POLICY TITLE: District Organization POLICY NO: 601

The educational program for Kellogg Joint School District No. 391 shall be based on the 5-3-4 plan. Elementary units shall consist of grades kindergarten (K) through five (5), middle school shall consist of grades six (6) through eight (8), and senior high school shall consist of grades nine (9) through twelve (12).

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-512

POLICY TITLE: School Calendar POLICY NO: 603

The board of trustees of this district will annually adopt and implement a school calendar which will be based on a minimum number of instructional hours as follows: 

Grades                         Hours

9-12                             990

4-8                               900

1-3                               810

K                                 450 

Instructional hours may include school assemblies, testing, and other instructionally related activities directly involving students.  Instructional hours will not include transportation to and from school, time between classes, recess, and lunch periods. 

The board will provide access to the minimum annual required instructional hours for all district students, even if the student is enrolled in a multiple shift program. 

The board may reduce the annual required instructional hours as follows: 

a)                  Up to a total of twenty-two (22) hours to accommodate staff developmental activities conducted on such days as the board deems appropriate;

b)                  Up to a total of eleven (11) hours for emergency school closures due to adverse weather conditions and facility failures; and

c)                  Up to an additional total of eleven (11) hours for 12^th grade students.   

Student and staff activities related to the opening and closing of the school year, grade reporting, program planning, staff meetings, and other classroom and building management activities will not be counted as instructional hours and will not be used to reduce the annual required instructional hours. 

If appropriate, the board will request exemption to the required instructional hours, or the reduction thereof, from the state superintendent of public instruction for any district school when the unforeseen closure of that school does not affect the attendance at other district schools.  

The school calendar will coincide with the calendar developed by the consortium of Region I Schools.

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LEGAL REFERENCE:

Idaho Code Sections

33-506

33-512

ADOPTED:   July 8, 1996

AMENDED:  April 10, 2001

AMENDED:  May 14, 2002

POLICY TITLE: Summer School Instruction POLICY NO: 605

School district funds may be utilized for the operation of summer school instructional programs, at the discretion of the board of trustees.

If student credit is to be earned in these summer programs, the content, duration and general standards must be equivalent to that of regular term classes, and the courses must be taught by personnel meeting regular certification standards.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Adult Education POLICY NO: 607

School district funds may be utilized for the operation of adult education programs, at the discretion of the board of trustees.

The school district may operate such programs independently, or may operate such adult programs in cooperation with the YMCA, Department of Vocational Education, University of Idaho, North Idaho College, or other appropriate organizations.

When consistent with the needs of the regular program, and budgetary restrictions, building facilities will be made available for the adult education programs.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: School Holidays POLICY NO: 609

School holidays shall include Labor Day, Thanksgiving Day, Christmas Day, New Years Day, Presidents' Day, Memorial Day, and Independence Day. No school sessions shall be held on these days. Other specified state holidays, if falling on a school day, shall be observed with appropriate ceremonies.

Each school in session on Veteran's Day shall conduct and observe an appropriate program for at least one class period remembering and honoring American veterans.

A day during the month of April in each year, designated as Arbor Day, shall be observed by such exercises as will encourage the planting, preservation, and protection of trees and shrubs.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Sections
33-512
33-1606

POLICY TITLE: Class Size POLICY NO: 611

The school district does not establish an arbitrary minimum or maximum class size.

As a general guide, the district board of trustees directs that effort be made to adjust class size and teacher load to comply with the rules promulgated by the State Board of Education and the regional accreditation association.

The district must seriously question the economic feasibility and availability of operating classes or class sections in which less than fifteen students are enrolled.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Idaho Promise Scholarship
POLICY NO: 612

It is the policy of this district to encourage secondary school students to remain in school, successfully complete their educational experience, to graduate and to pursue education beyond the high school level. In order to satisfy these objectives, the district fully supports and will make available to their students information describing the Idaho Promise Scholarship Program and encourage their participation in the program.

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LEGAL REFERENCE: 
Idaho Code Section 33-4303, et seq. 

ADOPTED: April 10, 2001


SECTION 600: EDUCATIONAL PROGRAMS (c) 2000 Elaine Eberharter-Maki

POLICY TITLE: Grouping for Instructional Purposes
POLICY NO: 613

Grouping of children according to ability may be carried out where such grouping is considered in the best interests of the children.

At the elementary level, children may be grouped according to reading development.

In the secondary schools, homogeneous grouping of ability levels will be arranged by building principals in consultation with the superintendent of schools, the coordinator and guidance personnel and classroom teachers.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Library Book Selection Policy
POLICY NO: 615

The board of School District No. 391 recognizes the value of the Library Bill of Rights and Freedom to Read statement endorsed by the American Library Association and the American School Librarian Association as being fundamental to the philosophy of school media programs. (See attached statements.) It is therefore the policy of this board of trustees to:

1. Maintain a comprehensive district-wide educational media program on a priority basis of not less than the level outlined by the state standards in the current manual: Managing School Libraries in Elementary and Secondary Schools. (Revised in 1992.)
2. Selection of library materials shall be made by school librarians in buildings where they are employed, following the accreditation standards and procedures as outlined in the above mentioned manual, subject to the approval of the building Principal. Classroom teachers, students and other school personnel shall have the privilege of recommending particular materials especially usable in their departments.
3. Gifts of materials or funds for the media program shall be accepted and used without prior conditions by the donor. These materials shall be evaluated by the Librarian using the same criteria as for materials selected with district funds. Final disposition of the gift is the responsibility of the Librarian in accord with the needs and best interest of the program.
4. If a patron of the district questions any material, a try shall be made to resolve the issue informally. If the complainant wishes to file a formal complaint, he or she is requested to fill out the appropriate forms (Appendix A). The forms will be submitted to the principal and/or librarian for review by a selected media advisory committee which may be composed of teachers, librarian, administrator, student and community members, with final approval and disposition by the superintendent and/or board of trustees.

THE FREEDOM TO READ

The freedom to read is essential to our democracy. It is continuously under attack. Private groups and public authorities in various parts of the country are working to remove books from sale, to censor textbooks, to label as "controversial" books and distribute lists of "objectionable" books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to avoid the subversion of politics and the corruption of morals. We, as citizens devoted to the use of books and as librarians and publishers responsible for disseminating them, wish to assert the public interest in the preservation of the FREEDOM TO READ.

We are deeply concerned about these attempts at suppression. Most such attempts rest on a denial of the fundamental premise of democracy: that the ordinary citizen, by exercising critical judgment, will accept the good and reject the bad. The censors, public and private, assume that they should determine what is good and what is bad for their fellow citizens.

We trust Americans to recognize propaganda, and to reject it. We do not believe they need the help of censors to assist them in this task. We do not believe they are prepared to sacrifice their heritage of a free press in order to be "protected" against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression.

We are aware, of course, that books are not alone in being subjected to efforts of suppression. We are aware that these efforts are related to a larger pattern of pressures being brought against education, the press, films, radio and television. The problem is not only one of actual censorship. The shadow of fear cast by these pressures, leads, we suspect, to an even larger voluntary curtailment of expression by those who seek to avoid controversy.

Such pressure toward conformity is perhaps natural to a time of uneasy change and pervading fear. Especially when so many of our apprehensions are directed against an ideology, the expression of a dissident idea becomes a thing feared in itself, and we tend to move against it as against a hostile deed, with suppression.

And yet suppression is never more dangerous than in such a time of social tension. Freedom keeps open the path of novel and creative solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with stress.

Now as always in our history, books are among our greatest instruments of freedom. They are almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. They are the natural medium for the new idea and the untried voice from which come the original contributions to social growth. They are essential to the extended discussion which serious thought requires, and to the accumulation of knowledge and ideas into organized collections.

We believe that free communication is essential to the preservation of a free society and a creative culture. We believe that these pressures toward conformity present the danger of limiting the range and variety of inquiry and expression on which our democracy and our culture depend. We believe that every American community must jealously guard the freedom to publish and to circulate, in order to preserve its own freedom to read. We believe that publishers and librarians have a profound responsibility to give validity to that freedom to read by making it possible for the readers to choose freely from a variety of offerings.

The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand firm on these constitutional guarantees of essential rights and will exercise the responsibilities that accompany these rights.

We therefore affirm these propositions:

1. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those which are unorthodox or unpopular with the majority.

Creative thought is by definition new, and what is new is different. The bearer of every new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain themselves in power by the ruthless suppression of any concept which challenges the established orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the freedom of its citizens to choose widely from among conflicting opinions offered freely to them. To stifle every nonconformist idea at birth would mark the end of the democratic process. Furthermore, only through the constant activity of weighing and selecting can the democratic mind attain the strength demanded by times like these. We need to know not only what we believe but why we believe it.

2. Publishers, librarians and booksellers do not need to endorse every idea or presentation contained in the books they make available. It would conflict with the public interest for them to establish their own political, moral or aesthetic views as a standard for determining what books should be published or circulated.

Publishers and librarians serve the educational process by helping to make available knowledge and ideas required for the growth of the mind and the increase of learning. They do not foster education by imposing as mentors, the patterns of their own thought. The people should have the freedom to read and consider a broader range of ideas than those that may be held by any single librarian or publisher or government or church. It is wrong that what one can read should be confined to what another thinks proper.

3. It is contrary to the public interest for publishers or librarians to determine the acceptability of a book on the basis of the personal history or political affiliations of the author.

A book should be judged as a book. No art or literature can flourish if it is to be measured by the political views or private lives of its creators. No society of free people can flourish which draws up lists of writers to whom it will not listen, whatever they may have to say.

4. There is no place in our society for efforts to coerce the taste of others, to confine adults to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve artistic expression.

To some, much of modern literature is shocking. But is not much of life itself shocking? We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents and teachers have a responsibility to prepare the young to meet the diversity of experiences in life to which they will be exposed, as they have a responsibility to help them learn to think critically for themselves. These are affirmative responsibilities, not to be discharged simply by preventing them from reading works for which they are not yet prepared. In these matters taste differs, and taste cannot be legislated; nor can machinery be devised which will suit the demands of one group without limiting the freedom of others.

5. It is not in the public interest to force a reader to accept with any book, the prejudgment of a label characterizing the book or author as subversive or dangerous.

The ideal of labeling presupposes the existence of individuals or groups with wisdom to determine by authority what is good or bad for the citizen. It presupposes that individuals must be directed in making up their minds about the ideas they examine. But Americans do not need others to do their thinking for them.

6. It is the responsibility of publishers and librarians, as guardians of the people's freedom to read, to contest encroachments upon that freedom by individuals or groups seeking to impose their own standards or tastes upon the community at large.

It is inevitable in the give and take of the democratic process that the political, the moral, or the aesthetic concepts of an individual or group will occasionally collide with those of another individual or group. In a free society, individuals are free to determine for themselves what they wish to read, and each group is free to determine what it will recommend to its freely associated members. But no group has the right to take the law into its own hands, and to impose its own concept of politics or morality upon other members of a democratic society. Freedom is no freedom if it is accorded only to the accepted and the inoffensive.

7. It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression. By the exercise of this affirmative responsibility, they can demonstrate that the answer to a bad book is a good one, the answer to a bad idea is a good one.

The freedom to read is of little consequence when expended on the trivial; it is frustrated when the reader cannot obtain matter fit for that reader's purpose. What is needed is not only the absence of restraint, but the positive provision of opportunity for the people to read the best that has been thought and said. Books are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth. The defense of their freedom and integrity, and the enlargement of their service to society, requires of all publishers and librarians, the utmost of their faculties, and deserves of all citizens, the fullest of their support.

We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of books. We do so because we believe that they are good, possessed of enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the application of these propositions may mean the dissemination of ideas and manners of expressions that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.

This statement was originally issued in May of 1953 by the Westchester Conference of the American Library Association and the American Book Publishers Council, which in 1970 consolidated with the American Educational Publishers Institute to become the Association of American Publishers.

Adopted June 25, 1953; revised January 28, 1972, January 16, 1991, by the ALA Council and the AAP Freedom to Read Committee.

A Joint Statement by:
American Library Association
Association of American Publishers

Subsequently Endorsed by:
American Booksellers Association
American Booksellers Foundation for Free Expression
American Civil Liberties Union
American Federation of Teachers AFL-CIO
Anti-Defamation League of B'nai B'rith
Association of American University Presses
Children's Book Council
Freedom to Read Foundation
International Reading Association
Thomas Jefferson Center for the Protection of Free Expression
National Association of College Stores
P.E.N. - American Center
People for the American Way
Periodical and Book Association of America
Sex Information and Education Council of the U.S.
Society of Professional Journalists
Women's National Book Association YWCA of the U.S.A.

ACCESS TO RESOURCES AND SERVICES IN THE SCHOOL LIBRARY

MEDIA PROGRAM

An Interpretation of the LIBRARY BILL OF RIGHTS

Members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School library media professionals resist efforts by individuals to define what is appropriate for all students or teachers to read, view or hear.

OR INSTRUCTIONAL MATERIALS

1. Resource on which you are commenting:

____Book ____Audiovisual Resource

____Magazine ____Content of Library Program

____Newspaper ____Other

Title _____________________________________________________________________

Author / Producer___________________________________________________________

2. What brought this title to your attention? ________________________________________
3. Please comment on the resource as a whole as well as being specific on those matters which concern you. (Use other side if needed.)

Comment _________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Optional:

4. What resource(s) do you suggest to provide additional information on the topic?

(Revised by the ADA Intellectual Freedom Committee, January 12, 1983)

Additional Comments:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Outside Resource People POLICY NO: 617

Use of outside individuals as resource people in the educational program is authorized and encouraged. Building administrators are authorized to establish necessary guidelines for implementation of this policy. If expenditure of funds is involved, prior approval of the superintendent of schools must be obtained by the building principal.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Reproductions of Copyrighted Materials
POLICY NO: 618

It is the intent of Joint School District No. 391 to adhere to the provisions of copyright law, as they affect the school district and its employees and students.  The board does not sanction illegal reproduction, in any form, of copyrighted materials. 

Copyrighted materials, whether print or non-print, will not be duplicated by administrators, employees or students unless such reproduction is allowed by the copyright laws, the “fair use” standards, license or contractual agreements, or written permission from the copyright holder has been received. 

It is further the policy of this district that:

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LEGAL REFERENCE:

17 U.S.C. Section 101, et seq.

ADOPTED: February 12, 2002

AMENDED: May 13, 2003

POLICY TITLE: Challenge of Educational Materials
POLICY NO: 619

Individuals having criticisms of any of the library or instructional materials shall be asked to submit their criticisms in writing on a form provided by the school district. (Any other written detailed criticism signed by the complainant will also be accepted for consideration.)

The official criticism will be submitted to appropriate teachers and administrators who shall respond to the critic and convey to that person any decision which may have been taken regarding the criticized material.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Volunteer Aides in the Classroom
POLICY NO: 621

Classroom teachers, with the approval of their building principal, are authorized to use non-salaried volunteers to serve as non-instructional aides in the school program. They may be assigned such duties as may be commensurate with their abilities and shall serve at the discretion of the classroom teacher and administrator.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Withholding Credit POLICY NO: 625

If a student in grades 9 through 12 is absent from a class more than 10% of the days in one semester, credit in that class may be withheld by the school. In elementary school, if a student in grades 1 through 8 is absent more than 15% of the days in one semester, credit in that class may be withheld by the school.

The principal of each secondary school shall set up an advisory committee of teachers to study each such case before the credit is withheld. If circumstances surrounding the absences should warrant, the committee may recommend that the rule withholding credit should be waived.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506

POLICY TITLE: Open Enrollment POLICY NO: 629

This is an open enrollment district and tuition will be waived for out-of-district students who attend this district’s schools pursuant to the terms of this policy.  

APPLICATION 

This district will take no action to prohibit or prevent application by its students to attend school at another district or to attend another school within this district. 

A student’s parent/guardian must apply annually for admission to a school in this district or to another school within this district on a form provided by the State Department of Education.  The application, accompanied by the student’s accumulative record, must be submitted to this district by February 1 for enrollment during the following school year.  The notice of application must also be given to the home district.  Applications of in-district students who have previously been approved will be given priority.

The superintendent or designee will review and accept or deny the applications.  This district will notify the applicant within sixty (60) days and, if the request for enrollment in this district or enrollment in another school is denied, the denial will include a written explanation.   

Upon agreement between the home school district and this district, or between the affected schools within this district, the deadline for applications may be waived. 

TRANSPORTATION 

For those students attending this district’s schools from out-of-district, the parent/guardian will be responsible for transporting the student to and from the school or to an appropriate bus stop within this district.  For those students attending another school, rather than their assigned school within this district, the parent/guardian is responsible for transporting the student to an appropriate bus stop. 

PARTICIPATION IN EXTRACURRICULAR ACTIVITIES 

No student will gain eligibility to participate in extracurricular activities in violation of policies governing eligibility as a result of enrollment option transfer to this district. 

INELIGIBLE STUDENTS 

If a student applies and is accepted in this district from out of district, but fails to attend, that student will be ineligible to again apply for an enrollment option in this district. 

A student who has been suspended or expelled, or who may be lawfully denied enrollment, is ineligible for enrollment in this district pursuant to the provisions of this policy. 

This district is concerned about its class size and the effect that enlargement of the student-teacher ratios will have upon the educational program.  Therefore, this district has determined that admission of students in excess of the following ratios would work a hardship on the district, its teachers, staff, students, and educational program: 

Grade              Ratio

K-1                  23:1

2-3                   26:1

4-5                   28:1

6-12                 160 students per teacher per day 

An exceptional student education class ratio will be 12:1. 

Non-resident students and students wishing to transfer to another school within the district will have their applications denied if it is determined by administration that a hardship exists, as defined by the ratios set forth above or other extenuating circumstances. 

Non-resident students residing in licensed homes, agencies, or institutions will be received and admitted if the facility is located within the district.  However, this provision will not inhibit the board from prescribing non-discriminatory pre-conditions or standards of admission when necessary to protect the health, safety, and welfare of its existing students and/or to protect its educational processes. 

Homeless children and youth, as defined in the Steward B. McKinney Homeless Assistant Act (PL 100-77), may attend any district or school within a district without payment of tuition when it is determined to be in the best interest of that child. 

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 LEGAL REFERENCE:

Idaho Code Sections

         33-205

         33-1401, et seq. 

ADOPTED:   July 8, 1996

AMENDED:  October 12, 1998

AMENDED:  May 14, 2002

AMENDED:  April 8, 2003

AMENDED:  November 11, 2003

POLICY TITLE: Dual Enrollment POLICY NO: 631

The board is committed to providing educational opportunities for all school-age students residing within its boundaries, by providing dual enrollment to eligible students. 

DEFINITIONS 

Dual Enrollment: Enrollment in a traditional public school in this district by a student residing within the boundaries of this district who is legitimately enrolled in a private, parochial, home school, public charter school, or other alternative public school program, or at a post-secondary institution, and who has not graduated from high school. 

Dually Enrolled Student: A student who is enrolled in a traditional public school and who is also legitimately enrolled in a private, parochial, home school, public charter school, or at a post-secondary institution, and who has not graduated from high school.  The term “dually enrolled student” may also mean a student who is enrolled in both a traditional public school and an alternative public school program in the district (also known as “jointly enrolled student”). 

Nonpublic School Student: Any student who receives educational instruction outside a public school classroom; such instruction may include, but is not limited to, a private school or a home school.   

Primary Education Provider: The person or entity providing the majority of the dually or jointly enrolled student’s educational instruction outside the traditional public school programs or activities, such as the private, parochial, or home school, charter school or other alternative public school program, or post secondary institution. 

Program and Activity: The terms “program” and “activity” include any program in the traditional public school available to other students.  This includes any regularly-scheduled course of study or any regularly-scheduled interscholastic activity recognized or sanctioned by the Idaho High School Activities Association.  

ENROLLMENT 

A dually or jointly enrolled student wishing to enroll in this school district for academic and/or extracurricular programs or activities must:  

1.                  Provide the same documentation and information required of all other students enrolling in the district, including evidence of residence in this district, acceptable evidence of date and place of birth, evidence of immunizations required by the State of Idaho (or a suitable waiver); and

2.                  Comply with the registration procedures required by the district and gain admission to a school in this district.  In addition to routine procedures required for registration, a student’s parent/guardian must provide a complete record of the student’s academic history, as well as all other student records and testing information necessary to qualify for admission as a dually enrolled student and to identify appropriate placement for the student.  Such registration and admission procedures are required even if a student is requesting dual enrollment status only for participation in an interscholastic or nonacademic activity.

3.                  Whether a student is applying to enroll in academic or nonacademic classes or activities, documentation must be provided that demonstrates grade level competency, ability level, and/or satisfactory prerequisite course completion for reading, math, written language/communications, social studies, science, or any other classes where deemed necessary by the district.

4.                  All dually enrolled students, grades kindergarten through ten (K-10), are required to participate in the comprehensive assessment programs approved by the State Board of Education.  Dually enrolled students will take the same statewide assessments as required of all other student in the same grade.

If enrollment in a specific class or program reaches the maximum for the program, priority for enrollment will be given to a student who is enrolled full time in the traditional public school class or program.  If a class or program is full and includes a part-time dually or jointly enrolled student when a regular full-time student transfers into the school during the semester, the district’s normal enrollment procedure will remain the same, and the dually or jointly enrolled student may not be disenrolled to provide space for the full-time student.  Regular full-time students will be given priority for enrollment at the start of each semester. 

REGULATIONS AND POLICIES 

A dually or jointly enrolled student participating in this district’s programs and activities will be given the same rights as all other students enrolled in this district.  Dually enrolled students will also be subject to compliance with the same rules and requirements that apply to full-time students.   

PARENTAL RESPONSIBILITIES 

This district’s responsibility for any dually or jointly enrolled student extends only to the time that the student is attending the program or activity for which the student is enrolled in the district’s school.  The parent or guardian of the student is responsible for the care and supervision of the student during all other times. 

MIXED CURRICULUM 

Dually or jointly enrolled students are welcome to participate in classes or grades with a merged or integrated curriculum as long as space is available. 

If a dually or jointly enrolled student wishes to attend activities or programs in a particular discipline in a class or grade where the curriculum is merged or integrated, such request must be made in writing particularizing the subject matter presentment that the student desires to attend (e.g., art instruction in the third grade).  The teacher and principal of the school will, upon request, provide scheduling information to the dually or jointly enrolled student.  It will be the responsibility of the dually or jointly enrolled student’s parent to contact the district and ascertain when such subject matter will be presented.  Where certain subject matter is integrated into a mixed curriculum, no change in the presentation need be made because of a dually or jointly enrolled student’s request for attendance.  It is also the intent of this policy to ensure that the teacher’s right to integrate disciplines and be flexible in planning and modifying the daily classroom presentations will not be hindered or restricted in any way. 

IDEA/SECTION 504/ADA STUDENTS 

A dually or jointly enrolled student’s parent/guardian who wishes to enroll the child in special programs, or who desires special accommodations consistent with the child’s disability, must provide appropriate documentation showing the child meets the requirements of the Individuals With Disabilities Education Act (IDEA), Section 504 of the 1973 Rehabilitation Act, or the Americans with Disabilities Act (ADA).  

GRADUATION 

Dually or jointly enrolled students must meet all graduation requirements of the State and this district to graduate, take part in the commencement ceremony, and obtain a diploma from this district.  In addition, dually or jointly enrolled students must be enrolled in a program approved by the district during their last semester prior to graduation. 

TRANSPORTATION 

A dually or jointly enrolled student may ride a school bus on a regularly scheduled route so long as the student is eligible for transportation and space is available.  No alterations of routes or new bus stops will be established.  If a dually or jointly enrolled student attends part time, the student may receive transportation at the regularly scheduled time closest to the time period for which the student is enrolled.

INTERIM PERIODS 

Dually or jointly enrolled students are not allowed to be present on school premises during the school day unless participating in a class or program.  If a student is dually or jointly enrolled in classes or activities that are not contiguous in time (e.g., a first period and a fourth period class), the student must not be on the school premises during the interim time period.  The district will not be responsible for the care or supervision of the student for periods before, in between, or after the programs or activities for which the student is properly enrolled.  Any transportation needs for such students not provided for otherwise under this policy during the school day will be the sole responsibility of the student and his or her parent/guardian. 

EXTRACURRICULAR NONACADEMIC ACTIVITIES 

A dually or jointly enrolled student involved in an extracurricular activity is subject to the same eligibility standards and participation requirements as a regular full-time student.  

Oversight of academic standards relating to participation in nonacademic public school activities is the responsibility of the primary education provider of each dually or jointly enrolled student.

Before participating in extracurricular nonacademic activities, the dually enrolled student shall demonstrate composite grade-level academic proficiency on any State Board of Education recognized achievement test, portfolio, or other mechanism as provided for in State Board of Education rules.  Additionally, a student shall be eligible if he/she achieves a minimum composite, core, or survey test score within the average or higher than average range as established by the test service utilized on any nationally-normed test.  Demonstrated proficiency shall be used to determine eligibility for the current and next following school years.   

Nonpublic school students who wish to participate in dual enrollment activities shall be provided the opportunity to take state tests or other standardized tests given to all regularly enrolled students.  The testing is at the expense of the parent/guardian, and the test results are valid for twelve (12) months from the release date.

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LEGAL REFERENCE:

Idaho Code Section 33-203

ADOPTED:  July 8, 1996    

AMENDED:  November 9, 1999      

AMENDED:  November 15, 2005

POLICY TITLE: Postsecondary Enrollment Options
POLICY NO: 632

The Idaho Legislature has determined that high school students should be encouraged to enroll full-time or part-time in nonsectarian courses or programs in eligible postsecondary institutions in order to promote rigorous academic pursuits and to provide a wider variety of options to high school students.

DEFINITIONS

Postsecondary institution: A public or private postsecondary institution in Idaho accredited by a reputable accrediting association, including two-year trade and technical schools, and residential liberal arts colleges or universities that offer two-year or four-year programs and grant degrees.

Secondary school: A high school within this district.

Course: A course or program of instruction taken at a postsecondary institution.

Postsecondary credit: Credit from courses taken by a student at a postsecondary institution. This credit does not apply towards this district’s graduation requirements.

Secondary credit: Credit from courses taken at a postsecondary institution that is applied towards this district’s graduation requirements.

Dual credit: Credit from courses taken at a postsecondary institution that applies to both the postsecondary institution and to this district’s graduation requirements.

ENROLLMENT

Any 11th or 12th grade student in this district (except a foreign exchange student attending this district under a cultural exchange program) may apply to a postsecondary institution to enroll in nonsectarian courses. If the institution accepts the student, it is required by law to send written notice to the student and this district within ten (10) days of acceptance. The notice will also include information regarding the course and hours of enrollment, and, if the student is taking the course for credit, the institution will provide information about payment.

To assist this district in planning, a student should notify the district by March 30 of the student’s intent to enroll in a postsecondary institution during the next school year. However, failure to notify the district does not preclude a student from enrolling in a postsecondary institution.

The district may make payments or partial payments for courses that are taken for secondary credit. No payments will be made for courses taken for postsecondary credit only, or if a student audits a course, or if a student withdraws during the first fourteen (14) days of the semester.

ALTERNATIVE LANGUAGE: In no event will this district pay for students to attend postsecondary institution courses.

COUNSELING

Prior to a student enrolling in courses at a postsecondary institution, this district, to the extent possible, will provide counseling services to students and their parent/guardian to ensure that they are fully aware of the risks and possible consequences of such enrollment. The person providing the counseling will encourage students and their parent/guardian to also use available counseling services at the postsecondary institution prior to the semester of enrollment to ensure that the student’s anticipated plans are appropriate and adequate.

STUDENT INFORMATION

By March 1 of each school year, this district will provide general information regarding postsecondary enrollment options to all 10th and 11th grade students.

This district will provide the following information to interested students during a counseling session prior to enrollment at a postsecondary institution:

1. Who may enroll;
2. What institutions and sources are available under this program;
3. The decision-making process for granting academic credits;
4. Financial arrangements for tuition, books and materials;
5. Eligibility criteria for transportation aid;
6. Available support services;
7. The need to arrange an appropriate schedule;
8. Consequences of failing or not completing a course in which the student enrolls;
9. The effect of enrolling in this program on the student’s ability to complete the required high school graduation requirements;
10. The academic and social requirements that must be assumed by the student and the parent/guardian.

Prior to enrolling, the student and his or her parent/guardian must sign a form stating that they have received the information set forth above and that they understand the responsibilities that must be assumed in enrolling in this program.

CREDIT CRITERIA

A student may enroll in a postsecondary course for secondary credit, for postsecondary credit or for dual credit. At the time a student enrolls in a course, he or she must designate the type of credit desired. This district will grant academic credit to a student enrolled in a course for secondary credit if the student successfully completes the course. The following credit limitations apply:

1. An 11th grade student may enroll in postsecondary courses for secondary credit for a maximum of two (2) academic years.
2. A 12th grade student who enrolls for the first time in postsecondary courses may receive secondary credit for a maximum of one (1) academic year.
3. A student may enroll in courses at a postsecondary institution for secondary credits approved by this district. If the student’s enrollment decreases his or her instructional time in this school district to less than four (4) hours a day, the student will nevertheless be counted as participating in school district instructional time for four (4) hours a day for purposes of average daily attendance (ADA).
4. A student who has completed course requirements for graduation, but who has not received a diploma, may participate in postsecondary enrollment options.
5. In no event may a student who has graduated from this district participate in postsecondary enrollment options.
6. Secondary credits received at a postsecondary institution will be counted toward the graduation requirements and subject area requirements of this district.
7. Each student is required to provide the secondary school with a copy of the student’s grade in each course taken for secondary credit at a postsecondary institution.
8. When a course taken for secondary credit is successfully completed, a student’s secondary school record will reflect such success and will also reflect that the credits were received from a postsecondary institution.
9. A student may request that his or her secondary school record include evidence of successful completion and credits granted for a course taken for postsecondary credit. In this case, the secondary school record will reflect that postsecondary credits were received from a postsecondary institution.
10. Four (4) semester college credits equal at least one (1) full year (two (2) semester credits) of high school credit in that subject. Fewer college credits may be prorated at the discretion of the building principal.
11. If a student enrolls in the same postsecondary institution from which he or she received secondary credits, the institution will award, without charge, postsecondary credit for any course successfully competed. Other postsecondary institutions may award such credits, without charge, at their discretion.
12. Eleventh and Twelfth grade students will be counted as full-time secondary students if their post-secondary class load will lead to meeting the minimum number of credits required for graduation at Kellogg High School.

At its discretion, this district may enter into an agreement with a public or private postsecondary institution to provide nonsectarian courses, taught by a secondary teacher or postsecondary faculty member. Such courses may be offered at a secondary school or other location and may be offered for secondary credit, postsecondary credit, or dual credit.

Postsecondary faculty instructing a course for postsecondary, secondary or dual credit will not be required to obtain a teaching certificate, nor will the postsecondary faculty be deemed an employee of this district for any purpose under law.

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ADOPTED: December 8, 1997

AMENDED: October 12, 1998

AMENDED: June 12, 2001

LEGAL REFERENCE:

Idaho Code Section 33-5101 et seq.

ATTACHMENT: Postsecondary Enrollment Option Form

OPTION FORM

_____________________________________, a student at ____________________ High School in grade __________, has been provided with the following information regarding postsecondary enrollment options:

1. Who may enroll;
2. What institutions and sources are available under this program;
3. The decision-making process for granting academic credits;
4. Financial arrangements for tuition, books and materials;
5. Eligibility criteria for transportation aid;
6. Available support services;
7. The need to arrange an appropriate schedule;
8. Consequences of failing or not completing a course in which the student enrolls;
9. The effect of enrolling in this program on the student’s ability to complete the required high school graduation requirements;
10. The academic and social requirements that must be assumed by the student and the parent or guardian.

______________________________ (student) and ______________________________ (parent or guardian) understand the responsibilities they are assuming in enrolling in this program.

_______________________________________ ___________________

Student Date

_______________________________________ ___________________

Parent or Guardian Date

GENERAL PROVISIONS

The State Board of Education has prescribed the minimum courses to be taught in all public elementary and secondary schools. The board is required to have prepared and issued, such syllabi, study guides and other instructional aids as the board will from time to time deem necessary. The board will also determine how and under what regulations textbooks will be adopted for the public schools. The board will require all publishers of textbooks approved for use to furnish the department of education with electronic format for literary and nonliterary subjects when electronic formats become available for nonliterary subjects, in a standard format approved by the board, from which reproductions can be made for use by the blind.

The State Board of Education adopts curricular materials (textbooks) in the following subject matters: reading, English, spelling, speech, journalism, languages other than English, art, drama, social studies, music mathematics, business education, career education and counseling, vocational/technical education, science, health, handwriting, literature, and driver education. This district will select curricular materials for those subject matters from the state adopted curricular materials list.

The State Board of Education allows this school district to adopt, subject to the school district’s policies, curricular materials in subject areas offered by the school district for which materials are not covered by the state curriculum material committee, as well as the use of appropriate resource materials.

SECONDARY SOURCE MATERIALS

Upon previewing the secondary source material and determining that the content or format is potentially controversial to students and/or parents/guardians, educators and administrators will follow the procedure for dealing with such issues. The teacher, prior to presenting curriculum materials of a possibly controversial nature, will review the matter with the building principal. If it is determined that the material is potentially controversial, but an effective method of addressing some aspect of the curriculum, the teacher and principal will determine what notification should be provided to the parent/guardian. 

An alternative lesson will be made available for students whose parents/guardians notify the school that they do not want their student exposed to the material. The alternative lesson will substitute for the planned lesson. 

POLICY TITLE: Curricular Materials Adoption Committee
POLICY NO: 635

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ADOPTED: July 8, 1996

AMENDED: November 9, 1998

AMENDED: November 13, 2001

AMENDED: June 11, 2002

LEGAL REFERENCE:

Idaho Code Sections
33-118A
33-512A
33-601

POLICY TITLE: Curriculum Standards, Alignment and Assessment  POLICY NO: 636

It is the policy of the Board of Trustees of this district to seek participation by stakeholders in its responsibility for preparing students for the twenty-first century.  This preparation includes aligning the curriculum to allow students to successfully achieve the standards adopted by this board, as measured by appropriate assessments. 

The Board recognizes that it is essential to the implementation of the curriculum standards and assessments that all stakeholders in this district are given an opportunity to participate in all aspects of the implementation process. 

DEFINITIONS

Curriculum Standards and Assessment Committee: A function of the Curricular Materials Adoption Committee.  It is responsible for developing a systematic approach to implementing the standards and assessments. 

Grade Level and Department Teams:  Teams of certificated staff members meeting for the purpose of evaluating the district’s current curricula, developing objectives/strategies, and assessing student achievement. 

Stakeholders:  Those individuals in the district who have an interest in the implementation of curriculum standards, including but not limited to members of the Board of Trustees, administration, staff members, educational consultants, student advocates, parents and community members. 

Strategic Plan: The district’s written plan, as approved by the Board of Trustees, setting forth the goals and objectives of the district, including but not limited to, curriculum development. 

Subpopulations of Students:  The various categories of students, relative to education need, including but not limited to, special education, Title I, advanced placement, ESL, 504, and gifted and talented, as well as racial, ethnic, gender and other relevant classifications. 

BOARD OF TRUSTEES’ RESPONSIBILITIES 

The board will review and amend, as appropriate, the district’s vision statement to ensure that it presents a compelling description of the future state of the district and the implementation of the curriculum standards. 

ADMINISTRATIVE RESPONSIBILITIES 

The administrative team and the curriculum coordinator are responsible for the overall facilitation of the district’s implementation of curriculum standards and assessments.  Specific responsibilities include, but are not limited to: 

1. Review the current strategic plan for the district and determine whether it includes the implementation of standards for all students.  Recommend amendments as necessary.
2. Facilitate the development and/or review of an ongoing student improvement process for each school in this district, ensuring that all school improvement plans are aligned with the district’s strategic plan and include the implementation of standards for students.
3. Facilitate Leadership Team training in the district.
4. Recommend to the Board of Trustees members of the Curricular Materials Adoption Committee.
5. Identify, by category, subpopulations of students and track the progress of the subpopulations to determine whether equal access to the curriculum exists.
6. Coordinate the district’s implementation process to ensure the district complies with the state requirements.

CURRICULUM STANDARDS AND ASSESSMENT COMMITTEE 

The Curricular Materials Adoption Committee will serve as the Curriculum Standards and Assessment Committee.  The curriculum coordinator will chair the committee.  The Committee’s responsibilities include but may not be limited to, the following: 

1.                  Participate in Leadership Team training.

2.                  Establish district-wide goals for the implementation of the curriculum standards and assessments.

3.                  Identify and establish Grade Level Teams for each elementary grade and Department Teams for each secondary content area.

4.                  Review the results of the Grade Level and Department Teams to ensure that the curriculum standards and assessments are developed and implemented in a systematic process and is consistent with the district-wide goals.

5.                  Develop methods by which stakeholders are given an opportunity to be educated regarding the curriculum standards and assessment implementation, and provide information and input to the committee, including but not limited to, surveys and public meetings.  Establish procedures for communicating the stakeholders’ input to the board, administration, committee, and/or teams, as deemed appropriate.

6.                  Review the district’s current curriculum coordination and articulation to determine whether it exists across all grade levels in the five core content areas, as well as any other curricular areas.  Establish clear and operative mechanisms for systematic curricular change.

7.                  Develop a formative and summative assessment system to be applied on a district-wide basis by the Grade Level and Department Teams in assessing alignment of curriculum to the student’s achievement of standards and benchmarks.

8.                  Make regular reports regarding the status of such implementation to the Board of Trustees. 

GRADE LEVEL AND DEPARTMENT TEAMS 

The Grade Level and Department Teams will be composted of certificated personnel members currently teaching in the relevant grade level or department.  The teams will work with the curriculum coordinator.  The teams’ responsibilities will include, but may not be limited to the following: 

1.                  Review the grade level or department curriculum to determine whether there exists a consistency in the curricula in the core content areas or other content areas (as appropriate) as it is written taught, tested, graded and reported.

2.                  Review the grade level or department curriculum, as written and curricular materials and resources, including technology, and determine whether they are consistent.

3.                  Collect data from a variety of sources, including test results, and analyze and interpret the data to determine the current status of the district’s alignment of curriculum and assessment.

4.                  Outline specific and measurable objectives/strategies aligned to the applicable standards and benchmarks; implement such objectives/strategies; and develop a method for measuring the impact such objectives/strategies have on student learning over time.

5.                  Continually reassess the data as appropriate during the implementation process and make appropriate adjustments in instruction to align the curricu7lum to the applicable standards and benchmarks.

6.                  Provide data regarding the impact of the implementation of curriculum standards and assessments on student learning, including test results and interpretation thereof, and to the Curriculum Standards and Assessment Committee for dissemination to the stakeholders. 

OPEN MEETING LAW 

The meetings held by the Curriculum Standards and Assessment Committee will comply with the open meeting law, pursuant to Idaho Code Sections 67-2340 through 67-2347. 

NOTICE OF POLICY 

The district will post a copy of this policy at the district offices and will publish it annually in the local newspaper of general circulation.  The policy will also be available to stakeholders at the administrative office of each school. 

ANNUAL PUBLIC FORUMS 

The district will conduct a public forum during each spring semester to allow stakeholders an opportunity to receive information regarding the standards and provide feedback to the committee.  The annual public form may take place at a regularly scheduled board meeting. 

Notice of the annual public forum will be published in a local newspaper of general circulation on two (2) occasions at least one week apart.  Notice will also be posted at each school in the district and will be published in the district’s newsletter immediately preceding the forum. 

During the forum reports will be given regarding the status of the district’s planning and implementation of curriculum standards and assessment. 

Stakeholders will be invited to make public comment regarding the matters addressed in the reports.  The forum chairperson has the right to set reasonable restrictions on the presentation of public input, including but not limited to, restricting the time period for such comment and accepting written comments.  The information received via public input will be considered by the Curriculum Standards and Assessment Committee. 

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LEGAL REFERENCE:

Idaho Code Sections67-2340 – 67-2347 

ADOPTED: June 11, 2002

POLICY TITLE: Guest Speakers POLICY NO: 637

Any teacher wishing to invite a guest speaker to present to students attending this district must receive prior approval from the building principal.

In those instances when controversial matters may be discussed, the parent/guardians of the students shall be notified. When such materials shall be presented, students may request to be absent from class. In those instances, the teacher shall provide the students requesting to be absent with suitable instructional materials.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506(1)

POLICY TITLE: Public School Choice POLICY NO: 638

Pursuant to the No Child Left Behind Act (NCLB), district students are eligible to transfer to another school if their school of origin has been identified as being in need of school improvement (not meeting adequate yearly progress (AYP) for a second year in a row), corrective action, or restructuring.  Choice is also available to students enrolled in a school that has been determined to be persistently dangerous or if the student has been the victim of a violent crime on school property.   

Public school choice will be offered to all students until the school is no longer identified for improvement.  Students who transfer to another school as a result of school improvement may remain in that school until the student has completed the highest grade in the school.   

This district will offer more than one choice, if more than one school, including charter and magnet schools, is eligible to receive students.  The district will not disregard academic entrance requirements for students seeking to enroll in magnet schools.  

Students may not transfer under school choice to schools that have been identified for needs improvement, corrective action, or restructuring, or identified as persistently dangerous.   

If there are no schools to which students can transfer because all are in school improvement, there is only one school in the district serving that grade, or due to the rural or isolated nature of the district, parents will be notified that the school is in need of improvement and that the students are eligible for school choice, but no choices are currently available.  Parents will also be informed of the alternative of supplemental services for eligible students.  This district will work with neighboring districts, to the extent possible, to establish a cooperative agreement which would allow inter-district choice. 

NOTICE REQUIREMENTS 

The district will mail information regarding school choice issues directly to all parents of impacted students well before the beginning of the school year.  A reasonable deadline will be established by which parents must respond to the opportunity to exercise school choice.  Parents must submit their decision regarding school choice in writing and the school will confirm receipt of the communication.   

STUDENTS RECEIVING PRIORITY 

All students must have the opportunity to exercise school choice if the school of origin is in needs improvement.  However, the district shall give priority to the lowest achieving students from low-income families.  The district will appoint a committee to determine how such prioritization will be applied.  The committee may allow the lowest achieving low-income students first choice of schools, and give such students priority for transportation if available funds are limited. Students may be rank ordered within a group of low-income families by achievement levels as evaluated by an objective educational measure of student achievement.  Students will not be rank ordered based solely on family income. 

IMPLEMENTATION OF SCHOOL CHOICE

Final decision-making regarding the selection and enrollment of eligible students in school choice shall be at the discretion of the district after taking into account the parents’ preferences of choices offered.  To the extent practicable the district will respect those preferences in making decisions regarding provision of transportation as well as enrollment.  Parents are not guaranteed their first choice of schools. 

TRANSPORTATION 

The district is responsible for paying all or a portion of the transportation necessary for the implementation of public school choice but not to exceed twenty (20%) percent of the Title I Part A allocation received by the district which may be spent on choice-related transportation and supplemental services. 

The district is no longer obligated to pay for transportation after the end of the school year in which the school of origin is no longer identified as being in need of improvement. 

STUDENTS WITH DISABILITIES 

The district may offer students with disabilities different options for school choice than nondisabled students if determined necessary to meet their needs for a free, appropriate public education. 

REPORTING REQUIREMENTS 

Reporting of the number of students and schools participating in public school choice shall be reported as required to the State Department of Education and in public reporting.  

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LEGAL REFERENCE:

No Child Left Behind Act, Section 1116

Public School Choice, Draft Non-Regulatory Guidance (U.S. Dept. of Education, Dec. 4, 2002)

ADOPTED:   June 8, 2004

POLICY TITLE: Controversial Issues POLICY NO: 639

The classroom is not the proper arena for religious, political or personal propaganda. Teachers should exercise their full rights as citizens, but should avoid controversies in the classroom that may tend to decrease their value as a teacher.

Teachers should assist and encourage students to assemble factual information on controversial issues and help them reach their own conclusions. The ability to study an issue without prejudice and withhold judgement while facts are being collected, assembled, and weighed, so that relationships can be seen before drawing conclusions, is among the most valuable results of a free educational system.

The teacher, prior to presenting subject matter of possible controversial nature, will review with the building principal such subject matter. If the principal feels the material is controversial, an effort will be made to make parents or guardians aware that the material will be presented.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506(1)

POLICY TITLE: Special Education Services For Nonpublic School Students POLICY NO: 643

Public school districts are required by Federal and State regulations to identify private school students, residing within this District’s boundaries, who may be in need of special education and related services.

This district will provide a free appropriate public education (FAPE) to every child with a disability enrolled in its schools.  The District is not obligated to provide FAPE to those student with disabilities enrolled by their parents at private schools.  To the extent consistent with the number and location of children with disabilities in the state, who are enrolled by their parents in private preschools (ages 3-5) and private elementary/secondary schools, this District will expend funding equal to the proportionate amount of federal funds made available under the Individuals with Disabilities Education Act (IDEA). The funding shall be expended on the evaluation and services listed below.

Concerning evaluation and services to private school students not enrolled in a public school within this District’s jurisdictional boundaries, it is the policy of this district to:

1. Screen and/or evaluate students who are referred

2. Provide parents and private schools (upon receipt of parental consent) with the results of screening/evaluation of referred students.

3. Develop an Individualized Education Program (IEP) for the student in the event the student’s parent/guardian chooses to enroll the student at a public school in this district.

4. Provide the following special education and related services at a service site  to a parentally-placed student at a private school: group speech/language therapy, group occupational therapy, and group physical therapy.
   [Note: The determination of what special education and related services will be provided to private school students, how and where the services will be provided, and how the services provided will be evaluated must be made after consultation with representatives of private school students with disabilities.]

5. Develop and implement a service plan describing the specific special education and related services that will be provided for each private school student with a disability who has been designated to receive special education and related services.

For those private school students designated to receive special education and related services, transportation will be provided to the extent it is necessary for a student to benefit from or participate in the services identified above. It may consist of transportation from the student’s school or home to a site other than the private school or from the service site to the private school, or to the child’s home, depending on the timing of the services. In no event will transportation be provided from the student’s home to the private school. The cost of transportation will be included in the proportionate share of federal funds.

Private school students with disabilities may receive a different amount of services than students with disabilities enrolled in public schools. No private school student with a disability has an individual right to receive some or all of the special education and related services that student would receive if enrolled in a public school.

DEFINITIONS

For the purposes of this policy, the following definitions apply:

Private schools: Nonpublic schools, including, but not limited to, private schools, religiously-affiliated schools and home schools.

Private school students: Students enrolled by their parents or guardians in private schools.

Service site: A public school setting or contracted location for the provision of special education and related services. In no event will a service site be located at a private school.

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ADOPTED:  February 8, 1999

AMENDED: November 9, 1999

LEGAL REFERENCE: 
20 U.S.C. �1412 (a)(10)
34 C.F.R. �300.450 et seq.

POLICY TITLE: Special Education POLICY NO: 645

This board adopts as policy the Idaho Special Education Manual dated September 1999, and all subsequent amendments to the manual as developed by the Idaho State Department of Education, Bureau of Special Education. The accompanying appendices and forms to the Idaho Special Education Manual are not adopted as policy.

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LEGAL REFERENCE:

Idaho Code Section 33-2001 et seq.;

IDAPA 08.02.03.109

20 USC 1400 et seq.;

34 CFR 300 et seq.

ADOPTED:  July 8, 1996

AMENDED:  December 14, 1999

POLICY TITLE: Section 504 Procedures for Students with disabilities             POLICY NO: 646

It is the responsibility of this district to identify and evaluate students in need of special services or programs in order that such students may receive the required free appropriate education pursuant to the provisions of Section 504 of the Rehabilitation Act of 1973.

For the purposes of this policy, a student who may need special services or programs pursuant to Section 504 is one who:

1.                  has a physical or mental impairment that substantially limits one or more major life activities, including learning; or

2.                  has a record of such impairment; or

3.                  is regarded as having such impairment.

Students may be eligible for services under the provisions of Section 504 even though they do not require services pursuant to the Individuals with Disabilities Education Act (IDEA). Students who are identified as individuals with exceptional needs, according to IDEA criteria, are not addressed under this policy. The needs of such students are provided for under district policy and under state and federal laws and regulations.

Each qualified person within the district who is eligible to receive regular or special education or related aids or services, regardless of the nature or severity of the condition necessitating such programs or services, shall receive a free appropriate education in the district.

IDENTIFICATION AND REFERRAL PROCEDURES

Any student who needs or is believed to need special education or related aids and services not available through existing programs in order to receive a free appropriate public education may be referred by a parent, teacher, or other certificated school employee to the Multi-disciplinary team (MDT) for identification and evaluation of the student’s individual education needs.

The MDT will be composed of persons knowledgeable about the student, the student’s school history, the student’s individual needs, the meaning of evaluation data, and the placement options. Each building principal will monitor the composition of the MDT to ensure that qualified personnel participate.

The MDT will consider the referral and, based upon a review of the student’s existing records, including academic, social, and behavioral records, make a decision as to whether an evaluation under this procedure is appropriate. If a request for evaluation is denied, the MDT will inform the parents or guardian of this decision and of their procedural rights.

EVALUATION

Evaluation of the student and formulation of a plan of services will be carried out by the MDT according to the following procedures:

The MDT will evaluate the nature of the student’s disability and the impact of the disability upon the student’s education. This evaluation will include consideration of any behaviors that interfere with regular participation of a student who otherwise meets the criteria (such as age) for participation in the educational program and/or activities.

The MDT shall consider all relevant information on the student to determine whether he or she is disabled under Section 504. Information may include reports from physicians, observations from parents, teachers, and/or school personnel, results of standardized aptitude and achievement tests, comprehensive assessments conducted by this district’s professional staff and other relevant evaluation material, as appropriate. The information will also include consideration of the student’s behavior.

In order to ensure that the MDT’s interpretation of evaluation data and placement decision is consistent with federal law, the MDT shall:

1.     draw upon information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive behavior;

2.     document that the information obtained from all sources is carefully considered;

3.     ensure that the MDT team’s placement decision is made by a group of persons, including persons knowledgeable about the student, the meaning of the evaluation data, and the placement options; and

4.     ensure that the placement decision provides appropriate academic and nonacademic settings.

No final determination of whether the student will or will not be identified as a disabled individual within the meaning of Section 504 will be made by the MDT without first inviting the parent or guardian of the student to participate in a meeting concerning such determination.

A final decision will be made by the MDT in writing, and the parents or guardian of the student shall be notified of the Section 504 procedural safeguards available to them, including the right to an impartial hearing and review.

WRITTEN PLAN FOR SERVICES

For a student who has been identified as disabled within the meaning of Section 504 and in need of special education or related aids and services, the MDT shall be responsible for determining what is needed.  In making such determination, the MDT shall consider all available relevant information, drawing upon a variety of sources, as set forth in the Evaluation section of this policy.

The parents or guardian shall be invited to participate in MDT meetings where services for the student will be determined, and shall be given an opportunity to examine all relevant records.

The MDT will develop a written plan describing the disability and the special education or related aids and services needed. The plan will specify how the regular or special education and related aids and services will be provided, and by whom.

The team may also determine that no special education or related aids and services are appropriate. If so, the record of the MDT proceedings will reflect the identification of the student as a disabled person and the basis for the decision that no special services are presently needed.

A disabled student shall be placed in the regular educational environment of the district, with the use of the supplementary aids and services, unless the district demonstrates that such placement cannot be achieved satisfactorily. The disabled student shall be educated with those who are not disabled to the maximum extent appropriate to the individual needs of the student.

The MDT shall notify the parent or guardian in writing of its final decision concerning the services to be provided.

All teachers of students with disabilities shall be provided with information in sufficient detail to address the individual needs of each student with a disability.

REVIEW OF THE STUDENT’S PROGRESS

The MDT will monitor the progress of the disabled student and the effectiveness of the student’s education plan as needed to determine whether special education or related aids and services are appropriate and necessary, and that the disabled student’s needs are being met as adequately as the needs of non-disabled students.

Prior to any subsequent significant change in placement, a comprehensive reevaluation of the student’s needs will be conducted.

PROCEDURAL SAFEGUARDS

The parents or guardians shall be notified in writing of all MDT decisions concerning the identification, evaluation, or educational placement of students made under this policy.

The parents or guardian shall be notified that they may examine relevant records.

As to such decisions by the MDT, the parents or guardian shall have the right to an impartial hearing, with the opportunity for participation by the parents or guardian and their counsel.

The request for a hearing shall be made in writing and addressed to:

Section 504 Compliance Officer

Kellogg School District, No. 391

Rick Priebe

Special Education Consultant

Phone: (208)556-1531

Fax: (208)752-8221

The hearing will be held in accord with district policy.

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LEGAL REFERENCE: 

34 CFR part 104

POLICY TITLE: Gifted/Talented Education POLICY NO: 647

Gifted/talented children are those students who are identified as possessing demonstrated or potential abilities that give evidence of high performing capabilities in intellectual, creative, specific academic, or leadership areas, or ability in the performing or visual arts, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.   

DISTRICT PLAN 

The district will develop a written plan for its gifted and talented program and initially submit it to the State Department of Education no later than October 15, 2001.  Updated plans will be submitted every three (3) years thereafter.  The district’s plan shall include the following: 

Philosophy statement

Definition of giftedness

Program goals

Program options

Identification procedures

Program evaluation 

IDENTIFICATION OF GIFTED/TALENT STUDENTS 

On an annual basis, the district will screen all potentially gifted and talented students to ensure they have an opportunity to be considered for the program.  The screening criteria will be age/grade appropriate, will be nondiscriminatory, and will comply with the procedures set forth in the district’s gifted/talented plan.   

The district will assess those students meeting the screening criteria and gather additional information concerning their specific aptitudes and educational needs.  Identification of gifted and talented students will be based on multiple indicators of giftedness with information obtained through the following methods and sources: 

1.                  Formal assessment methods, such as group and individual tests of achievement, general abilities, specific aptitudes, and creativity.

2.                  Informal assessment methods, such as checklists, rating scales, pupil product evaluations, observations, nominations, biographical data, questionnaires, interviews, and grades.

3.                  Information regarding students will be obtained from multiple sources, such as teachers, counselors, peers, parents, community members, subject area experts, and the students themselves. 

Based on the assessment, the needs of the gifted/talented student will be matched with appropriate program options.   

The district shall designate a certificated employee to develop, supervise, and implement the gifted/talented program. 

♦ ♦ ♦ ♦ ♦ ♦ ♦ 

LEGAL REFERENCE:

Idaho Code Section 33-2003

IDAPA 08.02.03.456 

ADOPTED:   July 8, 1996

AMENDED:  May 14, 2002

POLICY TITLE: Homework POLICY NO: 649

Homework may be assigned when it serves an educational objective which can best be accomplished by an out-of-class assignment or activity. In determining the amount of work assigned to students, each teacher must recognize the other obligations and time commitments the students have to their family and other organizations.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-512(2)

POLICY TITLE: Report Cards POLICY NO: 651

Report cards are used by all schools and at all levels to report student progress to the parents/guardians.

At least two (2) parent-teacher conferences shall be held each year in the elementary schools. Report cards will be given to the parent/guardian when the parent-teacher conferences are held at the end of the quarter. When parent-teacher conferences are not held, the report cards shall be issued within five (5) school days following the end of the quarter.

Report cards for secondary students will be sent to the parents at the end of each of the four (4) grading periods. Conferences with parents should be arranged on an individual basis whenever necessary.

It is recommended that parents or guardians be notified of their child's progress on a regular basis. Grade reports will be mailed to parents or guardians at the end of the fifth week of each nine-week grading period if the student is performing at a less-than-satisfactory level.

Grade reports will be conveyed to parents or guardians at the end of each grading quarter by conference, by written report, or by both.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-512(2)

POLICY TITLE: Grading POLICY NO: 653

For the Kindergarten, student’s progress and achievement will be reported using the following scale in each of the separate areas of development: 

 For grades one (1) and two (2), students’ progress and achievement will be reported using the following scale in each of the separate areas of development: 

Plus (+) or minus (-) symbols may be used to reflect the quality of the student’s effort within the area of development.  Check marks may also be used to represent that there is an area of concern.  

For grades three (3) through five (5), students’ progress and achievement shall be reported on the basis of the letter grades A, B, C, D, and F, S, U, and W may also be used for ancillary classes or where the student is not working to capacity.  

The letter grades interpreted shall have the following values: 

 In grades six (6) through twelve (12) and beginning with course work for the 2005-2006 school year, the following grades will be assigned an equivalency number which will be used to compute student grade point averages: 

         A+     =      4.0    (98%-100%)

         A      =       4.0    (93%-97%)

         A-     =       3.7    (90%- 92%)

         B+    =       3.3    (88%-89%)

         B       =       3.0    (83%-87%)

         B-     =       2.7    (80%-82%)

         C+    =       2.3    (78%-79%)

         C      =       2.0    (73%-77%) 

         C-     =       1.7    (70%-72%)

         D+    =       1.3    (68%-69%)

         D      =       1.0    (63%-67%)

         D-     =       0.7    (60%-62%)

         F       =       0.0    (59% & below) 

Grades granted in partial credit courses will not be computed on the secondary level for purposes of determining membership and honor groups or organizations, or rank in class.  

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LEGAL REFERENCE:

Idaho Code Section 33-512(2) 

ADOPTED:  July 8, 1996

AMENDED:  August 13, 2002

AMENDED:  March 9, 2004

AMENDED:  June 14, 2005

POLICY TITLE: Promotion of Students POLICY NO: 655

In general, children will be placed at the grade level to which they are best adjusted academically, socially, and emotionally.

Children will usually progress annually from one (1) grade to the next. However, in cases where it has been determined that retention is in a particular student’s best interest, he or she may be retained in the same grade for one (1) additional year. Such retention must be cleared in advance by the building principal and discussed in advance with the parent of the child.

In secondary programs a student's progress will be determined by the number and nature of the subjects passed. A student may advance from junior high school into the senior high school with less than the usual number of credits when the administrators of the two (2) buildings jointly agree that such a move will be in the best interest educationally for the student involved.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-512(2)

POLICY TITLE: Early Graduation POLICY NO: 659

Any high school student who completes the number of credits and exiting standards required by both the state and the district prior to completing eight (8) semesters of high school work, may petition the superintendent and board of trustees to graduate early.

This board may permit early graduation under unusual and unique circumstances, for students who would benefit from early graduation. Early graduates may participate in the regular spring commencement ceremony.

EARLY GRADUATION PROCEDURE

The deadline for filing an application for early graduation is November 30 for the first semester and April 15 for the second semester.

1. An early graduation form will be completed in detail and submitted to the school counselor.
2. The student and parent or guardian will meet with the counselor, who will review the application, and counsel the student. The counselor will make a determination on the basis of credits earned whether the request is possible.
3. The counselor will meet with the building principal to inform him or her of the request and supply all pertinent information concerning the application. The principal and counselor will determine whether to recommend the approval or denial of the application. That recommendation will be taken to the superintendent and board of trustees.

The board’s decision on whether early graduation will be permitted will be made on a case-by-case basis.

After the board has granted a petition for early graduation, the student will not be allowed to participate in the school district’s post-secondary dual enrollment program.

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ADOPTED: July 8, 1996

AMENDED: December 8, 1997

LEGAL REFERENCE:

IDAPA 08.02.01.350

POLICY TITLE: Lesson Plans POLICY NO: 661

All instructional personnel employed by this school district are required to prepare weekly or unit lesson plans that shall be submitted weekly to the building principal.

Idaho Code Section 33-506(1)

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ADOPTED: July 8, 1996

AMENDED: June 8, 1998

LEGAL REFERENCE:

Idaho Code Section 33-506(1)

POLICY TITLE: Class Record Book POLICY NO: 663

The original and official record for student performance is the class record book provided to each teacher.

The class record book shall be maintained carefully and accurately by staff. Sufficient student progress evaluation shall be recorded enabling the teacher to make a fair appraisal of student performance.

The class record book is a permanent record of the district and must be returned to the building principal at the close of each school year.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-506(1)

POLICY TITLE: Field Trips POLICY NO: 671

The following rules apply to those field trips requiring transportation:

1. Every teacher considering a field trip must confer with the building principal before making any arrangements or announcements.
2. After securing the principal's tentative approval, the teacher may complete the formal plan. The teacher should have first hand knowledge whether the field trip will meet his or her objectives.
3. Formal plans must be submitted to the principal for final approval.
4. Upon receiving such approval, transportation will be arranged.
5. All students must return permission slips for the field trip, signed by a parent or guardian before they will be allowed to participate in the field trip. The teacher shall retain the permission slips until the end of the school year.
6. Any field trip taking school students outside the boundaries of Shoshone County, must be referred by the principal to the superintendent for approval.
7. No educational field trips shall be scheduled during the last two weeks of a school term unless approved by the superintendent due to an extenuating circumstance.
8. Private automobiles shall not be used for any field trip unless authorized by the superintendent.

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ADOPTED: July 8, 1996

AMENDED:  August 12, 2003

LEGAL REFERENCE:

Idaho Code Section 33-512(2)

POLICY TITLE: Extended Student Trips POLICY NO: 673

Requests for extended trips shall be made to the building principal and should have the principal's support before being presented to the superintendent. The building principal shall confer with the superintendent prior to presenting the request to the board. The board shall render the final decision on extended trips.

Regularly scheduled contests and events directly related to the Idaho High School Activities Association shall be scheduled by the administration.

Extended trips by students attending this district must be consistent with and reflect district educational goals and objectives as presented in this district's philosophy and curriculum guide. Trips should provide a valuable educational learning experience.

Extended trips should be scheduled after regular school hours, on weekends, or during vacations whenever possible.

1. The proposal must have strong support from the building principal, teachers, parents, and students.
2. The proposal must include a statement of assurance regarding adequate liability insurance to protect the school district, board members, chaperons, teachers, and students.
3. Major fund raising drives must be coordinated in order to control the financial impact on the school community.
4. The total number of school days missed must be included in the written proposal. Advanced makeup will be required when the trip exceeds one (1) school day.
5. Extended trips are discouraged during regular school time. Proposals for extended trips out of state shall include financial information, including the cost to the class, club, department or organization, and the projected cost to the school district and the individual student.
6. The specific proposal shall include the number of students, names of chaperons, the itineraries, and a breakdown of the estimated cost.
7. Following an extended trip the instructor shall prepare and present a summary and evaluation of the trip to the board.

Student Responsibilities

Students are expected to be knowledgeable about the rules governing student conduct. Extended trips are considered an extension of the classroom and all rules pertaining to a school-sponsored activity must be followed.

1. Proposals shall include student recognition and affirmative support of all district policy and rules contained in the school handbook.
2. Students and their parents/guardians shall read and sign the standard code of conduct to be reviewed during the pre-trip meetings.

Chaperones

The request for an extended trip must include a statement regarding chaperons. The proposal shall include the number of chaperons and shall include both male and female chaperons if the proposal is for a mixed group of students.

School district employees serving as chaperons and developing the proposal for the extended trip shall perform the following duties:

1. Hold a pre-trip meeting with students and parents/guardians.
2. Provide detailed information about the activities of the trip.
3. Provide information on the responsibility and rules for the students.
4. Discuss district policy regarding student conduct while on a school-sponsored activity.
5. Establish a reasonable curfew and enforce strict compliance to this curfew. Periodic checks must be made to ascertain that the students are following the curfew requirements.
6. Make periodic checks to insure strict compliance with all school rules.
7. Organize recreational and educational activities for students during leisure time to maximize the learning and social benefits of the tour.
8. Refrain from using tobacco and consuming alcoholic beverages or drugs while on the extended trip.

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ADOPTED: July 8, 1996

LEGAL REFERENCE:

Idaho Code Section 33-512(2)

POLICY TITLE: Statewide Testing of Homeschool Students
POLICY NO: 675

Homeschool students within the District may participate in the Statewide Testing Program without cost if, 1) they are tested with the Kellogg District students of the same grade level at the scheduled testing time, and 2) a request is made by the parent to the building principal following the announcement of the testing dates within the local newspaper. This request by the parent must be made at least three days in advance of the designated day of testing.

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ADOPTED: October 14, 1996

POLICY TITLE: Limited English Proficiency Programs POLICY NO: 677

Helping Idaho students continually progress in their mastery of the English language is an integral part of the education process. All students, including limited-English-proficient (LEP) students, represent a broad range of abilities and interests. For this reason student progress alone cannot serve as the only criterion for the placement and retention of students in special programs for LEP students; neither can it be the only criterion used to judge the success of a school program.

The schools in this district are required to make a reasonable effort to address the special language deficiencies of LEP students. The programs and practices used in this district shall be reasonably calculated to effectively implement the educational theory adopted by each school. However, there is no guarantee for the success of every individual student in meeting pre-specified criteria of English language proficiency.

LEP students are defined as those students who do not have the clearly developed English language skills necessary to receive instruction in English. National origin minority students whose only language is English, and who may be in difficulty academically, or who have language skills that are less than adequate are not LEP students.

The following procedure shall be used for the identification of LEP students:

1. Within two (2) weeks following commencement of the school year, or when a student first enrolls in this district, students should be identified as potential LEP through appropriate screening and teacher observation. Following an initial identification of a potential LEP student, the school will:
1. Conduct a home language survey in English and Spanish, requesting that parents indicate whether a language other than English is spoken in the home;
2. If a language other than English is spoken in the home, or if the survey is not returned within two (2) weeks, the student will be administered a language dominance test within the following two-week period to determine proficiency.
2. The district will request from the Idaho Department of Education a list of approved or recommended language dominance tests. Where no tests are available to assess the language dominance of students, locally developed tests may be administered to determine the deficiencies.
3. The programs and practices used with LEP students shall be reasonably calculated to effectively implement the educational theory adopted by this district and shall:
1. Be recognized as sound by some experts in the field; or
2. Be recognized as legitimate educational strategies; and
3. Be modified if it is determined that this district’s programs prove to be unsuccessful after a legitimate trial period.
4. Students who are of limited English proficiency are entitled to instructional programs that lead to proficiency in English. Once students have been placed in an alternative language program, they shall be provided with services until they are proficient enough in English to participate meaningfully in the regular educational program. Factors to take into account shall include:
1. Whether the students are able to keep up with their non-LEP peers in the regular educational program;
2. Whether the students are able to participate successfully in essentially all aspects of the school’s curriculum without the use of simplified English materials;
3. Whether the students’ retention-in-grade and dropout rates are similar to those of their non-LEP peers.
4. LEP students shall not be placed in special education programs that do not address the students’ inability to speak or understand English, but shall be placed in programs that meet their needs.
5. LEP students shall not be categorically excluded from gifted/talented programs or other specialized programs.
5. The criteria used for exiting students from an alternative language program:
1. Shall be based on objective standards, such as standardized test scores;
2. Students will not be exited from LEP programs unless they can read, write, and comprehend English well enough to participate meaningfully in this district’s education programs;
3. Alternative programs shall not be a means to segregate national origin minority students.
6. Educational justifications for excluding a particular LEP student from a specialized program may include:
1. Time for the program would unduly hinder the student’s participation in an alternative language program; and
2. The specialized program requires proficiency in English language skills for meaningful participation.
7. This district shall report annually to the Idaho Department of Education on an appropriate form the following:
1. Total number of children participating in the LEP program;
2. Progress made by students enrolled in the program;
3. Number of students exited from the program and the criteria upon which this decision was made;
4. Proposed changes, if any, for the subsequent year.
8. All LEP programs shall be periodically evaluated or modified as appropriate to ensure that these programs are successful. Success is measured by LEP students overcoming their language barriers sufficiently well and sufficiently promptly to participate meaningfully in this district’s education programs.
9. Adequate staff and necessary resources shall be provided for a successful LEP program.
10. If this district does not have LEP students enrolled, it will certify that fact to the Idaho Department of Education under the signature of the superintendent of schools or the chairman of the board of trustees.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

Title VI of the Civil Rights Act of 1964
42 U.S.C. Section 2000d, et seq.
Lau v. Nichols, 414 U.S. 563, 94 S.Ct. 786 (1974)
Castaneda v. Pickard, 648 F. 2d 989 (5th Cir. 1981)
Idaho Migrant Council, Inc. v. Board of Education, Civil No. 79-1068 (1983) (Consent Decree)
Office for Civil Rights Memorandum to OCR Senior Staff from Williams, September 27, 1991
Office for Civil Rights Memorandum to OCR Senior Staff from Williams, April 6, 1990

POLICY TITLE: Title 1 - Development of Parental Involvement Policy POLICY NO: 678

The board of trustees of this district adopts this policy to encourage and facilitate parental participation in Title I educational programs and experiences of students.  This policy provides the framework for organized, systematic, ongoing, informed, and timely parent involvement relative to decisions about the Title I services within the district.   

This district will fully comply with the requirements of 20 U.S.C. Sections 1118 and 6319.  It is the policy of this district to plan and implement, with meaningful consultation with parents of participating students, programs, activities, and procedures for the involvement of parents in its Title I programs. 

POLICY DEVELOPMENT 

The administration will develop jointly with, agree upon with, and distribute to parents a written parent involvement policy that will be incorporated into the district’s Title I plan.  The policy must be reviewed on an annual basis, and amended as necessary.  The policy will be developed on a district-wide basis and will be applicable to all district schools which receive Title I funds.  The Title I Coordinator will be responsible for facilitating development of the policy and ensuring that the policy addresses each of the following components: 

1.         EXPECTATIONS FOR PARENT INVOLVEMENT: 

The policy will establish the expectations for parent involvement and describe how the district will:   

a.                   Involve parents in the joint development of the district’s Title I plan and the process of school review and improvement.

b.                  Provide the coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parental involvement;

c.                   Build the schools’ and parents’ capacity for strong parent involvement;

d.                  Coordinate and integrate parental involvement strategies with similar strategies under other programs, such as Head Start, Even Start, and other similar preschool programs, including Parents as Teachers;

e.                   Conduct, with the parents, an annual evaluation of the content and effectiveness of the parental involvement policy to determine the policy’s effectiveness in increasing parent participation and identify barriers to greater parent participation in Title I activities with attention to parents of students with disabilities, those who are economically disadvantaged, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background.

f.                    Use the evaluations to design strategies for improving and revising, if necessary, the district-level parental involvement policies.

g.                   If the district’s Title I plan is not satisfactory to the parents, the district will submit any parent comments with the plan when the plan is submitted to the State.

2.         ANNUAL MEETING: 

The policy will address the involvement of parents in the development of the parental involvement policy and the ongoing and timely planning, review, and improvement of school-wide Title I programs.  The Title I school will schedule an annual meeting to explain to parents the program, its requirements, and their right to be involved.  As necessary to facilitate parent involvement, the school may offer a flexible number of meetings, transportation, childcare, or home visits. 

3.         TITLE I PROGRAM IMPROVEMENT: 

The policy will address the involvement of parents in the planning, review, and improvement of the parent involvement programs, unless the district has a program for involving parents in the planning and design of its programs that would adequately involve parents of participating children; 

4.         INFORMATION SHARING: 

The policy will specify how the district will provide parents with:   

a.                   Timely information about Title I programs;

b.                  School performance profiles as required by law and their child’s individual student assessment results along with an interpretation of the results;

c.                   A description and explanation of the curriculum and forms of assessment used, and the expected student proficiency levels;

d.                  The opportunity to make suggestions, share experiences with other parents and participate in decisions relating to their child’s education; and,

e.                   Timely responses to parents’ suggestions.

5.         SCHOOL/PARENT COMPACT: 

The district will develop with parents a school/parent compact which outlines how parents, staff, and students will share the responsibility for improved student achievement and attainment of State high standards.  The compact will: 

a.                   Describe the school’s responsibility to provide high-quality curriculum and instruction in an environment that will enable participating students to meet State student academic achievement standards.

b.                  Describe the parent’s responsibility for supporting their children’s learning.

c.                   Address the importance of communication between teachers and parents on an on-going basis through:

(1)               At least annual parent-teacher conference to discuss the compact and the child’s achievement;

(2)               Frequent progress reports to the parents; and

(3)               Reasonable access to staff, opportunities to volunteer, participate, and observe in the child’s classroom.

6.         DISTRICT-PARENT-COMMUNITY PARTNERSHIP: 

To ensure effective parental involvement and to support a partnership among the district, parents, and community to improve student achievement, the policy will describe how the district will: 

a.                   Provide assistance to parents in such areas as understanding federal and State education goals, State student academic content and student performance standards, assessments, monitoring their child’s progress, working with educators to improve their child’s performance, and participating in decisions regarding their child’s education;

b.                  Provide materials and training to assist parents in working with their children to improve their children’s achievement, including coordinating necessary literacy training from other sources to foster parental involvement;

c.                   Educate staff, with parental assistance, in the value and utility of contributions of parents and in how to involve and work with parents as equal partners, implement and coordinate parent programs, and build ties between home and school;

d.                  Coordinate and integrate parental involvement programs and activities with Head Start, Even Start, the Home Instructions Programs for Preschool Youngsters, the parents as Teachers Program and public preschool and other programs, as feasible and appropriate;

e.                   Develop appropriate roles for community-based organizations and businesses in parental involvement activities and providing information about and encouraging the formation of partnerships between public schools, businesses, and parents;

f.                    Conduct activities such as parent resource centers and opportunities for parents to learn about child development and child rearing, as appropriate and feasible;

g.                   Ensure, to the extent possible, that information about school and parent meetings, programs, and activities is sent home in the language used in the participating child’s home;

h.                   Provide other reasonable supports for parental involvement as requested by parents to allow the inclusion of parents in school-related meetings and trainings.

i.                     To the extent practicable, provide full opportunities for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children.

j.                    The policy will also describe the process to be taken if the district and school choose to:

(1)               Involve parents in the development of staff training to improve the effectiveness of the instruction and services to participating children;

(2)               Provide necessary literacy training with Title I program funds if all other funding has been exhausted;

(3)               Pay reasonable and necessary expenses associated with parent involvement activities, including transportation and child care costs to enable parents to participate in meetings and training sessions;

(4)               Train and support parents to enhance the involvement of other parents;

(5)               Arrange meetings at varied times to maximize parental opportunities for participation in school-related activities, including staff in-home conferences with parents who are unable to attend conferences at school; and

(6)               Adopt and implement model approaches to improving parental involvement, such as Even Start.

PARENT ACCESSIBILITY 

The district and schools will provide full opportunities for the participation of parents with limited English proficiency or with disabilities, including providing information and school profiles in a language and form that is understandable by the parents. 

The district and each school will assist parents and parent organizations in learning of and about parental information and resource centers. 

♦ ♦ ♦ ♦ ♦ ♦ ♦

LEGAL REFERENCE:

No Child Left Behind Act of 2001, 20 USC � 6301, et seq., including, specifically, �� 1118 and 1120A

20 USC � 6319 

ADOPTED:   May 14, 2002

AMENDED:  June 8, 2004

POLICY DEVELOPMENT 

The administration will develop jointly with, agree upon with, and distribute to parents a written parent involvement policy that will be incorporated into the district’s Title I plan.  The policy must be reviewed on an annual basis, and amended as necessary.  The policy will be developed on a district-wide basis and will be applicable to all district schools which receive Title I funds.  The Title I Coordinator will be responsible for facilitating development of the policy and ensuring that the policy addresses each of the following components: 

1.         EXPECTATIONS FOR PARENT INVOLVEMENT: 

The policy will establish the expectations for parent involvement and describe how the district will:   

a.                   Involve parents in the joint development of the district’s Title I plan and the process of school review and improvement.

b.                  Provide the coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parental involvement;

c.                   Build the schools’ and parents’ capacity for strong parent involvement;

d.                  Coordinate and integrate parental involvement strategies with similar strategies under other programs, such as Head Start and Even Start;

e.                   Conduct, with the parents, an annual evaluation of the content and effectiveness of the parental involvement policy to determine the policy’s effectiveness in increasing parent participation and identify barriers to greater parent participation in Title I activities.

f.                    Use the evaluations to design strategies for improving and revising, if necessary, the district-level parental involvement policies.

g.                   If the district’s Title I plan is not satisfactory to the parents, the district will submit any parent comments with the plan when the plan is submitted to the State.

2.         ANNUAL MEETING:   

The policy will address the involvement of parents in the development of the parental involvement policy and the ongoing and timely planning, review, and improvement of Title I programs.  The district will schedule an annual meeting to explain to parents the program, its requirements, and their right to be involved.   

3.         TITLE I PROGRAM IMPROVEMENT: 

The policy will address the involvement of parents in the planning, review, and improvement of the parent involvement programs, unless the district has a program for involving parents in the planning and design of its programs that would adequately involve parents of participating children; 

4.         INFORMATION SHARING: 

a.                   Parents will receive timely information about Title 1 programs.

b.                  Parents will be kept informed of their child’s academic progress.

c.                   Parents will be provided with specific instructional strategies to help their child with Language Arts and/or Mathematics at home.  The teacher, if necessary, will  model with strategies.

d.                  Parents may receive a description and explanation of the curriculum and forms of assessment uses, and the expected student proficiency levels.

e.                   Parents will have reasonable access to the staff and school.

f.                    Parents will be provided with the school performance profiles as required by law and their child’s individual student assessment results along with an interpretation of the results.

5.         SCHOOL/PARENT COMPACT: 

The district will develop with parents a school/parent compact which outlines how parents, staff, and students will share the responsibility for improved student achievement and attainment of State standards.  The compact will: 

a.                   Describe the school’s responsibility to provide high-quality curriculum and instruction in an environment that will enable participating students to meet State student performance standards.

b.                  Describe the parent’s responsibility for supporting their children’s learning.

c.                   Address the importance of communication between teachers and parents on an on-going basis through:

(1)               Annual parent-teacher conference to discuss the compact and the child’s achievement;

(2)               Frequent progress reports to the parents; and

(3)               Reasonable access to staff, opportunities to volunteer, participate, and observe in the child’s classroom.

6.         DISTRICT-PARENT-COMMUNITY PARTNERSHIP: 

To ensure effective parental involvement and to support a partnership among the district, parents and community to improve student achievement the Title 1 Program will” 

a.                   Provide assistance to parents in such areas as understanding federal and state education goals, state content and student performance standards, assessments, etc. by: 

(1)               Periodic newsletters 

(2)               Informational meetings 

(3)               Participating in Open House and Parent Nights 

(4)               Encourage communications between Title 1 staff, teaching staff and parents 

(5)               Providing information during Parent-Teacher Conferences 

b.                  Provide literacy training opportunities (e.g. Mega-Skills training) to assist parents in working with their children to improve their children’s achievement. 

c.                   Participate and support parent involvement programs, such as C.H.I.P.S. (Community Helpers in Public Schools) and S.M.A.R.T. (Start Making A Reader Today). 

d.                  Participate with Head Start and Even Start Programs when feasible and appropriate. 

e.                   Develop, when appropriate, roles for community based organizations and businesses in parent involvement activities and provide information about and encouraging the formation of partnerships between public schools, businesses and parents. 

f.                    Provide parent resource centers and opportunities for parents to learn about child development and child rearing. 

g.                   Ensure, to the extent possible, that information about school and parent meetings, programs and activities is sent home in the language used in the participating child’s home. 

PARENT ACCESSIBILITY 

The district and schools will provide full opportunities for the participation of parents with limited English proficiency or with disabilities, including providing information and school profiles in a language and form that is understandable by the parents. 

The district and each school will assist parents and parent organizations in learning of and about parental information and resource centers. 

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 LEGAL REFERENCE:

20 USC � 6319 

ADOPTED:   May 14, 2002

POLICY TITLE: Title 1 - Parental Involvement POLICY NO: 678.10

The board of trustees of this district has set expectations for parental involvement through an organized and systematic approach to encourage parental participation in the education process for their children (see Policy 678).  The expectations include having the district and Title I schools conduct at least annual meetings with parents of Title I students and comply with all terms of that policy to create the named partnerships and compact. 

Parents will be involved in the development of the district’s Title I plan and the process of school review and improvement, and in providing  coordination, technical assistance, and other support necessary to assist the schools in planning and implementing parental involvement.  Steps to ensure such involvement include:  1) scheduling and conducting meetings reasonably calculated to be attended by parents for the purpose of receiving input, 2) sharing drafts of proposals and seeking additional parental input, 3) engaging in informal discussions with individual parents or focus groups of parents, conducting surveys for parental input, and 4) other strategies for gathering input. 

To integrate and coordinate parental involvement with Head Start, Even Start, Parents as Teachers, and similar programs in the district, the Title I coordinator will regularly communicate with these programs and share parental input and recommendations for their consideration. 

The annual evaluation of the development of the parental involvement policy, Policy (678), focusing on its effectiveness in increasing parental involvement and identifying barriers to greater parental involvement, will be accomplished at the annual meeting and by the collection of objective data regarding the number of parents attending meetings and requesting parent meetings with teachers or other staff, including administrators; the analysis of the issues or concerns raised by parents, and their resolution; and the level of parental satisfaction with the district’s processes. 

Based upon the evaluation results received from parent input, the district and individual Title I schools will revise this policy as determined to be necessary.  Written parental comments to the district’s Title I plan will be submitted, with the plan, to the State Department of Education. 

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LEGAL REFERENCE:

No Child Left Behind Act, Section 1118

ADOPTED:   June 8, 2004

AMENDED: 

POLICY TITLE: Federal Impact Aid POLICY NO: 680

The board of trustees recognizes the benefits to the district of applying for Federal Impact Aid funds, which are available through Title VIII to supplement taxes and other revenue sources.  As a condition of applying for Federal Impact Funds, the district will comply with all Title VIII requirements, including seeking the input of the parents of eligible children and Indian tribes.   

“Eligible children” shall include those children residing on Indian lands, military bases, low-rent housing properties, and other federal properties and those children whose parents are in the uniformed services or employed on eligible federal properties who do not live on federal property. 

ADVISORY CONSULTATION AND INPUT

As a part of the annual review of school programming and prior to the annual budget review meeting of the board of trustees, the district shall seek the advisory consultation and input of parents of eligible children and relevant Indian tribes to assist in planning and development of programs and activities.  The board will afford the parents of eligible children and Indian tribes the opportunity to present recommendations on the needs of eligible children and how the district may help the children realize the benefits of the Federal Impact Aid funding.  A record of this input and consultation shall be retained, including documentation of all recommendations, dates of hearings or meetings held, and names and addresses of parents attending.

WAIVER

The board may seek a written waiver from Indian tribal officials of the requirement for consultation and input from an Indian tribe if it is determined that such opportunity is not necessary as the tribe is satisfied with the district’s provision of educational services to Indian children. 

USE OF FEDERAL IMPACT AID

Federal Impact Aid is to be used to supplement education programs for all students enrolled in the district, regardless of whether they qualify as eligible children.  Such funds may be used in the sound discretion of the board.

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LEGAL REFERENCE:

20 USC 7704

ADOPTED:   July 13, 2004

AMENDED: 

POLICY TITLE: Accreditation POLICY NO: 679

The Idaho Legislature requires that all public schools be state accredited. Emphasizing that accreditation will ensure that schools are addressing the requirement for a thorough education and enhancing school improvement, the Idaho State Board of Education has developed five standards which all accredited schools must address in an annual report to the State Department of Education. The five standards address the following:

1. The philosophy and policies of the schools must be aligned with the Idaho legislature’s definition of thorough education.
2. All educators must be certified as defined in the State Board of Education Rules and Idaho Department of Education Professional School Personnel Certification Standards.
3. Schools must develop a written curriculum for each subject area that meets state standards as a minimum and report how they provide technical and vocational training to students.
4. Schools must demonstrate accountability in assessments and measures:
1. Establish educational standards for all grade levels and develop high school exiting standards for graduation, in alignment with exiting standards established by the State Board of Education.
2. Participate in the statewide testing program and report their test results to district patrons and the State Department of Education.
3. Report graduation rates and have a written plan to reduce the number of dropouts.
4. Report student attendance.
5. Develop a school improvement plan that reflects how the school will remedy deficiencies in accreditation with primary emphasis on student achievement. The schools will report annually to district patrons and the State Department of Education on its effectiveness.
6. Report how schools are using special allocation funds to meet thoroughness and school improvement goals.
5. Schools must provide a safe, nurturing, disciplined, orderly learning environment, and develop a comprehensive district wide policy and procedure encompassing issues of safe environment and discipline.

The Idaho State Board of Education will accredit schools using the following ratings:

1. Approved with Merit: Schools which have significantly exceeded all accreditation standards with no deviation points, and have successfully met all requirements outlined in the merit review process.
2. Approved: Schools which receive 0-15 deviation points.
3. Approved with Warning: Schools which receive 16-25 deviation points.
4. Not Approved: Schools which exceed 25 deviation points. The schools will have no more than one year to meet accreditation standards.

State funds will be withheld and a report made to the public if a school’s accreditation status in Not Approved for more than one consecutive year. Within 45 days of notification of the adverse rating, this school district will appeal, seeking review by the State Superintendent of Public Instruction.

The State Board of Education allows schools to be accredited by complying with one of four options:

A. Northwest Association of Schools and Colleges Accreditation Standards

B. Idaho Elementary/Secondary Accreditation Standards.

C. Idaho School Accreditation School Improvement Model

D. Alternative School Improvement Plan

Option A (Northwest Association of Schools and Colleges Accreditation Standards): To comply with the Idaho Accreditation Standards, the following schools in this school district will obtain accreditation by meeting the Northwest Accreditation Standards.

1. Kellogg High School
2. Kellogg Middle School
3. Sunnyside Elementary School
4. Pinehurst Elementary School
5. Canyon Elementary School

The State Board of Education has determined that Northwest Accreditation Standards are a acceptable method of obtaining state accreditation. The board of trustees believes that accreditation through these standards will allow schools in this district to provide a thorough education for all students, achieve the mission and goals of the district, and allow flexibility in implementing educational programs.

The Idaho Department of Education requires that schools accredited under the Northwest Accreditation Standards annually submit the Northwest Accreditation report and a supplemental state report ensuring that Standard IV (Accountability) has been addressed.

The school principals, with assistance from the superintendent, will complete the annual accreditation reports and submit a copy of them, and a supplemental report regarding Standard

IV, to the State Department of Education. The annual reports will address each of the five (5) standards as set forth in the Accreditation Standards and Procedures for Idaho Schools, adopted by the State Board of Education on October 17, 1996.

It is the goal of this district to receive "Approved with Merit" or "Approved" ratings on the annual accreditation for each school in the district. The board of trustees will receive annual reports regarding the ratings received by the various schools. If any schools in this district receive "Approved with Warning" or "Not Approved" ratings, the board of trustees will oversee the implementation of remedial steps to obtain the "Approved with Merit" or "Approved" ratings.

The method by which schools in this district obtain accreditation will be reviewed annually by the board of trustees.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

IDAPA 08.02.02.140

POLICY TITLE: Personnel Standards POLICY NO: 681

The State Department of Education has adopted state goals for student/personnel ratios and authorized this school district to establish a policy as to the student/personnel ratios at the various schools in the district. The board of trustees recognizes that there may exist limitations on facilities, funding and staff that preclude this district from meeting the state goals. Therefore, this board of trustees adopts a policy setting personnel standards which enable it to implement the educational program of the district, provide a low student/teacher ratio and allow flexibility as necessary to meet the special needs of the student population.

The schools in this district are accredited by the Northwest Association of Schools and Colleges and maintain student/personnel ratios and other personnel assignments as set forth in those standards.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

IDAPA 08.02

POLICY TITLE: Student Learning Plans POLICY NO: 682

All students in this district will develop a parent-approved student learning plan by the end of the eighth grade. Students’ learning plans will set forth their plans for high school and post-high school options. The purpose of learning plans is to outline a course of study and learning activities for students to become contributing members of society.

Each learning plan will be developed by a student and his or her parent or guardian with advice and recommendation from appropriate school personnel. Each learning plan will be reviewed annually and may be revised at any time.

Each learning plan will have, at a minimum, the list of courses and learning activities in which the student will engage while working toward meeting this district’s graduation requirements and exiting standards.

Each learning plan will reflect the following applicable information:

1. Courses necessary for a student to progress from grade to grade which may include:
1. Correspondence courses;
2. Dual enrollment courses;
3. Postsecondary courses a student may wish to take for secondary credit;
2. Participation in statewide testing;
3. Work-based learning experiences;
4. College entrance exams a student may wish to take;
5. Other pertinent information.

This district will make a good faith effort to notify the parent or guardian of each student falling under this policy of the responsibility for the development and approval of the learning plan. A learning plan will no be required if the parent or guardian requests, in writing, that no learning plan be developed.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

IDAPA 08.02.03.100.04.b, c

POLICY TITLE: Elementary School POLICY NO: 683

This district will provide a core of instruction at the elementary level Kindergarten through grade 6 (K-6) or grade 1 through grade 6 (106) as follows:

1. Language arts and communications will include instruction in reading, writing, English, literature, technological applications, spelling, penmanship, speech and listening.
2. Mathematics will include instruction in basic computation skills and problem solving as well as logical thinking skills and basic math functions including addition, subtraction, multiplication, division, percentages, and probability.
3. Science will include instruction in applied sciences, earth and space sciences, physical sciences, and life sciences with an emphasis on a "hands on" approach to learning.
4. Social studies will include developing attitudes and understandings about the people and countries of the world, instruction in history, government, geography, economics, current world affairs, anthropology/sociology, and citizenship.

All elementary classes in this district, grades 1 through 6, will, at a minimum, offer the following instruction:

Fine Arts

Music

Health (wellness, AIDS education, conflict resolution, and substance abuse education)

Physical Education (fitness)

In addition, this district adopts the following areas of instruction:

Computer Science and Literacy

Career Education

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ADOPTED: February 9, 1998

LEGAL REFERENCE:

IDAPA 08.02.03.100.04

POLICY TITLE: Middle School Required Instruction POLICY NO: 684

This district will provide a core of instruction as follows:

1. Language arts and communications will include instruction in reading, writing, English, literature, technological applications, spelling, speech and listening.
2. Mathematics will include instruction in addition, subtraction, multiplication, division, percentages, mathematical reasoning and probability.
3. Science will include instruction in applied sciences, earth and space sciences, physical sciences, and life sciences.
4. Social studies will include instruction in history, government, geography, economics, current world affairs, citizenship, and sociology.

In addition to the core of instruction set forth above, all students in middle schools/junior high schools in this district, are required to participate in the following instruction:

Health (wellness)

Physical Education (fitness)

This district shall offer the following courses of instruction:

Family and Consumer Science

Fine & Performing Arts

Vocation-Technical Education

Advisory Period (middle school only, encouraged in junior high school)

Exploratory (middle school only)

In addition, this district requires the following areas of instruction:

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ADOPTED: December 8, 1997

LEGAL REFERENCE:

IDAPA 08.02.03.100.04.b

POLICY TITLE: Reading Assessment and Intervention Program
POLICY NO:  685

All district students attending kindergarten through grade three (K-3) shall have their reading skills assessed not less than two (2) times a year. Additional assessments may be administered for students in the lowest twenty-five (25%) of reading progress. The assessment shall consist of a single statewide test (hereinafter referred to as “K-3 assessment test”) specified by the state board of education and administered by individuals other than the regular classroom teacher who have been properly trained by the state department of education.

Appropriate district personnel shall review the K-3 assessment test results for the purpose of providing necessary interventions to sustain or improve the students’ reading skills.

The K-3 assessment test scores and interventions recommended and implemented for each student shall be documented in his or her permanent record.

In addition to administering the K-3 assessment test and providing appropriate interventions, the board will establish an extended year reading program for students identified as below grade level on reading assessments in kindergarten through grade three (K-3).  The program will be the equivalent of forty (40) hours of instruction. This district will apply for an intervention program reimbursement based on a reporting procedure developed and administered by the state department of education.

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ADOPTED: November 9, 1999

LEGAL REFERENCE:

Idaho Code Sections
33-1614
33-1615
33-1207A

POLICY TITLE: Credit Acceptance for Transferring Students
POLICY NO: 686

PUBLIC SCHOOL STUDENTS

Students transferring from public schools outside this district will receive credit toward high school graduation for those classes taken at the previous public school.

NON-PUBLIC SCHOOL STUDENTS

Students transferring from non-public schools, including parochial and home study, will receive credit toward high school graduation for courses taken at the non-public school as follows:

1. If the non-public school is accredited by the Idaho State Board of Education or other regional accreditation agency, the student will receive credit as awarded by the non-public school for all non-secular courses.
2. Credits from a non-public school that is not accredited by the Idaho State Board of Education or other regional accreditation agency may not be used toward meeting graduation requirements at Kellogg High School
3. Students transferring from parochial schools will, in no case, receive more than .5 credits per semester credit awarded by the parochial school for courses in Old Testament/Bible Literature and New Testament/Bible History.

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ADOPTED: December 8, 1997

LEGAL REFERENCE:

IDAPA 08.02.03100

POLICY TITLE: Communication Skills POLICY NO: 687

A thorough system of public schools in Idaho has been defined by the Idaho legislature as one in which the skills necessary to communicate effectively are taught.

Communication skills enabling students to be responsible citizens of their homes, schools and communities will be emphasized throughout the curriculum. The teaching and demonstrating of effective communication skills will be exemplified throughout this district’s educational program.

Each year, age-appropriate classroom, school and community activities will be provided to all students for the purpose of developing written and oral communication skills with individuals and groups. Good listening skills are a critical component of the communication process.

In this school district, written and oral communication will be incorporated into the curriculum for all subject matters and at all grade levels. Each teacher will utilize appropriate communication skills in the classroom and will provide an opportunity for students to practice communication skills by writing, speaking, listening and small group interaction. The student’s development of written and oral communication skills will be a component of the teacher’s assessment of the student’s progress, as appropriate for the subject matter.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

Idaho Code Sections 33-1612

IDAPA 08.02.03.200

POLICY TITLE: Technology POLICY NO: 688

A thorough system of public schools has been defined by the Idaho legislature as one in which students are introduced to current technology.

Throughout this school district’s educational system, technology will be integral to curriculum, instruction and assessment. Technology moves communication to a new dimension. This district’s educational system must lay the foundation for students to be able to participate comfortably in an increasingly technological society. Classroom activities will include instruction using multimedia, distance learning and other technologies.

DISTANCE LEARNING SETTINGS

In distance learning settings, this district will provide for:

1. Adequate student contact with a teacher or paraprofessional during the instructional process.
2. Ready access for answering student questions.
3. Adequate teacher time to provide students with feedback on assignments and questions.

COOPERATIVE INSTRUCTIONAL INITIATIVES

It is the policy of this school district to utilize current technology as available for instruction and student use as appropriate to the student population and subject matter. To ensure that the students and personnel are utilizing current technology to enhance the educational process, this school district will evaluate the use of technology in the schools on an annual basis. Based on such evaluation and the district’s budgetary constraints, the board of trustees will prioritize the needs of the various schools and allocate funds to purchase new and replacement equipment and provide training, as necessary, to meet the intent this policy.

This school district may enter into cooperative instruction with post-secondary institutions, other districts and other sources at its discretion. This school district will be responsible for the quality of the programs offered and will assure that all state standards are met.

A district-wide task force, whose membership will be determined by the Superintendent or his or her designee, will evaluate the use of technology in each classroom. At a minimum, the task-force will assess the following issues:

1. The quantity and quality of the available equipment;
2. The application of technology for instructional purposes;
3. Staff training needs;
4. The methods by which the students receive instruction and opportunity for application of technological advances; and
5. The utilization of technology to aid in record keeping and communication;

The task-force will issue an annual report to the board of trustees setting forth its assessment and it will provide the board with information regarding the availability and use of technology in every school in the district. The annual report will include recommendations regarding training for personnel and acquisition of new and replacement equipment. The board of trustees will take the task-force’s recommendations into consideration to provide the schools with adequate equipment and training as needed to provide the students with an introduction to current technology.

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ADOPTED: January 12, 1998

LEGAL REFERENCE:

Idaho Code Section 33-1612

IDAPA 08.02.03.300

POLICY TITLE: Social Studies POLICY NO: 689

The Idaho State Board of Education has mandated that all high school students earn five credits in social studies, including government (2 credits), U.S. history (2 credits), and economics (1 credit). Current world affairs and geography are to be integrated into all social studies instruction. Courses such as geography, sociology, world affairs and world history may be offered as electives, not to be counted as a social studies requirement.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

IDAPA 08.02.03.100.06.c

A thorough system of public schools has been defined by the Idaho Legislature as one in which the importance of acquiring the skills to enable students to be responsible citizens of their homes, schools and communities is emphasized. 

Instruction relating to citizenship will include lessons on the role of a citizen in a constitutional republic, how laws are made, how officials are elected, and the importance of voting and of participating in government, as well as the importance of obeying and respecting statutes lawfully enacted by the Idaho legislature and the United States congress. 

Instruction relating to the American flag will include the proper use, display, and history of and respect for the flag and national colors.  Additionally, the instruction will include the pledge of allegiance to the flag, and the words and music of the national anthem and the song “America.”   

The United States flag will be displayed in every classroom in the district during school hours of each school day, and the pledge of allegiance or the national anthem will be offered at the beginning of each school day in grades one (1) through twelve (12).  However, students will not be compelled, against their objection or those of the student’s parent or guardian, to recite the pledge of allegiance or sing the national anthem.

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ADOPTED: December 8, 1997

AMENDED:  May 8, 2001

LEGAL REFERENCE:

Idaho Code Section 33-1602

IDAPA 08.02.03.700

POLICY TITLE: Workforce Skills POLICY NO: 691

A thorough system of public schools has been defined by the Idaho legislature as one in which the skills necessary for students to enter the work force are taught.

STUDENT SKILL DEVELOPMENT

All students will be provided an opportunity to develop the following skill areas:

1. Academic skills (i.e., reading, language arts and communication, mathematics, science, social studies);
2. Skills necessary for entering the workforce, including self-management skills (i.e., ability to plan, self-discipline, respect for authority, ongoing skill improvement);
3. Individual and teamwork skills (i.e., personal initiative, working with others);
4. Thinking/information skills (i.e., reasoning, problem solving, acquiring and using information); and
5. Vocational-technical skill based on the standards of the industry as approved the State Board of Vocational Education.

OTHER SKILL DEVELOPMENT

Recognizing that students may or may not be active in the workforce, the State Board of Education, by rule, has provided that all students should be provided the opportunity to become contributing community and family members. This instruction includes homemaking skills (i.e., nutrition, child development, resource management); balancing work and family responsibilities; and entrepreneurial skills.

WORK-BASED LEARNING EXPERIENCES

Work-based learning experiences may be provided by this district as part of the instruction in the school. For students to receive credit, the experiences will include: training plans, training agreements, approved work sites, and supervision by appropriate personnel. If work-based learning experiences are selected, they will be included in the Parent Approved Student Learning Plans. Instruction will be organized to facilitate a successful transition into the workforce and further education.

It is the policy of this school district to provide the opportunity for development of workforce skills to all students so as to provide a thorough system of public education within the district.

Academic skills, self-management, individual and teamwork skills and thinking/information skills, as defined by the State Board of Education rules, will be integrated into the curriculum, as appropriate, for the student population and subject matter. This school district will provide students an opportunity to develop vocational-technical skills by offering a variety of vocational-technical courses, as determined to best meet the needs of the student population, to middle school and high school students.

To provide all students with an opportunity to become contributing community and family members, this school district will incorporate life skills in the curriculum. The curriculum may include such topics as homemaking skills, balancing work and family responsibilities, and entrepreneurial skills.

This school district will have a program which allows high school students the opportunity to receive credit for work-based learning experiences. The school principal will designate appropriately certified personnel to facilitate the work-based learning experiences program and comply with the requirements for developing individual training plans for each student participating in the program, including entering into training agreements with the employers, approving work sites, supervising each student, and assessing the student’s progress. By successfully participating in the work-based learning program, students may earn one (1) credit per semester, for a total of eight (8) credits.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

Idaho Code Section 33-1612

IDAPA 08.02.03.400

POLICY TITLE: School Climate POLICY NO: 692

This school district recognizes that the growth of a student, both academically and personally, reflects not only the educational programs and goals of the district, but also the atmosphere in which the student attends school. To the extent possible, this school district is committed to providing an educational setting where the students feel safe, are challenged to grow academically and personally, are treated with respect by the district personnel and other students, and are disciplined fairly by district personnel.

To provide such an educational setting, this board of trustees has adopted policies and procedures, as mandated by the Idaho State Board of Education in the following areas:

1. School Climate

2. Discipline

3. Violence Prevention

4. Student Harassment

5. Student Health

6. Gun-free Schools

7. Substance Abuse—tobacco, alcohol, and other drugs

8. Suicide Prevention

9. Drug-free School Zones

10. Building Safety including Evacuation Drills

The board of trustees will review these policies and procedures on an annual basis to determine whether or not they are meeting the needs of the students, school district and community.

Students will be notified, in writing, of changes to the above policies and procedures that may result in a disciplinary action, modification of academic criteria, or other direct consequences to the student. Notification of changes will be provided at least five (5) days before such changes become effective. The student handbook will inform students and their parent/guardian of the district policies and school rules and regulations regarding school climate.

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LEGAL REFERENCE:

Idaho Code Section 33-1612

IDAPA 08.02.03.600

ADOPTED: January 12, 1998

AMENDED: December 14, 1999

ATTACHMENT:

Annual Policy Review Checklist

ANNUAL POLICY REVIEW CHECKLIST

POLICY TITLE: Health/Wellness POLICY NO: 693

This school district will provide instruction in comprehensive health education to all students, grades kindergarten through twelve, (K-12) consisting of planned, sequential learning experiences that assist students in acquiring knowledge, understanding, attitudes and practices regarding personal, family and community health issues. Among other health topics, students will receive instruction regarding substance use and abuse and the prevention and control of diseases and disorders, including HIV/AIDS and other sexually transmitted diseases.

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ADOPTED: November 10, 1997

LEGAL REFERENCE:

IDAPA 08.0.03.100.06.e

POLICY TITLE: Professional Technical Schools POLICY NO: 695

There is a growing consensus that public schools need to better adapt to today’s workplace demands by providing curriculum and experiences that closely align themselves to the reality of the workplace. The emerging professional-technical skills center approach has been shown to accomplish this end. These schools are intended to serve students of all ability levels, including the gifted and talented. Courses are typically aligned with higher education and have a field experience component. Equipment is more attuned to current industry standards and students from more than one high school access the centers. These centers always exceed the costs associated with a "regular" high school and this factor has discouraged their widespread utilization. Idaho is no exception. It is the intent of the Idaho Legislature to provide a modest increase in per student funding to help cover the additional skill center costs of lower teacher-pupil rations, transportation, equipment and field experience supervision.

This district may establish professional-technical schools that qualify for funding appropriated by the Idaho Legislature for the specific purpose of supporting the added cost of professional-technical schools. In order for a school in this district to qualify for funding as a professional-technical school, the district will apply to the division of vocational education on or before the first Friday in July for the following fiscal year.

Each professional-technical school in this district will meet at least four (4) of the five (5) following criteria:

1. The school serves students from two (2) or more high school attendance zones with a minimum of fifteen percent (15%) of the total student body residing in attendance zones apart from the attendance zone of the majority of students.
2. The school offers a majority of its class offerings as dual credit opportunities in conjunction with an accredited institution of higher education.
3. All school programs involve at least one (1) supervised field experience.
4. The school is administered and funded as a distinct school separate from schools that qualify for computation as regular secondary support units.
5. The school is to be located at a separate site from regular high school facilities.

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ADOPTED: October 12, 1998

LEGAL REFERENCE:

Idaho Code Section 33-1002G

POLICY TITLE: Homeless Students POLICY NO: 697

The board of trustees of this district recognizes the right of all students residing within the district boundaries, including those who are homeless, to immediately enroll in, and participate in, the district’s educational and support programs.

DEFINITIONS

“Child” and “youth” mean those persons, including preschool-age children, who, were they children of residents of the state, would be entitled to a free, appropriate public education.

“Free, appropriate public education” means the educational programs and services that are provided to the children of a resident of a state and that are consistent with state school attendance laws.  States and LEAs serving homeless children and youth must ensure that such children and youth have access to appropriate educational services to ensure they have the opportunities to meet the same challenging state content and state student performance standards to which all children are held.

“Educational services” for homeless students may include Title I Part A of the ESEA, educational programs for individuals with disabilities and for students with limited English proficiency, programs in vocational education, programs for the gifted and talented, Head Start, Even Start, and school meals programs, to the extent such services are provided to other students attending this district’s schools.

“Homeless” or “homeless individual” means an individual who lacks a fixed, regular, and adequate nighttime residence, and who has a primary nighttime residence that is:

1.                  A supervised publicly or privately operated shelter designed to provide temporary living accommodations (including welfare hotels, congregate shelters, and transitional housing for the mentally ill);

2.                  An institution that provides a temporary residence for the individuals intended to be institutionalized; or

3.                  A public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings.

“Homeless” or “homeless individual” does not include any individual imprisoned or otherwise detained pursuant to an Act of the Congress or a State law.

“School of origin” means the school that the student attended when permanently housed or the school in which the student was last enrolled.

“Unaccompanied youth” means a youth not in the physical custody of a parent or guardian.

IDENTIFYING A STUDENT AS A HOMELESS INDIVIDUAL

The district will make a determination as to whether a student is homeless on a case-by-case basis, considering the relative permanence of the living arrangements.  In making such determination, the following guidelines apply:

1.                  In general, children or youth living in welfare hotels, transitional housing shelters, the streets, cars, abandoned buildings, and other inadequate accommodations are considered homeless.

2.                  Children or youth in a transitional or emergency shelter because there is nowhere else to send them, while awaiting placement in a foster home or a home for neglected children, are considered homeless.  Once placed in a foster home or a home for neglected children, they should no longer be considered homeless.

3.                  Children and youth staying temporarily in trailer parks or camping areas because they lack adequate living accommodations should be considered homeless.  Those living in trailer parks or camping areas on a long-term basis in adequate accommodations should not be considered homeless.

4.                  Children and youth who are sharing housing with other families or individuals are considered homeless if they are doubled-up because of a loss of housing or other similar situation.  Families living in doubled-up accommodations voluntarily to save money generally should not be considered homeless.

5.                  In general, children and youth in foster homes are not considered homeless.  Children placed in foster homes for lack of shelter space, however, should be considered homeless.

6.                  Throwaway children or youth (i.e., those whose parents or guardians will not permit them to live at home) are considered homeless if they live on the streets, in shelters, or in other transitional or inadequate accommodations.

7.                  Children and youth who are incarcerated for violation or alleged violation of a law should not be considered homeless even if, prior to their incarceration, they would have been considered homeless because they were living in inadequate accommodations.  Children and youth who are under care of the State and are being held in an institution because they have no other place to live should be considered homeless.  Once these children are placed in more permanent facilities, they are no longer considered homeless.

8.                  Migratory children should not be considered homeless simply because they are children of migratory families.  To the extent that migratory children are staying in accommodations not fit for habitation, they should be considered homeless.

9.                  Children or youth who have run away from home and live in runaway shelters, abandoned buildings, the streets, or other inadequate accommodations are considered homeless, even if their parents have provided and are willing to provide a home for them.

10.             In general, if school-age unwed mothers or expectant mothers are living in homes for unwed mothers, and they have no other available living accommodations, they should be considered homeless.  However, if they are staying in such a home only temporarily to receive specific health care or other services, and intend to move to other adequate accommodations, they should not be considered homeless.

11.              When children and youth remain in a hospital beyond the time that they would normally stay for health reasons because they have been abandoned by their families.  These children and youth should be considered homeless because they have no other place to live.  Children and youth that were homeless prior to hospitalization should be considered to be homeless while they are in the hospital, unless regular and adequate living accommodations will be made available to them upon release from the hospital.

STUDENT RIGHTS

Homeless students who are enrolled in this district have the right to:

1.                  Equal access to all educational programs and services, including transportation and school nutrition programs;

2.                  Continue to attend school in their school of origin for the duration of homelessness or the current school year, whichever ends first;

3.                  Attend regular public school with students who are not homeless, unless there exists a legitimate reason for requiring attendance at another school; and

4.                  Receive all educational services for which they are eligible (i.e., special education, gifted and talented, and LEP).

5.                  Not be segregated or stigmatize on the basis of their status as a homeless student.

PLACEMENT DETERMINATIONS

The district’s determinations regarding placement of homeless students must be based on the “best interest” of the student and, to the extent feasible, keeping a homeless student in the school of origin, unless doing so is contrary to the wishes of the student’s parents or guardian.  The placement determination will be student-centered and made on a case-by-case basis.  In making its determination, the district will consider the desires of the student’s parent/guardian, as well as the student’s age, the distance of a commute and the impact that the commute may have on the student’s education, and personal safety issues; a student’s need for special instruction; the length of anticipated stay in temporary shelter or other temporary location, and the time remaining in the school year.

DISTRICT RESPONSIBILITIES

The schools in this district will develop strategies for meeting the needs of homeless students and eliminating barriers to their attendance at school, including identification, and the provision of appropriate support services.

LOCAL LIAISON

The superintendent will appoint a local liaison to be one of the district’s primary contacts between homeless families, district personnel, and other service providers.  The liaison is responsible for coordinating services to ensure that homeless students enroll in school and have an opportunity to succeed academically.

The liaison shall ensure:

1.                  Homeless students are identified by school personnel and coordinate identification activities with other entities;

2.                  Homeless students enroll and have full opportunity to succeed in school;

3.                  Homeless students receive educational services for which they are eligible, including preschool programs and referrals to health, mental health, dental, and other appropriate services;

4.                  Parents/guardians of homeless students and unaccompanied youth are informed of educational and related opportunities available to homeless students and provided meaningful opportunities to participate;

5.                  Parents/guardians of homeless students and unaccompanied youth are informed of all transportation services and assisted in accessing them;

6.                  Enrollment disputes are mediated in accordance with Idaho State Board of Education rules and this board’s policy; and

7.                  Public notice of the educational rights of homeless students is disseminated to locations where children and youth receive services.

The liaison shall also collaborate and coordinate with the State Coordinator for the Education of Homeless Children and Youth, and community personnel who work with these students and their families.

TRANSPORTATION

The district shall provide homeless students with transportation services comparable to those offered to other students at the school of attendance.

If a homeless student moves to a shelter that is in another attendance area within the district, the superintendent or designee shall arrange transportation that enables the student to continue attending the same school, if requested by the parent or guardian.

If a homeless student attending school in this district moves to a shelter in another district, the superintendent or designee shall arrange transportation that enables the student to continue attending the same school in this district, through the services of this district, the new home district, or an outside agency if the parent/guardian requests that the student remain in the school of origin and doing so is determined to be in the best interests of the student.

DISPUTE RESOLUTION PROCESS

In compliance with the McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B, the No Child Left Behind Act, and Idaho Code Section 33-1404, the following procedures are established to promptly resolve disputes regarding the educational placement of homeless students:

1.                  If there is a dispute regarding the educational placement of a homeless student or the district denies a child homeless status, a written notice of explanation of such decision shall be promptly provided to the parent/guardian, or to the unaccompanied student.  Such notice will be in language the parent/guardian or unaccompanied student can understand, and include a description of how to dispute the decision and a summary of the dispute resolution process.

2.                  The district will promptly refer the parent/guardian or unaccompanied student to the district’s homeless liaison, who shall carry out the dispute resolution process as expeditiously as possible.  The homeless liaison shall advise the parent/guardian of the student’s rights, and assist in the dispute resolution process.  With respect to unaccompanied students, the homeless liaison shall ensure that the dispute resolution process is followed.

3.                  During the pendency of the dispute resolution process, the student will be immediately enrolled in the school selected by the parent/guardian, or by the unaccompanied student.  All educational services for which the student is eligible will be provided, including attending classes and participation in all school activities.

4.                  If the parties cannot reach an agreement regarding the educational placement of the student, then the district will promptly seek further assistance and review from the State Department of Education, which will appoint a qualified individual to further assist in the dispute resolution process and determine how the student’s best interests will be served.  This reviewer will be completed within seven (7) business days of the appointment of the reviewer.

5.                  The written findings, conclusions, and recommendation of the reviewer will be considered by the board of trustees at their next scheduled meeting.  The board may accept or reject the recommendation.  The board’s determination will constitute the final resolution of the dispute.

PROVISION OF COMPARABLE SERVICES

The district must, at all times, provide services to each homeless student that are comparable to services offered to other students in the school.  Such services must include any program for which the student is eligible, including preschool, special education, gifted and talented programs, limited English proficiency, vocational education, before- and after-school programs, school nutrition, and transportation.

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LEGAL REFERENCE:

Elementary and Secondary Education Act (2001)

McKinley-Vento Homeless Assistance Act (2001, Section 724(g)), as amended by the No Child Left Behind Act of 2001, 42 USC 11431, et seq.

Idaho Code Section 33-1404

State Superintendent of Public Instruction Memorandum dated March 7, 2005, re: Dispute Resolution Process for Homeless Students

ADOPTED:   May 13, 2003

AMENDED:   June 8, 2004  

AMENDED:   November 15, 2005   

POLICY TITLE: Student Privacy and Parental Access to Information POLICY NO: 698

The Protection of Pupil Rights Act (PPRA) affords certain rights to parents and students eighteen (18) years of age or older (“eligible students”) with regard to the surveying of students if the survey is funded in whole or in part by a program of the U.S. Department of Education.  Further, the PPRA addresses the collection and use of information from students for marketing purposes and certain non-emergency medical examinations.   

ANNUAL NOTIFICATION REQUIREMENTS 

The PPRA requires that parents or eligible students be directly notified at least annually at the beginning of the school year, by direct mailing or e-mail, of their right to consent or opt out of participation in certain school activities and the specific or approximate dates of each activity.  

RIGHT TO INSPECT 

Parents or eligible students, upon request, have the right to inspect, prior to any administration or use:  protected information surveys of students; instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; any instructional materials used in connection with any survey that concerns one or more of the protected areas; and any instructional material used as part of the educational curriculum for the district.   

DEVELOPMENT OF POLICIES 

The district will develop and adopt polices, in consultation with parents, regarding the rights set forth in the PPRA, as well as arrangements to protect student privacy in the administration of protected surveys and the collection, disclosure, or use of personal information for marketing, sales, or distribution purposes.   

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LEGAL REFERENCE:

The Protection of Pupil Rights Amendment (PPRA), as amended by NCLB Act of 2001

            20 U.S.C. � 1232h

ADOPTED:   November 15, 2005

AMENDED: 

 [SCHOOL DISTRICT NAME]

ANNUAL NOTIFICATION OF RIGHTS

UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT

____________________ School District No. ___ recognizes that student privacy is an important concern of parents and wishes to ensure that student privacy is protected pursuant to the Protection of Pupil Rights Amendment (PPRA), as revised by the No Child Left Behind Act.

PPRA affords parents and students age eighteen (18) or older (“eligible students”) certain rights regarding this school district’s conduct of surveys, collection and use of information for marketing purposes, and certain physical exams.  These include the right to:

�                     Consent before students are required to submit to a survey that concerns one or more of the following protected areas if the survey is funded in whole or in part by a program of the U.S. Department of Education:

o                    Political affiliations or beliefs of the student or the student’s parent;

o                    Mental or psychological problems of the student or the student’s family;

o                    Sex behavior or attitudes;

o                    Illegal, anti-social, self-incriminating, or demeaning behavior;

o                    Critical appraisals of other individuals with whom respondents have close family relationships;

o                    Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;

o                    Religious practices, affiliations, or beliefs of the student or the student’s parents; or

o                    Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

�                     Receive notice and opportunity to opt a student out of:

o                    Any other protected information survey, regardless of funding;

o                    Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under state law; and

o                    Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others.

�                     Inspect, upon request and before administration or use:

o                    Protected information surveys of students;

o                    Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and

o                    Instructional material used as part of the educational curriculum.

These rights transfer from the parent to a student who is 18 years of age.

This school district has developed or is still in the process of developing policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes.  This school district will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes.  Currently, these policies include:

�                     Student Records – Policy No. 512

�                     Student Privacy and Parental Access to Information – Policy No. 698

�                     __________________________________________________________

�                     __________________________________________________________

This school district will notify annually parents and eligible students regarding pupils’ privacy rights.  Parents and eligible students will be notified of their option to participate prior to the administration of any protected information survey; any non-emergency, invasive physical examination or screening as described above; and collection, disclosure, or use of personal information for marketing, sales or other distribution.

Parents/eligible students who believe their rights have been violated may file a complaint with:

Family Policy Compliance Office

U.S. Department of Education

600 Independence Avenue, S.W.

Washington, DC  20202-4605

If you have any questions about the School District’s student privacy policy and your right to opt your child out of certain activities, please contact the building principal.

POLICY TITLE: Technology Instruction and Determining Average Daily Attendance (ADA) POLICY NO: 699

In order to acquire and maintain technology for individualized computer and/or distance learning programs, this district may use students’ documented contact hours on individualized computer education or distance learning programs in determining the district’s average daily attendance (ADA); this provision applies whether the student is actually in the computer lab or distance learning center, or has logged on to the computer from another location. Determining average daily attendance as described in this policy applies only to the school years 1998-99 and 1999-2000.

Should the district choose to determine ADA as described above, the district’s technology instruction programs will provide the following:

1. Alternative schools in the district using individualized computer education or distance learning programs will have a properly certificated teacher available on a consultant/tutorial basis. The consultant/tutor will be available by telephone, fax, e-mail or in person at the school site on a daily basis.
2. The district will submit annual evaluations of the program to the state board of education.
3. The district may offer individualized computer education or distance learning programs on a calendar that may differ from the rest of the district’s instruction, but in no case will the district claim more ADA for a student than the full-time equivalency of a regular term of attendance for a single student.
4. Nonalternative high school students may receive individualized computer education or distance learning instruction and credit through an alternative school site.

u u u u u u u

ADOPTED: October 12, 1998

LEGAL REFERENCE: