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Chronic Absenteeism

10 Facts About School Attendance - Attendance Works

  • Absenteeism in the first month of school can predict poor attendance throughout the school year. Half the students who miss 2-4 days in September go on to miss nearly a month of school. Read more...

     

  • Over 7 million (1 in 7) U.S. students miss nearly a month of school each year. Read more...

     

  • Absenteeism and its ill effects start early. One in 10 kindergarten and first grade students are chronically absent. Read more...  

     

  • Poor attendance can influence whether children read proficiently by the end of third grade or be held back. Read more...

     

  • By 6th grade, chronic absence becomes a leading indicator that a student will drop out of high school. Read more...

     

  • Research shows that missing 10 percent of the school, or about 18 days in most school districts, negatively affects a student’s academic performance. That’s just two days a month and that’s known as chronic absence. Read more...

     

  • Students who live in communities with high levels of poverty are four times more likely to be chronically absent than others often for reasons beyond their control, such as unstable housing, unreliable transportation and a lack of access to health care. Read more...

     

  • When students improve their attendance rates, they improve their academic prospects and chances for graduating. Read more...

     

  • Attendance improves when schools engage students and parents in positive ways and when schools provide mentors for chronically absent students. Read more...

     

  • Most school districts and states don’t look at all the right data to improve school attendance. They track how many students show up every day and how many are skipping school without an excuse, but not how many are missing so many days in excused and unexcused absence that they are headed off track academically.


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Enrollment Guidlines

Enrollment Guidelines

Custodial parents must be present to register a child for school. The child must reside with a custodial guardian. The Marshall County School System requires a person to have at least a temporary custody order that is signed by a judge.

The appropriate enrollment forms are listed above. Parents should provide the following when registering their children:

· Birth Certificate                                                                            

· Social Security Card

· Health Record/Physical

· Proof of Residency

· Proof of custody

· Withdrawal from a previous school.

Parents who reside in Marshall County and are planning to home school their children for the 2018-19 school year need to register with the Marshall County School System between the dates of August 1 and August 15, at the Marshall County Board of Education, 700 Jones Circle, Lewisburg, TN 37091.  If a home school student plans to try out for athletics at their zoned school, then all requests and documentation should be filed at the Marshall County Board of Education by August 1, 2018.  The intent to participate in athletics must be completed and filed no later than August 15 of the current school year.  Information and requirements regarding home school athletic participation can be found in Administrative Procedures (4.6R1) on the Marshall County Schools website.  For additional information, please contact the Student Services office of Marshall County Schools 931-359-1581 ext: 2007.

 

 


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Proof of Residence

Proof of Residence

· Copy of signed lease agreement (including renewed lease agreement, signed valid non-contingent real estate sales contract or signed executed settlement with supporting documentation.

· Minimum of one utility bill (gas, electric, water, or hook-up verification) with physical address or other similar documents.

· Photo ID (driver’s license, passport, state issued ID)

· The resident verification form must be signed with signatures notarized by both parent/guardian and legal resident. The legal resident must be present at a time of registration verifying residence at the Marshall County address.

· Documentation verifying proof of Marshall County resident from the resident stated above.

· Photo ID of both the resident and the parent/guardian (driver license or passport.

 

 


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Truancy Laws

Marshall County Schools' Attendance Rules and Progressive Truancy Intervention Plan can be accessed under the MCS Board Policy 6.2.

 

Compulsory School Age is 6 years to the 18th birthday

T.C.A. 49-6-3001 –School age -© (1) Every parent, guardian, or other person residing within this state having control or charge of any child or children between six (6) years of age and seventeen (17) years of age, both inclusive, shall cause such child or children to attend public or non-public school, and in event of failure to do so shall be subject to the penalties hereinafter provided. (The courts have ruled that the word "inclusive" requires a child to attend school until the day before his/her eighteenth birthday.)

T.C.A. 49-6–3007 – Attendance and truancy reports. - (e) (1) It is the duty of the principal or teacher of every public, private or parochial school to report promptly to the superintendent, or to the superintendent’s designated representative, the names of all children who have withdrawn from school, or who have been absent five (5) days (this means an aggregate of five (5) days during the school year and not necessarily five (5) consecutive days) without adequate excuse. Each successive accumulation of five (5) unexcused absences by a student shall also be reported.

T.C.A. 49-6–3009 – Penalty for Violations - (a) Any parent, guardian or other person who has control of a child, or children, and who violates the provisions of this part commits a Class C misdemeanor.

(b) Each day's unlawful absence constitutes a separate offense.

T.C.A. 40-35–111 – Terms of Imprisonment or Fines - (3) Class C misdemeanor, not greater than thirty (30) days or a fine not to exceed fifty dollars ($50.00), or both, unless otherwise provided by statute.


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Driver's License

OBTAINING A DRIVER’S LICENSE

Students seeing to obtain a driver’s license permit or a license must obtain a "certificate of compliance" from the school in which they are enrolled. The "Certificate of Compliance" takes into consideration a student’s academic advancement and attendance (See REVOCATION.. below:)

 

REVOCATION OF DRIVER’S LICENSES

Under Tennessee Code 49-6-3017, the school system is also required to report to the Department of Safety any student not in compliance due to one of the following:

A student who fails to maintain satisfactory academic progress (making a passing grade) based on end of semester grading in three (3) full unit subjects or their equivalency.

A student who misses ten (10) consecutive or fifteen (15) cumulative days of unexcused absences during a single semester. Out–of-school suspension, expulsion, or confinement in a correctional institution is considered as an unexcused absence under the law.

 

CERTIFICATES OF REINSTATEMENT

Once a student has received notice from the Department of Safety that their driver’s license has been revoked, he/she may request reinstatement of their driver’s license when he/she proves satisfactory academic progress (making a passing grade) in at least three (3) full unit subjects or their equivalency at the conclusion of any grading period (usually a nine-weeks or semester-end grading period).

A student desiring reinstatement of their license must request a reinstatement certificate from their home school after meeting the above criteria. The certificate may then be presented at the driver’s testing station.

 


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Homeschool Information

Amanda Roberts, Coordinator

For Homeschool information please contact Amanda Roberts at the Marshall County School Board.  

931-359-1581

aroberts@k12marshalltn.net

See Helpful Links for more information.


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Anti-Bullying and Violence Prevention

District Contact: Ginger Tepedino; 931-359-1581

Marshall County Schools is dedicated to the prevention of bullying in our school district.  If a student feels he/she has been bullied, please report it to your teacher, counselor, or administrator immediately.

District Contact for Anti-Bullying:  Ginger Tepedino, Student Services Supervisor 931-359-1581

 

"A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself."

This definition includes three important components:

1. Bullying is aggressive behavior that involves unwanted, negative actions.
2. Bullying involves a pattern of behavior repeated over time.
3. Bullying involves an imbalance of power or strength.

 

See Helpful Links for more information on Bullying and Suicide Prevention.


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Homeless / Migrant

Marshall County Schools Homeless Liaison and Migrant Liaison:

Primary:  Julie Thomas, Special Populations Supervisor

Secondary:  Ginger Tepedino, Student Services Supervisor

 

Marshall County is an equal opportunity provider and employer.
Marshall County Schools do not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups.1 The following people has been designated to handle inquiries regarding the non-discrimination policies:

 

Julie Thomas, Special Populations, Federal Projects, and Title Supervisor
Marshall County Board of Education, 700 Jones Circle, Lewisburg, TN 37091
Telephone No: 931-359-1581; thomasj10@k12marshalltn.net

Tres Beasley, Supervisor of Support Services
Marshall County Board of Education, 700 Jones Circle, Lewisburg, TN 37091
931-359-1581; tbeasley@k12marshalltn.net

Ginger Tepedino, Supervisor of Student Services and Attendance
Marshall County Board of Education, 700 Jones Circle, Lewisburg, TN 37091
Telephone No: 931-359-1581; tepedinog@k12marshalltn.net

 


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School Counseling

District Supervisor - Ginger Tepedino; tepedinog@k12marshalltn.net; 931-359-1581 ext: 2007

Marshall County Schools Counseling Mission Statement

The mission of the Marshall County Counseling Program is to assist ALL students in their quest to become productive citizens and responsible life learners through their academic development, personal and social growth, and career readiness.

 

 

Marshall County Schools Counseling Vision Statement

The vision of Marshall County Counseling Program will provide the atmosphere of security, acceptance, and encouragement as student work to reach their fullest potential in the areas of academics, career, and personal-social development. The school counseling program is continuously being assessed and improved through systematic review of student performance data and school climate awareness.

 

 

Marshall County Schools Counseling Belief Statement

1.       All students can learn and achieve academic success when encouraged and nurtured in a safe, respectful environment.

2.       By meeting the psychological, safety, relationship, and self-esteem needs of ALL students, they become productive citizens and responsible lifelong learners through their academic development, personal and social growth, and career readiness.

3.       The school counselor will actively identify and provide additional support for children with at risk characteristics and utilize a team approach to eliminate barriers.

4.       The school counselor will conduct activities to promote a positive school climate.

5.       The school counselor will assist ALL students’ pursuit in attaining a postsecondary opportunity.

 

Marshall County Counselors:

Marshall County High School - Blair Goodman, Jeanne Wiles

Lewisburg Middle School - Chris Coleman

Westhills Elementary - Stephanie O'Neal

Marshall Elementary - Carroll Cope

Oak Grove Elementary - Robyn Padgett

Cornersville Elementary - Debbie Gage

Cornersville School - Edna Londa

Chapel Hill Elementary - Pamela Gentry

Delk Henson Intermediate - Mignonne Sawyer

Forrest School - Susan Wild, Becky Cheatham


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Adverse Childhood Experiences

ACES

Addressing Adverse Childhood Experiences in Tennessee

Chronic childhood trauma, or what experts call adverse childhood experiences (ACEs), can disrupt a child's brain-building process. Like building a house in a storm or with below-grade materials and tools, ACEs are toxic to brain development and can compromise the brain’s structural integrity. Left unaddressed, ACEs and their effects make it more difficult for a child to succeed in school, live a healthy life and contribute to the state’s future prosperity — our communities, our workforce, and our civic life.

Building Strong Brains: Tennessee ACEs Initiative is a major statewide effort to establish Tennessee as a national model for how a state can promote culture change in early childhood based on a philosophy that preventing and mitigating adverse childhood experiences, and their impact, is the most promising approach to helping Tennessee children lead productive, healthy lives and ensure the future prosperity of the state.

The Tennessee state initiative is born from research gathered in the CDC-Kaiser Permanente Adverse Childhood Experiences (ACE) Study, one of the largest investigations of childhood abuse and neglect and their effects on life-long health and well-being. The study found that the greater the exposure to things such as domestic violence, addiction, depression in early childhood, the greater the risk for later-life problems such as higher risk for chronic illnesses, poverty, depression and addictive behaviors.

Tennessee is undertaking a comprehensive effort to use this powerful insight to improve the lives of the state’s children. Leaders from state government, the business world, advocates, insurers, academia and nonprofit foundations are organized as public and private sector steering groups to guide implementation and provide leadership at the state, regional and community levels. 

The Goals 

  • Increase the potential that every child born in Tennessee has the opportunity to lead a healthy,  productive life.
  • Raise public knowledge about ACEs.
  • Impact public policy in Tennessee to support prevention of ACEs and to reduce community conditions that contribute to them.
  • Support innovative local and state projects that offer fresh thinking and precise measurement of impact in addressing ACEs and toxic stress in children.
  • Seek sustainable funding to ensure the state maintains a long-term commitment to reduce the impact of adverse childhood experiences.
  • Embrace open, responsive governance through statewide planning groups and the Three Branches Institute , comprised of leadership from the Executive, Legislative and Judicial branches of government, who were invited by the Governor to form a common agenda to advance child welfare and realign the juvenile justice system.?

For more information see Helpful Links.


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Suicide Prevention

Marshall County Schools is dedicated to the prevention of teen suicide.

Facts About Suicide

In the United States alone, someone dies by suicide once every 12 minutes. Suicide is the second leading cause of death for youth between the ages of 10 and 24. But because suicide has been considered such a “taboo” subject to think or to talk about, there are a lot of misconceptions about which individuals may be at risk, about when, how and why people might consider killing themselves, and about how best to help yourself of someone else who’s contemplating suicide.

This misinformation – or the lack of information altogether – often means that desperate people can’t get the help they need in times of crisis. Being well-informed about depression and suicide can help you save your own life or the life of someone you know or love!

FACTS

  • Suicide is the tenth-leading cause of death (2016 data) in Tennessee, claiming over 1,000 lives per year. Roughly 100 of these are between the age of 10-24—suicide is the second-leading cause of death within this age group.
  • Nationally, suicide rates among youth (ages 15-24) have increased more than 200% in the last fifty years.
  • The suicide rate is higher for the elderly (ages 85+) than for any other age group.
  • Suicide is preventable. Most suicidal people desperately want to live; they are just unable to see alternatives to their problems.
  • Most suicidal people give definite warning signals of their suicidal intentions, but others are often unaware of the significance of these warnings or unsure what to do about them.
  • Talking about suicide does not cause someone to become suicidal.
  • Four times more men than women kill themselves, but three times more women than men attempt suicide.
  • Firearms are the most common method of suicide regardless of sex and race.
  • Suicide cuts across ethnic, economic, social and age boundaries.
  • Surviving family members not only suffer the loss of a loved one to suicide, but are also themselves at higher risk of suicide and emotional problems.

THE LINKS BETWEEN DEPRESSION AND SUICIDE

  • Major depression is the psychiatric diagnosis most commonly associated with suicide.
  • About two-thirds people who die by suicide are clinically depressed at the time of their deaths.
  • Statistically, one out of every sixteen people who are diagnosed with depression (about seven out of every 100 diagnosed males and one out of every hundred diagnosed females) will eventually die by suicide.
  • The risk of suicide in people with major depression is about 20 times that of the general population.
  • People who have had multiple episodes of depression are at greater risk for suicide than those who have had one episode.
  • People who have a dependence on alcohol or drugs in addition to being depressed are at greater risk for suicide.
  • People who are depressed and exhibit the following symptoms are at particular risk for suicide:
    1. Extreme hopelessness
    2. A lack of interest in activities that were previously pleasurable
    3. Heightened anxiety and/or panic attacks
    4. Global insomnia
    5. Talk about suicide or a prior history of attempts/acts
    6. Irritability and agitation

For more information and a link to the Suicide Prevention Hotline, please see Helpful Links.


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Section 504

For 504 concerns contact your school counselor or Julie Thomas, Special Populations Supervisor

Overview

What is Section 504?

Section 504 is a federal civil rights law designed to eliminate disability discrimination in programs and activities that receive federal funds. All LEAs receive federal funds, therefore denying a disabled student a FAPE constitutes disability discrimination.

What is a "program or activity"?

The term includes all levels of TDOE and all LEAs or schools receiving federal funds regardless of whether the specific program or activity involved is a direct recipient of federal funds. If an LEA contracts with alternative education programs, it must insure that a student with disabilities has an equal opportunity to participate in alternative education, even though the programs themselves do not directly receive any federal funds.

Who is a "qualified" individual with a disability?

For elementary and secondary education programs, regulations define a qualified individual with a disability as one who is: (a) of an age during which non-disabled individuals are provided with educational services; (b) of any age during which it is mandatory under state law to provide such services to disabled individuals; or (c) entitled to FAPE under IDEA.

Who is eligible under Section 504?

Section 504 covers qualified students with disabilities who attend LEAs receiving federal funds. To be protected, a student must be determined to: (a) have a physical or mental impairment that substantially limits one or more major life activities; (b) have a record of such impairment; or (c) be regarded as having such impairment. LEAs must provide FAPE to qualified students in their jurisdictions who may have a physical or mental impairment that substantially limits one or more major life activities. The meaning of “disabled student” was substantially broadened by the American’s with Disabilities Amendments Act of 2008, which became effective on January 1, 2009. Congress amended the ADA in 2008 to create “clear, strong, consistent, enforceable standards” to broaden who qualifies as a “disabled person” under Section 504 and the ADA. Therefore, the term “physical or mental impairment” is not limited to any specific diseases or categories of medical conditions. Additionally, the impairment need not prevent, or significantly or severely restrict a student in performing a major life activity to be considered “substantially limiting.” Practically any activity that is of importance to a school-aged student’s daily life now qualifies as a “major life activity,” and an impairment that substantially limits one major life activity need not limit other major life activities to be considered a disability. Major life activities, as defined in the Section 504 regulations, include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. In the Amendments Act, Congress provided additional examples of general activities that are major life activities, including TDOE Section 504 Guide 9 | Page eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. Congress also provided a non-exhaustive list of examples of “major bodily functions” that are major life activities, such as the functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions. The Section 504 regulatory provision, though not as comprehensive as the Amendments Act, is still valid – the regulatory provision’s list of examples of major life activities is not exclusive, and an activity or function not specifically listed in the regulatory provision can nonetheless be a major life activity.

When determining eligibility, a student should be compared to non-disabled age/grade-level peers.

Mitigating Measures

Mitigating measures used by a disabled student to manage an impairment or lessen the impact of an impairment (e.g. medication, medical devices, related aids and services, etc.) should be disregarded when determining whether a student’s impairment constitutes a disability. There is one exception to the mitigating measures analysis. The ameliorative effects of the mitigating measures of ordinary eyeglasses or contact lenses shall be considered in determining if the impairment substantially limits a major life activity. “Ordinary eyeglasses or contact lenses” are lenses that are intended to fully correct visual acuity or eliminate refractive error, whereas “low-vision devices” are devices that magnify, enhance, or otherwise augment a visual image.

Temporary Impairments

A temporary impairment is a disability under Section 504 and the ADA if it is severe enough that it substantially limits a major life activity for a student. The issue of whether a temporary impairment is substantial enough to be a disability must be resolved on a caseby-case basis, taking into consideration both, the duration (or expected duration) of the impairment and the extent to which it actually limits a major life activity of the affected individual. Episodic Impairments An impairment that is episodic or in remission (e.g. epilepsy, cancer, bipolar disorder, etc.) is a disability under Section 504 and the ADA, if it substantially limits a major life activity for a student when active. Such a student is entitled to a FAPE. Transitory Impairments Impairment with an actual or expected duration of six (6) months or less. In the ADAAA, Congress clarified that an individual is not “regarded as” an individual with a disability if the impairment is transitory or minor.


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