May 7, 2026 at 12:00 PM - Board Policy Committee meeting

This policy defines the roles and responsibilities of MESD in serving students placed by component districts, affirming that legal responsibility for students remains with the resident district. It emphasizes MESD’s role in supporting student growth through individualized instruction, skill development, and the promotion of responsible decision-making.

The policy outlines expectations for staff to provide a safe, supportive, and equitable learning environment that fosters academic achievement, personal development, and student well-being. It also establishes requirements for communication with component districts regarding student progress and attendance to support accountability and State School Fund reporting.

This policy supports coordinated service delivery, student-centered practices, and compliance with Oregon education requirements.

This policy establishes requirements for the administration of psychological testing and evaluations, ensuring that such services are conducted by qualified professionals and in a manner that protects student rights, dignity, and privacy. It requires informed written consent prior to evaluation and emphasizes that psychological data is one of multiple factors used in educational decision-making.

The policy also outlines strict confidentiality protections for psychological records, including requirements for parental consent for release, access rights, and procedures to challenge record contents, consistent with federal and state law.

This policy supports ethical practice, student privacy, and legal compliance in the use and management of psychological assessments.

This policy establishes expectations for student supervision during school hours, transportation, and MESD-sponsored activities. It affirms the Board’s expectation that students are under appropriate adult supervision and that staff exercise prudent judgment to ensure student safety, even in less direct supervision settings such as work sites or community-based instruction.

The policy also requires that students not be left unsupervised except in emergencies with appropriate arrangements in place and outlines procedures for releasing students only to authorized individuals.

This policy supports student safety, accountability, and consistent supervision practices across MESD programs.

This policy outlines the process and authority for assigning students and classes within MESD programs, affirming that final decisions rest with the Superintendent or designee and that student welfare is the primary consideration in all placements.

The policy provides an opportunity for parents, guardians, or persons in a parental relationship to discuss and request class placements, while maintaining clear timelines and administrative authority over final decisions. It also establishes that the Superintendent or designee will develop guidelines for student selection that align with Oregon law and program goals.

This policy supports equitable placement practices, transparency with families, and consistent decision-making aligned with student needs and District priorities.

This policy establishes a structured process for resolving student complaints, emphasizing timely and fair resolution at the lowest possible level. It encourages the use of informal conferences as the primary means of addressing concerns, while providing a clear escalation process when issues remain unresolved.

The policy outlines a step-by-step appeals process, culminating in the opportunity for Board review when necessary. It also clarifies that the purpose of appeals and hearings is to address specific concerns, not to introduce unrelated issues.

This policy supports transparency, due process, and effective communication between students, staff, and the Board.