ASD File: IMGA
AUBURN SCHOOL DISTRICT
SERVICE ANIMALS

Purpose
This policy addresses the use of service animals within school buildings and on school grounds. As established and defined by the Americans with Disabilities Act and its accompanying regulations, individuals with disabilities shall be permitted to bring their service animals in school buildings or on school grounds in accordance with this policy.

“Service Animal” Defined
In accordance with 28 CFR 35.104 (effective March 15, 2011) a “service animal” is defined as:
Any dog that is individually trained to do or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purpose of this definition. The work or tasks performed by a service animal must be directly related to the handler’s disability. Examples of work or tasks include, but are not limited to, assisting individuals who are blind or who have low vision with navigation and other tasks, alerting individuals who are deaf or hard of hearing to the presence of people or sounds, providing non-violent protection or rescue work, pulling a wheelchair, assisting an individual during a seizure, alerting individuals to the presence of allergens, retrieving items such as medicine or telephone, providing physical support and assistance with balance and stability to individuals with mobility disabilities, and helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors. The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or task for the purpose of this definition.
This definition shall be construed to include a “hearing ear dog,” “guide dog,” or “service dog,” as those terms are currently defined in NH RSA 167-D:3.

Permissible Inquires
The District will not make the inquiry about the nature or extent of an individual’s disability in determining whether to allow a service animal in a school building or on school grounds. When it is not patently obvious as to the role of the service animal, the District may ask whether the animal is required because of a disability and what work or task the animal as been trained to perform.
When a student or employee’s disability requires the presence of a service animal in a school building or on school grounds during the school day, the District shall also require annual submission of proof of current vaccinations and immunizations of the service animal and a current veterinary health certificate.

Access to the School Buildings and Grounds
In accord with federal regulations, individuals with disabilities shall be permitted to be accompanied by their service animal in all areas of District schools, where members of the public, participants in services, programs, or invitees, as relevant, are allowed to go.
Animals for Children with Educational Disabilities or a Section 504 Plan
If a student with an educational disability or a Section 504 Plan seeks to bring an animal on a school campus that is not a service animal, the request shall be referred to the IEP or Section 504 Team to determine whether the animal is necessary for the student to receive a free and appropriate public education (FAPE).

Management of Service Animals
Service animals must be under control of their handlers. A service animal shall have a harness, leash, or
other tether, unless either the handler is unable because of a disability to use a harness, leash, or other
tether, or the use of a harness, leash, or tether would interfere with the service animal’s safe, effective
performance of work or tasks, in which case the service animal must be otherwise under the handler’s
control (e.g., voice control, signals, or other effective means).

Care of and Responsibility for Service Animals
The District is not responsible for the care or supervision of a service animal. The owner or handler of
the service animal shall be solely responsible for:
Supervision and care of the animal, including feeding, exercising, clean-up and stain removal;
Restraint of the animal at all times;
Damages to the school buildings, property and vehicles caused by the animal;
Injuries to students, employees, volunteers and visitors caused by the animal; and
Annual submission of documentation of vaccinations and immunizations.

Animals for Employees
Use of a service animal by a qualified employee with a disability will be allowed when such use is
necessary to enable the employee to perform the essential functions of his/her position or to enjoy the
benefits of employment in a manner comparable to those similarly situated non-disabled employees.

Circumstances Under Which a Service Animal Will Be Prohibited from Campus
The Superintendent or other designee may ask an individual with a disability to remove a service animal
from the campus or school event, or may even deny a request for use of a service animal on campus or
at a school event if:
The animal is out of control and the animal’s handler does not take effective action to control it;
The animal is not housebroken;
The presence of the animal will require a fundamental alternation of the program or will
significantly disrupt or interfere with the educational process;
When the animal is to be used regularly during the school day or at school events, the handler
fails to submit proof of current vaccinations and immunizations of the service animal and
a current veterinary health certificate;
To the extent applicable, the handler fails to comply with NH RSA 167-D.

If an animal is properly removed or prohibited from the premises, the District will continue to give the
individual with a disability the opportunity to participate in District services, programs, or activities
without having the service animal on the premises.
A decision to remove or prohibit a service animal from District schools may be appealed to the
Superintendent of Schools.

Adopted: October 11, 2011

Legal References
Section 504 of the Rehabilitation Act –29 U.S.C. 794
Americans with Disabilities Act –42 U.S.C. 12101 et seq.
Nondiscrimination on the Basis of Disability,
Title 28 CFR Part 35, Part 36 NH RSA 167-D

ASD File: IJL
AUBURN SCHOOL DISTRICT
SELECTION OF LEARNING RESOURCES

The policy of the Auburn School District is to provide a wide range of age appropriate learning resources at varying levels of difficulty, with diversity of appeal and the presentation of different points of view to meet the needs of students and teachers.

Objectives of Selection:
For the purposes of this statement of policy, the term “learning resources” will refer to any person(s) or any material (whether acquired or locally produced) with instructional content or function that is used for formal or informal teaching/learning purposes. Learning resources include textbooks, other books, charts, maps and globes, models and artifacts, pictures, games, data files, websites, motion pictures and DVDs, periodicals and monographs, slides, sound recordings, printed music, and transparencies. Community people, agencies and organizations are vital “learning resources,” as well as national and international agencies, museums, libraries and other educational institutions that offer programs via the Internet or satellite.

The primary objective of learning resources is to support, enrich, and help implement the educational program of the school through the interaction of professional personnel and other members of the school community. It is the duty of professional staff to provide students with a wide range of materials at varying levels of difficulty, with diversity of appeal, and the presentation of different points of view.

To this end, the Auburn School Board affirms that it is the responsibility of its professional staff:

To provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, learning styles, and maturity levels of the students served;

To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and societal standards;

To provide materials on various sides of controversial issues so that young citizens may have an opportunity to develop, under guidance, the practice of critical analysis and to make informed judgments in their daily lives;

To provide materials representative of the many religious, ethnic, and cultural groups who contribute to our national heritage and the world community;
To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate to the school community.

Responsibility for Selection of Learning Resources:
The Auburn School District delegates the responsibility for the selection of learning resources to the professional staff employed by the school system.

While selection of learning resources involves many people (administrators, teachers, students, community persons, resource center personnel), the responsibility for coordinating the selection of school learning resources and making the recommendation for purchase rests with the principal and professional personnel.

Criteria for Selection of Learning Resources:
The following criteria will be used as they apply: Learning resources shall support and be consistent with the general educational goals of the state and the district and the aims and objectives of individual schools and specific courses.
Learning resources shall be chosen to enrich and support the curriculum and the personal needs of students.

Learning resources shall meet high standards of quality such as:
• artistic quality and/or literary style
• authenticity
• educational significance
• factual content
• physical format
• presentation
• readability
• technical quality
Learning resources shall be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected.

Learning resources shall be designed to provide a background of information that will motivate students and staff to examine their own attitudes and behavior; to comprehend their duties, responsibilities, rights and privileges as participating citizens in our society; and to make informed judgments in their daily lives.

Learning resources shall provide information on opposing sides of controversial issues so that students may develop, under guidance, the practice of critical analysis. The selection of learning resources on controversial issues will be directed toward maintaining a balanced collection representing various views. Learning resources shall clarify historical and contemporary forces by presenting and analyzing inter-group tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems.

Procedures for Selection of Learning Resources:
In selecting learning resources, professional personnel will evaluate available resources and curriculum needs and will consult reputable, professionally prepared aids to selection and other appropriate sources.

Among sources to be considered are current reviewing media:
•Bulletin of the Center for Children’s Books
•Horn Book
•Kirkus Reviews
•Booklist
•Book Links
•Library Journal
•School Library Journal

Other sources will be considered as appropriate. Whenever possible, the actual resource will be examined. Recommendations for purchase involve administrators, teachers, students, district personnel, and community persons, as appropriate. Gift materials shall be judged by the criteria outlined and shall be accepted or rejected by those criteria.
Selection is an ongoing process that should include the removal of materials no longer appropriate and the replacement of lost and worn materials still of educational value.

Legal References: NH Admin Rule, Section Ed 306.0; NH Admin Rule, Section ED 306.14(e)
Adopted: February 10, 1983
Revised: October 23, 2001
Revised: October 12, 2010

ASD File: IJB
AUBURN SCHOOL DISTRICT
CLASS SIZE

The Auburn School Board recognizes that class size has an effect upon student learning. As such, the Board will strive to maintain student-teacher ratios of no more than 20:1 for grades K-3 and 25:1 for grades 4-8. It therefore directs the Superintendent to work with the Principal in establishing a reasonable and equitable class enrollment for each teacher.

In determining the size of various classes, the administration will consider funding limitations, the availability of a qualified teacher pool, the management of classroom space shortages, and alternative grouping classrooms.

Adopted: June 19, 2002
Revised: April 8, 2008

ASD File: IJ
AUBURN SCHOOL DISTRICT
INSTRUCTIONAL MATERIALS

The Board is responsible for providing the necessary instructional materials used in the District. Textbooks and instructional materials should provide quality learning experiences for students and:
1. Enrich and support the curriculum;
2. Stimulate growth in knowledge, literary appreciation, aesthetic value, and ethical standards;
3. Provide background information to enable students to make intelligent judgments;
4. Present opposing sides of issues;
5. Be representative of the many religious, ethnic, and cultural groups and their contributions to our American heritage;
6. Depict in an accurate and unbiased way the cultural diversity and pluralistic nature of the American society;
7. Be matched to the appropriate skill levels of pupils.

Administrators and teachers may select instructional materials from a variety of media, including, but not limited to, books, online/internet materials, equipment, newspapers, other media, and instructional technologies. Selection of such materials should be made only after a determination that such materials are age appropriate, provide quality learning experiences, and fit within the district’s educational goals and philosophies.

Basic instructional course material in the fundamental skill areas of language arts, mathematics, science, and social studies should be reviewed at intervals which are recommended not to exceed five (5) years. All instructional materials must be sequential and must be compatible with current school district educational standards.

Legal References: NH Admin Rule, Section Ed 306.08
NH Admin Rule, Section Ed 306.14(e)

Adopted: November 14, 2000
Revised: October 12, 2010

ASD File: ICA
AUBURN SCHOOL DISTRICT
SCHOOL CALENDAR

The school calendar will be developed by the Superintendent and approved by the Board. Any exceptions or revisions to the calendar must be approved in advance by the Board.

The Superintendent shall ensure that the calendar conforms to the number of actual days of instruction and employment as required by law, board policy, and staff contracts.

To the extent possible, the calendar will be coordinated with the school calendars of the area vocational schools, regional special education programs, and other districts in the SAU.

Legal Reference: NH Code of Administrative Rules, Section ED. 306.19

Adopted: June 12, 2007

ASD File: IC
AUBURN SCHOOL DISTRICT
SCHOOL YEAR

The school year shall be a minimum of 180 instructional days for students and additional days
for the teaching staff, emergency days, etc.

Any days that the school is closed for emergency reasons will be made up at the end of the
school year or during recess periods, as approved by the Board upon the Superintendent’s
recommendation. Under special circumstances the Board may request an exception to this
requirement from the State Board of Education.

Alternatively, the school year may consist of the number of hours as required by New
Hampshire Department of Education Rules. In the event school is closed for excessive days for
emergency reasons, the Superintendent may recommend to the School Board a revised
schedule that satisfies all Department of Education requirements, but which may amend the
number of days in the school year.

Legal References:
RSA 189:1, RSA 189:24, NH Admin Rules, Section Ed. 306.18, 306.19, and 306.27

Adopted: November 13, 1980
Revised: August 25, 1988, November 14, 2000, June 9, 2015, February 14, 2023

ASD File: IF
AUBURN SCHOOL DISTRICT
INSTRUCTIONAL APPROACH

Student success requires that instruction be aligned with the goals and mission of the Auburn School District and the rules of the NH Department of Education.

The Board encourages flexibility in methods for delivering instruction that will focus on meeting the instructional needs of students with different talents, interests and development levels. Additionally, the Board expects that the school will strive to utilize within its instructional approach the available community resources, including but not limited to organizations, businesses, talented individuals, natural resources and technology to engage each student in achieving the necessary skill and knowledge.

All instruction will reflect an acknowledgement of diversity between and among students and respect for all differences.

Regulatory References: NH Code of Administrative Rules, Section Ed 306.04 (a)(6), (j), (k)(4-6), Policy Development
Adopted: June 13, 2006

ASD File: IFA
AUBURN SCHOOL DISTRICT
INSTRUCTIONAL NEEDS OF STUDENTS WITH DIFFERENT TALENTS

The Board recognizes that each student has unique and distinctive learning styles, and that not all students will excel in traditional classroom settings. To that end, the administration will strive to design the district’s instruction and curricular program to meet the instructional needs of students with different talents, interests, and development.

Administrators and teachers should collaborate to consider and address students’ different talents, interests and academic development when planning the district’s educational programs and curriculum.

In order to meet the instructional needs of students with different talents, administrators and staff should explore alternative learning programs such as extended learning opportunities, alternative learning plans, distance education, vocational/technical education, and others.

Legal References:
NH Admin Rule, Section Ed 306.04(a)(6)
NH Admin Rule, Section Ed 306.04(j)

Adopted: October 6, 2008

ASD File: IGA
AUBURN SCHOOL DISTRICT
CURRICULUM DEVELOPMENT

Curriculum development must be viewed as an encompassing task involving the total community, including students, teachers, and parents, working cooperatively to develop a curriculum that offers a wide variety of approaches to meet the needs of our diverse student population.

The Board will encourage and support the professional staff in its efforts to investigate new curricular ideas, develop and improve programs, and evaluate results.

The Superintendent is responsible for curriculum development for the school system. The Superintendent will establish curriculum committees for the study of curriculum improvements, including the selection of new instructional materials, as found necessary and desirable.

The Board will make final decisions regarding the program of studies.

It is expected that all teachers make contributions to curriculum development.

Legal References:
NH Code of Administrative Rules, Section Ed. 302.02 (f), Substantive Duties of Superintendents; NH Code of Administrative Rules, Section Ed. 303.01 (g), Substantive Duties of School Boards

Adopted: November 14, 2000
Revised: April 9, 2019

ASD File: IGD
AUBURN SCHOOL DISTRICT
CURRICULUM ADOPTION

It is the policy of the Board that no basic course of study shall be eliminated or new courses added without approval of the Board, nor shall any significant alteration or reduction of a course of study be made without such approval.

Regulatory Reference: Ed. 302.02 (f),  303.01 (g)

Adopted: November 14, 2000