Laurel-Concord Policy-Series 6000

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.

6030

Instruction

Designation of Attendance Centers

An "elementary attendance center" in this district shall mean a building in which education is offered in one or more of the grades kindergarten through grade four. Only grades kindergarten up through grade four at any such building shall be considered a part of or defined and designated as constituting an elementary attendance center. Specifically, all grades below kindergarten (including any pre-kindergarten grades or programs) and above grade four offered at any such building shall not be considered a part of or as constituting an elementary attendance center as defined and designated herein even if such grades are offered in the same building as the elementary attendance center. The foregoing designations apply to all buildings in use upon adoption of this policy, and all buildings hereinafter built or acquired through lease, purchase, school reorganization, or assimilation of a Class I school district under terms of LB 126, Laws 2005, or otherwise. The designation of and definition of "elementary attendance center" as used herein shall also apply to the terms "elementary facility," or "elementary school.

Any grades offered in any building in this district below kindergarten or above grade four shall mean a "pre-school attendance center," "middle school attendance center," or "high school attendance center" as the school board shall from time to time define

Procedures for Elementary Attendance Center Operating Council

A. Formation of Operating Councils

Elementary attendance centers may be designated as a community school through the formation of an operating council. An operating council may be formed either by: (1) the school board of a Class I school district forming an operating council for that district's elementary attendance center on or before June 14, 2006, and such elementary attendance center becoming a part of this school district or (2) a request for an elementary attendance center to be designated as a community school being received by the school board of this school district.

B. Organizational Meetings.

In the event a request for an elementary attendance center to be designated as a community school is received by the school board of this school district, the superintendent or the superintendent's designee shall hold an operating council organizational meeting at such elementary attendance center. The organizational meeting shall be held within sixty days after receiving the request or notice of timely formation from the school board of a Class I school district.

C. Membership of Operating Councils.

Operating councils shall be composed of not less than three and not more than six members. The procedures for the organization of operating councils formed pursuant to a request received by the school board of this school district shall be as follows: (1) the operating council shall be composed of three members and each member may be selected from a certain group or groups to be determined by the superintendent or the superintendent's designee (e.g.; members of the PTA or similar group for the elementary attendance center); and (2) the superintendent or the superintendent's designee shall select the initial members.

D. Successor Members.

The timing and procedures for selecting successor members of operating councils shall be determined by the members, subject to approval by the superintendent or the superintendent's designee.

E. Operations of Operating Councils.

Organizational or other operating council meetings at any one elementary attendance center need not be held more than once during a calendar year. Operating councils shall be advisory only. Operating councils shall advise, consult and receive public information only on matters affecting the community school as provided by law. The principal of a community school shall provide an opportunity for the operating council to meet with the principal not less than once each month. The principal may designate the meeting dates.

F. Continuation or Dissolution of Operating Councils.

An operating council may dissolve itself by approval of a majority of its members. An operating council may also dissolve itself or be considered to have dissolved in the event it fails to promptly select successor members or to hold annual organizational meetings or fails to notify the school board on or prior to August 15^th each school fiscal year of its intent to continue to function as an operating council. The dissolution of the operating council shall end the community school designation for the elementary attendance center for which it was formed.

Legal Source: LB 126 §§ 4 and 40.

Date of Adoption: July 6 , 2005

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.

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

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

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.

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.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

"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."*

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:

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

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

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

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

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

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.

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)

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.

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.

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.

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

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.

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.

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

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.

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.)

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 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.

6141.12

Instruction

Multicultural Education

Laurel-Concord Public Schools incorporates multicultural education in all curriculum areas at all grades. Multicultural education includes, but is not limited to, studies relative to the culture, history, and contributions of African Americans, Hispanic Americans, Native Americans, Asian Americans and European Americans with special emphasis on human relations and sensitivity toward all races.

Statement of Philosophy and Mission

The philosophy of the multicultural education program is that students will have improved ability to function as productive members of society when provided with: (a) an understanding of diverse cultures and races, the manner in which the existence of diverse cultures and races have affected the history of our Nation and the world, and of the contributions made by diverse cultures and races and (b) with the ability and skills to be sensitive toward and to study, work and live successively with persons of diverse cultures and races.

The mission of the multicultural education program is to prepare students to: (a) value and respect their own culture and race and cultures and races other than their own and (b) eliminate stereotypes and different treatment of others based on culture and race. The mission shall also include preparing students to eliminate stereotypes and discrimination or harassment of others based on ethnicity, religion, gender, socioeconomic status, age, or disability.

Implementation of Multicultural Education

The philosophy and mission of the multicultural education program is to be implemented as follows:

1. Multicultural education shall be included in goals established for educational programs.

2. Multicultural education shall be included in the district curriculum guides, frameworks, or standards.

3. The process for selecting appropriate instructional materials shall include assuring that the instructional materials at all grade levels include studies relative to the culture, history, and contributions of African Americans, Hispanic Americans, Native Americans, Asian Americans and European Americans with special emphasis on human relations and sensitivity toward all races.

4. Staff development shall be provided on the District's multicultural education policy. The staff development shall including professional development for administrators, teachers, and support staff which is congruent with the District and program goals.

5. Periodic assessment of the multicultural education program shall be conducted by the Superintendent. Teachers and other staff upon request shall have the responsibility to provide the administration with reports on: (a) the instructional materials used and programs or methods implemented with their students which are supportive of the multicultural education program philosophy and mission, (b) programs or materials to be implemented in the future or which teachers or other staff feel should be implemented to further advance such philosophy and mission, and (c) with their professional assessment on the successes of or deficiencies in achieving the multicultural education program philosophy and mission. The Superintendent shall provide an annual status report on the assessment to the Board of Education.

Legal Reference: Nebraska State Board of Education Rule 10

Date of Adoption: August 13, 2002

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.

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

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

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.

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

*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:

*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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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

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.

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

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

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.

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

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.

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.

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.

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.

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

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

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.

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.

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

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:

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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.

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.

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.

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.

1. To the maximum extent possible, resident handicapped students or resident students contracted to
other approved servicing agencies will be educated with students who are not handicapped.

2. Removal of handicapped students from the regular educational environment will occur only when the
nature of severity of the handicap is such that education in regular classes with the use of
supplementary aids and services coannot be achieved satisfactorily.

a. Indirect services within the regular class or direct services with the regular class

c. Part-time regular class instruction in conjunction with self-contained special classroom
placement

d. Full-time self-contained special class services in a special public or non-public day
school facility if local programs will not meet needs

4. Integration into a regular class program shall be determined in relation to the objectives established
for an individual handicapped child.

5. When a handicapped child is integrated into a regular class program from a special education
program, the special education personnel shall be responsible for the intensive coordination with the
regular class program teacher(s). A trial period may be undertaken to evaluate a handicapped
student's adjustment before a change becomes final.

6. If a handicapped student is so disruptive in a regular classroom that the education of other students
is significantly impaired, the student may be removed from the regular education setting to another
program.

7. The availability of alternative programming for each handicapped student will be considered. When
an alternative is chosen, the least restrictive alternative(s) which were rejected will be documented
as unsuitable. Back-up data and/or past experience with similar individual and other alternatives
well be placed in each handicapped student's file. Each individual plan will contain provision for
movement to less restrictive alternatives including transitional programming when warranted.

8. In selecting the least restrictive environment, consideration will be given to any potential harmful
effect on the student or on the quality of services which he or she needs.

1. An individual education plan (IEP) shall be developed for every verified handicapped student
receiving special education and related services. Each program will be written and developed by the
student's teacher(s) with input from one or both parents, a school representative, the child (when
appropriate), and other individuals, at the discretion of the parent of the district.

2. If it is determined that the educational needs of a student would best be met in a program operated
by an approved agency outside of this district, the servicing agency will have primary responsibility
to develop the IEP. District or residence personnel shall be responsible for monitoring the progress
for each contracted student.

3. The selection of IEP team members will vary according to the needs of the student. The director of
special edcation or a representative who is qualified to provide or supervise provisions of special
education will in conjunction with members of the team help evaluate and interpret the multi-faceted
assessment data.

4. The district shall comply with all provisions of rule 51 (9).

5. An individual assessment of each handicapped student will be made before any action is
taken as to initial palcement, denial of placement, or a significant change in placement.

6. The written IEP will document the decisions reached about the goals and objectives for
the handicapped student, the instructional activities to help meet the short-term
objectives, time frames to be considered, criteria for acceptable performance, and
evaluation procedures.

a. Goals and objectives shall be prioritized according to the immediate needs of the
student and be relevant.

c. Teachers and therapists need document only those instructional activities which
specifically relate to the fulfillment of the short-term objectives of the IEP.

7. Short-term objectives will describe exactly what the handicapped student will expected to do
or accomplish, under what conditions, and what will be accepted as level of performance.

8. The IEP shall be reviewed at least annually and each review shall provide for the development of new
goals and objectives built on the results of the data from previous goals and objectives.

9. Only one IEP shall be written for each verified handicapped student. Goals and objectives shall
reflect a composite of recommendations for the student by appropriate teachers and supportive
personnel.

Special education students shall be eligible for a free appropriate public education through the school
year that they reach age 21 except under one of the following conditions:

1. The student has completed the individual education program (IEP) as agreed and returns to the
regular educational program.

3. The student and his or her parents or guardians voluntarily request termination and removal from the
program.

4. The school district's plan for program completion has been communicated to the student and his or
her parents or guardians at least one year prior to the planned completion date, and they have been
informed of their rights and procedures for appeals set forth in Nebraska Department of Education
Rule 51.

5. The student and his or her parents or guardians, in agreement with the local school district and the
Division of vocational Rehabilitation, have substantiated the completion of the student IEP and the
Division of Rehabilitation Services has also agreed to assume responsibility for vocational
rehabilitation and training of the individual whose education and/or training is terminated and who
meets the eligibility criteria.

The Schools will comply with all laws and rules approved by the State Board of Education as a result of
the action of the Nebraska Legislature.

The school district will provide, or contract for, professional certified or licensed personnel to identify
those youngsters who may qualify for any of the several special education programs provided by the
school district, or by Nebraska statutes.

Rule 51, approved by the State board of Education on April 16, 1975, adopted pursuant to the statutory
duty and authority vested in the State Department of Education to govern the operation of special
education services in the public school districts of the State of Nebraska, addresses itself to the question
of testing in section 51 (4) as follows:

1. Each school board shall identify all children who would benefit from special education
services. Prior to referral, school district personnel shall identify the learning problems
of the child, develop and implement alternative services within the school, and review
the child's progress (screening). Children who may benefit from special education
programs shall be referred to professional diagnostic personnel who shall conform to the
criteria herin set forth; provided, no child shall be referred for professional diagnosis without
written permission of parent or guardian. Referral to professional diagnostic
personnel may be made by parental request to the school district or by school district
personnel.

The school district will assume the liability for expenses of diagnostic testing only if the following criteria
are met:

1. The student shall have been screened by the school district personnel and evidence shall have been
observed to conclude that further testing is required. Should parents feel that the school district
personnel screening has not been accurate by failing to identify the need for further external testing,
the parents may appeal the decision to the board of education at one of its regular meetings by filing
an intent of appeal with the superintendent of schools at least five days prior to such meeting.

2. The diagnostic testing is performed by licensed and qualified personnel as required in Rule 51.

3. The results of the diagnostic testing is presented to the school
district with definite statements as to the type of Rule 51-approved
program into which the student should be assigned.

4. The type of diagnostic testing is such that the school district
personnel, or qualified professionals who are regularly testing local
district students, cannot provide.

The school district will not assume financial responsibility for any special education services or diagnosis
that is not expressly allowed and provided in Nebraska statutes.

A parent, guardian, competent study of age of majority, or a school disrict may initiate a hearing on
matters related to the initiation, change, or termination or the refusal to initiate, change, or terminate the
identification, evaluation, or educational placement of a child or the provision of a free appropriate public
education or records relating thereto.

Legal Reference:
43-643
Special educator reports:contract
43-645
Terms defined
43-649
Special education

The board delegates to the superintendent, in cooperation with the instructional staff, the
responsibility for establishing regulations for:

The procedures for selecting instructional materials shall reflect the following philosophy:

1. to provide materials that will stimulate growth in factual knowledge, parctical skills, literary
appreciation, aesthetic values, and ethical standards.

2. to provide a background of information that will enable pupils to make intelligent judgments in their
daily life.

3. to provide materials that will enrich and support the curriculum, taking into cosideration the varied
interest, abilities, and maturity levels of the pupils served.

4. to provide materials on opposing sides on controversial issues so that young citizens may develop
under guidance the practice of critical thinking and analysis.

5. to provide materials representative of the many religious, ethnic, and cultural groups and their
contributions to our American heritage.

6. to place principle above personal opinion and reason above prejudices in the selection of materials of
the highest quality in order to assure a comprehensive collection appropriate for the instructional
materials. (Adapted from the Library Bill of Rights and Freedom to Read Statements.)

The Laurel-Concord Public School District #54 shall make available a list of current textbooks used. The
district will provide textbooks upon request to individuals of the district for use in approved and/or
accredited non public schools following the guidelines and requirements of Rule 4 of NDE. These will be
made available for as long as funding is available to pruchase these textbooks.

All teachers are responsible for books, equipment and non-expendable supplies drawn by them
from libraries, classrooms, supply rooms or the Instructional Materials Center.

Teachers shall keep a careful list of all books and equipment issued to pupils. They must check
this list and report losses to the principals at the close of school in June. Pupils will be charged
for any and all losses or damage, beyond normal expectancy.

It is the policy of the Schools to select educational materials in accordance with the following:

1. Educational materials shall be chosen to supplement and enrich the curriculum of all the students of
the community. Materials will be judged on content, not on the author or producer.

2. There shall be the fullest practical provision of material presenting all points of view concerning the
problems and issues of our times, international, national, and local; and materials of sound factual
authority shall not be prescribed or removed from use because of partisan or doctrinal disapproval.

3. Censorship of materials shall be challenged in order to maintain the school's responsibility to provide
information.

Interpreting these principles in the selection of material, the following will apply:

1. The school district believes it is the right and responsibility of teachers and media personnel to
select material which is carefully balanced and to include various points of view of any subject.

2. Since materials are selected to provide for the interests and needs of the students, school
community and the school program, they will be selected utilizing the input of students, teachers,
administrators, media personnel and community resources.

3. Selection of materials will be enhanced through the use of preview examinations, recommendations
and standard evaluation guides.

4. Three basic factors--accuracy of information, literary merit and quality of production--will be
considered in the selection of materials.

5. Materials shall be examined to select those in which the presentation and the subject matter are
suitable for the maturity and interest level at which they are to be used. They will be considered in
relation to both the curriculum and to the interests of students and teachers.

Legal Reference: 79-4,121 School books; ownership; care; liability of pupils for damage

The board of education may impose sanctions against students who lose or damage textbooks and
other educational materials. The superintendent is authorized by the board to set regulations
and adopt any guidelines necessary to carry out the wishes of the board.

2. The value of films as instructional media in the classroom is dependent largely on wise selection and
usage.

3. Films should be previewed for making sure that they are suitable for instruction, and in determining
which points need emphasis or clarification.

4. Many excellent, free and inexpensive films are available to teachers for instructional use. It is
recommended that free films be used when possible.

5. Since children have wide experience with films as entertainment media on TV and in commercial
"movies", films used during school hours should be used to discover answers to questions previously
raised, to gain information, and to clarify understandings.

6. No film should ever be shown "cold". Children should be guided toward things to look for because
they need some focus for viewing.

Special lecturers, when qualified in their subjects, may be requested to speak before classes and
assemblies of students of the schools. Those requiring payment must be approved by the
superintendent in advance and shall be paid from district funds.

The school district will establish and maintain a standardized basic testing program which can be used,
communicated and interpreted by school and by district.

1. a qualitative assessment of the educational program of the district for purposes of reporting the
overall status of the district and charting the growth of their pupils, grades, schools and areas from
year to year.

3. interpretation and use by the teachers, counselor and administrator so that the test findings will
influence the guidance and counseling of individual children, and the developemnt of high quality
curriculum.

The program will: reflect the academic growth of pupils according to their own mental
capacities and to local and national norms; minimize the workload of school personnel in terms of test
administration, scoring, interpretation, and use; be adequate and financially feasible; require reasonable
training for involved school personnel; and assess the growth of pupils in the basic skills and subjects in
the elementary and secondary grades.

It is the policy of the school district to select materials for our libraries in accordance with the
following:

1. Books and other reading matter shall be chosen for values of interest and elightenment of all
students of the community. A book shall not be excluded because of the race, nationality, or the
political or religious views of the writer.

2. There shall be the fullest practical provision of material presenting all points of viewconcerning the
problems and issues of our times, international, national and local and books or other reading matter
of sound factual authority shall not be prescribed or removed from library shelves because of
partisan or doctrinal disapproval.

Interpreting these principles in selection of reading material more specifically, the following
will apply:

1. We believe it is the right and responsibility of teachers and librarians to select reading material that
is carefully balanced to include various points of view on any controversial subject.

2. Since materials are selected to provide for the interest and needs of the school community and the
school program, they will be selected cooperatively by teachers, principals, and librarians,
sometimes with the assistance of students.

3. Selection of materials will be assisted by the reading examination and checking of standard
evaluation aids, i.e., standard catalogues and book review digests.

4. Two basic factors, truth and art will be considered in the selection of books and other library
materials. The first is factual accuracy, authoritativeness, balance, integrity. The second is a quality
of stimulating presentation, imagination, vision, creativeness, style appropriate to the idea, vitality,
distinction.

Administrators, classroom and special teachers, and the library staff endorse and apply North Central
Accreditation principles and principles incorporated in the "School Library Bill of Rights: of the American
Association of School Librarians as follows:

* To provide materials that will enrich and support the curriculum, taking into
consideration the varied interests, abilities, and maturity levels of the pupils served.

* To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic
values, and ethical standards.

* To provide a background of information which will enable pupils to make intelligent judgments in their
daily life.

* To provide materials on opposing sides of controversial issues so that young citizens may develop
under guidance the practice of critical reading and thinking.

* To provide materials representative of the many religious, ethnic, and cultural groups and their
contributions to our American heritage.

* To place principle above personal opinion and reason above prejudice in the selection of materials
of the highest quality in order to assure a comprehensive collection appropriate for the users of the
library.

* The library collections are developed systematically to establish and maintain a well-balanced
coverage of subjects, types of materials and variety of content.

Materials are selected by the head librarian and teachers. Special attention is given to quality,
vocabulary level and interest level. Use is made of the Children's Junior High, Senior High Catalogs and
other standard lists, library magazines and trade literature. Audio-visuals are previewed for content and
workmanship. Books are selected and purchased throughout the year. Students are encouraged to
make suggestions for materials to be acquired for the school media centers.

The collections are continuously re-evaluated in relation to changing curriculum content, new
instructional methods, and current needs of teachers and students. This process also leads to the
replacement of outmoded materials and the discarding of materials no longer useful.

Final authority for materials to be acquired rests with the principal of the school and the head librarian.

5. Materials for the school library shall be examined to select those in which the presentation and the
subject matter are suitable for the grade and the interest level at which they are to be used. They
will be considered in relation to both the curriculum and to the personal interest of pupils and
teachers.

Books and materials meeting the above standards and principles will not be banned but books or
materials of an obscene nature or those advocating overthrow of the government of the United States by
force or revolution shall not be recommended for purchase.

Criticism of books that are in the library should be submitted in writing to the superintendent. The board
will be informed. Allegations thus submitted will be considered by a committee among the faculty
appointed by the superintendent. The committee will be in the subject matter field of the book or material
challenged and the challenged book or material will be judged by the committee as to its conformity to
the aforementioned principles. The books or materials involved will be suspended pending a decision in
writing by the above committee. Appeals from this decision may be made through the superintendent to
the board for final decision.

Recognizing the impact of technology on our society, and anticipating a continuation of technological
development, the board of education recognizes the importance of incorporating computers and other
technology into instuctional methodology and the curriculum.

It shall be the goal of the Schools to allow experience with computers for all students and to provide
additional instruction in a scope commensurate with abilities, careers, and educational needs.

Programs developed for computers by school personnel and students utilizing school equipment shall be
considered the property of the school district.

6163.3

Instruction

INTERNET SAFETY POLICY

Introduction

It is the policy of Laurel-Concord Public School to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children's Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].

Definitions
Key terms are as defined in the Children's Internet Protection Act.

TECHNOLOGY PROTECTION MEASURE. The term "technology protection measure" means a specific technology that blocks or filters Internet access to visual depictions that are:

1. OBSCENE, as that term is defined in section 1460 of title 18, United States Code;

2. CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or

3. Harmful to minors.

HARMFUL TO MINORS. The term "harmful to minors" means any picture, image, graphic image file, or other visual depiction that:

1. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;

2. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and

3. Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.

SEXUAL ACT; SEXUAL CONTACT. The terms "sexual act" and "sexual contact" have the meanings given such terms in section 2246 of title 18, United States Code.

Access to Inappropriate Material

To the extent practical, technology protection measures (or "Internet filters") shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information.

Specifically, as required by the Children's Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors.

Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes.

Inappropriate Network Usage

To the extent practical, steps shall be taken to promote the safety and security of users of the Laurel-Concord Public School online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications.

Specifically, as required by the Children's Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called 'hacking,' and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors.

Supervision and Monitoring

It shall be the responsibility of all members of the Laurel-Concord Public School staff to supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children's Internet protection Act.

Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the superintendent or designated representatives.

Policy Adopted: July 17, 2006

It shall be the policy of the Laurel-Concord Public School, District No. 54 to provide a variety of educative
and curriculum related opportunities through the use of telecomputing (on-line information) services to
the students of the district. By adopting this policy, the district recognizes that access to the Internet,
data available through the Internet, may be technically difficult to monitor and control. In recognition of
the educative and curricular benefits of Internet, it shall be the policy of this district to consider revoking
the privilege of any user who misuses the Internet by engaging in activities not related to the educative
purposes or to the curricular offerings of the district.

User access may be prohibited and revoked as to any person who uses the Internet for activities such
as, but not limited to, receiving or inputting pornographic materials, promoting violence, engaging in
racial, gender or other slurs, receiving or transmitting information pertaining to dangerous
instrumentalities such as bombs, automatic weapons, or other illicit firearms, weaponry, or explosive
devices, for engaging in uses of a defamatory nature, for personal attacks on or "flaming" of another, for
engaging in non-educative or non-curricular related conversations, including chat rooms, and for
accessing or inputting items of a strictly entertaining or recreational nature not related to the educative
purposes or the curriculum of this district.

Electronic mail for personal use will be restricted during regular school hours. Students must use a
school issued e-mail account to conduct correspondence. If requested by an instructor to use e-mail
during school hours, direct supervision by the instructor is required.

Additionally, to the extent that it can be reasonably determined by the administration what fees, if any,
have been incurred by a person for non-authorized purposes, it shall be the policy of this district to seek
reimbursement and full restitution from the student or his or her parent or guardian, for the use of the
Internet in a manner inconsistent with this policy.

It shall further be the policy of this district to provide a copy of this policy to each student user of the
Internet and to his/her parent or guardian.

1. ISSUANCE OF ACCOUNT: This application and agreement shall not be effective until an
account is issued by an authorized representative of the System Administrator. The holder of any User
account shall be responsible for the ongoing supervision, management, and control of any person he/she
authorizes to access NEnet through such User account. For the purposes of these rules, "User" shall
refer to the holder of any valid User account and any person he/she authorizes to access NEnet through
his/her User account; and "System Administrator" shall refer to Laurel-Concord Public School.

2. COMPLIANCE: The user agrees to comply with all STANDARD LAUREL-CONCORD PUBLIC
SCHOOL USER ACCOUNT AND TELECOMPUTING RULES. THE STANDARD USER AND
TELECOMPUTING ACCOUNT RULES are incorporated herein by reference. Notice of such rules as
they are amended from time to time shall be provided by the Laurel-Concord Public School's System
Administrator. These updates will be provided via electronic mail to each account holder.

3. RESTRICTED USE: Any action by a User that is determined by the System Administrator to
constitute an inappropriate use of NEnet or to improperly restrict or inhibit other Users from using and
enjoying NEnet is strictly prohibited and may result in termination of an offending User's account. User
specifically agrees not to submit, publish, or display on NEnet any defamatory, inaccurate, abusive,
obscene, profane, sexually oriented, threatening, racially offensive, or illegal material; nor shall User
encourage the use of controlled substances. Transmission of material, information or software in
violation of any local, state, or federal law is prohibited and is a breach of the Terms and Conditions.
The user also agrees not to use the facilities and capabilities of NEnet to conduct any business
or activity or solicit the performance of any activity which is prohibited by law. Each User shall indemnify
NEnet, Laurel-Concord Public Schools, and the System Administrator for any losses, costs, or damages
including reasonable attorney's fees incurred by NEnet, Laurel-Concord Public school and the System
Administrator relating to, or arising out of any breach of this section (Restricted Use) by User.

4. SOFTWARE LIBRARIES: Only public domain files, and files in which the author has given
expressed consent for on-line distribution, may be uploaded to the software libraries by User. Any other
software may not be uploaded to the software libraries. Any software having the purpose of damaging
other User's systems, or the NEnet System(e.g. computer viruses) is specifically prohibited. The System
Administrator, at its sole discretion, reserves the right to refuse posting of files, and to remove files. The
System Administrator, at its sole discretion, further reserves the right to immediately terminate the
account of a User who misuses the software libraries. The System Administrator does not necessarily
inspect software uploaded by Users and NEnet DOES NOT GUARANTEE THE SUITABILITY OR
PERFORMANCE OF ANY SOFTWARE DOWNLOADED FROM NEnet SYSTEM OR ANY OTHER
SYSTEM ACCESSED THROUGH NEnet.

5. COPYRIGHTED MATERIAL: Copyrighted material must not be placed on any system connected
to NEnet without the author's permission. Only the owner(s) or persons they specifically authorize may
upload copyrighted material to the Service. Users may download copyrighted material for their own use.
Any User may also noncommercially redistribute a copyrighted program with the expressed permission of
the owner or authorized person. Permission must be specified in the document, on the System, or must
be obtained directly from the author.

6. PUBLIC DOMAIN MATERIAL: Any User may upload public domain programs to the System or
download public domain programs for their own use or non-commercial redistribution. The User
assumes all risks regarding the determination of whether a program is the public domain.

7. ELECTRONIC MAIL: Electronic mail is an electronic message sent by or to a User in
correspondence with another person having Internet mail access. Messages received by the system are
retained on the system until deleted by the recipient. A canceled NEnet account will not retain its Mail.
Users are expected to remove old messages in a timely fashion and the System Administrator will not
intentionally inspect the contents of mail sent by one User to an identified addressee, or disclose such
contents to another, or an intended recipient, without the consent of the sender or an intended recipient,
unless required to do so by law or policies of the Laurel-Concord Public School. The System
Administrator reserves the right to investigate complaints regarding mail which is alleged to contain
defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially offensive, or
illegal material. The System Administrator also reserves the right to cooperate fully with Laurel-Concord
Public Schools, local, state, or federal officials in any investigation concerning or relating to any mail
transmitted on NEnet.

8. SECURITY: Security on any computer system is a high priority, especially when the system
involves many Users. If a User feels that they can identify a security problem on NEnet, the User must
notify a System Administrator or the administration of Laurel-Concord Public Schools. The User should
not demonstrate the problem to others. A User may not allow unauthorized persons to use his/her
account and password. Attempts to login to the system using another User's account or as the System
Administrator will result in termination of the account. User should notify the System Administrator if
his/her password is lost or stolen, or if User has reason to believe that someone has obtained
unauthorized access to their account. Any User identified as a security risk or having a history of
problems with other computer systems may be denied access to NEnet.

9. VANDALISM: Vandalism will result in cancellation of privileges. Vandalism is defined as any
malicious attempt to harm or destroy data of another User, NEnet, or any of the agencies or other
networks that are connected to NEnet, or the Internet backbone. This includes, but is not limited to, the
uploading or creating of computer viruses.

10. TERMINATION OF ACCOUNT: The System Administrator reserves the right, at his/her sole
discretion, to suspend or terminate a User's account with or without cause and with or without prior
notice to the User. Upon such suspension or termination, or as soon after as is practicable, the System
Administrator will inform the User of the suspension or termination and provide the User an opportunity
to present an explanation. If the User believes the account has been unjustifiably suspended or
terminated, he/she can appeal this decision to the Laurel-Concord Superintendent or his/her designee
within 7 calendar days following the meeting with the System Administrator. The User's account can be
restored if it is determined the suspension or revocation has been imposed without cause. Accounts
which are inactive for more than 90 days may be removed along with that User's files without notice
given to the User.

11. CONSENT FOR USE BY MINORS: Because NEnet provides access to other computer systems
around the world, User(and parent(s)/guardian(s), if user is under 19 years of age) specifically
understands that the System Administrator and Laurel-Concord Public School have no control over the
content of information residing on such other systems. Users and the parents/guardians of Users, who
are under 19 years of age, are advised that some systems may contain defamatory, inaccurate, abusive,
obscene, profane, sexually oriented, threatening, racially offensive or illegal material. NEnet,
Laurel-Concord Public School, and the System Administrator do not condone the use of such materials,
and do not permit usage of such materials in the school/library environment. Parents of minors having
access to NEnet should be aware of the existence of such material and monitor home usage of the
system. Students knowingly bringing such materials into the school/library environment will be subject to
the discipline policies of Laurel-Concord Public Schools and such activities may result in termination of
his/her access to NEnet.

12. DISCLAIMER OF WARRANTIES: NEnet, Laurel-Concord Public School, and the System
Administrator do not warrant that the functions or services performed by, or that the information or
software contained on the system will meet the member's requirements or that the operation of the
system will be uninterrupted or error-free or that defects in the system will be corrected. NEnet is
provided on an "as is, as available" basis. NEnet does not make any warranties, expressed or implied,
including, without limitation, those of merchantability and fitness for a particular purpose, with respect to
any services provided by same and any information or software contained therein.

13. NO AGENCY RELATIONSHIP: The User may order services or merchandise from other
agencies and users of NEnet, not affiliated with NEnet, through NEnet. All matters concerning
merchandise and services ordered from NEnet, including but not limited to purchase terms, payment
terms, warranties or representations whatsoever with regard to any goods or services provided by NEnet.
NEnet, Laurel-Concord Public School, and System Administrator shall not be party to such transactions
or be liable for any costs or damages arising out of, either directly or indirectly, the actions or inactions of
NEnet.

14. TELEPHONE CHARGES: Laurel-Concord Public School and NEnet assume no
responsibility or liability for any phone charges, including, but not limited to, long distance charges, per
minute (unit)surcharges and/or equipment or line costs, incurred by User while accessing NEnet. Any
disputes or problems regarding phone service are strictly between User and his/her local telephone
Company and/or long distance service provider.

15. UPDATING MEMBER ACCOUNT INFORMATION: Laurel-Concord Public School may
require users to provide new registration and account information as a condition for continuing service.
User shall notify Laurel-Concord Public School of any changes in account information (address, phone,
name, etc.)

16. INDEMNIFICATION: User shall indemnify and hod the System Administrator harmless from
any claim, expense, liability, or damage arising out of or in connection with User's use of the system
including, but not limited to, telephone toll charges, database access fees, and software charges.

17. CONSTRUCTION: The terms and conditions of this agreement shall be interpreted, construed,
and enforced in all respects in accordance with the laws of the State of Nebraska and in connection with
any action to enforce the provisions of this agreement to seek the recovery of damages or other relief for
breach or default under this agreement, or to seek the enforcement of any other remedy arising under or
by virtue of the terms of this agreement.

18. INFORMATION: The System Administrator will provide updates and policy changes via e-mail.
Therefore, it is important that all Users maintain a sxhool issued e-mail account. Failure to maintain an
account with the school may result in suspension or termination of service.

The board authorizes the superintendent to implement programs designed to meet the health, guidance,
and special educational needs of students.

Programs designed to meet student needs in these areas shall be recommended to the board by the
superintendent for board approval.

The administration of the guidance and counseling program within the school shall be the responsibility
of the principal. The superintendent shall be responsible for the overall district program.

The persons working in the area of guidance shall be responsible to the principal of the school.

As an integral part of the total educational program, guidance and counseling services are concerned
with the study, understanding and adjustment of every student attending Laurel-Concord High School.
The services are designed to assist students in developing their individual potentials and to assist school
personnel, parents and the community in providing opportunities to students to obtain an education best
suited to their potential and goals. These basic services include:

1. Individual and group counseling
2. Educational and occupational planning
3. Pupil appraisal (Testing)
4. College and job placement
5. Parent and staff conferences
6. Referrals
7. Follow-up and local research
8. Student registration and scheduling

The primary purpose of education is to help each individual become increasingly self-directive and
capable of creative and purposeful living. Each student is an individual with individual goals. It is the
task of the guidance program to help each student fulfill his own potential for growth.

Parents, teachers, administrators, the guidance counselor and other school and community personnel
have roles in the guidance program. All of these persons, who in various ways are concerned with
students, help students meet their special needs, explore or pursue selected goals, maintain good
emotional health and develop an appropriate set of values.

Guidance is a process of aiding total growth and focuses on student development educationally and
occupationally.

The following method shall be used in making referrals for psychological services:

1. If the problem is one of school schievement, the psychologist may be used as an adjunct to school
testing and evaluation with prior approval of the parents or guardian.

2. In cases of emothional disturbance or disruptive behavior, the teacher will discuss with the principal
the need for referral.

3. The principal determines (a) that a child should be referred, or (b) that instructional techniques used
by school personnel be examined, or (3) that parental relations with the child be discussed, with the
school psychologist.

4. The principal then (a) contacts the parents or guardian informing them that such referral is being
considered (this can be by letter, phone, or home visit, although personal contact is preferable or, (b)
arranges a conference involving the psychologist and the instructional personnel involved, or (c)
aranges a conference involving the psychologist and the child's parents or guardian.

5. If objection is raised by any party involved in 4(a), (b) or (c), then the principal or guidance worker
tries to arrange for a joint interview involving parents or guardian, teacher, principal and/or guidance
worker, and psychologist.

When it is necessary to recommend further treatment for a psychological problem diagnosed as above,
the person or persons involved will be encouraged to seek such service from among those private
clinics, psychologists or psychiatrists available in the area.

The guidance program shall be an integral part of the total program of instruction.

The major objective of the guidance program is to help each child make the best of his
educational opportunities toward a normal, useful and happy life.

The guidance program shall be directed toward the growth and improvement of all pupils in the school,
recognizing however, that some pupils are in greater, need of individual guidance than others.

The guidance program shall attempt to provide for each pupil a sense of belonging, self-respect,
emotional security, achievement and recognition. The program shall also endeavor to help the student
develop an appreciation and understanding of the world in which he lives by providing a classroom and
school environment in which effective learning and good behavior take place.

The guidance program shall provide a positive program of correction and prevention of antisocial
behavior of pupils. It shall aim to provide a sense of responsibility and self-respect in students.

Psychological services will be provided by the district to assist all students, teachers and other persons
in reaching their greatest potential. All persons directly or indirectly concerned with any case referred for
these services shall handle all information and personal relationships in a confidential and professional
manner.

1. Children learn best when their emotional needs are met. The first and most important responsibility
of the school is to educate - to teach children the necessary attitudes and skills to enable them to live
successfully in our community and country.

2. Anything that hinders the teaching-learning process is the concern of the school.

To accomplish the above purposes, the following psychological services will be provided by the
school district:

1. Counseling or discussing problems with students, parents of guardian, or school staff.

2. Administering intelligence, achievement, attitudinal, personality and other tests for diagnosis of
learning and social/emotional problems.

3. Recommending instructional or behavioral techniques or procedures to school personnel or parents
or guardian.

Services provided by the school district will not include psychological therapy or treatment for
emotional problems.

The district will assist instructional personnel and parents or guardians in locating
psychologists or psychiatrists who can provide therapy or treatment services.

It shall be the policy of Cedar County School Dist. No. 54 to develop and implement a plan for providing
for high ability learners.

Within the first thirty (30) days of any school year, procedures for identifying high ability learners as set
forth in this policy shall be used to identify such learners. The identification procedure shall include a
combination of standardized and non-standardized means and criteria. The administration shall make
available, to parents or guardians of identified learners with high ability, information relating to how their
child has been identified. Such information shall also include possible alternative educational strategies
to meet the special needs of such children. The Administration shall make available to classroom
teachers an initial list of students who meet the district criteria for learners of high ability and the areas of
high capability of each such student. The provisions of this paragraph shall be deemed operative
regardless of funding for a high ability learner plan or program.

If funds for a plan for high ability learners are available, it shall be the policy of the district to require the
administration to appoint a committee, which will include, but not limited to, teachers, parents, and other
community members, to develop a plan containing the following:

1. The District's philosophy on educational service to learners with high ability.

3. Goals and objectives of the District's program for learners with high ability with caution being
given to avoid perception problems for high ability learners by others and for others by high
ability learners.

4. Identification of high ability learners which includes the following:
A. Multiple assessments and appraisals (combination of
standardized and non-standardized means and criteria)
B. Equal access to identification opportunities.
C. Assessment procedures that can accommodate students who
develop at different rates and whose interest might change as they
mature and which identifies talents that are not readily apparent
in students and those which are.
D. Parental/guardian and teacher notification within the first 30
days of each school year.
E. An appeal process.

5. Description of the continuum of program services which include differentiated cognitive and
affective curricular plans and assessments.

6. Evaluation and future planning for ascertaining weaknesses and overall quality of the program
with such procedures to involve parents, educators, students, and community members.

8. Program management plan and proposed budget to accommodate
supervision, instruction, resource materials, staff development,
assessment instruments, facility needs, and any other pertinent
expenditures in support of the program or plan for high ability learners.

It shall be the duty of the administrator to select such instructional curriculum patterns, affective
curriculum, and specialized counseling as may be deemed appropriate within the provisions of the
District's plan for "High Ability Learners".

Preparation of professional staff shall be undertaken in accordance with the District's philosophy and
available resources. Such directors, coordinators, teachers with specialized preparation and expertise,
as may be provided for within the budget of the district, may be hired by the board with input from the
administration.

If a local plan is in place pursuant to this policy, it may be revised as directed by the board based upon
recommendation from the administration. Such plan shall have a duration of one fiscal year unless
reauthorized and funded by the board.

It shall be the policy of Cedar County School District No. 54 to provide an alternative school, class, or
educational program for expelled students as provided by Neb. Rev. Stat. § 79-266 and Rule 17 of the
Nebraska Department of Education, 92 NAC 17. Said alternative school, class, or program shall include
an individualized learning program, as that term is defined in section 002.05 of Rule 17 of the Nebraska
Department of Education, to enable the expelled student to continue academic work for credit toward
graduation.

Credit towards graduation shall be awarded to students participating in an alternative school, class or
program as provided in the District's Alternative Education Program Manual.

It shall be the policy of the District to review this policy and make such amendment as the Board may
deem appropriate in the event that section 79-266 or Rule 17 is amended or upon the adoption of any
applicable statute or rule not in existence at the time of the adoption of this policy.

The district shall provide instruction for home-bound students as required by state statute. No instructor
shall provide such service without authorization from the superintendent of schools.

The school district may conduct a summer school program each year. Its purpose is to provide
additional opportunities for pupils to receive remedial instruction and participate in enrichment activities.
Summer school attendance does not in any way guarantee promotion for pupils. They may, however,
earn credits toward high school graduation which may result in a revision of class placement in the high
school.

One purpose of this program is to allow the student actual work experience in a field related to a career
interest. It is expected that the student will experience growth in work-related skills. Parents/guardians
assume responsibility and liability for their student(s) enrolled in this program.

Arrangements to enroll in the Senior Work Release program will be made through the guidance
counselor's office. Seniors having earned a minimum of 170 credits (190 credits if enrolled
second semester) can participate providing the following requirements are met:
1. Student must carry five academic classes.
2. Student must have written permission from parents/guardian.
3. Student must have verification of employment.
4. Student must maintain a C average (2.0) in the previous quarter in his/her five
academic classes. A failing grade will automatically remove the student from
this program or keep them out of the program.
5. Students participating in this program must not interfere with the school routine.
6. School officials reserve the right to withdraw permission for a student's participation if in their
judgment a student's educational needs will be best met by another course of study.

The board expects and encourages the professional staff to study and update continuously all aspects of
the school curriculum. It expects the superintendent and the administrative staff to work closely with the
board, or its subcommittees, to keep the board informed of need for new or revised programs and the
need to revise or develop new curriculums on both long and short range basis. In this process, the
superintendent will organize a curriculum council and the necessary committee or committees or
maintain active curriculum revision studies and to develop the administrative procedures needed for
implementation and evaluation of results. Parents, members of the public and students should be
included in these efforts whenever possible and desirable.

ARTICLE 6 - INSTRUCTION - SERIES 6000
6000	Concept and Roles in Instruction
6000	General Policy Statement
6030	Designation of Attendance Centers
6111	School Calendar
6111.1	Instructional Hours and Time Allotments
6112(a)	School Day
6114	Safe Schools Policy and Safe Schools Committee
6114(a)	Emergencies and Disaster Preparedness
6114(b)	Emergencies
6114.1	Fire
6114.3(a)	Bomb Threats
6114.4	Emergencies/Tornadoes
6114.6	Inclement Weather/School Closing
6115	Ceremonies and Observances: Display of the Flag
6115(a)	Religious Ceremonies
6115(b)	Special Days and Events
6117	Ceremonies and Observances
6120(a)	Objectives of the Instructional Program
6121	Equal Educational Opportunities
6130	Organizational Plan
6140	Curriculum
6141(a)	Personnel: Curriculum Development
6141.1(a)	Experimental and Innovative Program
6141.1(b)	Guidelines for Distribution of High School Newspapers and Leaflets
6141.2	Recognition of Religious Beliefs and Customs
6141.4(d)	Title IX
6141.11	Sex Education
6141.12	Multicultural Education
6142	Subject Fields
6143	Curriculum Guides
6144	Controversial Issues
6144(a)	In the Classroom
6144.1(a)	Student Freedom of Expression
6145(a)	Extra-Class Activities
6145.1	Intramural Athletics
6145.2	Eligibility
6145.3(a)	Publications
6145.4	Public Performances and Exhibitions
6145.5	Organizations: Councils, Cabinets, Committees, Class Activities
6145.6	Travel and Exchange Programs
6145.7	Social Events
6145.8	Activity Funds Management
6145.9	Student Council
6146	Graduation Requirements
6146.1	Grading System
6146.2	State Wide Proficiency Examinations
6150	Instructional Arrangements
6151	Class Size
6152(a)	Grouping
6153(a)	Field Trips and Community Service
6154(a)	Homework
6154(c)	Make-up Work
6161	Equipment, Books, Materials
6161(a)	Equipment, Books, and Non-Expandable Supplies
6161.2	Guidelines for Care of Instructional Materials
6162.1	Audio-Visual Materials
6162.4	Community Resources
6162.5	Research: Testing
6163.1(a)	Library and Audio-Visual Selection Guide
6163.1(c)	School Libraries
6163.3	Computer Education
6163.4	Internet Use
6163.5	Internet User and Telecomputing
6164	Individual and Remedial Services
6164.2	Guidance
6164.3	Psychological Services
6172.1	Gifted Children Program
6172.2	Alternative Education Program
6173	Home Teaching
6174	Summer School
6176.1	Senior Work Release Program
6180	Evaluation of the Instructional Program
6211	Curriculum - Assessments
6212	Instruction - Assessments - Academic Content Standards
6213	Assessments
6283	Concussions
6600	Special Education Policies
6800	Internet Safety Policy
6910	Dispensing Medications - Forms
6920	Student Self-Management of Asthma, Anaphylaxis, and/or Diabetes
	Asthma or Anaphylaxis Medical Management Plan for Student Self-Management of Health Condition Form LB1148
	Diabetes Medical Management Plan for Student Self-Management of Health Condition Form LB1107