforcement of this policy within the District in the prior school year. This report will include non-identifiable demographic data of students who have faced disciplinary action for non-compliance and analysis of any demographic disparities in enforcement of this policy. If a statistically significant disparate enforcement impact is identified, the report will include a mitigation action plan.

Education Law Section 2803

Adopted by BOE: July 25, 2025

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Policy 7350 Timeout and Physical Restraint

Overview

The District prohibits the use of corporal punishment, aversive interventions, and seclusion. The District authorizes the limited use of timeout and physical restraint in schools to address student behaviors subject to conditions in law, regulation, and this policy.

Definitions

For purposes of this policy, the following definitions apply:

1. “Aversive intervention” means an intervention that is intended to induce pain or discomfort for the purpose of eliminating or reducing student behavior, including interventions such as:
   • Contingent application of noxious, painful, intrusive stimuli or activities;
   • Strangling, shoving, deep muscle squeezes, or other similar stimuli;
   • Any form of noxious, painful, or intrusive spray, inhalant, or tastes;
   • Contingent food programs that include the denial or delay of the provision of meals or intentionally altering staple food or drink in order to make it distasteful;
   • Movement limitation used as a punishment, including, but not limited to, helmets and mechanical restraints; or
   • Other stimuli or actions similar to the interventions described in this definition.
   • Aversive intervention does not include interventions such as: voice control, limited to loud, firm commands; time-limited ignoring of a specific behavior; token fines as part of a token economy system; brief physical prompts to interrupt or prevent a specific behavior; interventions medically necessary for the treatment or protection of the student; or other similar interventions.
2. “Corporal punishment” means any act of physical force upon a student for the purpose of punishment, but the term does not include the use of physical restraints to protect the student, another student, teacher, or any other person from physical injury when alternative procedures and methods not involving the use of physical restraint cannot reasonably be employed to achieve these purposes.
3. “De-escalation” means the use of a behavior management technique that helps a student increase control over their emotions and behavior and results in a reduction of the present or potential level of danger to the student or others.
4. “Mechanical restraint” means the use of any device or equipment to restrict a student’s freedom of Mechanical restraint does not include devices implemented by trained school personnel. or utilized by a student, that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
   • Adaptive devices or mechanical supports are used to achieve proper body position or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
   • Vehicle safety restraints, when used as intended during the transport of a student in a moving vehicle;
   • Restraints for medical immobilization; or
   • Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
5. “Multi-tiered system of supports” means a proactive and preventative framework that utilizes data to inform instruction and the allocation of services to maximize achievement for all students and support students’ social, emotional, and behavioral needs from a culturally responsive and strength-based perspective.
6. “Physical escort” means a temporary touching or holding of the hand, wrist. arm. or back for the purpose of inducing a student who is acting out to walk to a safe location.
7. “Physical restraint” means a personal restriction that immobilizes or reduces the ability of a student to move their arms, legs, body, or head freely. Physical restraint does not include a physical escort or brief physical contact and/or redirection to promote student safety, calm or comfort a student, prompt or guide a student when teaching a skill or assisting a student in completing a task, or for other similar purposes.
8. “Prone restraint” means physical or mechanical restraint while the student is face down
9. “Seclusion” means the involuntary confinement of a student alone in a room or space that they are physically prevented from leaving or they may perceive that they cannot leave at will. Seclusion does not include timeout.
10. “Timeout” means a behavior management technique that involves the monitored separation of a student in a non-locked setting and is implemented for the purpose of de-escalating, regaining control, and preparing the student to meet expectations to return to their education program. Timeout does not include:
    • A student-initiated or student-requested break to utilize coping skills, sensory input, or self-regulation strategies;
    • Use of a room or space containing coping tools or activities to assist a student to calm and self-regulate, or the use of such intervention strategies consistent with a student with a disability’s behavioral intervention plan;
    • A teacher removal, in-school suspension, or any other appropriate disciplinary action.

Prohibition of the Use of Corporal Punishment, Aversive Interventions, and Seclusion

No teacher, administrator, officer, employee, or agent of the District will use the following against a student:

1. Corporal punishment;
2. Aversive interventions; or
3. Seclusion.

Agent includes, but is not limited to, school resource officers, except when a student is under arrest and handcuffs are necessary for the safety of the student and others.

Authorized Limited Use of Timeout and Physical Restraint

Positive, proactive, evidence-based, and research-based strategies through a multi-tiered system of supports will be used to reduce the occurrence of challenging behaviors, eliminate the need for the use of timeout and physical restraint, and improve school climate and the safety of all students.

Timeout and physical restraint may be used only when:

1. Other, less restrictive and intrusive interventions and de-escalation techniques would not prevent imminent danger of serious physical harm to the student or others;
2. There is no known medical contraindication to its use on the student; and
3. Staff using the interventions have been trained in their safe and appropriate application.

Timeout and physical restraints will not be used as discipline or punishment, retaliation, or as a substitute for positive, proactive intervention strategies that are designed to change, replace, modify, or eliminate a targeted behavior.

Timeout

The following rules apply to the use of timeout in the District:

1. Timeout will only be used in the following situations:
   • A situation that poses an immediate concern for the physical safety of the student or others; or
   • In conjunction with a behavioral intervention plan that is designed to teach and reinforce alternative appropriate behaviors.
2. A room or physical space used for timeout may be located either within or outside of a classroom. The room or physical space will:
   • Be unlocked, and any door must be able to be opened from the The use of locked rooms or physical spaces is prohibited.
   • Provide a means for continuous visual and auditory monitoring of the use of a room where the student cannot be continuously observed and supervised.
   • Be of adequate width, length, and height to allow the student to move about and recline comfortably.
   • Be clean and free of objects and fixtures that could be potentially dangerous to a student.
   • Meet all local fire and safety codes.
   • Have wall and floor coverings that, to the extent practicable, are designed to prevent injury to the student.
   • Have adequate lighting and ventilation.
   • Have a temperature that is within the normal comfort range and consistent with the rest of the building.
3. When a student is in a timeout room or space, staff will continuously monitor the student.
4. Any staff functioning as timeout monitors will be trained in accordance with law and regulations.
5. Staff will return the student to their educational program as soon as the student has safely de-escalated, regained control, and is prepared to meet expectations.

Factors which may precipitate the use of timeout include:

1. When a student becomes a danger to themselves or others

The use of timeout will adhere to the following developmentally appropriate time limitations:

1. Five-minute increments up to 30 minutes total

The following additional rules apply to the use of timeout in conjunction with a behavioral intervention plan:

1. The District will ensure that timeout is used consistently with the rules for the use of timeout listed above.
2. The student’s individualized education program (IEP) will specify when a behavioral intervention plan includes the use of timeout, including the maximum amount of time a student will need to be in timeout as a behavioral consequence, as determined on an individual basis in consideration of the student’s age and individual needs.
3. Prior to the initiation of a behavioral intervention plan that will incorporate the use of timeout, the District will inform the student’s parents or persons in parental relation and give them the opportunity to see the room or physical space that will be used.
4. Prior to the initiation of a behavioral intervention plan that will incorporate the use of timeout, the District will give the student’s parents or persons in parental relation a copy of this policy.

Physical Restraint

Physical restraint will only be used in a situation in which immediate intervention involving the use of reasonable physical force is necessary to prevent imminent danger of serious physical harm to the student or others.

The following rules apply to the use of physical restraint in the District:

1. The type of physical restraint used will be the least restrictive technique necessary and will be discontinued as soon as the imminent danger of serious physical harm has resolved.
2. Physical restraint will never be used in a manner that restricts the student’s ability to breathe or communicate or harms the student.
3. The use of prone restraint is prohibited.
4. Physical restraint will not be used as a planned intervention on a student’s individualized education program, Section 504 accommodation plan, behavioral intervention plan, or other plan developed for a student by the District.
5. Physical restraint will not be used to prevent property damage except in situations where there is imminent danger of serious physical harm to the student or others and the student has not responded to positive, proactive intervention strategies.
6. Physical restraints will be administered only by staff who have received the legally required
7. Following a physical restraint, if an injury has been sustained or believed to have been sustained, the school nurse or other medical personnel (i.e., physician, physician assistant, or nurse practitioner) will evaluate the student to determine and document if any injuries were sustained during the incident.

Factors which may precipitate the use of physical restraint include:

1. When a student becomes a danger to themselves or others

The use of physical restraint will adhere to the following developmentally appropriate time limitations:

1. Five-minute increments up to 30 minutes total

Notification Following the Use of Timeout, Physical Restraint, and/or Mechanical Restraint

Parent(s) or person(s) in parental relation to the student will be notified on the same day when timeout, physical restraint, and/or mechanical restraint is used, including timeout used in conjunction with a student’s behavioral intervention plan. When the student’s parent or person in parental relation cannot be contacted, after reasonable attempts are made, the building principal or administrator will record the attempts. For students with disabilities, the building principal or administrator will report the attempts to the student’s committee on preschool special education or committee on special education. The notification will offer the parent or person in parental relation the opportunity to meet regarding the incident.

Additionally, the District will provide the parent or person in parental relation with:

1. A copy of this policy: and
2. A copy of the documentation of the incident within three school days of the use of timeout and/or physical restraint.

Debriefing

As soon as practicable, after every incident in which timeout and/or a physical restraint is used on a student, a building administrator or designee will:

1. Meet with the staff who participated in the use of timeout and/or physical restraint to discuss:
   • The circumstances leading to the use of timeout and/or physical restraint;
   • The positive, proactive intervention strategies that were utilized prior to the use of timeout and/or physical restraint;
   • Planning for the prevention and reduction of the future need for timeout and/or physical restraint with the student, including, if applicable, whether a referral should be made for special education programs and/or other support services or for a student with a disability, whether a referral for review of the student’s individualized education program and/or behavioral intervention plan is needed; and
2. Direct a school staff member to debrief the incident with the student in a manner appropriate to the student’s age and developmental ability and to discuss the behavior(s), if any, that precipitated the use of timeout, and/or physical restraint.

Training

All staff will receive annual training on the District’s policies and procedures related to the use of timeout and physical restraint; evidence-based positive, proactive strategies; crisis intervention and prevention procedures; and de-escalation techniques. Additionally, any staff who may be called upon to implement timeout or physical restraint will receive annual, evidence-based training in safe and effective developmentally appropriate timeout and physical restraint procedures.

Notification

This policy will be made publicly available for review at the District’s administrative offices and each school building. It will also be posted on the District’s website.

Reporting

The District will submit an annual report on the use of physical restraint and timeout, and substantiated and unsubstantiated allegations of use of corporal punishment, mechanical restraint. and other aversive interventions, prone physical restraint, and seclusion to the New York State Education Department, on a form and at a time prescribed by the Commissioner of Education in accordance with law and regulation. Additionally, the District will report this data for students for whom they are the district of residence and who are otherwise not reported.

Recordkeeping

The District will maintain documentation on the use of timeout and/or physical restraint, including timeout used in conjunction with a student’s behavioral intervention plan, for each student. This documentation will include:

1. The name and date of birth of the student;
2. The setting and location of the incident;
3. The name of the staff who participated in the implementation, monitoring, and supervision of the use of timeout and/or physical restraint, and any other persons involved;
4. A description of the incident, including duration, and, for physical restraint, the type of restraint used;
5. Whether the student has an individualized education program, Section 504 accommodation plan, behavioral intervention plan, or other plan developed for the student by the District;
6. A list of all positive, proactive intervention strategies utilized prior to the use of timeout and/or physical restraint, and, for students with disabilities, whether those strategies were consistent with a student’s behavioral intervention plan. if applicable;
7. The details of any injuries sustained by the student or staff during the incident, and whether the student was evaluated by the school nurse or other medical personnel;
8. The date and method of notification to the parent or person in parental relation, and whether a meeting was held; and
9. The date of the debriefing has been set.

Documentation of the incident will be reviewed by supervisory personnel and, as necessary, the school nurse or other medical personnel.

Documentation of each incident will be maintained by the school and made available for review by the New York State Education Department upon request.

A record should be created for each instance of physical restraint or timeout, and for allegations concerning prohibited intervention types. Multiple event records during a day for a student would be created only:

1. If a new situation occurs involving the student after the prior event had de-escalated and student had returned to the learning environment, or
2. When a new restraint or intervention response type is employed during the event. For example, during an event, a staff person employed a physical restraint on a student, and the situation escalated to the point where a timeout was used. The addition of the timeout would constitute an additional event record beginning with that application.

The District will use this data collection to monitor patterns of use of timeout and physical restraint.

Review

The building administrator or designee will regularly review documentation on the use of timeout and physical restraint to ensure compliance with the District’s policy and procedures. When there are multiple incidents within the same classroom or involving the same staff, the building administrator or designee shall take appropriate steps to address the frequency and pattern of use of timeout or physical restraint.

Education Law Section 4402
8 NYCRR Sections 19.5, 100.2(1)(3), and 200.22

Adopted by BOE: February 11, 2025

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Policy 7440 Student Voter Registration and Pre-Registration

The District recognizes the importance of voting and civic engagement. As such, the District seeks to encourage student voter registration and pre-registration. A person who is at least 16 years of age and who is otherwise qualified to register to vote may pre-register to vote and will then be automatically registered to vote upon reaching the age of eligibility as provided by law.

The District promotes student voter registration and pre-registration through the following means:

1. Collaborating with county boards of elections to conduct voter registration and pre-registration in the District’s high school(s); and
2. Encouraging voter registration and pre-registration at various student events throughout the year.

The District will inform students of New York State’s requirements for voter registration and pre-registration, as well as provide access to voter registration and pre-registration applications during the school year, and provide assistance with filing these applications. The completion and submission of voter registration or pre-registration forms will not be a course requirement or graded assignment for District students.

Election Law § 5-507

Adopted by BOE: April 8, 2025

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Policy 7470 Student Government

Student government organizations enhance civic engagement and leadership preparedness. Civic-ready students use civic knowledge, skills, and mindsets to make decisions and take actions for themselves, their communities, and the public good as members of a culturally diverse, democratic society. 

Recognizing the benefits of student government organizations, the District has established a District-wide student government.

The student government will serve as a liaison between the student body and school administration, representing student perspectives in District policies and programs. It will meet regularly to discuss and address student interests and concerns, and to plan activities that promote civic engagement and school spirit.

The District will establish guidelines and procedures for the operation of the student government.

Education Law Section 817

Refer also to:

• Policy 7410 Extracurricular Activities

Adopted by BOE: April 8, 2025

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Policy 7554 Equal Education Opportunities

Overview

The District is committed to creating and maintaining an environment that is free from discrimination and harassment. This policy addresses the provision of equal educational opportunities to students. It is just one component of the District’s overall commitment to maintaining a discrimination and harassment-free educational and work environment.

Consistent with this commitment and in accordance with law and regulation, the District provides equal opportunity for students and does not discriminate against any student enrolled in (or any candidate for admission to) its programs and activities on the basis of any legally protected class or category including, but not limited to: race; color; religion; disability; national origin; sexual orientation; gender identity or expression; military status; sex; age; marital status; pregnancy; parental status; weight; ethnic group; or religious practice. Further, the District provides equal access to its facilities to any group officially affiliated with the Boy Scouts of America or any other youth group listed in Title 36 (as a patriotic society).

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

Inquiries about this policy may be directed to the District’s Civil Rights Compliance Officer(s) (CRCO(s)).

Educational Services for Married/Pregnant Students

The opportunity to participate in all of the programs and activities of the District will not be restricted or denied because of pregnancy, parenthood, or marriage. Pregnant students will be encouraged to remain and participate in District programs. The forms of instruction provided to these students may include any or all of the following:

1. Remain in school with provisions for special instruction, scheduling, and counseling as needed;
2. Receive home instruction;
3. Attend BOCES programs.

The Superintendent or designee, in consultation with student services staff, the school physician, and the student’s personal physician, may make program modifications that are feasible and necessary to accommodate the special needs of these students.

Reporting Allegations of Discrimination

In order for the District to enforce this policy and to take corrective action as warranted, it is essential that students who believe that they have been a victim of discrimination, as well as any other person who has knowledge of or witnesses any possible discrimination, immediately report the alleged conduct or incident. Reports of discrimination may be made orally or in writing to any District employee, including, but not limited to, a teacher, building principal, or CRCO.

All District employees who witness or receive an oral or written report of discrimination must immediately inform the CRCO. Failure to immediately inform the CRCO may subject the employee to discipline up to and including termination. If the CRCO is unavailable, including due to a conflict of interest or other disqualifying reason, the report will be directed to another CRCO, if the District has designated another individual to serve in that capacity. If the District has not designated another CRCO, the Superintendent will ensure that another person with the appropriate training and qualifications is appointed to act as the CRCO.

Additionally, District employees must comply with reporting requirements in any other applicable District policy or document.

Grievance Process for Complaints of Discrimination

The District will act promptly, thoroughly, and equitably investigate all complaints, whether oral or written, of discrimination and will promptly take appropriate action to protect students from further discrimination.

Various District policies and documents address discrimination. These policies and documents may include: Policy #3420 – Non-Discrimination and Anti-Harassment in the District; Policy #3421 – Title IX and Sex Discrimination; Policy #7550 – Dignity for All Students; and the District’s Code of Conduct. All complaints will be handled in accordance with the applicable District policies and/or documents.

The determination as to which District policies and/or documents are applicable is fact specific, and the CRCO may work with other District staff such as the District’s Title IX Coordinator(s) and/or Dignity Act Coordinator(s) (DAC(s)) to determine which District policies and/or documents are applicable to the specific facts of the complaint.

If an investigation reveals that discrimination has occurred, the District will take immediate corrective action as warranted. This action will be taken in accordance with applicable law and regulation, as well as any applicable District policy, regulation, procedure, collective bargaining agreement, third-party contract, or other document, such as the District’s Code of Conduct.

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

The District prohibits retaliation against any individual because the individual made a report or complaint, testified, assisted, or participated or refused to participate in an investigation, proceeding, or hearing related to a complaint of discrimination.

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

Where appropriate, follow-up inquiries will be made to ensure that the discrimination has not resumed and that those involved in the investigation have not suffered retaliation.

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 §§ 10-18, 313, 2801, 3201, and 3201-a
New York State Human Rights Law, Executive Law § 290 et seq.
8 NYCRR § 100.2
9 NYCRR § 466 et seq.

NOTE: Refer also to policies:

• Policy 3281 – Use of Facilities by the Boy Scouts of America and Patriotic Youth Groups
• Policy 3410 – Code of Conduct
• Policy 3420 – Non-Discrimination and Anti-Harassment in the District
• Policy 3421 – Title IX and Sex Discrimination
• Policy 7550 – Dignity for All Students
• Policy 7551 – Sexual Harassment of Students
• District Code of Conduct

Adopted by BOE: April 8, 2025

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Policy 8410.1 Transportation Policy

The Mayfield Board of Education, pursuant to Education Law Section 3635 and all other laws and Commissioner’s regulations pertaining to student transportation, will provide transportation for resident students of the Mayfield Central School District to and from their places of residence and Mayfield Elementary School and Mayfield Junior/Senior High School under the provisions of this policy. (Please see notes.)

Furthermore, whereas Education Law Section 3635 permits a “board of education, at its discretion, to provide transportation to any child attending grades kindergarten through eight, between the school such child legally attends and before and/or after school child care locations,” and;

Whereas, Education Law Section 3635 specifies that, “Transportation may be provided…between the school….and before-and/or-after-school child care locations upon written request of the parent or legal guardian submitted not later than the first day of April preceding the next school year, provided, however, a parent or guardian of a child not residing in the district on such date shall submit a written request within thirty days of establishing residence in the district…” and;

Whereas, Education Law Section 3635 stipulates that “No late request of a parent or guardian for transportation shall be denied where a reasonable explanation is provided for such delay” and;

Whereas, Education Law Section 1502 permits children under the age of five traveling between home/day care and pre-school programs to be passengers on regular school bus transportation.

Therefore, for children attending pre-kindergarten through grade eight, the Board of Education will provide transportation to school from a child care location and from school to a child care location upon written request of the parent or legal guardian.

Requests received not later than August 15th prior to the first day at the designated pick-up and drop-off location, and such location is presumed to be in effect for the entire school year.

Change of Location of Child Care

During the course of a year, should there be a change of child-care location, the parent or legal guardian must inform the school in writing at least five days prior to such a change taking effect, with all required information to effect such a change. The new location will be presumed to be permanent for the remainder of the school year.

For a change of child-care location on a temporary basis, parents will be responsible for the transportation of their children. Parents must notify the school office in writing that their children will not be transported by school bus. Parents or legal guardians are provided with the opportunity to designate, in writing, other individuals authorized to sign out their children for the purpose of transportation. Children will not be placed on other buses or sent to the homes of relatives, friends, or neighbors under any circumstances. Only the children designated to ride a specific bus on a permanent basis will be transported by school bus.

The school reserves the right to charge the parent $25.00 for each hour or part thereof should the school have to provide child care commencing at 3:15 p.m.

Parents Picking Up Children Who Normally Ride Buses

Parents who will be picking up children who normally ride buses should inform the school as soon as possible, but not later than noon, by telephone or written request. The parent will need to provide his or her personal identification number and other identifying information when calling the school to request such a change. Calls after noon cannot be accommodated, and parents should plan on meeting their children at the regular bus stop.

Provisions for emergencies follow.

Emergency Situations

1. An example of an emergency situation would be a child-care provider being called away from the drop-off location due to an emergency of his or her own on such short notice that the parent, legal guardian or other authorized individual would not be able to pick up the child by 3:15 p.m. There are three provisions for such situations. The parent may call the school office to authorize another individual to provide transportation for that day only. The parent will need to provide his or her personal identification number and other identifying information.
2. The child will be kept at school until an authorized individual arrives at the school to pick up the child.
3. The parent may designate another residence or bus stop on the same bus and route for his or her child to be dropped off on that particular day. Securing the permission of the other resident is the sole responsibility of the parent. The school will presume that such permission has been granted for that day. The school reserves the right to charge the parent $25.00 for each hour or part thereof should the school have to provide child care commencing at 3:15 p.m.

Notes

1. Transportation for pupils residing within the district and attending nonpublic schools or attending other public schools is not the subject of this policy. Please refer to the appropriate regulations of the Commissioner of Education.
2. There is no transportation provided for non-resident pupils attending Mayfield Central Schools. However, non-resident students may be permitted to use District transportation to the extent that there is no extension of established bus routes beyond Mayfield boundaries.
3. In accordance with Education Law Section 3635, nothing in this policy “shall be construed to authorize boards of education to provide to any child transportation between a before-an/or-after-school day care location and that child’s home.”
4. When a Mayfield bus travels out-of-district to provide student transportation for required educational programs that have been adopted by the Board of Education, the Superintendent of Buildings, Grounds, and Transportation may consider a parent request to designate an out-of-district pick-up or drop-off location if it involves no route change or delay. If the bus for which the required student transportation is no longer needed for that purpose, the “courtesy” transportation will be discontinued, and the parent must designate in-district pick-up and drop-off locations.

Adopted by BOE: October 11, 2005

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Policy 8505 Student Meal Charge Policy

All Grade Levels [P-12]

Breakfast meals may be paid for with cash or charged against a student account that has a positive balance. A la carte items [snacks or beverages] or extra entrées will not be charged to accounts. In order to purchase these items, money must be on a student’s account or in cash in hand.

Elementary Grades

Elementary students are limited to three [3] charged lunches. The food service department will send a letter home with the student on the first day a meal is charged, or when the account balance is negative $2.00. A second letter is sent home after the second charged meal, and another letter again after the third meal charge. (These letters will be sent home with the student on the day the meal is charged.)

If a student account balance is negative more than $6.00, a letter will be mailed to the parent from the Food Service Department, along with an application for free and reduced meals. The parent will receive a telephone call home from the Principal’s designee, as a follow-up to that letter and application.

After three [3] lunches have been charged and the student account is negative, the school district will offer a peanut butter and jelly sandwich or a deli sandwich plus fruit or vegetable and milk. That is a reimbursable meal, yet it will not identify the student as having an outstanding account. The student will be offered such a meal for up to five [5] days.

If payment is not made within that time period, each day, the Principal or Principal’s designee will call the parent or guardian and ask the parent or guardian to address the matter by either establishing a cafeteria services meal account or by the parent or guardian bringing a lunch or lunch money for that student’s lunchtime meal.

Secondary Grades

Secondary students are limited to two [2] charged lunches. The food service department will send a letter home with the student on the first day a meal is charged, or when the account balance is negative $2.25. A second letter is sent home after the second charged meal.

If a student account balance is negative more than $4.50, a letter will be provided to the parent or guardian from the Food Service Department, along with an application for free and reduced meals. The parent will receive a telephone call home from the Principal’s designee, as follow-up to that letter and application. Also, the Principal’s designee will speak briefly with the student regarding that matter.

After two [2] lunches have been charged and the student account is negative, the school district will offer a peanut butter and jelly sandwich or a deli sandwich plus fruit or vegetable and milk. That is a reimbursable meal, yet it will not identify the student as having an outstanding account. The student will be offered such a meal for up to three [3] days.

If payment is not made within that three -day period, each day, the Principal or Principal’s designee will call the parent or guardian and ask the parent or guardian to address the matter by either establishing a cafeteria services meal account or by the parent or guardian bringing a lunch or lunch money for that student’s lunchtime meal. Also, the Principal’s designee will speak briefly with the student regarding the matter.

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

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Policy 8560 Wellness

The Mayfield Central School District is committed to providing a school environment that supports learning and encourages the development of lifelong wellness practices. To accomplish these purposes, the policy of the Mayfield Central School District will include the following:

1. Child Nutrition Programs will be accessible to all children and will comply with federal, state, and local requirements;
2. The school meal program will offer fresh fruits and vegetables when allowable per the food service budget. (The meal program participates in the Fruit/Vegetable Pilot program offered by the USDA and uses commodity dollars to fund this);
3. Nutrition education is taught in the physical education classes from grades PK-12 by the Physical Education teachers, as well as the Health and Family and Consumer Science at the High School level of the district. The Elementary Library will house a Nutrition Education Reference area. All supplies will be supplied by the School Lunch Program and updated by the Administrator of that program when new materials are offered and needed. Teachers in grades 7-12 can request materials from School Lunch Administrator at their leisure. Work towards a nutrition reference center in the High School Library;
4. Sequential and interdisciplinary nutrition education will be provided, and
   encouraged;
5. Promotion of meaningful physical activity connected to students’ lives beyond physical education will be promoted;
6. Local wellness policy goals will be considered in planning all school-based activities;
7. Foods and beverages made available on campus (including vending, concessions, a la carte, student stores, parties, and fundraising) during the school day will move toward implementation of the current Dietary Guidelines for Americans;
8. All foods provided by the school district adhere to food safety and security guidelines;
9. The school environment will be safe, comfortable, pleasing, and will allow adequate time and space for eating meals;
10. Food and physical activity will not be used as rewards or punishments inappropriately.

Adopted by BOE: August 8, 2006
Revisions 1st Reading May 8, 2018
Adoption by BOE: June 19, 2018

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Policy 9353.5 Retiree Health Insurance

1. Except as provided below, this Policy shall apply to the eligibility for and terms of health insurance for retired employees of the Mayfield Central School District (“School District”).
2. To the extent any specific provision of a collective bargaining agreement between the School District and any of its collective bargaining units or any individual employee agreement contradicts this Policy, the terms of such collective bargaining agreement or individual employment contract shall apply concerning health insurance in retirement..
3. In order for a retiree to qualify for health insurance benefits, they must have been an employee of the School District for a continuous period of at least ten (10) years immediately preceding their retirement.
4. A retiree, or eligible spouse of a retiree, who is not covered at the time of retirement and who elects not to take coverage for a period of 18 months after retirement, or who has a gap in coverage of 18 months, will not be eligible for health insurance benefits.
5. For employees who retired prior to July 1, 1994, the School District shall provide insurance at 100% of premium for the individual retiree and 50% of premium for any dependent coverage. Employees retiring after the above date shall contribute towards individual coverage at the same rate as they did as active employees and 50% of premium towards dependent coverage.
6. The spouse of an eligible retiree is eligible for participation in the health insurance program as a dependent in accordance with the terms of this policy. Prospectively, this provision only applies to a spouse of an employee who is married to the employee at the time of the employee’s retirement from service with the School District and only for so long as the spouse remains married to the retired employee. Coverage for a spouse in effect on or before April 25, 2007, remains in effect, whether or not the spouse was married to an employee at the time of retirement. Upon the death of an eligible retired employee, an eligible spouse may continue on health insurance so long as the surviving spouse pays 100% of the cost for such insurance.
7. Eligible retiree plan holders are billed monthly for the costs of their premiums.

Retirees (or eligible surviving spouses of retirees) must maintain payments to the District in a timely fashion in order to continue their eligibility for health insurance coverage.

8. The Board of Education will continue to reimburse Medicare Part B premiums for those retirees receiving such payments as of July 1, 2007, or who retire on or before June 30, 2012. The Board of Education will not reimburse any employees who retire on or after July 1, 2012, for the cost of Medicare Part B premiums.
9. As of July 1, 2007, or as soon thereafter as may be affected, the Board of Education will make available to eligible retirees the Fulmont Trust “Blue-Preferred PPO,” or a comparable plan as it existed on December 15, 2006, and will no longer provide the previous health insurance plan.
10. The Board of Education shall provide special reimbursement protection for those retirees of the School District participating in health insurance on June 30, 2007, and who are participating in the indemnity plan as of that date (“Protected Category”). For this protected category, the Board of Education will reimburse retirees for office co-pays, prescription drug co-pays, and other non-premium costs incurred under the new PPO plan that are beyond those costs which were incurred by such retirees under the indemnity plan as it exists on June 30, 2007, subject to the following terms and conditions:
    1. For reimbursement of routine eye examinations, lenses, and frames, the Board of Education will supplement plan coverage with an additional $100 per year per plan holder, which would be cumulative.
    2. This protected category of retirees only applies to those existing retirees set forth above and is not available to anyone retiring on or after June 30, 2007.
    3. Notwithstanding the right of the Board of Education to revise this policy, this clause shall survive revisions of this policy and remain in effect for the lifetimes of the members of this protected category of retirees. It shall terminate upon the death of the last member of this protected category.
11. The Board of Education reserves the right to amend this policy and the terms of any health insurance coverage provided to retirees of the School District consistent with any applicable law.

Revisions Adopted by BOE: August 21, 2007
Adopted by BOE: April 25, 2007

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Child Abuse Hotline Notification

If you suspect a child is being abused or maltreated (neglected), report it by calling 1-800-342-3720, a toll-free 24-hour hotline operated by the New York State Office of Children and Family Services. If you believe a child is in immediate danger, call 911 or your local police department.

Learn more about reporting child abuse and maltreatment (neglect). (via NYS Child Protective Services).

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Data Privacy (Education Law 2-d)

New York State Education Law 2-d went into effect in April 2014. The law focuses on the privacy and security of personally identifiable information of students, classroom teachers, and principals.

The regulations state that educational agencies must publish a parent’s bill of rights for data privacy and security. In addition, the parents’ bill of rights must be included with every contract with a third-party contractor that receives personally identifiable information. 

Learn more about Mayfield CSD’s commitment to protecting student privacy.

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Dignity for All Students (DASA)

New York State’s Dignity for All Students Act (The Dignity Act) took effect on July 1, 2012. Just as with the district’s Code of Conduct, the law seeks to provide the state’s public school students and staff with a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus, and/or at a school function.

Consistent with the Dignity Act, the district prohibits acts of bullying (including cyberbullying), discrimination, and harassment against students by students and/or school employees on school property, on school buses, or at any school function, nor shall any student be subject to discrimination based on a person’s actual or perceived:

• Race
• Color
• Weight
• National Origin
• Ethnic Group
• Religion
• Religious Practice
• Disability
• Sexual Orientation
• Gender (defined to include gender identity or expression)

Each school and the district has designated Dignity Act Coordinators who are trained to address issues in areas protected by the law and are accessible to the community.

Visit the New York State Education Department’s The Dignity for All Students Act website or contact the district’s Dignity Act Coordinators to learn more.

How can I file an incident report?

Download and complete the Dignity for All Students Act (DASA) Incident Reporting Form.

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District-Wide School Safety Plan

New York State school districts are required to develop a district-wide school safety plan to help school officials identify and respond to potential emergencies. 

View the Mayfield CSD School Safety Plan.

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Facilities Notices

Asbestos Management Plan

In accordance with the Environmental Protection Agency (EPA) Asbestos Hazard Emergency Response Act (AHERA) of 1987 (40 CFR Part 763), Mayfield Central School District conducts periodic asbestos review and required inspection. Asbestos projects shall be conducted according to all applicable local, state, and federal regulations. The Asbestos Management Plan for each building is available for review during normal business hours at the Business Office. For more information, please contact LEA asbestos designee Richard Somers at (518) 661-8209.

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Fire Inspection Report

Notice is hereby given that the annual inspection for the current school year of all the schools and buildings of the Mayfield Central School District for fire hazards that might endanger the lives of students, teachers, and employees therein has been completed, and the report thereof is available at the District Office during normal business hours.

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Pesticide Notification

New York State education law requires schools to notify the school community that pesticide products may be used during the school year. Parents/guardians and staff members may request 48-hour advance written notification of certain pesticide applications. If an emergency application is necessary to protect against an imminent threat to human health, a good-faith effort will be made to supply written notification to those on the notification list.

To be included in a 24-hour notification, the Director of Facilities/Transportation or complete the Opt-in Notification Form and return it to the District Office.

A new request for notification must be submitted each year.

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Water Testing in NY Schools

In September 2016, a state law went into effect that requires all public school districts in New York to test water for lead. The law requires school districts to sample all water outlets currently or potentially used for drinking or cooking purposes in buildings that may be occupied by students and to submit those samples to a state-approved lab for analysis.

View the Mayfield CSD 2023 Water Testing Report.

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Idling School Buses on School Grounds

State law requires school districts to take steps to minimize the idling of the engines of school buses and other school vehicles on school grounds. While students are boarding and departing school buses, the engine should be turned off. Students should be instructed about the importance of getting on and off buses in an orderly and efficient fashion to minimize loading and offloading time. Bus engines should also be off while parked at sporting events and other school activities. Exceptions to this “no idling” policy can be made in cases of emergency, mechanical issues, or for necessary heating.

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New York State Learning Standards

Classrooms across New York will be implementing new learning standards by the spring of 2021, new standards that will be the basis of new state examinations in English Language Arts and mathematics to begin that same year.

The state Education Department is developing new learning standards, called the Next Generation Learning Standards, for the state’s school districts, that is scheduled to be implemented by the spring of 2021.

View the implementation schedule for Next Generation Learning Standards on the New York State Education Department’s website.

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Nondiscrimination/Equal Opportunity Policy

Prohibiting Discrimination and Harassment

It is the policy of this District to provide, through a positive and effective program, equal opportunities for employment, retention, and advancement of all people regardless of race, color, creed, religion, national origin, political affiliation, sex, sexual orientation, age, marital status, military status, veteran status, disability, or predisposing genetic characteristics. 

SECTION 1: PURPOSE

This policy is intended to ensure that students and all employees of the District have an equal opportunity to pursue the educational and employment opportunities offered by the Mayfield Central School District (hereinafter “District”). Specifically, this Policy reaffirms the Mayfield Central School District’s commitment to providing educational and employment opportunities free from unlawful discrimination on the basis of sex (including sexual harassment), race, religion, national origin, age, disability, or other basis prohibited by law.

In accordance with Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Americans with Disabilities Act, the Age Discrimination in Employment Act, the New York Human Rights Law and other applicable laws prohibiting discrimination, no student or employee of the District may be discriminated against or harassed on the basis of sex, race, religion, national origin, age, disability or other basis prohibited by law.

1. Scope of Policy. This Policy applies to all students enrolled in the District. This Policy also applies to all persons applying for employment with the District and all employees of the District. This policy applies to all types of unlawful discrimination, or perceived discrimination, that is based upon the sex (including sexual harassment), race, religion, national origin, age, or disability of any student or employee of the District.
2. Policy Objectives. By adopting and publishing this Policy, it is the intention of the Board of Education to:
   1. Inform all students and employees about the District’s commitment to providing equal educational and employment opportunities to all students and all current and prospective employees.
   2. Prevent all forms of discrimination against any student, applicant for employment, or employee.
   3. Provide a simple, safe, and efficient complaint procedure available to all students and employees who believe they have been subjected to prohibited discrimination, including sexual harassment.
   4. Provide confidential and effective procedures for investigating complaints of alleged discrimination, specifically including sexual harassment, and for implementing remedial measures.
   5. Promote equal educational and employment opportunities for all students and employees, and ensure that prohibited discrimination of students or employees does not occur in the District. Specifically, this Policy shall serve to:
      1. Notify all students, parents of students, employees, and applicants for employment, of the types of conduct which constitute discrimination prohibited by this Policy;
      2. Inform all students, parents of students, and employees about the complaint procedures established by the District, which enable any student or employee who believes (s)he is the victim of discrimination to submit a complaint which will be investigated by the District;
      3. Clearly advise all supervisory staff, administrators, employees, and students that discriminatory treatment or harassment of students or employees is strictly prohibited, and no such person possesses the authority to harass or discriminate; and
      4. Inform all students, parents of students, and all employees that the District has appointed Compliance Officers (i.e., “Title IX Officers” or “EO Officers” for each District building who are specifically designated to receive complaints of discrimination or harassment and ensure compliance with this Policy.

Note: The names and office location of each Compliance Officer designated to receive complaints are listed below at the end of this Policy (Section 11). This Policy, and the complaint procedures described in this Policy, shall also constitute the District’s Grievance Procedures under Title IX of the Education Amendments of 1972 for complaints of gender discrimination within educational institutions receiving federal financial assistance. Moreover, the Compliance Officers identified below (Section 11) also serve as “Title IX Officers.”

SECTION 2: Definitions

“Prohibited Discrimination of Students” Prohibited discrimination of students can take the form of any negative treatment of a student, by either a fellow student or a District employee, which:

1. Negatively impacts a student’s educational opportunities and
2. It is based upon the student’s sex, race, religion, national origin, age, or disability. Prohibited discrimination of students can also take the form of harassment, even where there is no tangible impact upon the student’s educational opportunities. The phrase “prohibited discrimination”, as used in this Policy, specifically includes all forms of “prohibited harassment” (defined below), which includes sexual harassment.

“Prohibited Employment Discrimination” Prohibited discrimination of employees can take the form of adverse employment actions that are based upon an employee’s sex, race, religion, national origin, age, or disability. Prohibited discrimination of employees can also take the form of prohibited harassment, even where there is no tangible adverse employment action. (“Prohibited Harassment” is defined below). The phrase “prohibited discrimination”, as used in this Policy, specifically includes all forms of “prohibited harassment” (defined below), which includes sexual harassment.

“Prohibited Harassment” Harassment can constitute a form of prohibited discrimination under this Policy if it is unwelcome and has the effect of making a student or employee feel uncomfortable while at the District or otherwise creates a hostile learning or working environment. Such harassment of students or employees is prohibited by this policy if it is based upon sex, race, religion, national origin, age, or disability.

Harassment of students or employees based on sex, which is called “sexual harassment”, is also specifically prohibited by this policy. While it is impossible to provide an exhaustive list of examples of behaviors that could constitute sexual harassment, sexual harassment as a form of prohibited discrimination can take the form of the following types of behavior by a student or District employee:

1. Verbal or physical conduct of a sexual nature which is unwelcome;
2. Unwelcome sexual advances, flirtations, or propositions;
3. Unwelcome request for sexual favors;
4. Verbal abuse of a sexual nature;
5. Unwelcome graphic verbal comments about a person’s body;
6. Unwelcome physical touching of a sexual nature;
7. Sexually degrading comments or remarks; or
8. Other behavior that is based on a person’s sex is not welcome and has the effect of creating a hostile learning or working environment for that individual.

While a single incident of these types of behavior may not constitute unlawful sexual harassment or violate this Policy, if such behavior is severe, persistent or pervasive; or if submission to such conduct is made either explicitly or implicitly a term or condition of educational or employment benefits, or if such conduct has the purpose or effect of unreasonably interfering with the individual’s education creating an intimidating, hostile, abusive or offensive learning or working environment, such conduct constitutes prohibited sexual harassment.

Unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature may constitute prohibited sexual harassment when:

1. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s education or employment;
2. Submission to or rejection of such conduct by an individual is used as the basis for educational or employment decisions affecting such individual; or
3. Such conduct has the purpose or effect of unreasonably interfering with an individual’s education or work performance or creating an intimidating, hostile, or offensive environment for a student or employee.

Special Note to Students Regarding Sexual Harassment

As a student in the District, you should be aware that no student, teacher, coach, administrator, or other person associated with the District has the right to:

• touch you in a sexual way that makes you feel uncomfortable;
• request or force you to have any type of personal relationship;
• make unwelcome sexual remarks about you, your body, or your out-of-school activities;
• request or force you to have any sexual contact with them;
• engage in any other type of behavior towards you that is prohibited by this Policy.

If another student or an employee of the District does any of the things listed above, you should do one or all of the following things:

1. Tell the person who is making you feel uncomfortable to “stop” and let them know that their conduct is not welcome;
2. File a written complaint with one of the District’s Compliance Officers in accordance with the complaint procedures described in Section 4 below.

Note: Any student or employee who is unsure whether an incident constitutes prohibited discrimination or harassment under this policy is encouraged to either:

1. Contact any one of the Compliance Officers listed in Section 11 of this Policy, or
2. File a complaint in accordance with Section 4 of this Policy.

No adverse actions or discipline will be taken against any student or employee who makes a good-faith complaint under this policy. Therefore, any student or employee who honestly believes (s)he has been subjected to conduct which may be prohibited by this Policy, even if they are uncertain about the definitions contained in this Policy, is encouraged to contact a District Compliance Officer and/or file a complaint.

SECTION 3: Policy

The District is committed to providing equal educational opportunities to all students of the District. The District is also committed to providing equal employment opportunities to all applicants for employment and to all full-time and part-time employees of the District.

The District regards all forms of prohibited discrimination, including all forms of sexual harassment, as very serious matters. Accordingly, it is the policy of the District that:

1. All students should be free from prohibited discrimination, including sexual harassment.
2. All employees are free from prohibited discrimination, including sexual harassment.
3. All applicants for employment must be free from prohibited discrimination.
4. All form of prohibited discrimination, including sexual harassment, which is directed at any student or employee, is considered unacceptable conduct and are strictly prohibited.
5. No District administrator, teacher, coach, or other employee has the authority to subject any student or employee to any form of prohibited discrimination, including sexual harassment.

Given the special nature of the relationship between students and District employees, extreme caution should be exercised by all employees of the District to avoid and prevent any situation involving comments, jokes, or discussions of a sexual nature, particularly in the presence of students. It should be recognized that discussions involving sexual relations and the human body are part of mandated curriculum in certain areas (e.g., health education) and are, therefore, not restricted by the District’s Policy or this regulation. Nonetheless, there is no conflict between the District’s policy and the mandates of the District’s curriculum.

In accordance with this Policy, all District teachers, coaches, and other District employees who have contact with students are responsible for conducting themselves in a manner that is consistent with this Policy and ensuring that all students in their charge comply with this Policy.

All supervisory employees in the District are responsible for ensuring compliance with this Policy. Specifically, all supervisory employees have an affirmative duty to discuss this Policy with their staff members, answer any questions about the policy, and encourage members of their staff to utilize this Policy if they believe they are subjected to any form of discrimination.

Copies of this Policy and Complaint Form shall be distributed to all students and employees in the District within the first twenty (20) days of the first day of each school year. Additional copies of this Policy and the Complaint Form will be made available to any student or employee, without question, at each Principal’s office within the District.

Any questions regarding the scope or application of this Policy should be directed to one of the Compliance Officers listed in Section 11 of this Policy.

SECTION 4: Policy Enforcement

A. Complaint Procedure for Students

1. Notification Procedure

The District encourages any student who believes they are being subjected to prohibited discrimination, including sexual harassment, to clearly and promptly notify the offender that his or her behavior is unwelcome. If, for any reason, a student is uncomfortable talking to the offender directly, or if talking to such person does not successfully end the discrimination or harassment, the student is urged to notify one of the designated Compliance Officers listed in Section 11 below or the Superintendent of Schools. The names, office location, and telephone numbers of each Compliance Officer are listed in Section 11 of this policy.

Note: Confronting the offender is NOT a prerequisite to filing a complaint. All students have the right to file a good-faith complaint without first communicating with the offender.

2. Making a Complaint

All complaints must be in writing. All students are encouraged to use the District’s “Complaint of Alleged Discrimination” form. A copy of this form is attached to this Policy. Additional Complaint forms can be obtained from any Principal’s office within the District, with no questions asked. Because an accurate record of the allegedly objectionable behavior is necessary to resolve a complaint of prohibited discrimination, all complaints must be reduced to writing. If a student has any questions or difficulty filling out the Complaint form, they can obtain assistance from any one of the Compliance Officers listed in Section 11 of this Policy.

All written complaints must include: the name of the complaining party, the name of the alleged offender(s), date of the incident(s), description of the incident(s), names of witnesses to the incident(s), and the signature of the complaining party.

Once the student has completed and dated a written Complaint, with or without the assistance of one of the District’s Compliance Officers, the written complaint must be personally delivered to one of the District’s Compliance Officers or placed in the mailbox of one of the Compliance Officers.

If, for any reason, a student is not comfortable submitting a written Complaint to the Compliance Officer located in the building where that student is generally assigned, the written Complaint may be submitted, either by hand delivery or mail, to any one of the Compliance Officers listed in Section 11 below, or to the Superintendent of Schools.

All students filing a complaint will be expected to cooperate with the District’s investigation procedures. Students may be accompanied by a friend, relative, guardian, or parent when making a complaint of prohibited discrimination or harassment under this Policy or participating in an investigation of such a complaint, so long as such attendance does not abridge the privacy rights of the parties involved or compromise the confidential nature of the investigation.

If a parent of a student believes that their son or daughter has been subjected to discrimination, then they may make a complaint on behalf of their son or daughter.

B. Complaint Procedure For Employees:

1. Notification Procedure

The District encourages any employee who believes they are being subjected to prohibited discrimination, including sexual harassment, to clearly and promptly notify the offender that his or her behavior is unwelcome. If, for any reason, an employee is uncomfortable confronting the offender directly, or if such a confrontation does not successfully end the discrimination, the employee should file a complaint with one of the District’s Compliance Officers (identified in Section 11 below) or the Superintendent of Schools.

NOTE: Confronting the offender is NOT a prerequisite to filing a complaint. All employees and applicants for employment have the right to file a good-faith complaint without first communicating with the offender.

All employees filing a complaint will be expected to cooperate with the District’s investigation procedures. Employees may be accompanied by a union representative when making a claim of discrimination or participating in the investigation process, so long as such attendance does not abridge the privacy rights of the parties involved or compromise the confidential nature of the investigation.

2. Making a Complaint

The complaint must be in writing. All employees are encouraged to use the District’s “Complaint of Alleged Discrimination” form. A copy of this form is attached to this Policy. Because an accurate record of the allegedly objectionable behavior is necessary to resolve a complaint of discrimination, all complaints of discrimination must be reduced to writing and signed by the party making the Complaint.

C. Time for Reporting a Complaint

Prompt reporting of all complaints is strongly encouraged. Complaints filed under this Policy will be accepted as long as the incident(s) complained of occurred within three (3) years of the date the Complaint is filed. Nonetheless, all students and employees should be aware that appropriate resolution of discrimination complaints and effective remedial action oftentimes is possible only when complaints are promptly filed. Furthermore, complaining parties should be aware that statutes of limitations may constrain the time period for instituting legal actions outside of this Policy.

D. Confidentiality and Privacy

In recognition of the personal nature of discrimination Complaints and the emotional impact of perceived discrimination, the District will attempt to maintain strict confidentiality of all complaints and investigations in a manner that is consistent with the District’s investigative procedures, applicable collective bargaining agreements, and other laws and regulations regarding students and employees.

For the protection of all students and employees who make a complaint or are accused of prohibited discrimination, every witness interviewed during an investigation under this Policy will be specifically advised of the confidentiality requirement and instructed not to discuss the complaint, the investigation, or the persons involved.

To the extent Complaint made under this Policy implicates criminal conduct, such as suspected child abuse, the District may be required by law to contact and cooperate with the appropriate law enforcement authorities.

E. Acknowledgment of Complaints

Within five (5) calendar days of receiving a written Complaint, the Compliance Officer or Superintendent of Schools should endeavor to contact the student or employee who filed the complaint to confirm that the written complaint has been received. If a student or employee does not receive such confirmation within five (5) days of filing their complaint, they are encouraged to file a second written complaint or contact the Compliance Officer. The purpose of this acknowledgment procedure is to ensure that all written Complaints are carefully processed and promptly investigated.

SECTION 6: Investigation Procedures

1. Timing of Investigations

The District will promptly investigate all allegations of discrimination in as confidential and sensitive a manner. The District will attempt to complete investigations under this Policy within thirty (30) calendar days of receipt of the written complaint, or sooner if practical. However, the length of the investigation will depend upon the particular circumstances of each complaint.

2. Method of Investigations

Investigations will be conducted by the District’s Compliance Officers, the District’s legal counsel, and/or other impartial persons designated by the Superintendent of Schools.

The primary purposes of all investigations under this Policy will be to determine:

1. Did the conduct complained of occur?
2. Did the conduct complained of violate this Policy?
3. What remedial or preventative steps are recommended?

Investigations may include: fact-finding interviews, document review, depositions, observations, or other reasonable methods. All students under the age of eighteen (18) who are interviewed, whether they are accused of prohibited discrimination or merely an alleged witness, will have the option of being accompanied by a parent or legal guardian. All employees who are interviewed during an investigation will have the option of being accompanied by their union representative.

The District’s investigators should pursue every reasonable step to investigate each Complaint in a thorough and comprehensive manner.

Any notes, memoranda, or other records created by the District employees or agents conducting an investigation under this Policy shall be deemed confidential and privileged.

3. Investigative Reports.

Once the investigators have completed their impartial fact-finding investigations, they shall prepare and deliver a confidential written report to the Superintendent of Schools. The confidential investigative report should be delivered to the Superintendent of Schools within seven (7) days of the completion of the investigation (or 37 days from the date of the Complaint).

To the extent possible, the Investigative Report should include:

1. Determination as to whether the conduct complained of occurred;
2. A determination as to whether a violation of this Policy occurred; and
3. Recommendations for remedial or preventative actions, if any.
4. Notification to Complaining Party

Within ten (10) days of the Superintendent’s receipt of the Confidential Investigative Report, the Superintendent or his/her designee shall notify the student or employee of the outcome of the investigation. Such notification shall be in writing, include a brief summary of the factual findings and, wherever possible, a summary of any remedial or preventative measures that have been or will be taken by the District.

While reasonable efforts will be made to inform the complaining party about the outcome of the investigations, the District will nonetheless consider the privacy rights of all parties involved in disseminating information contained in the Confidential Investigative Report.

Within fifteen (15) days of the Superintendent’s receipt of the Confidential Investigative Report, the Superintendent or his/her designee shall notify the person accused of violating this Policy, whether or not a violation of this Policy was found.

5. Remedial Measures

The District’s primary goal in responding to complaints of prohibited discrimination under this Policy is prevention. This Policy is intended to prevent all forms of discrimination in the District and put an end to any prohibited discrimination that is found to have occurred. While disciplinary action may be appropriate in certain instances, punitive measures are not the exclusive or primary means for responding to prohibited discrimination.

Any student or employee who is found to have engaged in prohibited discrimination or conduct which may be prohibited by this Policy may receive education, training, counseling, warnings, or other measures designed to prevent future violations of this Policy.

Any supervisor, administrator, teacher, employee, agent, or student of the District who is found to have engaged in prohibited discrimination as defined by this Policy may also be subject to appropriate disciplinary action in accordance with any applicable statutes, regulations, or collective bargaining agreements. Such disciplinary action may include: warnings, suspension, or discharge from employment for employees, and suspension from school for students.

Any third party found to have engaged in sexual discrimination against a student may be barred from District property or the complainant’s buildings or property.

SECTION 7: Prohibition Against Retaliation and Abuse of this Policy

All students and employees are assured that the District will not retaliate against any student or employee who files a discrimination complaint in good faith. Retaliation is a very serious violation of the District’s Policy and should be reported immediately. Any employee, agent, or student of the District found to have retaliated against a student or employee for their good faith reporting of discrimination under this Policy will be deemed to have violated this Policy and be subject to disciplinary action.

Abuse of this Policy by filing a false complaint, which the complaining party knows to be false, will be considered a violation of this Policy. Any party who files a false complaint will be subject to the same remedial actions as in Section E. Abuse of this Policy by a district employee who breaches confidentiality will likewise be a violation of this Policy and will be subject to the same remedial actions as in Section E.

SECTION 8: Appeals

Any student or employee who wishes to appeal the procedures that the District followed in investigating a written complaint filed under this Policy may do so within ten (10) days of receipt of notification to the complaining party. Such appeal must be made in writing to the Board of Education by submission to the District Clerk. The student or employee shall be entitled to present evidence as to why the investigation procedures were flawed, improper, or otherwise not in compliance with this Policy. The Board’s consideration and review of any such appeal shall be conducted confidentially in executive session. Following a review of that evidence, as well as the information obtained in the investigation process and conclusions derived, the Board of Education, or its designee, shall render a decision within thirty (30) days of the filing of the appeal. This decision shall be final and binding. The Appellant shall be notified of the decision in writing.

SECTION 9: Record Keeping

The District shall maintain a written record of all complaints of sexual discrimination for a period of at least six years. The District shall also document the steps taken with regard to investigations, as well as conclusions reached and remedial action taken, if any. The District shall also maintain these documents for, at a minimum, six years.

The District records regarding alleged discrimination shall be maintained separately and apart from student records and employee personnel files. However, any disciplinary action, counseling letters, or warning notices to students or employees will be maintained in student files

or personnel records in accordance with the District’s normal procedures for handling such documentation.

SECTION 10: Questions

Any questions by students or employees of the District about the policy, this regulation, or potential discrimination should be brought to the attention of one of the District’s Compliance Officers or the Superintendent of Schools. The names, addresses, and telephone numbers of the District’s Compliance Officers are listed in Section 11 of this policy.

Any questions regarding discrimination and compliance with Title IX of the Education Amendments of 1973 may also be brought to the attention of the Office of Civil Rights, Department of Education, Washington, D.C. 20202.

SECTION 11: Compliance Officers

SECTION 12: EFFECTIVE DATE AND POLICY DISSEMINATION

The effective date of this policy shall be December 8, 1998. The Superintendent of Schools shall ensure that this policy is widely disseminated. Notices of this Policy shall be posted in the office of each District building, and copies of the Policy and the Complaint Form shall be made available to all District Students and Employees at the beginning of each school year or within thirty (30) days of their enrollment or date of hire.

Upon the effective date of this Policy, the provisions of this Policy shall supersede and replace any prior District policies and regulations regarding discrimination, sexual harassment, and related complaint procedures.

Upon the effective date of this Policy, all employee and student handbooks and codes of conduct shall be deemed amended to include the prohibition and remedial procedures contained in this Policy.

Complaint of Alleged Discrimination:

The Equal Opportunity Policy Complaint Form is to be filed as a part of the Formal Procedure in order to initiate a Complaint of alleged discrimination or harassment prohibited by the Mayfield Central School District’s Equal Opportunity Policy (Prohibiting Discrimination and Harassment).

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Smart Schools Investment Plan

Smart Schools Committee Investment Plan

1. Allocate $583,250 of Smart Schools funds for Voter-Approved Scope in our Capital Project
2. Allocate $257,630 of Smart Schools funds for a three-year acquisition of learning technology equipment (devices)
3. The District’s Technology Committee will determine the equipment and design the instructional plan and three-year acquisition plan.

View Mayfield’s Smart Schools Investment Plan on NYSED’s website.

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Student Records (FERPA)

Confidentiality of Educational Records

Pursuant to applicable federal and State law and regulations, the Board of Education of the Mayfield Central School District hereby adopts the following policies and procedures with respect to the confidentiality of, and access to, educational records.

1. Annual Notice. The District shall provide annual public notice to parents and eligible students (over 18 years of age) of their rights to:

• Access and confidentiality of the student’s educational records;
• Seek amendment of the student’s educational record that they believe to be inaccurate, misleading, or otherwise in violation of the student’s privacy rights and the procedures for requesting such an amendment;
• Consent to disclosure of personally identifiable information contained in the student’s educational record;
• Request that the District not disclose the student’s directory information, as defined herein; and
• Obtain a copy of this Policy.

Such notice shall also advise parents and eligible students of the Board’s policy to disclose educational records to school officials with legitimate educational interests.

For the purpose of this policy, such individuals shall include: a person employed by the District as an administrator, supervisor, teacher, instructor, or support staff member (including health or medical staff); a member of the Board of Education; a person with whom the District has contracted to perform a special task related to the student’s educational program, (medical or instructional consultant, or therapist); or a person assisting another school official in performing his or her official duties.

For the purpose of this policy the term “directory information” includes the following: the student’s name, address, telephone listing, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, and the most recent previous educational agency or institution attended by the student. The policy with respect to the release of student directory information applies equally to military recruiters, the media, colleges and universities, and prospective employers.

Such notice shall be provided in the parent’s dominant language or other mode of communication, wherever possible.

Parental rights under this policy shall be extended to both parents unless such rights have been specifically revoked by a court order, statute, or other legally binding document.

2. The Right to Inspect and Review Records. A request from a parent or eligible student to review a record shall be granted without unnecessary delay and not later than 45 days after the request is made, and in any case involving a student with a disability, prior to a meeting regarding the student’s IEP or an impartial hearing pertaining to such student.

The right of a parent or eligible student to inspect that student’s educational records shall include the right to:

• A response from appropriate District personnel to reasonable requests for explanations and interpretations of the record;
• Request copies of the records if the failure to provide them would effectively prevent the parent from exercising the right to inspect and review such records; and
• Have a representative of the parent inspect and review such records.

The District retains the right to charge 25¢ per page for copies of such records unless the imposition of such a fee effectively prevents the parents or eligible student from exercising the right to inspect and review the records requested.

3. Confidentiality of Educational Records. The District shall obtain written parental consent prior to disclosing or releasing personally identifiable information other than directory information, as defined herein, to anyone other than to school officials with legitimate educational interests, as defined herein, or to other appropriately authorized officials as allowed by law. Such information will only be transferred to a third party on the condition that such party will not permit any other party to have access to such information without the written consent of the parents of the student.
4. Records Management Officer. The Board designates the Business Manager to serve as Records Management Officer for the District, and to:
   • Develop and maintain a list of employees, identified by name and title, who have access to student records;
   • With respect to each student, maintain a written Access Log of parties, (except the parents and authorized employees as defined herein), who have requested or obtained access to an educational record, collected, maintained or used, including the name of the party, the date access was given, and the purpose for which the party was authorized to access the records;
   • Establish a system to ensure that any record, including information on more than one child, provides only the information relating to the child of the parent requesting such information;
   • Provide to parents, on request, a list of the types and locations of educational records that the school district maintains, collects, or uses pertaining to their child;
   • Ensure the confidentiality of any personally identifiable information at all stages, including its collection, storage, disclosure, and destruction;
   • Schedule training for staff necessary to ensure maintenance of the confidentiality of records pursuant to federal and State law and regulation;
   • Inform parents when personally identifiable information is no longer needed to provide educational services to the child. At the parents’ request, any such information must be destroyed. However, a permanent record of the student’s name, address, phone number, his or her grades, attendance record, classes attended, grade level completed, and year completed may be maintained without limitation; and
   • Maintain records documenting compliance with all applicable laws and regulations for a period of at least five (5) years.
5. The Right to Request an Amendment to Educational Records. The Board of Education designates the Superintendent to review and act on, as appropriate, parental requests to amend in an educational record that the parent believes contains information that is inaccurate, misleading, or constitutes an invasion of privacy. If such request is denied, the Superintendent shall notify the parent in writing of the right to request a hearing.

Such hearing shall be scheduled within 30 business days of the receipt of a written request and shall be heard by the Superintendent, who shall appoint an alternate hearing officer if he/she may have direct interest in the outcome of the hearing.

Notice of the hearing shall include:

• Notice of the time, date, and location of the hearing;
• Notice of the right to present evidence; and
• Notice of the right to be assisted or represented by a person of the parents’ choice, including an attorney.

Following such hearing, the hearing officer shall issue a written decision within a reasonable time, which shall include a summary of the evidence and the basis for the decision. If the hearing officer declines to amend the record, the decision shall advise the parents of their right to include with the record a statement of the reasons for their disagreement with the determination, which shall be maintained by the district as part of the record and disclosed if such record is disclosed. 

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