ARTICLE 6 - INSTRUCTION - SERIES 6000 |
|
| Concept and Roles in Instruction | |
| General Policy Statement | |
| Internet Protection Policy | |
| Internet Protection Policy | |
| Designation of Attendance Centers | |
| School Calendar | |
| Instructional Hours and Time Allotments | |
| School Day | |
| Safe Schools Policy and Safe Schools Committee | |
| Emergencies and Disaster Preparedness | |
| Emergencies | |
| Fire | |
| Bomb Threats | |
| Emergencies/Tornadoes | |
| Inclement Weather/School Closing | |
| Ceremonies and Observances: Display of the Flag | |
| Religious Ceremonies | |
| Special Days and Events | |
| Ceremonies and Observances | |
| Objectives of the Instructional Program | |
| Equal Educational Opportunities | |
| Organizational Plan | |
| Curriculum | |
| Personnel: Curriculum Development | |
| Experimental and Innovative Program | |
| Guidelines for Distribution of High School Newspapers and Leaflets | |
| Recognition of Religious Beliefs and Customs | |
| Title IX | |
| Sex Education | |
| Multicultural Education | |
| Subject Fields | |
| Curriculum Guides | |
| Controversial Issues | |
| In the Classroom | |
| Student Freedom of Expression | |
| Extra-Class Activities | |
| Intramural Athletics | |
| Eligibility | |
| Publications | |
| Public Performances and Exhibitions | |
| Organizations: Councils, Cabinets, Committees, Class Activities | |
| Travel and Exchange Programs | |
| Social Events | |
| Activity Funds Management | |
| Student Council | |
| Graduation Requirements | |
| Grading System | |
| State Wide Proficiency Examinations | |
| Instructional Arrangements | |
| Class Size | |
| Grouping | |
| Field Trips and Community Service | |
| Homework | |
| Make-up Work | |
| Equipment, Books, Materials | |
| Equipment, Books, and Non-Expandable Supplies | |
| Guidelines for Care of Instructional Materials | |
| Audio-Visual Materials | |
| Community Resources | |
| Research: Testing | |
| Library and Audio-Visual Selection Guide | |
| School Libraries | |
| Computer Education | |
| Internet Use | |
| Internet User and Telecomputing | |
| Individual and Remedial Services | |
| Guidance | |
| Psychological Services | |
| Gifted Children Program | |
| Alternative Education Program | |
| Home Teaching | |
| Summer School | |
| Senior Work Release Program | |
| Evaluation of the Instructional Program | |
| Curriculum - Assessments | |
| Objectives of the Instructional Program | |
| Special Education Policies | |
| Dispensing Medications - Forms | |
| 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 | |
General Policy Statement
In its relationship with the instructional program, the board
hopes to make its finest contribution to education
in our community. The board sees itself supporting and
supplementing the efforts of the faculty, not
trespassing.
Fine teachers, administrators and other instructional personnel
need several kinds of important help from
lay-men. Most important of all, they need to know what we
expect our children and youths to learn.
Accordingly, we set up and keep an eye on purposes for our
schools.
How school is to be taught is, we believe, strictly the
prerogative of the staff. Our contribution to that
operation is to provide the needed equipment, materials of
instruction, and such other facilitating action that
they may request.
We are interested, too, in supporting the staff's continuing
efforts to improve the instructional
program--assuming that there is always room for improvement.
Finally--and of extreme importance--we wish to have the staff
present us with evidence
of achievement, or lack of achievement, of our pupils in the light of
our schools' goals. It is clear that factual
evidence of the productivity of our schools is the board's best
device for evaluating our educational system,
for guiding improvement efforts, and for fostering approval of
schools.
Policy adopted: January 1974
Policy Reaffirmed: April 1994
Instruction
Designation of Attendance Centers
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 15th 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
School Calendar
The board encourages and will support all reasonable eforts to
have the schedule and calendar so organized
that they will promote the greatest possible flexibiltity and
effectiveness in curriculum and efficiency in
operation.
The dates for opening and closing of the school year, vacation
dates, and the dates of major school events
and activities shall be presented in the form of a school calendar by
the superintendent to the board of
education on or before the June meeting.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Instructional Hours and Time Allottments
The Laurel-Concord Public School system school year shall consist
of a minimum of 1080 instructional hours
for the high school (Grades 9-12), 1032 hours for Junior High (Grades
7-8) and elementary school (Grades
1-6) and 400 hours for Kindergarten. The instructional
hour shall consist of 50 minutes which will allow for
teachers and students to be in attendance.
The required 1080 instructional hours, 1032 instructional hours,
and 400 instructional hours shall not include
time used for school lunch, but may include passing time used going
to and from classes. The required
hours shall be exclusive of any time missed for snow days, excessive
heat or inclement weather. Hours
missed for such cancellations shall be added to the school year to be
made up if needed to meet the
required number of instructional hours free of interruptions.
Interscholastic sports, clubs, and contests shall be defined as
school events which involves student
participation (one or more) and faculty sponsorship. The
activities in these categories are identified as all
athletic events (volleyball, football, cross country,
basketball, wrestling, track, golf, F.B.L.A., I.A.S.I.A., home
economics, FHA, music, drama, speech and debate).
Instructional time needed for these activities including time for
traveling to and from the activity and time for
assemblies, class meetings and etc., and elementary recesses may be
included in the required time as long
as school is still in session and assignments missed by students are
made up. Assignments missed by
students absent for other reasons such as, but not limited to,
illness and doctors appointments, will also be
made up by the students.
Policy Revised:
August 12, 1985
August 12, 1987
January 11, 1988
December 8, 1997
Instruction
School Day
The school day shall be scheduled by the administration, within
the requirements of state law and regulations
to offer the greatest educational advantage.
Each member of the professional staff shall be expected to be on
duty before and after regular school hours
to plan and to carry out his individual professional
responsibilities.
The term "school day" means a minimum of five clock hours of
instruction with both students and teachers in
attendance. Two and one-half clock hours of instruction shall
be the minimum for one-half day of school.
Ordinarily, pupils are requested not to come to school until
approximately 10 minutes prior to the opening of
school.
Pupils shall not arrive at school earlier than thirty (30) minutes
before the time set for the beginning of
classes, except as follows:
1. When pupils are requested to come earlier for
participation in school activities.
2. When the parent or guardian has applied for and been
granted an exception by the
superintendent.
No pupils shall be permitted to leave the school at recess or at
any other time before the regular closing
hour, except as follows:
1. When a pass has been issued by the school office at
the request of the parent
or guardian.
2. When pursuing an approved schedule of school
activities which requires the pupil
to leave the school.
(Example-field trips)
Pupils shall be instructed to go home, or elsewhere as directed by
the parent or guardian, immediately
following the close of the school day unless attending a regularly
organized program of instruction,
recreation, or school activities which follows the dismissal of
school.
No deviation from the child's regular routine for leaving school
shall be authorized by school personnel
without written permission from parent or guardian or a direct phone
contact by school personnel with parent
or guardian.
Parents or others authorized to care for a child shall be notified
before a child is sent home or elsewhere at
other than the regular time of dismissal. No child should be
sent home alone.
The principal may revoke lunch privileges at any time if the pupil abuses the privilege.
Legal Reference:
79-101
Terms defined
79-201
Compulsory education; attendance required; length of school term NDE Rule 14
School Day (continued)
Time Allotments
Each teacher's daily schedule shall include a reasonable period of
time for educational planning and other
task related functions that cannot normally be accomplished during
instructional periods.
Policy adopted: January 1974
Policy adopted: April 199
Safe Schools Policy and Safe Schools Committee
It is the mission of Laurel-Concord Public Schools to provide a
safe, secure, drug-free and welcoming
environment for all students, staff, and community members.The
Superintendent shall appoint a school
Safety and Security Committee which shall include representatives of
faculty, parents, and community; said
committee to meet at least annually to prepare and/or review safety
and security plans and procedures, including
emergency plans and procedures. Upon the recommendations of the
School Safety and Security Committee, the
administration shall implement school system safety and security
plans designed to maintain safe, healthful,
and sanitary condition with the school buildings of the school
district, and on school grounds, meeting applicable fire,
safety and health codes, and supportive of quality learning for all
students. Such school safety and security plans may
include but not be limited to, school security measures, such as the
use of metal detectors, surveillance, searches and seizures, and security officers, as well as staff training and
student educational programs.
Policy adopted: August, 2001
Emergencies and Disaster Preparedness
Principals shall take every possible precaution for the safety of
students and employees under their
jurisdiction. Each school shall maintain an up to date set of
rules and regulations for fire and disaster drills,
said rules to be submitted to the superintendent for approval.
Reports of fire drills to be submitted to the
State Fire Marshal will be maintained by each building principal.
Legal Reference: 79-4,123 Fire prevention; instruction in public schools; books and literature; distribution; by whom supplied.
Policy adopted: July 25, 1983
Policy reaffirmed: April 1994
Emergencies
The administration is delegated to provide to the board a plan to
handle emergencies to include: fire, civil
defense, bomb threats, tornado, weather, and other aspects of student
safety.
Such plan shall include and provide for the instruction of
students in the aspects of emergency education.
Legal Reference: 79-4,123 Fire
prevention-instruction in public schools; books and literature; distribution of whom supplied.
Policy reffirmed: April 1994
Fire
In the event that fire is discovered in any of the school plants, the
fire department shall be called immediately
following giving the signal to evacuate the building.
The principal of each school shall average at least one fire drill
each month during the school year in which
all pupils, teachers and other employees shall be required to leave
the school building.
1. Pupils must leave the building in an orderly and rapid
manner and teachers are required to check to
ascertain that no pupil remains in the building.
2. Real emergencies often call for alternate exits to be
used. Teachers must be prepared to selelct and
direct their classes to these alternate exits in the event the
designated escape route is blocked. This
demands close control of students.
3. A record shall be kept in the principal's office of each
fire drill conducted. A copy of the record shall also
be filed in the office of the superintendent.
The principal of each school shall hold at least one tornado drill annually.
Principals and teachers shall recognize that the essential element
in any emergency is prevention of panic.
Principals and teachers shall afford pupils such confidence as
clarity of direction and supervision can
contribute.
Also see Student/Parent Handbook.
Legal Reference: 79-4,123 Fire prevention; instruction in public schools; books and literature; distribution; by whom supplied.
Rules approved: April 1994
Bomb Threats
The following recommendations are made in order to minimize
interruptions of school, and, at the same time,
recognize the possibility that alarms may be factual. The
principal must, of necessity, make the final decision
about evacuating the building for search.
Notify the police department and the school superintendent as soon as possible.
1. Personnel should approach any visitors in the school
building, secure thier names, and refer the
visitors to the office.
2. If it is necessary to evacuate the buildings, follow the
routine evacuation procedure.
a. Form a school personnel volunteer organization to
assist in the inspection of the school.
(School personnel know what belongs in
the school and which items are strange. With
this knowledge at hand, the rooms can be checked quickly and
efficiently.)
Teachers that are not involved in the search should assume the
responsibility for the
students belonging to the searching teachers.
b. During this time cafeteria personnel should
carefully examine cafeteria, kitchen, sculleries,
storage rooms, garbage can rooms, and dining room
area.
c. The physical education instructors and other
special teachers should be assigned
to cover certain portions of the grounds, paying particular
attention to the physical
education storage room area and locker room.
d. The various custodial personnel and maids should be
assigned to certain areas of the building,
such as, the boiler rooms, rest-rooms, and storage rooms.
e. The office personnel should be responsible for inspecting the offices and clinic.
f. The librarian should be responsible for checking the library.
g. The principal, in making these assignments, is to be sure
that someone is assigned to
inspect every area of the school.
3. Use a checklist of these areas so that when they are
checked and found to be satisfactory,
the students can return to their classes.
4. If the law enforcement agencies become involved, they
should be informed of the
standard procedure. In every instance however, the
dictates of the law enforcement
agencies concerning search procedures in the building are to be
followed.
In some instances the school children turn in scare alarms.
Should this be true, it is probable that several
pupils in the school are aware of the particulars of such
alarms. Principals are to investigate thoroughly and
use every possible means to determine students or personnel
responsible for these actions.
Bomb Threats (continued)
In the event that a suspicious object is found, station a person
out the danger area, but a s close as is
reasonable, to warn others away from the general area. The
assistance of the police or fire department is to
be requested immediately.
Rules approved: January 1974
Rules reaffirmed: April 1994
Emergencies/Tornadoes
In a tornado warning, students will move to assigned tornado
stations. The parenthesis following each
station listed below indicates the exact room designation as shown on
the BUILDING DIAGRAM above.
Kindergarten: Sheltered areas within the kindergarten room
(KINDERGARTEN)
Grade 1: Girls bathroom (GIRLS)
Grade 2: Staff room (214)
Grade 3: Rm. e: NW corner of Rm. 3e
Grade 3: Rm. f: NE corner of Rm. 3f
Grade 4: Rm. h: SW corner of Rm. 4h
Grade 4: Rm g: Conference room (222)
Grade 5: Boys bathroom (BOYS)
Grade 6: Boys bathroom east of the 1956 Gym door (BOYS*)
Room 307: Girls bathroom adjacent to and west of Rm. 305
(GIRLS*)
In a tornado warning or in the event of an actual tornado,
students will be released from their tornado
stations only after the "ALL CLEAR" has been given. If parents
come to the tornado station they will be
invited to stay in the safety of the station until the "ALL CLEAR" is
given. However, if parents wish to take
their children away from the school during a tornado warning, they
should inform their child's teacher. In a
tornado warning no student will be allowed to leave the tornado
station with anyone except the student's own
parent or legal guardian.
Rules approved: April 1994
Inclement Weather
School Closing
In the event of severely inclement weather or mechanical
breakdown, school may be closed or starting time
delayed, or dismissed early. School closing, delayed starting
time, or early dismissal will be announced over
radio station WJAG-Norfolk (AM 78), KMNS-Sioux City (AM 62 & FM
98), WNAX-Yankton (AM 570), and
KTCH-Wayne (AM 1590 & FM 105). Reports in the morning will
be between 7:00 A.M. and 8:00 A.M. If no
report is heard, it can be assumed that school will be in
session. TV stations used will be KCAU-CH. 9 and
KTIV-CH. 4.
Policy adopted: April 1994
Ceremonies and Observances
Display of the Flag
The flag of the United States of America shall be raised above
each schoolhouse and at other appropriate
places during all school sessions and on all legal school holidays,
weather permitting. The flag shall be
raised before the opening of school and taken down at its close every
day.
Flag at Half-Mast
The following procedures shall be observed:
"Flying at half-mast, halfway up the staff, a national flag is a
signal of mourning. The flag should be
hoisted to the top of the staff for an instant before being lowered
to half-mast. It should be hoisted to the
peak again before lowered for the night. By tradition, the
national flag flies at half-mast only when the
entire country mourns. It is not lowered to half-mast for
occasions of local mourning. If local flags are
flown at half-mast, the national flag may be flown at full mast with
them. Citizens may salute and pledge
allegiance to the flag when it flies at half-mast.
"In the United States, the U.S. flag flies at half-mast (1) for 30
days after the death of the President or a
former President; (2) for 10 days after the death of the
Vice-President, the Chief Justice or a retired Chief
Justice, or the Speaker of the House of Representatives; and (3) from
the day of death until burial of an
Associate Justice of the Supreme Court, a former Vice-President, a
member of the Cabinet, or a
secretary of the army, navy, or air force. In addition, the
flag flies at half-mast in the District of Columbia
from the day of death until burial of a United States Senator or
Representative, a territorial delegate, or
the resident commissioner from Puerto Rico. Flags in a state or
territory fly at half-mast from the day the
governor dies until burial."*
*Reference: World Book Encyclopedia-1971
Rules approved: January 1974
Rules reaffirmed: April 1994
Ceremonies and Observances
Religious Ceremonies
The Supreme Court of the United States in two significant
decisions* declared it illegal to hold formal,
prescribed religious exercises in the public school. However,
while the Court's prohibitions are narrow, its
permissions are broad. Accordingly, the following types of
school activities are permitted so long as they do
not take on the character of religious devotions:
.........Writing or analyzing literature on religious subjects
.........Playing, singing, and presenting music that is religious in its content
.........Performing drama that deals with religious history or is religious in its content
.........Producing or exhibiting art work dealing with religious themes
.........Recognition of significant religious holidays by
declaring school vacations or by
sponsoring activities that acknowledge the
importance of these holidays in our
cultural life
..........Comparative studies of religion
.........Analyses of the Bible, and other religious books as part of the study of religions
..........Studies of the contribution made by religion to civilization
..........Study of the Bible for its historic significance
..........Study of the Bible for its literary importance
..........Recitations or study of historical documents which
contain references
to God
..........Singing of official anthems which contain references to
God
6115(b)
Ceremonies and Observances (continued)
Special Days and Events
Commemoration of speical days and events shall be arranged to the
end that the effective observation of
these occasions is a definite and valuable part of the school
program.
Flag Salute and Treatment
The salute to the flag is to be part of each day's opening
exercise. Time should be taken to discuss what the
flag and flag salute represent. Those children who have
religious or conscientious objections may be
excused from participating.
*Legal Reference: United States Supreme Court, The Engel
decision on state-adopted prayer (1962) and
the Schempp decision on Bible reading (1963)
Policy adopted: January 1974
Policy reaffirmed: April 1994
Objectives of the Instructional Program
1. The primary responsibility of the school is to provide
opportunities to develop basic
academic skills needed by every citizen to be an effective
member of society.
2. The school should strive to achieve the seven cardinal
principles of secondary
education:
a. Command of fundamental processes
b . Vocation
c. Civic education
d. Worthy use of leisure
e. Ethical character
f. Health
g. Worthy home membership
3. One of the main objectives of the school is to provide
those experiences which will develop
potential leadership ability.
4. The school has the responsibility to pass on to each
child the fundamental concepts of the
democratic way of life and to develop in each child positive
attitudes toward this country.
5. The school has the responsibility to provide for each
child opportunities for growth
in the democratic processes so that he or she may become useful
citizens.
6. Through the increased knowledge of child growth and
development, or improved testing
techniques, and of counseling programs, the school should
endeavor to allow for the
individual differences of each student.
7. The school's curriculum should be of sufficient scope to
include opportunities for all ability
levels of students.
8. Promotion in the school should be based upon achievement,
desire for future learning,
sincere effort, readiness to accept responsibility, and
maturity.
9. As new research and techniques become available, it is
the responsibility of the school
to know and to use this new knowledge in the total school
program for continuous
educational improvement.
10. Extra-curricular activities have many values, and all
students should be
encouraged to participate in them. These student
activities, however, should
always be kept in the proper perspective, keeping in
mind the basic purpose
of the school.
11. One of the objectives of the school is to maintain the
proper rapport betwen teachers,
students, parents, and administrators. The
relationship should be one of respect and
cooperation. Each group should
understand the limits of its responsibility, with
a comparative spirit prevailing at all times.
12. The school has a responsibility to the community to
develop leadership and a solid
educational foundation in the students. It is the
school's responsibility to interpret the
educational objectives of the community through the
board of education. It is also the
school's responsibility to assist the citizens of the
community in defining their
educational goals and objectives. In order to
create a climate for growth, both
groups must move toward educational goals that are
increasingly mutually acceptable
to them.
Also see cf 0000, 0100, 0200, 0210, 0220, 0300, 0310, 0400, 0410, 0420 of this manual.
Policy amended: April 1994
EQUAL EDUCATIONAL OPPORTUNITIES
The school system reaffirms its commitment to a policy of
providing equal educational opportunities for
all students commensurate with their needs, abilities, and their
diverse cultural backgrounds. It is the policy
of the School District to comply in spirit, as well as in fact, to
the regulations implementing Title IX of the
educational amendment of 1972. Title IX prohibits sex
discrimination in federally assisted educational
programs. The Board believes that this policy is enhanced by a
climate in which good human relations can
flourish. Such a climate can only be fostered by communication
among all groups in the district--students,
parents, certified and noncertified staff, administration, the Board,
and the community.
Policy adopted: April 1994
Instruction
Organizational Plan
The school board shall provide a plan of instruction for
elementary schools, including kindergarten through
grade six (6), a separate junior high school and a separate senior
high school.
Policy adopted: April 1994
Instruction
Curriculum
The curriculum of our schools shall be in harmony with the board's adopted goals. (See 6120)
Curriculum development by the professional staff shall be guided by such factors as
1. information concerning the needs of pupils in this school district.
2. aspirations of residents of the school district for our pupils.
3. the mobility of our population, making it necessary to
provide education for our pupils
useful anywhere in the U.S. A.
The board favors providing opportunities for faculty to help in
curriculum development through such devices
as workshops, study groups, assistance from outside consultants, and
an extended school year to allow
teachers to devote summertime to the effort.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Personnel
Curriculum Development
The board views the professional staff as competent and able to
assist in designing the curriculum in
conformity with state statutes and the rules and regulations of the
state board of education.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Personnel
Curriculum Development
The curriculum development committee, composed of teachers and
administrators representing all schools,
will be responsible for reviewing the curriculum and suggesting
improvements.
Rules approved: January 1974
Rules reaffirmed: April 1994
Instruction
Experimental and Innovative Programs
Experimental or innovative changes in the school program are
encouraged by the board. Prior to
implementation of new programs the initiating staff members shall
outline the objectives of such programs
and provide for evaluation of program outcomes. This shall be
submitted in writing to the administration for
consideration and recommendation to the board.
No program or project financed from private, state, or federal
sources shall be applied for without board
approval.
Policy adopted: April 1994
Instruction
Guidelines for Distribution of High School Newspapers and Leaflets.
A. Places - On the school sidewalk in front of the main
entrance to the building and the walk in front of the
gym lobby. (In case of bad weather, two pupils only would be
permitted each in the front main lobby and in
the gym lobby. Specific approval to distribute materials inside
would be required each time.)
B. Time - 7:45-8:20 a.m., 3:40-4:15 p.m.
C. Approval - The previous day or earlier by the
principal. For materials not readily classifiable or
approvable, more than one day should be allowed.
D. Littering - All distributed items which are dropped
in the immediate area (on the front sidewalk and lawn
to the street, for example, or the two inside lobbies and adjacent
corridor for 50-75 feet) must be removed by
persons distributing material. Wastebaskets will be
provided.
E. Unacceptable items - "So-called 'hate' literature which
scurrilously attacks ethnic, religious and racial
groups, other irresponsible publications aimed at creating
hostility and violence, hardcore pornography, and
similar materials are not suitable for distribution in the
schools."
Materials denigrating to specific individuals in or out of school.
Materials designed for commercial puposes--to advertise a product or service for sale or rent.
Materials which are designed to solicity funds, unless approved by the Superintendent or his assistant.
"Literature which in any manner and in any part thereof promotes,
favors or opposes the candidacy of any
candidate for election at any annual school election, or the adoption
of any bond issue, proposal, or any
public question submitted at any general, municipal or school
election..."
F. Acceptable materials -Materials not described in section
E. The principal should be convinced that the
item would materially disrupt classwork or involve substantial
disorder or invasion of the rights of others.
G. Appeal - Pupil denied approval may appeal to the
principal, who with a student advisory committee of one
representative from each class, will review the matter. Should
the petition be denied, the petitioner may still
appeal to the Superintendent, then to the Board of Education.
Rules approved: January 1974
Rules reaffirmed: April 1994
Instruction
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
Instruction
Recognition of Religious Beliefs and Customs
Whenever and wherever appropriate, recognition of religious
beliefs and customs shall be an integral part of
the curriculum design. Particular attention shall be paid to a
balanced, accurate presentation of such beliefs
and customs. The board subscribes to the teaching about such
aspects of religion but feels it is imperative
that education about such aspects takes place rather than education
for a particular outlook. Such teaching
should take place not in a vacuum, but in relationship to cultures
and people.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Title IX
It is the policy of the Laurel School District to comply with the
regulations of Title 9 of the Educational
Amendment Act of 1972.
d. Title 9 prohibits sex descrimination in Federally
assisted education programs.
Specifically, Title 9 states:
"No person in the United States shall, on
the basis of sex, be excluded from participation
in or denied the benefits of, or be
subjected to discrimination under any education
program or activity receiving Federal financial assistance.."
Title 9 covers all areas of educational programs and all
students.
Title 9 specifically provides that school shall not, on the
basis of sex:
*provide different aid, benefits, or services
*deny any person such aid, benefit, or service
*subject any person to separate or different rules of
behavior, sanctions, or other
treatment.
*discriminate against any person in the application of any rules of appearance.
Treatment of Students in Education Programs and Activities
Facilities: A school may provide separate tiolet, locker
room, and shower facilities on the
basis of sex, provided that those for one sex are comparable to those
for the other.
Course Offerings: Course offerings or other education
activities may not be provided separately on the basis
of sex; nor can participation be refused or required on such
basis. Included are health, physical education,
business, vocational, technical, home economics, music, and adult
education courses.
*Students may be grouped by ability in physical education
clases and activities as long
as ability is determined by objective standards developed and
appllied without regard
to sex. Students may be separated by sex within physical
education classes during
participation in contact sports.
*Portions of classes in elementary and secondary schools
which deal exclusively
with human sexuality may be conducted separately.
*Schools may make requirements based on vocal range or
quality which result in
choruses of one or predominately one sex.
Employment: Title 9 provides that discriminiation is prohibited in:
*recruitment, advertising, and the process of application for employment
*hiring, upgrading, promotion, tenure, demotion, transfer,
layoff, termination,
application of nepotism policies, right of return from layoff
and rehiring
*rates of pay or any other form of compensation
*job assignment, classification and structure, including
position descriptions, lines of
progression, and seniority lists
*pre-employment inquiry to applicant sex may be made, but
only if such inquiry
is made equally of applicants of both sexes and if the results
of the inquiry are
not used to discriminate any other term, condition, or
privilege of employment.
Counseling and counseling materials: Schools may not
discriminate against any person on the basis of sex
in the counseling or guidance of students.
*Schools may not use different materials for students on the basis
of sex or use materials which permit or
require differential treatment of students unless the material covers
the same occupations and interest areas
and their use is essential to eliminate sex bias.
Athletics: The general requirement of this section is that
no person shall, on the basis of sex, be excluded
from participation in, be denied the benefits of, be treated
differently from another person in any
interscholastic club, or intramural athletics offered by the
school. Separate teams may be operated where:
*selection for such teams is based upon competitive skill
*the activity involved is a contact sport (boxing, wrestling,
rugby, ice hockey, football, basketball, and other
sports the major activity of which involves body contact).
Equal opportunity for members of both sexes must be provided in athletic programs.
Pregnancy: A school may not apply any rule concerning a
student's actual or potential parental, family, or
marital status which treats students differently on the basis of
sex.
*No student may be discriminated against or excluded from an
education program or activity (including any
class or extracurricular activity) on the basis of pregnancy or
related conditions unless the student request
voluntarily to participate in a separate portion of the program or
activity.
Title 9 also provides that the Laurel Public School System will
assign a person to coordinate and investigate
any complaints.
A student grievance form and procedure has been established.
The form is available in every school and
should be returned to the principal. It will then be forwarded
to the guidance counselor who has been
assigned to that task.
Policy reaffirmed: April 1994
Instruction
Sex Education
Sex education is increasingly demanded of our schools and is
receiving growing support from community
groups. A sound K-12 sex education program shall be included in
a family living unit and/or health of study
and every effort shall be make to strengthen the curriculum in this
area. Highly trained and competent
personnel, both from the professional staff and the community, shall
be used to teach this phase of the family
living unit and/or health.
Policy adopted: January 1974
Policy amended: April 1994
Instruction
Subject Fields
The subject fields at the several school levels shall be as follows:
Elementary:
1. Language Arts
2. Mathematics
3. Fine Arts
4. Physical and Natural Sciences
5. Social Studies
6. Physical Educaton and Health
Middle School:
1. Language Arts
2. Communication
3. Social Studies
4. Mathematics
5. Physical Education and Health
6. Practical Arts
7. Fine Arts
8. Physical and Natural Sciences
High School:
1. College Preparatory Curriculum
2. Business Education Curriculum
3. General Curriculum
4. Practical Arts Curriculum
Policy adopted: April 1994
Curriculum Guides
Curriculum guides and monographs shall be prepared in harmony with
the legal requirements of the state
and the purposes of the program of instruction adopted by the
board.
The superintendent shall have general coordinating authority and
oversight over the formation of all course
of study, curriculum guides, and monographs.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Controversial Issues
A question shall be considered controversial when one or more of
the proposed answers are
objectionable enough to a section of the citizenry to arouse strong
reaction.
The considersation of controversial questions shall have a
legitimate place in the work of the public
schools. Sooner or later young people must meet and face such
questions. It is important that they have
experience with such questions under circumstances that promote
consideration of all pertinent factors.
The handling of a controversial question in school shall be free
from the assumption that there is one
correct answer which shall emerge from the discussion and be taught
authoritatively to the student.
Indoctrination shall not be the purpose; rather, the purpose shall
be to have the student see as fully as
possible all sides of the question.
The decision about whether a controversial question shall become a
matter for school study shall be
based on such considerations as the timeliness of the question, the
maturity of the students, the needs of
the students, and the purpose of the school.
No individual or group may claim the right to present arguments
directly to students in school. such a
"right" will make the schools battleground for dozens of kinds of
controversial questions. Citizens have
the right to know that controversial issues are being presented
fairly, and to protest to the board if
convinced that they are not.
Subject areas or content material shall be taught in accordance
with the requirements of the state
statutes.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Controversial Issues in the Classroom
To implement the board's policy dealing with this topic, the
following administrative and teaching
regulations are to be observed:
For principals:
1. Assign only teachers of superior training and experience to
teach subjects where the discussion of
controversial topics occurs most often.
2. Remind teachers that we do not teach controversial issues, but
rather provide opportunities for their
study.
For teachers:
1. Deal with controversial topics as impartially and
objectively as possible. Do not intrude your own
biases.
2. Handle all such topics in a manner suited to the range of
knowledge, maturity, and competence of
your students.
3. Have teaching materials dealing with all possible aspects of the topics readily available.
4. Don't manufacture an issue. Take up only those that are
current and real. When you do, you will be
able to find up-to-date teaching materials in the current press and
periodical literature. Generally
your best single sources of reliable information will come from these
places, plus court decisions and
legal opinions.
5. Do not expect or require that the class reach an agreement.
6. Whenever you are in doubt about the advisability of taking up a
given "hot" topic, consult with your
principal.
7. Remember that the policy of the board is designed to protect
you as well as your pupils from unfair or
inconsiderate criticism whenever your pupils are studying a
controversial subject.
Rules approved: January 1974
Rules reaffirmed: April 1994
Student Freedom of Expression
The primary liberties in a student's life have to do with the
process of inquiry and learning, of acquiring
and imparting knowledge, and of exchanging ideas. This process
requires that students have the right to
express opinions, to take stands, and to support causes, publicly or
privately. There should be no
interference in the school with these liberties, or with the
student's access to or expression of
controversial points of view, except as provided below:
1. Bulletin Boards - School authorities may restrict the use
of certain bulletin boards to school
announcements. Ample bulletin board space shall be provided for
the use of students and student
organizations, including a reasonable area for notices relating to
out-of-school activities or matters of
general interest to students. There shall be no prior
censorship or requirement of approval of the
contents or wording of notices or other communications, but the
following general limitations on
posting may be applied:
a. School authorities shall prohibit material that is
obscene according to current legal
definitions; that is libelous, or that inflames or incites students
so that a clear and present danger of
the commission of unlawful acts or of physical disruption to the
school exists.
b. A posted notice should bear the name of the student or student group issuing it.
c. The school shall require that notices or other
communications be officially dated before posting
and that such material be removed after a prescribed reasonable time
to assure full access to the
bulletin boards.
2. Distrubtion of Printed Material and Ciruclation of
Petitions - Students shall be free to distribute
handbills, leaflets and otherprinted material and to collect
signatures on petitions concerning either
school or out-of-school issues, whether such materials are produced
within or outside the school.
There shall be no prior censorship or requirement of approval of
the contents or wording of such
materials, but the following general limitations may be applied:
a. The time of such activity shall be limited to periods before
school begins, after dismissal and during
lunch time, if such limitation is necessary to prevent interference
with the school program.
b. The place of such activity shall be reasonably restricted to
permit the normal flow of traffic within the
school and at exterior doors.
c. The manner of conducting such activity shall be restricted to
prevent undue levels of noise, or to
prevent the use of coercion in obtaining signatures on
petitions. The danger of littering is not a
sufficient ground for limiting the right of students to distribute
printed material.
d. The school shall require that all printed matter and petitions
distributed or circulated on school
property bear the name of the sponsoring organization or
individual.
e. The school shall prohibit the distribution of material within
the restricted categories of paragraph 1(a)
above.
3. Buttons and Badges -The wearing of buttons, badges, or
armbands bearing slogans or sayings shall
be permitted as another form of expression, unless the message
thereof falls within the restricted
categories of paragraph 1(a) above. No teacher or administrator
shall attempt to interfere with this
practice on the ground that the message may be unpopular with
students or faculty.
In imposing limitations on student expression for any reason under
any of the foregoing provisions, the
school must ensure that its rules are applied on a nondiscriminatory
basis and in a manner designed to
assure maximum freedom of expression to the students.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Extra-Class Activities
The activity offerings shall be of sufficient variety and number
to meet the wide range of interests and needs
of our students
The schools shall observe a complementary relationship to the home
and the community, planning a school
program with due regard for the wide-spread and rich facilities
already available to our students. The
assistance of parents in planning the school's activity programs
shall be encouraged.
The guidance goal for each student shall be a balanced program of
appropriate academic studies and
activities to be determined by the school, the parents, and the
student. This should be a shared
responsibility.
Guidance is necessary to encourage the non-participants who need
activities, and to prevent the
over-enthusiastic from over emphasizing activities at the cost of
their academic performance.
Activities that are for public view should be kept to the minimum
necessary for their educational value.
Public performances of the activities shall be supervised in order to
prevent excessive time and effort
expenditures by students. Such performances should not be held
for purposes that contribute to private gain
or advantage.
Elementary Schools
The elementary school under the direction of the principal, or his
representative, shall plan an extra-class
activities program each year best suited to the needs of that
particular unit. The superintendent will act as
an ex-officio advisor in the planning and executing of any program
devised. Parents and other staff members
should be consulted in determining the type and range of activities
offered.
Participation by students in this program will be encouraged with
the welfare of the individual child being the
final determinant.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Extra-Curricular Activities
The Laurel-Concord school offers a comprehensive and interesting
range of extra-curricular activities. The
studens and their parents should weigh the advantages of
participating in these activities with the student's
ability to maintain an acceptable grade point average. A
student's regular schooling must be considered
first. Extra-curricular activities that are available to
students include:
Athletics Annual Staff F.C.C.L.A
Library Club Student Council A.I.A.S.A.
National Honor Society F.B.L.A. Swing/Jazz Choir
Stage Band Jazz/Marching Band Office Aides
Art Club Science Club Cheerleaders/Dance Squad
School Plays Class Officers Intramural Sports
Activities may be limited by selection, fees or special talent qualifications.
Rules Approved: April 1994
Rules Amended: December 1997
Instruction
Intramural Athletics
Intramural basketball shall be provided as part of the regular
physical education program and after-school
hours program, in order that all pupils may have the opportunity to
participate.
Policy Adopted: April 1994
Eligibility
Students are eligible in most activities of the school because of
membership in the school. However, those
who participate in contests with other schools are governed by the
eligibility requirements of the Nebraska
School Activities Association.
See rule on Participation and Attendance in Parent-Student
Handbook in the Athletic Guidelines section. It
is the responsibility of each sponsor or coach to make sure all of
their students adhere to this rule.
In order to participate in extra-curriculum activities at
Laurel-Concord Public School, grades 9-12, a student
must be doing passing work in fifteen semester hours for the previous
semester. Students who do not pass
fifteen semester hours of school work during one semester shall be
ineligible for all of the next semester.
For example: a student who would fail two out of four subjects
this semester would not be able to participate
in activities for all of the second semester. This means that a
student may not represent Laurel-Concord
publicly in any varsity activity.
Rules Approved: April 1994
Instruction
Publications
Student publications are important elements of the instructional
program and contribute directly to the
accomplishment of the school's goals. The board wishes to
support the development of student produced
school newspapers, annuals, and magazines.
Freedom of speech and of expression in student publications as
guaranteed by the First Amendment is to be
observed scrupulously by the administration and faculty.
Freedom, however, does not confer upon students
a license to destroy the school itself. Therefore, it is
incumbent upon the professional staff to define the
limits of students' freedom of speech respecting school affairs to
protect the state's compelling interest in
maintaining a school atmosphere conducive to an orderly program of
learning.
Freedom of expression in our schools shall be interpreted as including, but not being contrary to:
1. Development of student responsibility in distinguishing between freedom and license.
2. Consideration by the faculty of the maturity levels of
students and of appropriate standards
of journalistic taste.
3. Care for the development of skills of written expression among students.
The regulation of student publications shall be vested in a
student-faculty committee with provisions for direct
appeal successively to the superintendent and to the board.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Publications
To carry out the board's policy of respecting student publications, the following regulations apply:
1. The principal of each school that sponsors a student
publication shall provide for the selection
and operation of a faculty-student publications committee
consisting of equal numbers of faculty
and students.
2. Faculty monitoring of student publications shall be advisory
only. Disagreements may be
submitted by either party to the faculty-student publications
committee whose decisions may be
appealed successively to the superintendent and to the
board.
3. The student-faculty committee will set up and maintain a manual
for the guidance of editors of
student publication. It will contain at least the
following features:
a. style guides
b. guides to questions of taste and appropriateness
c. guides to cost limits
d. routes of appeal
e. statements of board policy and purposes for student publications
f. constitutional safeguards to freedom of expression
g. provisions for review of articles by our legal staff
Rules approved: January 1974
Rules reaffirmed: April 1994
Instruction
Public Performances and Exhibitions
Assemblies, public programs and public performances by students
have an important place in a well-rounded
educational program. They must, however, be consistent with the
educational goals of the schools.
1. Programs should have both educational and inspirational and/or entertainment value.
2. Programs should have interest variety.
3. Wide participation in the programs should be encouraged.
4. Good taste should be demonstrated in the kinds of programs and behavior shown.
Policy adopted: April 1994
Instruction
Organizations: Councils, Cabinets, Committees, Class Activities.
Student organizations have an important place in the educational
program of our schools because, when
properly organized and operated, they
1. Extend and reinforce the instructional program.
2. Give students practice in democratic self-government.
3. Build student morale and spirit of positive support for the school.
4. Honor outstanding student achievement.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Travel and Exhange Programs
Today's rapidly changing world demands a knowledge of the cultures
of people everywhere. It is our desire
that the public schools should expand the walls of the classroom to
enable students to develop perspective
of the cultural similarities as well as the differences of other
people in other lands. We feel that the
experiences in which our students will participate will have positive
impact on them during their formative
years and produce the necessary skills to make successful group
living a continuing process when students
return.
Consequently, the schools will explore opportunities
independently, or in cooperation with recognized,
reputable agencies, to offer our pupils the study of comparative
cultures abroad both during the regular
school year and during the summer months.
The school staff, under the direction of the administration, shall
take all reasonable and prudent steps to
safeguard the physical and educational welfare of participating
students. Each such student shall be given
guidance in setting up educationally sound variations in his school
program to enable him to participate and
shall be counseled as to his obligations in fulfilling them.
The administration may place restrictions upon a
student's participation when in the staff's judgement his welfare
requires it.
Student participation in all cases shall be on a voluntary basis.
Policy adopted: January 1994
Policy reaffirmed: April 1994
Instruction
Social Events
Class parties related to special holidays or events may be held in
elementary and intermediate schools
during school hours.
Class parties shall be subject to the approval of the principal of
the school, who shall see that adequate
supervision is provided to maintain proper conduct.
Parties and other similar activities arranged by parents or
organizations, not under the jurisdiction of the
school district, shall not be conducted under the name or auspices of
the school.
Where groups of pupils organize within a school they shall be
under the direction and supervision of a
faculty member and the membership shall be limited to members of the
student body and approved guests
Rules approved: April 1994
Instruction
Activity Funds Management
All monies received by school personnel from vending machines
located on school property, of classes,
organizations, athletics, band and similiar groups shall be deposited
in the principal's offices in a student
activities account. The principals' offices shall keep an
accurate account of all monies, giving receipts for all
deposits and taking receipts for all expenditures. Withdrawls
will be made only on proper forms signed by
the organization treasurer and sponsor, or the principal.
A certified public accountant will audit all student activity
funds at the time of the annual audit of the books of
the board of education.
Rules approved: April 1994
Instruction
Organizations: Councils, Cabinets, Committees, Class Activities
Student Council
The purpose of the student council - through representation of the
student body - will be to allow students to
operate at the school level in ways consistent with the purposes,
power and limitations of the general student
council.
The school staff shall assist students in drafting and
implementing a constitution, charter or compact whereby
students shall have designed duties, powers and authority consistent
with the general policies of the board,
the general student council, and due process.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Graduation Requirements
220 credit hours - grades 9-12. Each class that meets for
one period, each day, is valued at 5 credit hours per
semester or five (5) instructional units.
English/Speech 40
hours 4 years
Social Studies 40
hours 4 years
Mathematics
30 hours 3 years
Science
20 hours 2 years
Physical Ed./Health 10
hours 1 year
Community Service 4 clock hours each year
Electives
80 hours
Minimum
220 hours or instructional units
* For the year 97-98 seniors will need 4 hours of community
service. Juniors to graduate will need 8 hours,
sophomores 12 and freshman 16.
** In the Math area Algebra I taken in the 8th grade may be
counted as high school credit if the student
completes 3 additional years of Math in grades 9-12. Credit
will be given but the grade will not be
figured into the students GPA.
*** The Board of Education reserves the right to waive any
of the above requirements if a student elects to take
a course for college credit.
In the high school, pupils are expected to have earned 55 hours of
credit beyond the ninth grade to be
considered a sophomore, 110 hours to be considered a junior, and 165
hours to be classified as a senior.
Required credits to be considered for a particular grade level.
Grade Classification Start of School Year Minimum Credits
2nd Sem. (January)*
9 0
credits 30 credits
10 55 credits 85
credits
11
110
credits
140 credits
12
165
credits
185 credits
Graduate
220 credits
*After being placed in a lower grade level a student may be
moved to the next grade level if the following is
achieved. All students should be advised to have as the central
core of their program a significant sequence of
courses, either those leading to the development of a marketable
skill or those of an academic nature.
Rule approved: December 1997
Instruction
Grading System
A serious attempt is made at all times to evaluate in the best
possible manner student progress. The following
system has been devised for that purpose:
Superior - 99-100 (A+); 96-98 (A); 94-95 (A-)
The student is more than meeting the demands of the teacher.
His work is on time. The work is of superior
quality. It shows mastery of the subject matter. He has the
ability to carry the job through, and exerts a positive
influence on the class.
Above Average - 92-93 (B+); 88-91 (B); 86-87 (B-)
The work is of superior nature and the required work is well
done. The student meets the demands of the
teacher and exerts a positive influence on the class.
Average - 84-85 (C+); 79-83 (C); 77-78 (C-)
He does satisfactorily the required work. The work is on time
and is of average quality. The student is showing
achievement.
Below Average to Unsatisfactory - 75-76 (D+); 72-74 (D); 70-71
(D-)
The student is not doing all of the assigned work, is dependent on
others, is inconsistent, uncertain, and
confused. Work is below normal, but shows some evidence of
growth.
Failing (69 and below (F) Unsatisfactory,
with little growth taking place, lack of interest and irregular
attendance and attention. (Provides no credit toward
those needed for graduation).
P - Indicates that the student is passing regular work in the
class.
I - Incompletes are assigned in cases where the student's work is
incomplete at the end of the nine week
period and/or semester. This may be due to absence because of
illness, etc. It is the student's responsibility to
contact individual teachers and arrange a timeline for the completion
of the missed work. If the assigned work is
not completed by the established deadline the incomplete becomes an
F.(69.4). Incompletes not taken care of in
this time frame will not be eligible for the honor roll.
Con. - Condition mark - Condition marks may be assigned in cases that
do not warrant an outright
failure. The instructor may then give a passing grade at the
close of the next grading period or may fail
the student for both grading periods.
WP - Student enrolled but withdrew with passing grade to that point.
(By teacher recommendation or
before the end of the first week in the semester).
WF - Student enrolled but withdrew with grade of "F" or "U" to that
point.
S - Satisfactory work.
U- Unsatisfactory work. (No credit recorded).
A FAILING GRADE AT THE END OF THE SEMESTER MEANS A LOSS OF
CREDIT. If during your four years
in high school you have failed a subject and must repeat it remember
it is your responsibility to register for the
course again. The course or courses failed are to be scheduled
that next school year.
The cumulative GPA recognizes all grades earned in all courses
except: those evaluated E, S, or U. The GPA
range is from 4.0 (highest) to 0.0 (lowest). The ninth grade is
the first semester that starts to establish a
student's GPA.
Policy Adopted: December 1997
Instruction
State Wide Proficiency Examinations
The testing program at Laurel-Concord High School involves group
testing in grades 2-12 and individual testing
as needed or upon request. Included in the testing program at
Laurel-Concord High School are measures of
mental ability, interest and achievement. The value of these
tests is the objective information they provide in
regard to your progress and in identifying your strengths and
weaknesses. These test results are summarized
and may be interpreted to you and your parents in order that a
realistic and effective program of courses and
activities may be arranged to meet your needs.
Grade
Nine
OTTIS
LENNON
Spring
Grade
Ten
ASVAB Fall
Grade
Eleven
ACT Spring
PSAT-NMSQT Fall
CTBS tests are given in the Spring to grades 7-11.
Test scores are included on each student's transcript. Our ACT
Code Number is 28-12-60.
Reporting of whole grade standardized norm-referenced and
criterion-referenced assessments will be
included in the annual report to district patrons. This report
will include norm-referenced and
criterion-referenced scores from the CTBS tests given at grades 4, 8,
and 11.
Policy Adopted: December 1997
Instruction
Instructional Arrangements
The board encourages the superintendent and the instructional
staff to mnake such arrangements for the use
of facilities, materials, personnel, time and other resources as
will, in the superintendent's and staff's
professional judgment, provide the most favorable learning
environment for students.
The board will welcome recommendations as to ways by which it may
assist in improving instructional
arrangements, examples of which may include
1. providing for adequate classroom and other instructional space.
2. setting class size ranges and limits.
3. assuming satisfactory racial integration.
4. providing funds and facilities for field trips.
5. showing adaptability in permitting scheduling innovations
like open campuses, optional
attendance, high school students as elementary school teacher
aides, an the like.
6. extended school day and school year.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Class Size
The board recognizes the relatedness of staffing goals, staff
utilization, class size and effective teaching.
Accordingly, the board will annually review its policy, and the
accompaning regulations, on class size with
the superintendent and employee organizations.
In this school district, the board will, to the extent that
budgetary resources permit, establish class size goals
with upper and lower limits as recommended by the superintendent
following full discussions with
instructional personnel or their representitives.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Grouping
Principals shall be responsible for grouping pupils so they may
more nearly have the opportunity to reach
their maximum potential.
Principals shall consider the strengths and weaknesses of their
teachers in making teaching assignments
where grouping gives varying characteristics to classes.
Plans for grouping within schools shall be approved by the superintendent.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Grouping
Basis for grouping is to create the most positive class arrangement possible.
Consideration for grouping in the elementary will include the following factors:
1. Student performance (report cards, standardized tests, etc...)
2. Previous year Teacher recommendation
3. Guidance Counselor recommendation
4. Misc. (age, size, gender, social skills, etc...)
5. Principal recommendation
Students in grades 7-12 will, in corrdination with their parents
and guidance counselor, complete the
pre-registration for classes form. The principal and guidance
counselor will consider student requests and
build a schedule to try to accomodate these requests.
Consideration in resolving scheduling conflicts will
include:
1. Majority of students signed up for class
2. Seniors needing class to meet graduation requirements
3. Students needing to retake a course
4. Misc. (size, safety, special needs, etc..)
5. Guidance Counselor recommendation
6. Principal recommendation
Rules adopted: December 1997
Instruction
Field Trips and Community Service
The board encourages and sanctions student trips or other
out-of-school activities, including participation in
interscholastic events and community civic projects, which are of
value in helping achieve each participating
student's educational objectives.
The school staff, under the direction of the administration, shall
take all reasonable and prudent steps to
safeguard the physical and educational welfare of participating
students. Each such student shall be given
guidance in setting up educationally sound variations in his school
program to enable him to participate and
shall be counseled as to his obligations in fulfilling them.
The administration may place restrictions upon a
student's participation when in the staff's judgement his welfare
requires it.
Transportation for trips of significant educational value in the
sense indicated above shall be free of cost to
students only when district owned vehicles are used.
Transportation for trips of significant recreational value
may be provided for a fee set by the superintendent of schools to
recover costs.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Fielf Trips and Community Service
Appropriate instruction shall precede and follow each field trip or community service activity.
Field trips and community service activities shall be considered
as instruction and planned as such with
definite objectives determined in advance.
All field trips shall begin and end at the school.
Field trips and community service activities requiring school bus
transportation shall not interfere with the
regularly scheduled transportation of pupils to and from school.
Written approval of parent or guardian is required for
participation of pupils in community service activities
and for field trips that extend beyond the boundaries of the school
district.
Subject to the approval of the board, bus transportation shall be
provided for bands, orchestras, or other
groups of pupils to participate in activities in communities outside
the school district.
Field trips outside school hours may be scheduled but shall be
approved in advance by the superintendent.
Pupils must have written approval of parents.
For a community service activity or field trip requiring school
bus service, the teacher should make his
request in writing to the principal at least ten days prior to date
desired. Whenever practical, an alternate
date should also be listed. The purpose of the trip or activity
and its relation to the course of study must be
stated.
The principal shall approve or disapprove the request and notify
the teacher (if he disapproves, he should
state his reasons).
The bus driver shall see that all rules and regulations are
enforced in the use of school buses for field trips.
Certificated personnel shall assist him in so doing.
When a field trip is made to a place of business or industry, the
teacher shall insist that an employee of the
host company serve as conductor.
Teachers or other certificated personnel shall accompany pupils on
all field trips and shall assume
responsiblility for their proper conduct.
Appropriate educational experience and proper supervision shall be
supplied for any pupils whose parents
do not wish them to participate in a community service activity or
field trip.
Rules approved: January 1974
Rules reaffirmed: April 1994
Instruction
Homework
The term "homework" refers to an assignment to be prepared during
a period of supervised study in class or
outside of class or which requires individual work in the study hall,
classroom or home.
The purposes of homework are to improve the learning processes, to
aid in the masterly of skills, and to
create and stimulate interest on the part of the pupil.
Homework, is a learning activity which should increase in
complexity with the maturity of the pupil. With
increased maturity, learning should become an independent
activity. This should be established through
consistent assignments which encourage students to investigate for
themselves and to work independently
as well as with others.
Teacher should endeavor to make meaningful assignments. The
purposes should always be clearly
understood by both the teacher and the pupil.
In classes where homework is used as a learning activity,
assignments should be consistent in terms of the
amount given each day and the time required for each assignment so
that a pattern of meaningful homework
can be established by the teacher and/or the student.
The information for any homeowrk assisgnment should be clear and
specific so that the pupil can complete
the assignment.
Homework assignments should take into consideration individual
differences of pupils such as health, ability,
conditions, at home, and educational resources at home.
Homework should not require the use of reference
material not readily available in most homes, school libraries, or
the public library, and should require the use
of those materials only when the pupil has had instruction in the use
of them.
There are many other learning activities in the life of a student
besides homework. Such things as
participating in school activities, pursuing cultural interests,
participating in family living, and exploring
personal interests should be considered by teachers when planning
consistent assignments.
Homework assignments should be coordinated among teachers and
should be within the limit of expected
probability for accomplishment by the student. Homework is not
to be used as a form of punishment under
any circumstances.
Generally speaking, there should be no short-term homework
assigned on weekends. Weekend work should
be limited to recreational reading and work on long-term assignments
or projects.
Policy adopted: January 1974
Policy reaffirmed: April 1994
Instruction
Homework
Homework is an assigment to be prepared or completed other than
during the regular class time. It is
developmental in nature and increases in scope with the maturity and
capabilities of the student.
Time guide for out-of -class study:
Grade Time
Kindergarten None
Grades 1 & 2 15 - 30 min.
Grades 3 & 4 20 - 40 min.
Grades 5 & 6 30 - 60 min.
Grades 7 & 8 60 - 90 min.
Grades 9-12 90 - 150 min.
Rules approved: January 1974
Rules reaffirmed: April 1994
Instruction
Make-up Work
Make-up work will be permitted for illness of the student, illness in
the family, death in the family, medical
appointment which of necessity cannot be otherwise arranged, legal or
court appointments and emergency
situations when a student is needed at home.
There will be two school days allowed to make-up work for every
day missed due to absence. The two day
make-up period may be extended at the discretion of the
instructor. Work made up within the allotted time will be
given full credit.
There will be one school day allowed to make-up work for every day
missed due to truancy, class-skipping or
for first occurrence disciplinary suspensions. The one day
make-up period may be extended at the
discretion of the instructor with approval from the principal.
Work made up within the allotted time will be
given full credit.
There will be no credit allowed for work missed due to a second or
subsequent short term disciplinary
suspensions, long term suspensions or expulsion.
The principal may use discretion in enforcing the above guidelines
with consideration given to the impact
the lack of opportunity to complete course work and
examinations would have on the student's ability to
timely graduate, obtain full credit for any course, and whether the
disciplinary action would unduly diminish or
exaggerate the seriousness of the offense or cause any other
educational relevant outcome.
The only use of an "incomplete" will be when a student absence
comes so late in the 9 weeks that their
make-up would extend into the next 9 weeks. In no case, other
than extreme illness, will make-up time
extend over 5 regular school days past the end of a semester.
(Regular school days are Monday through
Friday).
The above guidelines shall be provided to the student and parent
or guardian at or prior to the time of
suspension
Policy adopted: December 1997
Instruction
Special Education/Individualized Education Program
The Board of Education of the Laurel-Concord Public School,
District #54, reaffirms that a free and
appropriate public education and an equal opportunity for education
according to the individual's needs is
the right of all children.
Laurel-Concord Public School shall assume the major responsibility
for planning for the education of children
who qualify for special education programs. The term special
education programs refer to any class or
instructional program operated by the state, the educational service
unit, or other educational agencies to
meet the needs of children with any mental, physical, or emotional
exceptionality including, but not limited to,
children who are mentally challenged, gifted and talented,
emotionally disturbed or socially maladjusted,
hard of hearing, deaf, speech impaired, visually handicapped,
orthopedically handicapped, or to children with
other health impairments or specific learning disabilities.
The education program of each resident verified handicapped child
who is served in a Level I supportive
service, Level II and Level III program, shall be reviewed and
completion date determined prior to the
planned termination of the child's educational program. Said
review shall be conducted by the IEP team
which is composed of representatives of the education agency; the
child's teacher(s); one or both parents;
and other individuals at the discretion of the parent or
agency. The review team will determine the
completion date for the educational program of the child and
communicate in writing to the parents, guardian
or eligible student, if appropriate, the planned completion date of
the child's educational plan and the
procedures to be followed for completing the educational plan.
Laurel-Concord Public School will follow special education
procedures set forth in the Nebraska Department
of Education Rules 51, 53, 54, 55, and 56.
Policy approved: December 1997
Instruction
Special Education/Individualized Education Program
Confidentiality
The board of education will assure the handicapped student and the
handicapped student's parents or
guardian the protection and confidentiality of any personally
identifiable data, information and records
collected or maintained regarding that handicapped student.
This assurance shall include the right of
access to information gathered, the right to challenge the accuracy
or appropriateness of information
gathered, the right to require consent prior to the release of
information gathered,the right to procedural
safeguards protecting the confidentiality of information destroyed
upon termination of its usefulness, the
right of students to assume all rights of confidentiality upon
reaching emanciated majority, and the right
of notification of parents regarding indentification, evaluation and
placement of the child, including the
use of a native language, if such is necessary to convey such
information.
Personnel Development
It is the policy of the board of education to develop and
implement a system of personnel development
which shall include:
1. the inservice training of all personnel in teaching and support roles.
2. effective procedures for acquiring and disseminating to all
teachers and administrators significant
information desired from educational research demonstration and
similar projects.
3. to adopt, where appropriate, promising education practices and
materials developed through such
projects.
Procedure: Inservice training
1. Time will be identified from suspending all school activities
from 2:45 to 4:00 every Friday, and
further, by identifying preopening and inservice days throughout the
school term for the purpose of
development of personal inservice programs for all personnel to
implement promising educational
practices, programs and materials to fit the needs of each child
enrolled in the local school system.
2. Funds will be budgeted to provide for inservice programs by
implementing the policied and rules,
and to assure that all personnel are trained concerning the education
of all students in the school
district. Furthermore, instructional personnel will be expected
to utilize graduate school opportunities
at the teacher's own expense for additional training to maintain and
improve skills as required by the
assignment of each individual educator.
Rules Approved: December 1997
Instruction
Special Education/Individualized Education Program
Parent Participation
The board of education assures that parents or guardians of
handicapped students are provided
ample opportunity for the participation and consultation of the
student's program.
The board of education hereby declares that all special education
plans and budgets are available for
public viewing with the exception that personally identifiable
information as to the students participating
will be withheld.
Procedural Safeguards, Policies and Programs
The board of education herein affirms that all procedural
safeguards, policies and programs administeed
within the school district are consistent with P.L. 94-142 and are in
accordance with Rule 51.
Least Restrictive Environment
The board of education affirms the following:
1. To the maximum extent possible, resident handicapped students
or resident students contracted to
o