Montague High School pursues an intentional effort to ensure a sense of belonging and success for all students.

 

We believe   . . .

  • every student should feel welcomed into the school community;

  • every student has the right to feel safe physically, socially, emotionally, and academically;

  • it is the district’s responsibility to provide a system of delivery from which each student has the potential for high levels of success;

  • all adults in the district can work collaboratively to establish a blanket of safety comprehensive enough to cover every space and every person in every school;

  • each student reaches his/her potential as result of an equitable but not equal system of delivery, i.e., a system that responds to the unique and individual academic and non-academic needs of each student within its charge;

  • each student must receive social, emotional, health, behavioral and nutritional support on a continuum of intensity that is matched to individual student need;

  • each student’s values, beliefs, individual backgrounds, and identity must be embraced and celebrated; and, finally,

  • that technical improvements in teaching and curriculum are necessary and that they are unlikely to be put to work for the benefit of students unless they are supported by a positive organizational climate, and culture.

At its core foundation, the district recognizes how critical it is to develop a meaningful, positive relationship with each student in order to exercise academic press and influence. The district’s Intense Student Support Network ensures that we positively impact every student for whom we as a district have the privilege of serving. The norms of our Intense Student Support Network are:

  1. Care – Every adult supports every student and is unwilling to allow a student to flounder or to fail.
  2. Support - If students are to build confidence and willingness to invest themselves, their participation in academic tasks must be accompanied by personal support from teachers.

  3. Safety - While expectations are clear, firm, and consistently enforced, action is centered on students as persons not simply as occupants of the institution of school. Students are seen as resources to be developed rather than as problems to be managed.

  4. Membership – Engaging students in a variety of ways, so that they are not just physically present, but intellectually immersed, socially connected, and emotionally centered.

Education of Students with Disabilities (Board Policy 2460) 
It is the intent of the school district to ensure that students who are disabled within the definition of the Individuals with Disabilities Act (“IDEA)”) or Section 504 of the Rehabilitation Act of 1973 (“Section 504”) are identified, evaluated, and provided with appropriate educational services.
The school district provides a free appropriate education in the least restrictive environment and necessary related services to all students with disabilities enrolled in the school.  


For the provision of special education programs and services under the IDEA, the term “student with a disability” means a person between ages 3 and 26 for whom it is determined that special education services are needed.  A student who reaches age 26 after September 1 is a “students with a disability” and entitled to continue a special education program until the end of the school year.  
For purposes of complying with  Section 505, a “student with a disability” is a person who:

  1. Has a physical or mental impairment which substantially limits one or more of such person’s major life activities;

  2. Has a record of such an impairment; or

  3. Is regarded as having such an impairment.

A copy of the publication “Explanation of Procedural Safeguards Available to Parents of Students with Disabilities” may be obtained from the counseling or front high school office. For more information regarding Special Education visit the North Service Unit, which oversees all special education for the Northern Muskegon County Schools. 

Limited English Proficiency (Board Policy 2225) 
Limited proficiency in the English language should not be a barrier to equal participation in the instructional or extra-curricular programs of the District.  It is, therefore the policy of this District that those students identified as having limited English proficiency will be provided additional support and instruction to assist them in gaining English proficiency and in accessing the educational and extra-curricular program offered by the District.  Parents should contact the front office to inquire about evaluation procedures and programs offered by the District.

Homebound and Hospital Instruction (Board Policy 2412) 
A student who is absent from school for an extended period of time, or has ongoing intermittent absences because of medical condition, may be eligible for instruction in the student’s home or hospital.
For more information on home bound or hospital instruction, please contact high school counselor.

Personal Curriculum (Board Policy 5460) 
A personal curriculum may be requested for a student that modifies certain areas of the Michigan Merit Standard requirements.  If all of the requirements for a personal curriculum are met, then a high school diploma may be awarded to a student who successfully completes his/her personal curriculum even if it does not meet the requirements of the Michigan Merit Standard.  Please contact your counselor or special education case worker if you are a student with an IEP for more information regarding Personal Curriculum.

Withdrawal From School (Board Policy 5130)
No student under the age of eighteen (18) will be allowed to withdraw from school without the written consent of his/her parent or guardian.