General Policy Statement

In its relationship with the instructional program, the board hopes to make its finest contribution to education
in our community.  The board sees itself supporting and supplementing the efforts of the faculty, not
trespassing.

Fine teachers, administrators and other instructional personnel need several kinds of important help from
lay-men.  Most important of all, they need to know what we expect our children and youths to learn.
Accordingly, we set up and keep an eye on purposes for our schools.

How school is to be taught is, we believe, strictly the prerogative of the staff.  Our contribution to that
operation is to provide the needed equipment, materials of instruction, and such other facilitating action that
they may request.

We are interested, too, in supporting the staff's continuing efforts to improve the instructional
program--assuming that there is always room for improvement.

Finally--and of extreme importance--we wish to have the staff present us with evidence
of achievement, or lack of achievement, of our pupils in the light of our schools' goals.  It is clear that factual
evidence of the productivity of our schools is the board's best device for evaluating our educational system,
for guiding improvement efforts, and for fostering approval of schools.

Policy adopted:  January 1974
Policy Reaffirmed:  April 1994

School Calendar

The board encourages and will support all reasonable eforts to have the schedule and calendar so organized
that they will promote the greatest possible flexibiltity and effectiveness in curriculum and efficiency in
operation.

The dates for opening and closing of the school year, vacation dates, and the dates of major school events
and activities shall be presented in the form of a school calendar by the superintendent to the board of
education on or before the June meeting.

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Instruction

Instructional Hours and Time Allottments

The Laurel-Concord Public School system school year shall consist of a minimum of 1080 instructional hours
for the high school (Grades 9-12), 1032 hours for Junior High (Grades 7-8) and elementary school (Grades
1-6)  and 400 hours for Kindergarten.  The instructional hour shall consist of 50 minutes which will allow for
teachers and students to be in attendance.

The required 1080 instructional hours, 1032 instructional hours, and 400 instructional hours shall not include
time used for school lunch, but may include passing time used going to and from classes.  The required
hours shall be exclusive of any time missed for snow days, excessive heat or inclement weather.  Hours
missed for such cancellations shall be added to the school year to be made up if needed to meet the
required number of instructional hours free of interruptions.

Interscholastic sports, clubs, and contests shall be defined as school events which involves student
participation (one or more) and faculty sponsorship.  The activities in these categories are identified as all
athletic events (volleyball, football, cross country,  basketball, wrestling, track, golf, F.B.L.A., I.A.S.I.A., home
economics, FHA, music, drama, speech and debate).

Instructional time needed for these activities including time for traveling to and from the activity and time for
assemblies, class meetings and etc., and elementary recesses may be included in the required time as long
as school is still in session and assignments missed by students are made up.  Assignments missed by
students absent for other reasons such as, but not limited to, illness and doctors appointments, will also be
made up by the students.
 

Policy Revised:  
August 12, 1985
August 12, 1987
January 11, 1988
December 8, 1997

Instruction

School Day

The school day shall be scheduled by the administration, within the requirements of state law and regulations
to offer the greatest educational advantage.

Each member of the professional staff shall be expected to be on duty before and after regular school hours
to plan and to carry out his individual professional responsibilities.

The term "school day" means a minimum of five clock hours of instruction with both students and teachers in
attendance.  Two and one-half clock hours of instruction shall be the minimum for one-half day  of school.

Ordinarily, pupils are requested not to come to school until approximately 10 minutes prior to the opening of
school.

Pupils shall not arrive at school earlier than thirty (30) minutes before the time set for the beginning of
classes, except as follows:
 1.  When pupils are requested to come earlier for participation in school activities.
 2.  When the parent or guardian has applied for and been granted an exception by the
       superintendent.

No pupils shall be permitted to leave the school at recess or at any other time before the regular closing
hour, except as follows:
 1.  When a pass has been issued by the school office at the request of the parent
      or guardian.
 2.  When pursuing an approved schedule of school activities which requires the pupil
      to leave the school.  (Example-field trips)

Pupils shall be instructed to go home, or elsewhere as directed by the parent or guardian, immediately
following the close of the school day unless attending a regularly organized program of instruction,
recreation, or school activities which follows the dismissal of school.

No deviation from the child's regular routine for leaving school shall be authorized by school personnel
without written permission from parent or guardian or a direct phone contact by school personnel with parent
or guardian.

Parents or others authorized to care for a child shall be notified before a child is sent home or elsewhere at
other than the regular time of dismissal.  No child should be sent home alone.

The principal may revoke lunch privileges at any time if the pupil abuses the privilege.

Legal Reference:
79-101              Terms defined
79-201              Compulsory education; attendance required; length of school term NDE Rule 14

School Day  (continued)

Time Allotments

Each teacher's daily schedule shall include a reasonable period of time for educational planning and other
task related functions that cannot normally be accomplished during instructional periods. 

Policy adopted:  January 1974
Policy adopted:  April 199

6114
Instruction

Safe Schools Policy and Safe Schools Committee

It is the mission of Laurel-Concord Public Schools to provide a safe, secure, drug-free and welcoming
environment for all students, staff, and community members.The Superintendent shall appoint a school
Safety and Security Committee which shall include representatives of faculty, parents, and community; said
committee to meet at least annually to prepare and/or review safety and security plans and procedures, including
emergency plans and procedures. Upon the recommendations of the School Safety and Security Committee, the
administration shall implement school system safety and security plans designed to maintain safe, healthful,
and sanitary condition with the school buildings of the school district, and on school grounds, meeting applicable fire,
safety and health codes, and supportive of quality learning for all students. Such school safety and security plans may
include but not be limited to, school security measures, such as the use of metal detectors, surveillance, searches and seizures, and security officers, as well as staff training and student educational programs.

Policy adopted: August, 2001

6114(a)
Instruction

Emergencies and Disaster Preparedness

Principals shall take every possible precaution for the safety of students and employees under their
jurisdiction.  Each school shall maintain an up to date set of rules and regulations for fire and disaster drills,
said rules to be submitted to the superintendent for approval.  Reports of fire drills to be submitted to the
State Fire Marshal will be maintained by each building principal. 

Legal Reference:  79-4,123  Fire prevention; instruction in public schools; books and literature; distribution; by whom supplied.

Policy adopted:  July 25, 1983
Policy reaffirmed:  April 1994

6114(b)
Instruction

Emergencies

The administration is delegated to provide to the board a plan to handle emergencies to include:  fire, civil
defense, bomb threats, tornado, weather, and other aspects of student safety.

Such plan shall include and provide for the instruction of students in the aspects of emergency education.
 

Legal Reference:  79-4,123    Fire prevention-instruction in public schools; books and literature; distribution of whom supplied.
 
Policy reffirmed:  April 1994

6114.1
Instruction

Fire
 
In the event that fire is discovered in any of the school plants, the fire department shall be called immediately
following giving the signal to evacuate the building.

The principal of each school shall average at least one fire drill each month during the school year in which
all pupils, teachers and other employees shall be required to leave the school building.

1.  Pupils must leave the building in an orderly and rapid manner and teachers are required to check to
ascertain that no pupil remains in the building.

2.  Real emergencies often call for alternate exits to be used.  Teachers must be prepared to selelct and
direct their classes to these alternate exits in the event the designated escape route is blocked.  This
demands close control of students.

3.  A record shall be kept in the principal's office of each fire drill conducted.  A copy of the record shall also
be filed in the office of the superintendent.

The principal of each school shall hold at least one tornado drill annually.

Principals and teachers shall recognize that the essential element in any emergency is prevention of panic.
Principals and teachers shall afford pupils such confidence as clarity of direction and supervision can
contribute.

Also see Student/Parent Handbook.

Legal Reference:  79-4,123    Fire prevention; instruction in public schools; books and literature; distribution; by whom supplied.

Rules approved:  April 1994

Bomb Threats

The following recommendations are made in order to minimize interruptions of school, and, at the same time,
recognize the possibility that alarms may be factual.  The principal must, of necessity, make the final decision
about evacuating the building for search.

Notify the police department and the school superintendent as soon as possible.

1.  Personnel should approach any visitors in the school building, secure thier names, and refer the
 visitors to the office.

2.  If it is necessary to evacuate the buildings, follow the routine evacuation procedure.
 a.  Form a school personnel volunteer organization to assist in the inspection of the school.
      (School personnel know what belongs in the school and which items are strange.  With
  this knowledge at hand, the rooms can be checked quickly and efficiently.)
  Teachers that are not involved in the search should assume the responsibility for the
students belonging to the searching teachers.

 b.  During this time cafeteria personnel should carefully examine cafeteria, kitchen, sculleries,
   storage rooms, garbage can rooms, and dining room area.

 c.  The physical education instructors and other special teachers should be assigned
  to cover certain portions of the grounds, paying particular attention to the physical
  education storage room area and locker room.

 d.  The various custodial personnel and maids should be assigned to certain areas of the building,
 such as, the boiler rooms, rest-rooms, and storage rooms.

 e.  The office personnel should be responsible for inspecting the offices and clinic.

 f.  The librarian should be responsible for checking the library.

g.  The principal, in making these assignments, is to be sure that someone is assigned to
     inspect every area of the school.

3.  Use a checklist of these areas so that when they are checked and found to be satisfactory,
 the students can return to their classes.

4.  If the law enforcement agencies become involved, they should be informed of the
 standard procedure.  In every instance however, the dictates of the law enforcement
 agencies concerning search procedures in the building are to be followed.

In some instances the school children turn in scare alarms.  Should this be true, it is probable that several
pupils in the school are aware of the particulars of such alarms.  Principals are to investigate thoroughly and
use every possible means to determine students or personnel responsible for these actions.

Bomb Threats  (continued)

In the event that a suspicious object is found, station a person out the danger area, but a s close as is
reasonable, to warn others away from the general area.  The assistance of the police or fire department is to
be requested immediately.
 

Rules approved:  January 1974
Rules reaffirmed:  April 1994

6114.4
Instruction

Emergencies/Tornadoes

In a tornado warning, students will move to assigned tornado stations.  The parenthesis following each
station listed below indicates the exact room designation as shown on the BUILDING DIAGRAM above.

Kindergarten:  Sheltered areas within the kindergarten room (KINDERGARTEN)
Grade 1:  Girls bathroom (GIRLS)
Grade 2:  Staff room (214)
Grade 3:  Rm. e:  NW corner of Rm. 3e
Grade 3:  Rm. f:  NE corner of Rm. 3f
Grade 4:  Rm. h:  SW corner of Rm. 4h
Grade 4:  Rm g:  Conference room (222)
Grade 5:  Boys bathroom (BOYS)
Grade 6:  Boys bathroom east of the 1956 Gym door (BOYS*)
Room 307:  Girls bathroom adjacent to and west of Rm. 305 (GIRLS*)

In a tornado warning or in the event of an actual tornado, students will be released from their tornado
stations only after the "ALL CLEAR" has been given.  If parents come to the tornado station they will be
invited to stay in the safety of the station until the "ALL CLEAR" is given.  However, if parents wish to take
their children away from the school during a tornado warning, they should inform their child's teacher.  In a
tornado warning no student will be allowed to leave the tornado station with anyone except the student's own
parent or legal guardian. 

Rules approved: April 1994

Inclement Weather

School Closing

In the event of severely inclement weather or mechanical breakdown, school may be closed or starting time
delayed, or dismissed early.  School closing, delayed starting time, or early dismissal will be announced over
radio station WJAG-Norfolk (AM 78), KMNS-Sioux City (AM 62 & FM 98), WNAX-Yankton (AM 570), and
KTCH-Wayne (AM 1590 & FM 105).  Reports in the morning will be between 7:00 A.M. and 8:00 A.M.  If no
report is heard, it can be assumed that school will be in session.  TV stations used will be KCAU-CH. 9 and
KTIV-CH. 4.

Policy adopted:  April 1994

6115
Instruction

Ceremonies and Observances

Display of the Flag

The flag of the United States of America shall be raised above each schoolhouse and at other appropriate
places during all school sessions and on all legal school holidays, weather permitting.  The flag shall be
raised before the opening of school and taken down at its close every day.

Flag at Half-Mast

The following procedures shall be observed:

"Flying at half-mast, halfway up the staff, a national flag is a signal of mourning.  The flag should be
hoisted to the top of the staff for an instant before being lowered to half-mast.  It should be hoisted to the
peak again before lowered for the night.  By tradition, the national flag flies at half-mast only when the
entire country mourns.  It is not lowered to half-mast for occasions of local mourning.  If local flags are
flown at half-mast, the national flag may be flown at full mast with them.  Citizens may salute and pledge
allegiance to the flag when it flies at half-mast.

"In the United States, the U.S. flag flies at half-mast (1) for 30 days after the death of the President or a
former President; (2) for 10 days after the death of the Vice-President, the Chief Justice or a retired Chief
Justice, or the Speaker of the House of Representatives; and (3) from the day of death until burial of an
Associate Justice of the Supreme Court, a former Vice-President, a member of the Cabinet, or a
secretary of the army, navy, or air force.  In addition, the flag flies at half-mast in the District of Columbia
from the day of death until burial of a United States Senator or Representative, a territorial delegate, or
the resident commissioner from Puerto Rico.  Flags in a state or territory fly at half-mast from the day the
governor dies until burial."* 

*Reference:  World Book Encyclopedia-1971

Rules approved:  January 1974
Rules reaffirmed:  April 1994

Ceremonies and Observances

Religious Ceremonies

The Supreme Court of the United States in two significant decisions* declared it illegal to hold formal,
prescribed religious exercises in the public school.  However, while the Court's prohibitions are narrow, its
permissions are broad.  Accordingly, the following types of school activities are permitted so long as they do
not take on the character of religious devotions:

.........Writing or analyzing literature on religious subjects

.........Playing, singing, and presenting music that is religious in its content

.........Performing drama that deals with religious history or is religious in its content

.........Producing or exhibiting art work dealing with religious themes

.........Recognition of significant religious holidays by declaring school vacations or by
    sponsoring activities that acknowledge the importance of these holidays in our
    cultural life

..........Comparative studies of religion

.........Analyses of the Bible, and other religious books as part of the study of religions

..........Studies of the contribution made by religion to civilization

..........Study of the Bible for its historic significance

..........Study of the Bible for its literary importance

..........Recitations or study of historical documents which contain references
     to God

..........Singing of official anthems which contain references to God
 

6115(b)
Ceremonies and Observances   (continued)

Special Days and Events

Commemoration of speical days and events shall be arranged to the end that the effective observation of
these occasions is a definite and valuable part of the school program.

Flag Salute and Treatment

The salute to the flag is to be part of each day's opening exercise.  Time should be taken to discuss what the
flag and flag salute represent.  Those children who have religious or conscientious objections may be
excused from participating.  

*Legal Reference:  United States Supreme Court, The Engel decision on state-adopted prayer (1962) and
the Schempp decision on Bible reading (1963)

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Objectives of the Instructional Program

1.  The primary responsibility of the school is to provide opportunities to develop basic
 academic skills needed by every citizen to be an effective member of society.

2.  The school should strive to achieve the seven cardinal principles of secondary
 education:

 a.  Command of fundamental processes
 b . Vocation
 c.  Civic education
 d.  Worthy use of leisure
 e.  Ethical character
 f.  Health
 g.  Worthy home membership

3.  One of the main objectives of the school is to provide those experiences which will develop
 potential leadership ability.

4.  The school has the responsibility to pass on to each child the fundamental concepts of the
 democratic way of life and to develop in each child positive attitudes toward this country.

5.  The school has the responsibility to provide for each child opportunities for growth
 in the democratic processes so that he or she may become useful citizens.

6.  Through the increased knowledge of child growth and development, or improved testing
 techniques, and of counseling programs, the school should endeavor to allow for the
 individual differences of each student.

7.  The school's curriculum should be of sufficient scope to include opportunities for all ability
 levels of students.

8.  Promotion in the school should be based upon achievement, desire for future learning,
 sincere effort, readiness to accept responsibility, and maturity.

9.  As new research and techniques become available, it is the responsibility of the school
 to know and to use this new knowledge in the total school program for continuous
 educational improvement.

10.  Extra-curricular activities have many values, and all students should be
   encouraged to participate in them.  These student activities, however, should
   always be kept in the proper perspective, keeping in mind the basic purpose
   of the school.

11.  One of the objectives of the school is to maintain the proper rapport betwen teachers,
   students, parents, and administrators.  The relationship should be one of respect and
      cooperation.  Each group should understand the limits of its responsibility, with
   a comparative spirit prevailing at all times.

12.  The school has a responsibility to the community to develop leadership and a solid
   educational foundation in the students.  It is the school's responsibility to interpret the
   educational objectives of the community through the board of education.  It is also the
   school's responsibility to assist the citizens of the community in defining their
   educational goals and objectives.  In order to create a climate for growth, both
   groups must move toward educational goals that are increasingly mutually acceptable
   to them.

Also see cf 0000, 0100, 0200, 0210, 0220, 0300, 0310, 0400, 0410, 0420 of this manual. 

Policy amended:  April 1994

6121

EQUAL EDUCATIONAL OPPORTUNITIES

 The school system reaffirms its commitment to a policy of providing equal educational opportunities for
all students commensurate with their needs, abilities, and their diverse cultural backgrounds.  It is the policy
of the School District to comply in spirit, as well as in fact, to the regulations implementing Title IX of the
educational amendment of 1972.  Title IX prohibits sex discrimination in federally assisted educational
programs.  The Board believes that this policy is enhanced by a climate in which good human relations can
flourish.  Such a climate can only be fostered by communication among all groups in the district--students,
parents, certified and noncertified staff, administration, the Board, and the community.

Policy adopted:  April 1994

6130

Instruction

Organizational Plan

The school board shall provide a plan of instruction for elementary schools, including kindergarten through
grade six (6), a separate junior high school and a separate senior high school.

Policy adopted:  April 1994

Instruction

Curriculum

The curriculum of our schools shall be in harmony with the board's adopted goals.  (See 6120)

Curriculum development by the professional staff shall be guided by such factors as

1.  information concerning the needs of pupils in this school district.

2.  aspirations of residents of the school district for our pupils.

3.  the mobility of our population, making it necessary to provide education for our pupils
     useful anywhere in the U.S. A.

The board favors providing opportunities for faculty to help in curriculum development through such devices
as workshops, study groups, assistance from outside consultants, and an extended school year to allow
teachers to devote summertime to the effort.

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Personnel

Curriculum Development

The board views the professional staff as competent and able to assist in designing the curriculum in
conformity with state statutes and the rules and regulations of the state board of education.

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Personnel

Curriculum Development

The curriculum development committee, composed of teachers and administrators representing all schools,
will be responsible for reviewing the curriculum and suggesting improvements. 

Rules approved:  January 1974
Rules reaffirmed:  April 1994

Instruction

Experimental and Innovative Programs

Experimental or innovative changes in the school program are encouraged by the board.  Prior to
implementation of new programs the initiating staff members shall outline the objectives of such programs
and provide for evaluation of program outcomes.  This shall be submitted in writing to the administration for
consideration and recommendation to the board.

No program or project financed from private, state, or federal sources shall be applied for without board
approval. 

Policy adopted:  April 1994

Instruction

Guidelines for Distribution of High School Newspapers and Leaflets.

A.  Places - On the school sidewalk in front of the main entrance to the building and the walk in front of the
gym lobby.  (In case of bad weather, two pupils only would be permitted each in the front main lobby and in
the gym lobby.  Specific approval to distribute materials inside would be required each time.)

B.  Time - 7:45-8:20 a.m., 3:40-4:15 p.m.

C.  Approval - The previous day or earlier by the principal.  For materials not readily classifiable or
approvable, more than one day should be allowed.

D.  Littering -  All distributed items which are dropped in the immediate area (on the front sidewalk and lawn
to the street, for example, or the two inside lobbies and adjacent corridor for 50-75 feet) must be removed by
persons distributing material.  Wastebaskets will be provided.

E.  Unacceptable items - "So-called 'hate' literature which scurrilously attacks ethnic, religious and racial
groups, other irresponsible publications aimed at creating  hostility and violence, hardcore pornography, and
similar materials are not suitable for distribution in the schools."

Materials denigrating to specific individuals in or out of school.

Materials designed for commercial puposes--to advertise a product or service for sale or rent.

Materials which are designed to solicity funds, unless approved by the Superintendent or his assistant.

"Literature which in any manner and in any part thereof promotes, favors or opposes the candidacy of any
candidate for election at any annual school election, or the adoption of any bond issue, proposal, or any
public question submitted at any general, municipal or school election..."

F.  Acceptable materials -Materials not described in section E.  The principal should be convinced that the
item would materially disrupt classwork or involve substantial disorder or invasion of the rights of others.

G.  Appeal - Pupil denied approval may appeal to the principal, who with a student advisory committee of one
representative from each class, will review the matter.  Should the petition be denied, the petitioner may still
appeal to the Superintendent, then to the Board of Education. 

Rules approved:  January 1974
Rules reaffirmed:  April 1994

Instruction

Recognition of Religious Beliefs and Customs

Whenever and wherever appropriate, recognition of religious beliefs and customs shall be an integral part of
the curriculum design.  Particular attention shall be paid to a balanced, accurate presentation of such beliefs
and customs.  The board subscribes to the teaching about such aspects of religion but feels it is imperative
that education about such aspects takes place rather than education for a particular outlook.  Such teaching
should take place not in a vacuum, but in relationship to cultures and people.

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Instruction

Title IX

It is the policy of the Laurel School District to comply with the regulations of Title 9 of the Educational
Amendment Act of 1972.

 d.  Title 9 prohibits sex descrimination in Federally assisted education programs.  Specifically, Title 9 states:
     "No person in the United States shall, on the basis of sex, be excluded from participation
      in or denied the benefits of, or be subjected to discrimination under any education
program or activity receiving Federal financial assistance.."

 Title 9 covers all areas of educational programs and all students.
 
 Title 9 specifically provides that school shall not, on the basis of sex:
  *provide different aid, benefits, or services

  *deny any person such aid, benefit, or service

  *subject any person to separate or different rules of behavior, sanctions, or other
    treatment.

  *discriminate against any person in the application of any rules of appearance.

Treatment of Students in Education Programs and Activities

Facilities:  A school may provide separate tiolet, locker room, and shower facilities on the
basis of sex, provided that those for one sex are comparable to those for the other.

Course Offerings:  Course offerings or other education activities may not be provided separately on the basis
of sex; nor can participation be refused or required on such basis.  Included are  health, physical education,
business, vocational, technical, home economics, music, and adult education courses.

 *Students may be grouped by ability in physical education clases and activities as long
 as ability is determined by objective standards developed and appllied without regard
 to sex.  Students may be separated by sex within physical education classes during
 participation in contact sports.

 *Portions of classes in elementary and secondary schools which deal exclusively
 with human sexuality may be conducted separately.

 *Schools may make requirements based on vocal range or quality which result in
 choruses of one or predominately one sex.

Employment:  Title 9 provides that discriminiation is prohibited in:

 *recruitment, advertising, and the process of application for employment

 *hiring, upgrading, promotion, tenure, demotion, transfer, layoff, termination,
 application of nepotism policies, right of return from layoff and rehiring

 *rates of pay or any other form of compensation

 *job assignment, classification and structure, including position descriptions, lines of
 progression, and seniority lists

 *pre-employment inquiry to applicant sex may be made, but only if such inquiry
 is made equally of applicants of both sexes and if the results of the inquiry are
 not used to discriminate any other term, condition, or privilege of employment.

Counseling and counseling materials:  Schools may not discriminate against any person on the basis of sex
in the counseling or guidance of students.

*Schools may not use different materials for students on the basis of sex or use materials which permit or
require differential treatment of students unless the material covers the same occupations and interest areas
and their use is essential to eliminate sex bias.

Athletics:  The general requirement of this section is that no person shall, on the basis of sex, be excluded
from participation in, be denied the benefits of, be treated differently from another person in any
interscholastic club, or intramural athletics offered by the school.  Separate teams may be operated where:

*selection for such teams is based upon competitive skill

*the activity involved is a contact sport (boxing, wrestling, rugby, ice hockey, football, basketball, and other
sports the major activity of which involves body contact).

Equal opportunity for members of both sexes must be provided in athletic programs.

Pregnancy:  A school may not apply any rule concerning a student's actual or potential parental, family, or
marital status which treats students differently on the basis of sex. 

*No student may be discriminated against or excluded from an education program or activity (including any
class or extracurricular activity) on the basis of pregnancy or related conditions unless the student request
voluntarily to participate in a separate portion of the program or activity.

Title 9 also provides that the Laurel Public School System will assign a person to coordinate and investigate
any complaints.

A student grievance form and procedure has been established.  The form is available in every school and
should be returned to the principal.  It will then be forwarded to the guidance counselor who has been
assigned to that task.

Policy reaffirmed:  April 1994

Instruction

Sex Education

Sex education is increasingly demanded of our schools and is receiving growing support from community
groups.  A sound K-12 sex education program shall be included in a family living unit and/or health of study
and every effort shall be make to strengthen the curriculum in this area.  Highly trained and competent
personnel, both from the professional staff and the community, shall be used to teach this phase of the family
living unit and/or health.

Policy adopted:  January 1974
Policy amended:  April 1994

6142

Instruction

Subject Fields

The subject fields at the several school levels shall be as follows:

Elementary:
1.  Language Arts

2.  Mathematics

3.  Fine Arts

4.  Physical and Natural Sciences

5.  Social Studies

6.  Physical Educaton and Health

Middle School:
1.  Language Arts

2.  Communication

3.  Social Studies

4.  Mathematics

5.  Physical Education and Health

6.  Practical Arts

7.  Fine Arts

8.  Physical and Natural Sciences

High School:
1.  College Preparatory Curriculum

2.  Business Education Curriculum

3.  General Curriculum

4.  Practical Arts Curriculum

Policy adopted:  April 1994

Curriculum Guides

Curriculum guides and monographs shall be prepared in harmony with the legal requirements of the state
and the purposes of the program of instruction adopted by the board.

The superintendent shall have general coordinating authority and oversight over the formation of all course
of study, curriculum guides, and monographs.

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Controversial Issues

A question shall be considered controversial when one or more of the proposed answers are
objectionable enough to a section of the citizenry to arouse strong reaction.

The considersation of controversial questions shall have a legitimate place in the work of the public
schools.  Sooner or later young people must meet and face such questions.  It is important that they have
experience with such questions under circumstances that promote consideration of all pertinent factors.

The handling of a controversial question in school shall be free from the assumption that there is one
correct answer which shall emerge from the discussion and be taught authoritatively to the student.

Indoctrination shall not be the purpose; rather, the purpose shall be to have the student see as fully as
possible all sides of the question.

The decision about whether a controversial question shall become a matter for school study shall be
based on such considerations as the timeliness of the question, the maturity of the students, the needs of
the students, and the purpose of the school.

No individual or group may claim the right to present arguments directly to students in school.  such a
"right" will make the schools battleground for dozens of kinds of controversial questions.  Citizens have
the right to know that controversial issues are being presented fairly, and to protest to the board if
convinced that they are not.

Subject areas or content material shall be taught in accordance with the requirements of the state
statutes.

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Controversial Issues in the Classroom

To implement the board's policy dealing with this topic, the following administrative and teaching
regulations are to be observed:

For principals:

1. Assign only teachers of superior training and experience to teach subjects where the discussion of
controversial topics occurs most often.

2. Remind teachers that we do not teach controversial issues, but rather provide opportunities for their
study. 

For teachers:

1.  Deal with controversial topics as impartially and objectively as possible.  Do not intrude your own
biases.

2. Handle all such topics in a manner suited to the range of knowledge, maturity, and competence of
your students.

3. Have teaching materials dealing with all possible aspects of the topics readily available.

4. Don't manufacture an issue.  Take up only those that are current and real.  When you do, you will be
able to find up-to-date teaching materials in the current press and periodical literature.  Generally
your best single sources of reliable information will come from these places, plus court decisions and
legal opinions.

5. Do not expect or require that the class reach an agreement.

6. Whenever you are in doubt about the advisability of taking up a given "hot" topic, consult with your
principal.

7. Remember that the policy of the board is designed to protect you as well as your pupils from unfair or
inconsiderate criticism whenever your pupils are studying a controversial subject.

Rules approved:  January 1974
Rules reaffirmed:  April 1994

Student Freedom of Expression

The primary liberties in a student's life have to do with the process of inquiry and learning, of acquiring
and imparting knowledge, and of exchanging ideas.  This process requires that students have the right to
express opinions, to take stands, and to support causes, publicly or privately.  There should be no
interference in the school with these liberties, or with the student's access to or expression of
controversial points of view, except as provided below:

1. Bulletin  Boards - School authorities may restrict the use of certain bulletin boards to school
announcements.  Ample bulletin board space shall be provided for the use of students and student
organizations, including a reasonable area for notices relating to out-of-school activities or matters of
general interest to students.  There shall be no prior censorship or requirement of approval of the
contents or wording of notices or other communications, but the following general limitations on
posting may be applied:

 a.  School authorities shall prohibit material that is obscene according to current legal
definitions; that is libelous, or that inflames or incites students so that a clear and present danger of
the commission of unlawful acts or of physical disruption to the school exists.

 b.  A posted notice should bear the name of the student or student group issuing it.

 c.  The school shall require that notices or other communications be officially dated before posting
and that such material be removed after a prescribed reasonable time to assure full access to the
bulletin boards.

2. Distrubtion of Printed Material and Ciruclation of Petitions  - Students shall be free to distribute
handbills, leaflets and otherprinted material and to collect signatures on petitions concerning either
school or out-of-school issues, whether such materials are produced within or outside the school.

There shall be no prior censorship or requirement of approval of the contents or wording of such
materials, but the following general limitations may be applied:

a. The time of such activity shall be limited to periods before school begins, after dismissal and during
lunch time, if such limitation is necessary to prevent interference with the school program.

b. The place of such activity shall be reasonably restricted to permit the normal flow of traffic within the
school and at exterior doors.

c. The manner of conducting such activity shall be restricted to prevent undue levels of noise, or to
prevent the use of coercion in obtaining signatures on petitions.  The danger of littering is not a
sufficient ground for limiting the right of students to distribute printed material.

d. The school shall require that all printed matter and petitions distributed or circulated on school
property bear the name of the sponsoring organization or individual.

e. The school shall prohibit the distribution of material within the restricted categories of paragraph 1(a)
above.

3. Buttons and Badges  -The wearing of buttons, badges, or armbands bearing slogans or sayings shall
be permitted as another form of expression, unless the message thereof falls within the restricted
categories of paragraph 1(a) above.  No teacher or administrator shall attempt to interfere with this
practice on the ground that the message may be unpopular with students or faculty.

In imposing limitations on student expression for any reason under any of the foregoing provisions, the
school must ensure that its rules are applied on a nondiscriminatory basis and in a manner designed to
assure maximum freedom of expression to the students.

Policy adopted:  January 1974
Policy reaffirmed:  April 1994

Instruction

Extra-Class Activities

The activity offerings shall be of sufficient variety and number to meet the wide range of interests and needs
of our students

The schools shall observe a complementary relationship to the home and the community, planning a school
program with due regard for the wide-spread and rich facilities already available to our students.  The
assistance of parents in planning the school's activity programs shall be encouraged.

The guidance goal for each student shall be a balanced program of appropriate academic studies and
activities to be determined by the school, the parents, and the student.  This should be a shared
responsibility.

Guidance is necessary to encourage the non-participants who need activities, and to prevent the
over-enthusiastic from over emphasizing activities at the cost of their academic performance.

Activities that are for public view should be kept to the minimum necessary for their educational value.
Public performances of the activities shall be supervised in order to prevent excessive time and effort
expenditures by students.  Such performances should not be held for purposes that contribute to private gain
or advantage.

Elementary Schools

The elementary school under the direction of the principal, or his representative, shall plan an extra-class
activities program each year best suited to the needs of that particular unit.  The superintendent will act as
an ex-officio advisor in the planning and executing of any program devised.  Parents and other staff members
should be consulted in determining the type and range of activities offered.

Participation by students in this program will be encouraged with the welfare of the individual child being the
final determinant.

Policy adopted:   January 1974
Policy reaffirmed:  April 1994

Extra-Curricular Activities

The Laurel-Concord school offers a comprehensive and interesting range of extra-curricular activities.  The
studens and their parents should weigh the advantages of participating in these activities with the student's
ability to maintain an acceptable grade point average.  A student's regular schooling must be considered
first.  Extra-curricular activities that are available to students include:

Athletics Annual Staff F.C.C.L.A
Library Club Student Council A.I.A.S.A.
National Honor Society F.B.L.A. Swing/Jazz Choir
Stage Band Jazz/Marching Band Office Aides
Art Club Science Club Cheerleaders/Dance Squad
School Plays Class Officers Intramural Sports

Activities may be limited by selection, fees or special talent qualifications.

Rules Approved:  April 1994
Rules Amended:   December 1997

Instruction

Intramural Athletics

Intramural basketball shall be provided as part of the regular physical education program and after-school
hours program, in order that all pupils may have the opportunity to participate.

Policy Adopted:   April 1994

Eligibility

Students are eligible in most activities of the school because of membership in the school.  However, those
who participate in contests with other schools are governed by the eligibility requirements of the Nebraska
School Activities Association.

See rule on Participation and Attendance in Parent-Student Handbook in the Athletic Guidelines section.  It
is the responsibility of each sponsor or coach to make sure all of their students adhere to this rule.

In order to participate in extra-curriculum activities at Laurel-Concord Public School, grades 9-12, a student
must be doing passing work in fifteen semester hours for the previous semester.  Students who do not pass
fifteen semester hours of school work during one semester shall be ineligible for all of the next semester.
For example:  a student who would fail two out of four subjects this semester would not be able to participate
in activities for all of the second semester.  This means that a student may not represent Laurel-Concord
publicly in any varsity activity. 

Rules Approved:   April 1994

Instruction

Publications

Student publications are important elements of the instructional program and contribute directly to the
accomplishment of the school's goals.  The board wishes to support the development of student produced
school newspapers, annuals, and magazines.

Freedom of speech and of expression in student publications as guaranteed by the First Amendment is to be
observed scrupulously by the administration and faculty.  Freedom, however, does not confer upon students
a license to destroy the school itself.  Therefore, it is incumbent upon the professional staff to define the
limits of students' freedom of speech respecting school affairs to protect the state's compelling interest in
maintaining a school atmosphere conducive to an orderly program of learning.

Freedom of expression in our schools shall be interpreted as including, but not being contrary to:

 1. Development of student responsibility in distinguishing between freedom and license.

 2. Consideration by the faculty of the maturity levels of students and of appropriate standards
  of journalistic taste.

 3. Care for the development of skills of written expression among students.

The regulation of student publications shall be vested in a student-faculty committee with provisions for direct
appeal successively to the superintendent and to the board. 

Policy adopted:   January 1974
Policy reaffirmed:   April 1994

Instruction

Publications

To carry out the board's policy of respecting student publications, the following regulations apply:

1. The principal of each school that sponsors a student publication shall provide for the selection
 and operation of a faculty-student publications committee consisting of equal numbers of faculty
 and students.

2. Faculty monitoring of student publications shall be advisory only.  Disagreements may be
 submitted by either party to the faculty-student publications committee whose decisions may be
 appealed successively to the superintendent and to the board.

3. The student-faculty committee will set up and maintain a manual for the guidance of editors of
 student publication.  It will contain at least the following features:
 
 a. style guides

 b. guides to questions of taste and appropriateness

 c. guides to cost limits

 d. routes of appeal

 e. statements of board policy and purposes for student publications

 f. constitutional safeguards to freedom of expression

 g. provisions for review of articles by our legal staff 

Rules approved:   January 1974
Rules reaffirmed:   April 1994

Instruction

Public Performances and Exhibitions

Assemblies, public programs and public performances by students have an important place in a well-rounded
educational program.  They must, however, be consistent with the educational goals of the schools.

 1. Programs should have both educational and inspirational and/or entertainment value.

 2. Programs should have interest variety.

 3. Wide participation in the programs should be encouraged.

 4. Good taste should be demonstrated in the kinds of programs and behavior shown. 

Policy adopted:   April 1994

Instruction

Organizations:  Councils, Cabinets, Committees, Class Activities.

Student organizations have an important place in the educational program of our schools because, when
properly organized and operated, they

 1. Extend and reinforce the instructional program.

 2. Give students practice in democratic self-government.

 3. Build student morale and spirit of positive support for the school.

 4. Honor outstanding student achievement. 

Policy adopted:   January 1974
Policy reaffirmed:   April 1994

Instruction

Travel and Exhange Programs

Today's rapidly changing world demands a knowledge of the cultures of people everywhere.  It is our desire
that the public schools should expand the walls of the classroom to enable students to develop perspective
of the cultural similarities as well as the differences of other people in other lands.  We feel that the
experiences in which our students will participate will have positive impact on them during their formative
years and produce the necessary skills to make successful group living a continuing process when students
return.

Consequently, the schools will explore opportunities independently, or in cooperation with recognized,
reputable agencies, to offer our pupils the study of comparative cultures abroad both during the regular
school year and during the summer months.

The school staff, under the direction of the administration, shall take all reasonable and prudent steps to
safeguard the physical and educational welfare of participating students.  Each such student shall be given
guidance in setting up educationally sound variations in his school program to enable him to participate and
shall be counseled as to his obligations in fulfilling them.  The administration may place restrictions upon a
student's participation when in the staff's judgement his welfare requires it.

Student participation in all cases shall be on a voluntary basis. 

Policy adopted:   January 1994
Policy reaffirmed:   April 1994

Instruction

Social Events

Class parties related to special holidays or events may be held in elementary and intermediate schools
during school hours.

Class parties shall be subject to the approval of the principal of the school, who shall see that adequate
supervision is provided to maintain proper conduct.

Parties and other similar activities arranged by parents or organizations, not under the jurisdiction of the
school district, shall not be conducted under the name or auspices of the school.

Where groups of pupils organize within a school they shall be under the direction and supervision of a
faculty member and the membership shall be limited to members of the student body and approved guests

Rules approved:  April 1994

Instruction

Activity Funds Management

All monies received by school personnel from vending machines located on school property, of classes,
organizations, athletics, band and similiar groups shall be deposited in the principal's offices in a student
activities account.  The principals' offices shall keep an accurate account of all monies, giving receipts for all
deposits and taking receipts for all expenditures.  Withdrawls will be made only on proper forms signed by
the organization treasurer and sponsor, or the principal.

A certified public accountant will audit all student activity funds at the time of the annual audit of the books of
the board of education. 

Rules approved:   April 1994

Instruction

Organizations:  Councils, Cabinets, Committees, Class Activities

Student Council

The purpose of the student council - through representation of the student body - will be to allow students to
operate at the school level in ways consistent with the purposes, power and limitations of the general student
council.

The school staff shall assist students in drafting and implementing a constitution, charter or compact whereby
students shall have designed duties, powers and authority consistent with the general policies of the board,
the general student council, and due process.
 

Policy adopted:  January 1974
Policy reaffirmed:   April 1994

Instruction

Graduation Requirements

220 credit hours - grades 9-12.  Each class that meets for one period, each day, is valued at 5 credit hours per
semester or five (5) instructional units.

English/Speech    40 hours       4 years
Social Studies         40 hours       4 years
Mathematics           30 hours       3 years
Science                   20 hours       2 years
Physical Ed./Health 10 hours        1 year
Community Service 4 clock hours each year
Electives                                        80 hours
Minimum                       220 hours or instructional units

*  For the year 97-98 seniors will need 4 hours of community service.  Juniors to graduate will need 8 hours,
sophomores 12 and freshman 16.

**  In the Math area Algebra I taken in the 8th grade may be counted as high school credit if the student
completes 3 additional years of Math in grades 9-12.  Credit will be given but the grade will not be
figured into the students GPA.

***  The Board of Education reserves the right to waive any of the above requirements if a student elects to take
a course for college credit.

In the high school, pupils are expected to have earned 55 hours of credit beyond the ninth grade to be
considered a sophomore, 110 hours to be considered a junior, and 165 hours to be classified as a senior.
Required credits to be considered for a particular grade level.

Grade Classification  Start of School Year Minimum Credits 2nd Sem. (January)*
  9      0  credits    30 credits
 10     55 credits    85 credits
 11              110 credits                         140 credits
 12              165 credits                        185 credits
 Graduate             220 credits

*After being placed in a lower grade level a student  may be moved to the next grade level if the following is
achieved.  All students should be advised to have as the central core of their program a significant sequence of
courses, either those leading to the development of a marketable skill or those of an academic nature.

Rule approved:   December 1997

Instruction

Grading System

A serious attempt is made at all times to evaluate in the best possible manner student progress.  The following
system has been devised for that purpose:
Superior - 99-100 (A+); 96-98 (A); 94-95 (A-)
The student is more than meeting the demands of the teacher.  His work is on time.  The work is of superior
quality. It shows mastery of the subject matter.  He has the ability to carry the job through, and exerts a positive
influence on the class.
Above Average - 92-93 (B+); 88-91 (B); 86-87 (B-)
The work is of superior nature and the required work is well done.  The student meets the demands of the
teacher and exerts a positive influence on the class.
Average - 84-85 (C+); 79-83 (C); 77-78 (C-)
He does satisfactorily the required work.  The work is on time and is of average quality.  The student is showing
achievement.
Below Average to Unsatisfactory - 75-76 (D+); 72-74 (D); 70-71 (D-)
The student is not doing all of the assigned work, is dependent on others, is inconsistent, uncertain, and
confused.  Work is below normal, but shows some evidence of growth.
Failing (69 and below (F)   Unsatisfactory,
with little growth taking place, lack of interest and irregular attendance and attention. (Provides no credit toward
those needed for graduation).
P - Indicates that the student is passing regular work in the class.
I - Incompletes are assigned in cases where the student's work is incomplete at the end of the nine week
period and/or semester.  This may be due to absence because of illness, etc. It is the student's responsibility to
contact individual teachers and arrange a timeline for the completion of the missed work.  If the assigned work is
not completed by the established deadline the incomplete becomes an F.(69.4).  Incompletes not taken care of in
this time frame will not be eligible for the honor roll.
Con. - Condition mark - Condition marks may be assigned in cases that do not warrant an outright
failure.  The instructor may then give a passing grade at the close of the next grading period or may fail
the student for both grading periods.
WP - Student enrolled but withdrew with passing grade to that point. (By teacher recommendation or
before the end of the first week in the semester).
WF - Student enrolled but withdrew with grade of "F" or "U" to that point.
S - Satisfactory work.
U- Unsatisfactory work. (No credit recorded).

A FAILING GRADE AT THE END OF THE SEMESTER MEANS A LOSS OF CREDIT.  If during your four  years
in high school you have failed a subject and must repeat it remember it is your responsibility to  register for the
course again.  The course or courses failed are to be scheduled that next school year.

The cumulative GPA recognizes all grades earned in all courses except: those evaluated E, S, or U.  The GPA
range is from 4.0 (highest) to 0.0 (lowest).  The ninth grade is the first semester that starts  to establish  a
student's GPA.

Policy Adopted:   December 1997

Instruction

State Wide Proficiency Examinations

The testing program at Laurel-Concord High School involves group testing in grades 2-12 and individual testing
as needed or upon request.  Included in the testing program at Laurel-Concord High School are measures of
mental ability, interest and achievement.  The value of these tests is the objective information they provide in
regard to your progress and in identifying your strengths and weaknesses.  These test results are summarized
and may be interpreted to you and your parents in order that a realistic and effective program of courses and
activities may be arranged to meet your needs.

     Grade Nine              OTTIS LENNON               Spring
     Grade Ten                ASVAB       Fall
     Grade Eleven           ACT      Spring
   PSAT-NMSQT   Fall

CTBS tests are given in the Spring to grades 7-11.
Test scores are included on each student's transcript.  Our ACT Code Number is 28-12-60.

Reporting of whole grade standardized norm-referenced and criterion-referenced assessments will be
included in the annual report to district patrons.  This report will include norm-referenced and
criterion-referenced scores from the CTBS tests given at grades 4, 8, and 11.

Policy Adopted:   December 1997

Instruction

Instructional Arrangements

The board encourages the superintendent and the instructional staff to mnake such arrangements for the use
of facilities, materials, personnel, time and other resources as will, in the superintendent's and staff's
professional judgment, provide the most favorable learning environment for students.

The board will welcome recommendations as to ways by which it may assist in improving instructional
arrangements, examples of which may include

 1. providing for adequate classroom and other instructional space.

 2. setting class size ranges and limits.

 3. assuming satisfactory racial integration.

 4. providing funds and facilities for field trips.

 5. showing adaptability in permitting scheduling innovations like open campuses, optional
  attendance, high school students as elementary school teacher aides, an the like.

 6. extended school day and school year.

Policy adopted:   January 1974
Policy reaffirmed:  April 1994

Instruction

Class Size

The board recognizes the relatedness of staffing goals, staff utilization, class size and effective teaching.
Accordingly, the board will annually review its policy, and the accompaning regulations, on class size with
the superintendent and employee organizations.

In this school district, the board will, to the extent that budgetary resources permit, establish class size goals
with upper and lower limits as recommended by the superintendent following full discussions with
instructional personnel or their representitives.

Policy adopted:   January 1974
Policy reaffirmed:   April 1994

Instruction

Grouping

Principals shall be responsible for grouping pupils so they may more nearly have the opportunity to reach
their maximum potential.

Principals shall consider the strengths and weaknesses of their teachers in making teaching assignments
where grouping gives varying characteristics to classes.

Plans for grouping within schools shall be approved by the superintendent.

Policy adopted:   January 1974
Policy reaffirmed:   April 1994

6152(b)

Instruction

Grouping

Basis for grouping is to create the most positive class arrangement possible.

Consideration for grouping in the elementary will include the following factors:

 1. Student performance (report cards, standardized tests, etc...)

 2. Previous year Teacher recommendation

 3. Guidance Counselor recommendation

 4. Misc.  (age, size, gender,  social skills, etc...)

 5. Principal recommendation

Students in grades 7-12 will, in corrdination with their parents and guidance counselor, complete the
pre-registration for classes form.  The principal and guidance counselor will consider student requests and
build a schedule to try to accomodate these requests.  Consideration in resolving scheduling conflicts will
include:

 1. Majority of students signed up for class

 2. Seniors needing class to meet graduation requirements

 3. Students needing to retake a course

 4. Misc.  (size, safety, special needs, etc..)

 5. Guidance Counselor recommendation

 6. Principal recommendation

Rules adopted:   December 1997

Instruction

Field Trips and Community Service

The board encourages and sanctions student trips or other out-of-school activities, including participation in
interscholastic events and community civic projects, which are of value in helping achieve each participating
student's educational objectives.

The school staff, under the direction of the administration, shall take all reasonable and prudent steps to
safeguard the physical and educational welfare of participating students.  Each such student shall be given
guidance in setting up educationally sound variations in his school program to enable him to participate and
shall be counseled as to his obligations in fulfilling them.  The administration may place restrictions upon a
student's participation when in the staff's judgement his welfare requires it.

Transportation for trips of significant educational value in the sense indicated above shall be free of cost to
students only when district owned vehicles are used.  Transportation for trips of significant recreational value
may be provided for a fee set by the superintendent of schools to recover costs.

Policy adopted:   January 1974
Policy reaffirmed:  April 1994

Instruction

Fielf Trips and Community Service

Appropriate instruction shall precede and follow each field trip or community service activity.

Field trips and community service activities shall be considered as instruction and planned as such with
definite objectives determined in advance.

All field trips shall begin and end at the school.

Field trips and community service activities requiring school bus transportation shall not interfere with the
regularly scheduled transportation of pupils to and from school.

Written approval of parent or guardian is required for participation of pupils in community service activities
and for field trips that extend beyond the boundaries of the school district.

Subject to the approval of the board, bus transportation shall be provided for bands, orchestras, or other
groups of pupils to participate in activities in communities outside the school district.

Field trips outside school hours may be scheduled but shall be approved in advance by the superintendent.
Pupils must have written approval of parents.

For a community service activity or field trip requiring school bus service, the teacher should make his
request in writing to the principal at least ten days prior to date desired.  Whenever practical, an alternate
date should also be listed.  The purpose of the trip or activity and its relation to the course of study must be
stated.

The principal shall approve or disapprove the request and notify the teacher (if he disapproves, he should
state his reasons).

The bus driver shall see that all rules and regulations are enforced in the use of school buses for field trips.
Certificated personnel shall assist him in so doing.

When a field trip is made to a place of business or industry, the teacher shall insist that an employee of the
host company serve as conductor.

Teachers or other certificated personnel shall accompany pupils on all field trips and shall assume
responsiblility for their proper conduct.

Appropriate educational experience and proper supervision shall be supplied for any pupils whose parents
do not wish them to participate in a community service activity or field trip. 

Rules approved:   January 1974
Rules reaffirmed:   April 1994

Instruction

Homework

The term "homework" refers to an assignment to be prepared during a period of supervised study in class or
outside of class or which requires individual work in the study hall, classroom or home.

The purposes of homework are to improve the learning processes, to aid in the masterly of skills, and to
create and stimulate interest on the part of the pupil.

Homework, is a learning activity which should increase in complexity with the maturity of the pupil.  With
increased maturity, learning should become an independent activity.  This should be established through
consistent assignments which encourage students to investigate for themselves and to work independently
as well as with others.

Teacher should endeavor to make meaningful assignments.  The purposes should always be clearly
understood by both the teacher and the pupil.

In classes where homework is used as a learning activity, assignments should be consistent in terms of the
amount given each day and the time required for each assignment so that a pattern of meaningful homework
can be established by the teacher and/or the student.

The information for any homeowrk assisgnment should be clear and specific so that the pupil can complete
the assignment.

Homework assignments should take into consideration individual differences of pupils such as health, ability,
conditions, at home, and educational resources at home.  Homework should not require the use of reference
material not readily available in most homes, school libraries, or the public library, and should require the use
of those materials only when the pupil has had instruction in the use of them.

There are many other learning activities in the life of a student besides homework.  Such things as
participating in school activities, pursuing cultural interests, participating in family living, and exploring
personal interests should be considered by teachers when planning consistent assignments.

Homework assignments should be coordinated among teachers and should be within the limit of expected
probability for accomplishment by the student.  Homework is not to be used as a form of punishment under
any circumstances.

Generally speaking, there should be no short-term homework assigned on weekends.  Weekend work should
be limited to recreational reading and work on long-term assignments or projects.

Policy adopted:    January 1974
Policy reaffirmed:   April 1994

Instruction

Homework

Homework is an assigment to be prepared or completed other than during the regular class time.  It is
developmental in nature and increases in scope with the maturity and capabilities of the student.

Time guide for out-of -class study:

Grade     Time
Kindergarten  None
Grades 1 & 2  15 - 30 min.
Grades 3 & 4  20 - 40 min.
Grades 5 & 6  30 - 60 min.
Grades 7 & 8  60 - 90 min.
Grades 9-12  90 - 150 min.

Rules approved:   January 1974
Rules reaffirmed:    April 1994

Instruction

Make-up Work
 
Make-up work will be permitted for illness of the student, illness in the family, death in the family, medical
appointment which of necessity cannot be otherwise arranged, legal or court appointments  and emergency
situations when a student is needed at home.

There will be two school days allowed to make-up work for every day missed due to absence.  The two day
make-up period may be extended at the discretion of the instructor.  Work made up within the allotted time will be
given full credit.

There will be one school day allowed to make-up work for every day missed due to truancy, class-skipping or
for first occurrence disciplinary suspensions.  The one day make-up period may be extended at the
discretion of the instructor with approval from the principal.  Work made up within the allotted time will be
given full credit.

There will be no credit allowed for work missed due to a second or subsequent short term disciplinary
suspensions, long term suspensions or expulsion.

The principal may use discretion in enforcing the above guidelines with consideration  given to the impact
the lack of opportunity to complete  course work and examinations would have on the student's ability to
timely graduate, obtain full credit for any course, and whether the disciplinary action would unduly diminish or
exaggerate the seriousness of the offense or cause any other educational relevant outcome.

The only use of an "incomplete" will be when a student absence comes so late in the 9 weeks that their
make-up would extend into the next 9 weeks.  In no case, other than extreme illness, will make-up time
extend over 5 regular school days past the end of a semester.  (Regular school days are Monday through
Friday).

The above guidelines shall be provided to the student and parent or guardian at or prior to the time of
suspension

Policy adopted:   December 1997

Instruction

Special Education/Individualized Education Program

The Board of Education of the Laurel-Concord Public School, District #54, reaffirms that a free and
appropriate public education and an equal opportunity for education according to the individual's needs is
the right of all children.

Laurel-Concord Public School shall assume the major responsibility for planning for the education of children
who qualify for special education programs.  The term special education programs refer to any class or
instructional program operated by the state, the educational service unit, or other educational agencies to
meet the needs of children with any mental, physical, or emotional exceptionality including, but not limited to,
children who are mentally challenged, gifted and talented, emotionally disturbed or socially maladjusted,
hard of hearing, deaf, speech impaired, visually handicapped, orthopedically handicapped, or to children with
other health impairments or specific learning disabilities.

The education program of each resident verified handicapped child who is served in a Level I supportive
service, Level II and Level III program, shall be reviewed and completion date determined prior to the
planned termination of the child's educational program.  Said review shall be conducted by the IEP team
which is composed of representatives of the education agency; the child's teacher(s); one or both parents;
and other individuals at the discretion of the parent or agency.  The review team will determine the
completion date for the educational program of the child and communicate in writing to the parents, guardian
or eligible student, if appropriate, the planned completion date of the child's educational plan and the
procedures to be followed for completing the educational plan.

Laurel-Concord Public School will follow special education procedures set forth in the Nebraska Department
of Education Rules 51, 53, 54, 55, and 56.

Policy approved:   December 1997

Instruction

Special Education/Individualized Education Program

Confidentiality

The board of education will assure the handicapped student and the handicapped student's parents or
guardian the protection and confidentiality of any personally identifiable data, information and records
collected or maintained regarding that handicapped student.  This assurance shall include the right of
access to information gathered, the right to challenge the accuracy or appropriateness of information
gathered, the right to require consent prior to the release of information gathered,the right to procedural
safeguards protecting the confidentiality of information destroyed upon termination of its usefulness, the
right of students to assume all rights of confidentiality upon reaching emanciated majority, and the right
of notification of parents regarding indentification, evaluation and placement of the child, including the
use of a native language, if such is necessary to convey such information.

Personnel Development

It is the policy of the board of education to develop and implement a system of personnel development
which shall include:

1. the inservice training of all personnel in teaching and support roles.

2. effective procedures for acquiring and disseminating to all teachers and administrators significant
information desired from educational research demonstration and similar projects.

3. to adopt, where appropriate, promising education practices and materials developed through such
projects.

Procedure:  Inservice training

1. Time will be identified from suspending all school activities from 2:45 to 4:00 every Friday, and
further, by identifying preopening and inservice days throughout the school term for the purpose of
development of personal inservice programs for all personnel to implement promising educational
practices, programs and materials to fit the needs of each child enrolled in the local school system.

2. Funds will be budgeted to provide for inservice programs by implementing the policied and rules,
and to assure that all personnel are trained concerning the education of all students in the school
district.  Furthermore, instructional personnel will be expected to utilize graduate school opportunities
at the teacher's own expense for additional training to maintain and improve skills as required by the
assignment of each individual educator.

Rules Approved:   December 1997

Instruction
 
Special Education/Individualized Education Program

Parent Participation

The board of education assures that parents or guardians of handicapped students are provided
ample opportunity for the participation and consultation of the student's program.

The board of education hereby declares that all special education plans and budgets are available for
public viewing with the exception that personally identifiable information as to the students participating
will be withheld.

Procedural Safeguards, Policies and Programs

The board of education herein affirms that all procedural safeguards, policies and programs administeed
within the school district are consistent with P.L. 94-142 and are in accordance with Rule 51.

Least Restrictive Environment

The board of education affirms the following:

1. To the maximum extent possible, resident handicapped students or resident students contracted to
o