Section I of School Board Administrative Policies for Chillicothe Schools Pop-Ups

SCHOOL DISTRICT POLICIES

SECTION I: INSTRUCTIONS

For Office Use Only: I_INDEX.CHL (12/03) Page 1
IA Instructional Goals/Priority Objectives
IC School Calendar/Year/Day
IF Curriculum Development
IGA Basic Instructional Programs
IGAC Teaching About Religion
IGAD Occupational Education
IGAEA Teaching About Drugs, Alcohol and Tobacco
IGAEB Human Sexuality Curriculum
IGBA Programs for Students with Disabilities
IGBB Programs for Gifted Students
IGBC Programs for Disadvantaged Students
IGBCA Programs for Homeless Students
IGBCB Programs for Migrant Students
IGBD At-Risk Students
IGBG Homebound Instruction
IGBH English as a Second Language
IGBI Home Schooling
IGC Extended Instructional Program
IGD Cocurricular and Extracurricular Activities Program
IGDA Student-Initiated Group Use of District Facilities
IGDB Student Publications
IGDBA Distribution of Noncurricular Student Publications
IGDF Student Activities Funds
IGDJ Interscholastic Athletics
IIA Instructional Materials
IIAC Instructional Media Centers/School Libraries
IIAC-R Instructional Media Centers/School Libraries
IICA Field Trips and Excursions
IICC School Volunteers
IK Academic Achievement
IKE Promotion, Acceleration and Retention of Students
IKF Graduation Requirements
IKFA Early Graduation
IKFB Graduation Exercises
IL Assessment Program
ILA Test Security
IM Evaluation of Instructional Programs
INB Teaching About Controversial Issues
IND School Ceremonies and Observances

FILE: IA
Basic

INSTRUCTIONAL GOALS/PRIORITY OBJECTIVES
The educational goals for the Chillicothe R-II School District focus on the student and address quality in education. The goals are relevant to the lives of students of any age, whether in formal institutions of learning, programs of continuing education or any learning environment. The goals adopted by the school district correspond closely to those that have been established for all Missouri schools by the Missouri Department of Elementary and Secondary Education. The four categories of goals may be related to formalized school experiences or individual attainment. Regardless of the language, responsibility is placed upon both the school and the student. Appropriate outcomes necessitate that citizens, educators and especially the students make wise use of available resources. The goals are intertwined; no one goal stands apart from the rest. These goals help define performance objectives for students, identify tasks to be performed by teachers in giving life to those objectives, and help determine means for evaluating student progress.

Intellectual Development
It is the goal of the district that each individual will have the opportunity to develop intellectual ability to developmental capacity. The development of intellectual ability should include the acquisition of knowledge as well as the creative ability to process and use that knowledge. To acquire the desired knowledge and fundamental intellectual processes, the Board of Education believes that each individual should become proficient in communication, quantitative thinking, social processes, scientific understanding, decision making and aesthetic appreciation.

Physical Development
It is the goal of the district that each individual will have opportunity to develop knowledge, understanding and/or skills in the process of physical growth and maturation, health and recreation to the extent of developmental ability.

Social Development
It is the goal of the district that each individual will have the opportunity to develop social skills to the extent of developmental ability. These skills should be related to the individual's physical and social environment, cultural awareness, governmental institutions, avocational pursuits, and concept of self.

Career Development
It is the goal of the district that each individual be provided systematic and sequential activities at all levels to facilitate educational and occupational decision making appropriate to maturation. Career development should include all aspects necessary in developing a way of life. These activities should be related to the social significance of work, occupational exploration, occupational preparation and adult occupational education.

Organization of Instruction
The organization of instruction is designed to meet the standards established by the Missouri Department of Elementary and Secondary Education.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or f forms for related information.
Adopted: 08/18/1998
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IC
Critical

ACADEMIC CALENDAR/YEAR/DAY

State law requires the district to set a district start date and establish an academic calendar that provides for a minimum of 174 days and 1,044 hours of actual pupil attendance for a five-day school week between July 1 and June 30. Sate law requires 142 days and 1,044 hours of actual student attendance between July 1 and June 30 for a four-day school week.

The Board recognizes the relationship between attendance and student achievement and directs the superintendent to develop an academic calendar designed to improve student achievement, exceeding the minimum requirements if necessary. The academic calendar will include sufficient time for high-quality professional development. The superintendent will present the proposed academic calendar for the next year to the Board in March. The presentation will include an explanation of how the calendar relates to improving student achievement, how the proposed calendar assists the district in meeting its Comprehensive School Improvement Plan (CSIP) goals and the budget recommendations necessary to support the proposed calendar.

In accordance with Missouri law, the Board will post notice of and hold a public meeting to discuss and vote on the district's start date if that proposed date is earlier than ten (10) calendar days prior to the first Monday in September. An affirmative vote of the majority of the Board is required to set a start date more than ten (10) calendar days prior to the first Monday in September. The Board will adopt an academic calendar not later than May 1. Upon Board approval of the academic calendar, the superintendent will distribute copies to the staff and appropriately notify parents/guardians and students.

The academic calendar will include six (6) make-up days for possible loss of attendance due to inclement weather as defined in state law. If the district uses these six (6) make-up days and still does not meet the minimum attendance requirements, it shall be required to make up no more than half the number of days canceled in excess of six (6) days.

Days that the district's schools are closed for reasons other than inclement weather will be made up in accordance with state law, as recommended by the superintendent and approved by the Board.

Academic Day

Unless otherwise exempted by law, the academic day will be at least three (3) but not more than sever (7) hours long for a five-day school week. A four-day school week requires a minimum academic day of four (4) hours. For the purposes of determining the length of an academic day, the district defines an hour as time that students are under the guidance and direction of teachers in the teaching process. The length of the academic day may vary by building or grade level subject to recommendation by the superintendent and approval by the Board. The specific daily opening and closing time for individual schools may vary to facilitate the scheduling of the district's transportation program.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 07/20/2004, 04/20/2010
Cross Refs: EBC, Emergency Plans/Safety Drills
Legal Refs: §§ 160.011, .041, 163.021, 171.031, .033, RSMo.
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IF
Basic

CURRICULUM DEVELOPMENT
The Board of Education recognizes that curriculum development provides one of the most effective means of improving the quality of instructional programs and must be adjusted to meet the needs of the students as well as the expectations of the community. The superintendent will initiate a curriculum development program, which will require various administrative and instructional staff participation at building and district levels as well as involvement from parents/guardians, members of the community and students. The Board will review and approve each curriculum guide developed by the district.

The district will provide resources and administrative support for curriculum development, evaluation and revision. A systematic plan will be established whereby each curricular area will be reviewed regularly, based on actual student needs and indications of student mastery. The basic responsibility for this review process will rest with the superintendent, with assistance from the building principals. Individuals who are well qualified in a designated area of study will be appointed by the superintendent or his or her designee to a curriculum review committee for the designated curricular area.

The curriculum review committee will study, revise and/or develop curriculum programs and guides for its specific area of study. During the review process the committee may solicit community and student opinion relative to the content area. The committee should develop a curriculum project that meets the following guidelines:

Articulates the curriculum content on a district wide basis, K-12.
Is written in specific terms and can be used by the respective professional staff members.
Uses effective methods for presenting the materials to the students.
Uses instructional materials that are effectively coordinated with the curriculum guides and programs.
Makes use of current supplementary and enrichment materials.

The selection and adoption of instructional materials are primarily based on the programs described in the curriculum guides developed by the individual curriculum review committees. The curriculum review process should be completed the year prior to the fiscal year where funds are allocated to purchase instructional materials related to the curriculum content area developed.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or f forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: IIA, Instructional Materials
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGA
Critical

BASIC INSTRUCTIONAL PROGRAMS
The educational program of the Chillicothe R-II School District will provide for both formal studies to meet the general academic needs of students, as well as opportunities for individual students to develop specific talents and interests in the performing arts, practical arts, vocational technical education and other specialized fields.

The various instructional programs offered by the district will be developed with the view toward maintaining a balanced and sequential curriculum that will serve the educational needs of all school-aged children in the district. The curriculum will also meet requirements established by state law, the Missouri State Board of Education and/or the Missouri Department of Elementary and Secondary Education. A written curriculum guide for all subject areas will be developed by the staff and reviewed and approved by the Board.

The Board of Education is committed to educational excellence through the development of communication and computational skills among the district's students. The Board will adopt specific requirements to ensure that high school graduates are sufficiently competent in these important skills. The instructional program will also provide a planned sequence in the language arts, social studies, the sciences, fine arts, industrial and practical arts, health and safety education, vocational-technical education and physical education. At all levels, provisions will be made for a wide range of individual differences in student abilities and learning rates through
the use of a variety of materials, adjustments in programs, and courses adapted to special needs of students.

The ultimate aim of the instructional program will be the development of proficiency in each pupil's ability to read well, write legibly, spell accurately, listen attentively, speak clearly, think critically, use basic mathematical/computational skills, observe carefully, solve problems, participate effectively in groups, keep healthy, enjoy aesthetic experiences, and develop interest in and/or start career development.

Any instructional program which is required by state or federal law will be provided to students, and procedures will be developed to ensure requirements are met.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or f forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: IKF, Graduation Requirements
Legal Refs: §§ 161.102, 167.268, 168.171, 170.011, .015, .041, RSMo.
Mo. Const. art. 1, §§ 5-7
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGAC
Critical

TEACHING ABOUT RELIGION
Pursuant to state and federal law, the Chillicothe R-II School District may teach about religion but may not promote any particular religion or religious belief.

No course or portion of any course taught in the district will have the primary purpose or effect of illegally advancing or inhibiting religion.

Nothing in this policy is to be construed as inhibiting otherwise constitutionally protected religious expression by any individual.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or f forms for related information.
Adopted: 08/18/1998
Revised: 07/20/2004
Legal Refs: Mo. Const., Art. I, §§ 5-7
U.S. Const., Art. I
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGAD
Critical

OCCUPATIONAL EDUCATION
Career Education
The Board recognizes that career education is a developmental process designed to help students prepare for life roles in the family, the community, occupations and avocations. The Board also recognizes that the development of career education enables students of all ages to examine attitudes, interests, aptitudes and abilities in order to relate them to career opportunities, and to make valid decisions regarding further education and future endeavors.

Therefore, the Board will provide career education for students at all levels of instruction. Career education in the elementary schools shall consist of career awareness and the exploration of career opportunities in various fields. At the secondary level, it will incorporate career exploration, career guidance, and vocational training opportunities, with the latter designed to equip students to enter post-secondary training for occupational areas, and/or enter specific occupations directly out of high school.

Vocational Education
Vocational training programs shall be an integral part of the comprehensive high school concept in the school district. Efforts will be made to keep vocational programs relevant to job requirements, and reflective of area needs, as well as being geared to the current and future technological and economic conditions. These programs shall provide students with the basic skills to enter the world of work, to obtain additional vocational skills and/or to continue their formal education. Vocational education, as a core component of comprehensive education, will share with other aspects of the high school curriculum in the development of character, attitudes
and work skills.

District vocational programs shall meet all federal and state guidelines and requirements. Advisory councils will be utilized in all vocational programs. The district will comply with provisions of the Student Right to Know and Campus Security Act for all post-secondary students attending the area vocational-technical school. Following the concept of area vocational-technical schools as established by the Missouri Department of Elementary and Secondary Education, students from the Chillicothe R-II School District may attend vocational-technical training programs at the area vocational-technical facility.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or f forms for related information.
Adopted: 08/18/1998
Legal Refs: §§ 178.420 - .560, RSMo.
The Student Right to Know and Campus Security Act, P.L. 101-542
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGAEA
Critical

TEACHING ABOUT DRUGS, ALCOHOL AND TOBACCO
The Board of Education believes that effective drug education programs require both the acquisition of knowledge and the development of positive personal values. Both the school and other community agencies must share in the development and direction of programs to alleviate the problems of drug abuse.

Therefore, the school district will abide by the following:

1. Establish and maintain a realistic, meaningful drug, alcohol and tobacco education program that will be incorporated into the total educational program.
2. Establish and maintain an ongoing professional development program for school personnel in the areas of drug, alcohol and tobacco use.
3. Cooperate with government and private agencies offering services related to drug, alcohol and tobacco problems.
4. Encourage and support activities that will develop a positive peer influence in the area of drugs, alcohol and tobacco.
5. Create a climate whereby students may seek and receive counseling about drugs, alcohol and tobacco and related problems without fear of reprisal.
6. Conduct regular need assessment of students under the guidance of the School/Community Drug Abuse Prevention and Health Advisory Committee.
7. Follow federal mandates concerning drug, alcohol and tobacco education.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: JFCH, Student Alcohol/Drug Abuse
Legal Refs: No Child Left Behind Act of 2001, P.L. 107-110
20 U.S.C. §§ 111-13
Chillicothe R-II School District, Chillicothe, Missouri

Portions © 2003 Missouri School Boards’ Association
For Office Use Only: IGAEA-C.CHL (2/03)

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FILE: IGAEB
Critical

HUMAN SEXUALITY CURRICULUM
The Board of Education recognizes that parents/guardians are the primary source of sexuality education for their children. The Board also recognizes that effective sexuality education, taught in concert with parents/guardians, helps students avoid risks of their health and academic success and prepares them to make informed decisions as adults. Therefore, pursuant to requirements of state law, if the district chooses to use any course materials and instruction relating to human sexuality and sexually transmitted diseases the materials and instruction shall be medically and factually accurate and shall:

(1) Present abstinence from sexual activity as the preferred choice of behavior in relation to all sexual activity for unmarried students because it is the only method that is one hundred percent effective in preventing pregnancy, sexually transmitted diseases and the emotional trauma associated with adolescent sexual activity. Students shall be advised that teenage sexual activity places them at a higher risk of dropping out of school because of the consequences of sexually transmitted diseases and unplanned pregnancy;

(2) Stress that sexually transmitted diseases are serious, possible health hazards of sexual activity. Students shall be provided with the latest medical information regarding exposure to human immunodeficiency virus (HIV), acquired immune deficiency syndrome (AIDS), human papilloma virus, hepatitis and other sexually transmitted diseases;

(3) Present students with the latest medically factual information regarding both the possible side effects and health benefits of all forms of contraception, including the success and failure rates for the prevention of pregnancy and sexually transmitted diseases, or present students with information on contraceptives and pregnancy in a manner consistent with the provisions of the federal abstinence education law.

(4) Include a discussion of the possible emotional and psychological consequences of preadolescent and adolescent sexual activity and the consequences of adolescent pregnancy, as well as the advantages of adoption, including the adoption of special needs children, and the processes involved in making an adoption plan;

(5) Teach skills of conflict management, personal responsibility and positive self-esteem through discussion and role playing at appropriate grade levels to emphasize that the student has the power to control personal behavior. Students shall be encouraged to base their actions on reasoning, self-discipline, sense of responsibility, self-control, and ethical considerations, such as respect for one's self and others. Students shall be taught not to make unwanted physical and verbal sexual advances or otherwise exploit another person. Students shall be taught to resist unwanted sexual advances and other negative peer pressure;

(6) Advise students of the laws pertaining to their financial responsibility to children born in and out of wedlock and advise students of the provisions of chapter 566, RSMo., pertaining to statutory rape.

The district will not permit a person or entity to offer, sponsor or furnish in any manner any course materials or instruction relating to human sexuality or sexually transmitted diseases to its students if the person or entity is a provider of abortion services. District personnel or district agents will not encourage students to have an abortion.

Students may be separated by gender for human sexuality instruction. Instruction in human sexuality is to be appropriate to the age of the students receiving such instruction.

The district is required to notify the parent or legal guardian of each student enrolled in the district of the basic content of the district's human sexuality instruction to be provided to the student and of the parent's right to remove the student from any part of the district's human sexuality instruction. The district is required to make all curriculum materials used in the district's human sexuality instruction available for public inspection as a public record prior to the use of such materials in actual instruction.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 12/16/2003

Revised: 04/15/2008; 07/16/2010

MSIP Refs: 1.1, 1.3

Legal Refs: § 170.015, RSMo.

Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBA
Critical

PROGRAMS FOR STUDENTS WITH DISABILITIES
It is the policy of the Board of Education to provide a free and appropriate education for students with disabilities, including those who are in need of special education and related services.

General

Any individual who knows or believes that a student has a disability and is in need of accommodation should contact the school's principal or district administration immediately.

All complaints regarding discrimination will be resolved in accordance with policy AC. Anyone who has a complaint or suspects discrimination should contact the compliance officer identified in policy AC.

The district will notify all parents and students of its obligations under this policy and the law.

Unless the parents of the child have initially consented in writing to the district's offer to provide special education and related services, the district cannot provide special education services pursuant to the Individuals with Disabilities Education Act (IDEA), and the child will not receive the protections of the IDEA.

Students Eligible for Special Education Services under the IDEA

The district's programs and services available to meet the needs of students with disabilities will be in accordance with applicable federal and state laws governing special education services, including the State and Local Plans for the implementation of Part B of the Individuals with Disabilities Education Act (IDEA). However, if the State of Missouri does not receive or accept federal IDEA Part B funds, nothing in this policy shall be read to require anything, procedurally or substantively, that is not required by the governing law.

Students Placed in Private Schools by Their Parents

The Chillicothe R-II School District will provide special education and related services pursuant to state and federal law to eligible students who are placed in private school by their parents and not enrolled in the district. However, no child with a disability enrolled in a private school by his or her parents has an individual right to receive some or all of the special education and related services the child would receive if enrolled in the district.

Evaluation and Identification

The special education director will develop and implement procedures governing the evaluation of students to determine their eligibility for special education services. Further, the Board authorizes the special education director to use a discrepancy model, including the use of professional judgment or a response to intervention (RTI) model, for identifying students with specific learning disabilities (SLD).

Independent Evaluations

An Independent Educational Evaluation (IEE) will be provided as required by the Individuals with Disabilities Education Act (IDEA). Applicable procedures, evaluator criteria and cost guidelines governing the IEE process are available through the district's special services office. The Board delegates the authority to make changes to these procedures, evaluator criteria and cost guidelines to the superintendent or designee. These items will adhere to rules published in the State and Local Plans for Compliance with Part B of the IDEA.

Extended School Year

Extended school year (ESY) services may be necessary to provide a child with a disability a free and appropriate public education pursuant to law. The extended school year services will be addressed in each student's Individualized Education Program (IEP). The length, nature and type of ESY services will be determined by the IEP team.

Mediation

The Board of Education authorizes the special education director to legally bind the school district to a mediation agreement developed in accordance with the IDEA and Missouri Law and further authorizes the special education director to contact an attorney for legal advice prior to making any decisions. In the absence of the special education director, the superintendent is authorized to perform his or her duties under this section.

Resolution

The Board f Education designates the special education director to represent the school district in resolution meetings and gives the special education director decision-making authority on behalf of the district. The special education director has the authority to sign and legally bind the district to a settlement agreement reached at the resolution meeting. In the absence of the special education director, the superintendent is authorized to perform his or her duties under this section. All other settlement agreements must be approved by the Board.

Accommodation of Students with Disabilities Including Those Not Eligible for Special Education Services under the IDEA

The district seeks to identify, evaluate and provide free and appropriate educational services in the least restrictive environment to all qualified students with disabilities within the definitions of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). No qualified student with a disability shall, on the basis of disability, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any district program, including nonacademic services and extracurricular activities.

Students with disabilities may be eligible for accommodation under this policy even though they are not eligible for services pursuant to the IDEA. The district will initiate a referral if a student requiring accommodation is also believed to be a student with a disability under the IDEA. Implementation of an IEP in accordance with the IDEA satisfies the district's obligation to provide a free and appropriate education under Section 504.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: July 20, 2010

Revised:

Cross Refs: AC, Prohibition Against Illegal Discrimination and Harassment
JECC, Assignment of Students to Grade Levels/Classes
JGE, Discipline of Students With Disabilities
JHDA, Surveying, Analyzing or Evaluating Students
JO, Student Records
KKB, Audio and Visual Recording

MSIP Refs: 7.1

Legal Refs: §§ 161.850, 162.670 - .999, RSMo.
Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 - 1487
34 C.F.R. Part 300
The Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794
34 C.F.R. Part 104
Americans with Disabilities Act, 42 U.S.C. §§ 12101 - 12213

Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBB
Critical

PROGRAMS FOR GIFTED STUDENTS

The Board of Education is committed to improving student learning opportunities for all students in the district and authorizes a program for meeting the educational needs of identified gifted students in an educational environment beyond that offered in the regular classroom. The Board of Education will make every effort to provide the level of monetary support necessary to sustain the gifted program.

The program will:

1. Provide a minimum of 150 minutes per week of contact time in which gifted program personnel work exclusively with identified gifted students.

2. Include a systematic process for the identification and selection of gifted students at all grade levels. The identification process will include alternative identification plans designed to identify gifted students who are traditionally underidentified and underserved, such as students with language differences, cultural differences, special educational needs and those from families living in poverty.

3. Utilize instructional personnel with the appropriate certification for the gifted program services they are providing.

4. Have class sizes and caseloads in accordance with Missouri Department of Elementary and Secondary Education (DESE) guidelines.

5. Include activities beyond the level usually provided in regular school programs that particularly contribute toward meeting the identified unmet needs of participating students.

The superintendent will designate a member of the district's professional staff to serve as the coordinator of gifted education. The coordinator is responsible for:

1. Oversight of the gifted education program.

2. Completing and submitting the application for a gifted education program through Core Data in a timely manner.

3. Reporting instructional positions and assignments of gifted program personnel through Core Data in a timely manner.

4. Completing an annual evaluation report before June 30 of each year that will be available in the central office.

5. Maintaining in the central office a description of the program's goals, learner objectives and activities as well as the annual program evaluation report.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.

Adopted: 08/18/1998

Revised: 12/16/2003; 07/20/2004; 04/15/2008

MSIP Refs: 7.2, 7.7, 8.8, 8.10, 8.12

Legal Refs: §§ 161.031, 162.720, RSMo.
5 C.S.R. 50-200.010

Chillicothe R-II School District, Chillicothe, Missouri

FILE: IGBC
Critical

PARENT/FAMILY INVOLVEMENT IN INSTRUCTIONAL AND OTHER PROGRAMS
The Chillicothe R-II School District Board of Education believes that engaging parents/families in the education process is essential to improved academic success for students. The Board recognizes that a student's education is a responsibility shared by the district, parents, families and other members of the community during the entire time a student attends school. The Board believes that the district must create an environment that is conducive to learning and that strong, comprehensive parent/family involvement is an important component. Parent/Family involvement in education requires a cooperative effort with roles for the Department of Elementary and Secondary Education (DESE), the district, parents/families and the community.

Parent/Family Involvement Goals and Plan

The Board of Education recognizes the importance of eliminating barriers that impede parent/family involvement, thereby facilitating an environment that encourages collaboration with parents, families and other members of the community. Therefore, the district will develop and implement a plan to facilitate parent/family involvement that shall include the following six (6) goals:

1. Promote regular, two-way, meaningful communication between home and school.

2. Promote and support responsible parenting.

3. Recognize the fact that parents/families play an integral role in assisting their children to learn.

4. Promote a safe and open atmosphere for parents/families to visit the schools their children attend, and actively solicit parent/family support and assistance for school programs.

5. Include parents as full partners in decisions affecting their children and families.

6. Use available community resources to strengthen and promote school programs, family practices and the achievement of students.

The district's plan for meeting these goals is to:

1. Provide activities that will educate parents regarding the intellectual and development needs of their children at all age levels. This will include promoting cooperation between the district and other agencies or school/community groups (such as parent-teacher groups, Head Start, Parents as Teachers, ect. ) to furnish learning opportunities and disseminate information regarding parenting skills and child/adolescent development.

2. Implement strategies to involve parents/families in the educational process, including:

Keeping parents/families informed of opportunities for involvement and encouraging participation in various programs.
Providing access to educational resources for parents/families to use together with their children.
Keeping parents/families informed of the objectives to district educational programs as well as of their child's participation and progress within these programs.

3. Enable families to participate in the education of their children through a variety of roles. For example, parents/family members should be given opportunities to provide input into district policies and volunteer time within the classrooms and school programs.

4. Provide professional development opportunities for teachers and staff to enhance their understanding of effective parent/family involvement strategies.

5. Perform regular evaluations of parent/family involvement at each school and at the district level.

6. Provide access, upon request, to any instructional material used as part of the educational curriculum.

7. If practical, provide information in a language understandable to parents.

Title I, Migrant Education (MEP) and Limited English Proficiency (LEP) Programs

The Board also recognizes the special importance of parent/family involvement to the success of its Title I, MEP and LEP programs. Pursuant to federal law, the district and parents will jointly develop and agree upon a written parental involvement policy that will be distributed to parents participating in any of these programs.

Title I Program Parent Involvement

The district and parents of children participating in the Title I program will jointly develop and agree upon a written parent involvement policy that will describe how the district will:

Involve parents in the joint development of the Title I program plan and in the process of reviewing the implementation of the plan and suggesting improvements.
Provide the coordination, technical assistance and other support necessary to assist participating schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance.
Build the schools' and parents' capacity for strong parental involvement.
Coordinate and integrate Title I parental involvement strategies with those of other educational programs.
Conduct, with the involvement of parents, an annual evaluation of the content of the parental involvement policy and its effectiveness in improving the academic quality of the schools served. This will include identifying barriers to greater participation by parents in activities authorized by law, particularly by parents who are economically disadvantaged, have disabilities, have limited English proficiency, have limited literacy or are of any racial or ethnic minority background. The district will use the findings of such evaluation to design strategies for more effective parental involvement and to revise, if necessary, the parental involvement policies.
Involve parents in the activities of the schools served.

Each school receiving Title I funds will jointly develop with and distribute to parents of children participating in the Title I program a written parental involvement policy agreed upon by such parents in accordance with the requirements of federal law:

The policy must be made available to the local community and updated periodically to meet the changing needs of parents and the school.
The policy shall contain a school-parent compact that outlines how parents, the entire school staff and students will share the responsibility of improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children.
Each school participating in the Title I program will convene a meeting annually to inform parents about Title I and to involve parents in the planning, review and improvement of Title I programs, including the planning, review and improvement of the school parental involvement policy.

Migrant Education Program Parent Involvement

Parents of students in the MEP will be involved in and regularly consulted about the development, implementation, operation and evaluation of the Migrant Education Program.

Parents of MEP students will receive instruction regarding their role in improving the academic achievement of their children.

Limited English Proficiency Parent Involvement

Pursuant to federal law, parents of LEP students will be provided notification regarding their child’s placement in and information about the district’s LEP program.

Parents will be notified of their rights regarding program content and participation.

Policy Evaluation

The district, with parent/family involvement, will review and evaluate the content and effectiveness of this policy and each school-level policy at least annually. The district will revise this policy as necessary to improve or create practices that enhance parent/family involvement.
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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.

Adopted: 08/18/1998

Revised: 12/16/2003; 04/18/2006; 07/20/2010

Cross Refs: ADF, District Wellness Program
CGC, State and Federal Programs Administration
JFH, Student Complaints and Grievances
JHC, Student Health Services and Requirements
JHDA, Surveying, Analyzing or Evaluating Students
KI, Public Solicitations/Advertising in District Facilities
KL, Public Complaints

Legal Refs: § 167.700, RSMo.
Protection of Pupil Rights Amendment, 20 U.S.C § 1232h
No Child Left Behind Act of 2001, 20 U.S.C. §§ 6301 - 7941

Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBCA
Critical

PROGRAMS FOR HOMELESS STUDENTS
The Chillicothe R-II School District Board of Education recognizes that homelessness alone should not be sufficient reason to separate students from the mainstream school environment. Therefore, the district, in accordance with state and federal law and the Missouri state plan for education of the homeless, will give special attention to ensure that homeless students in the school district have access to a free AND appropriate public education.

Homeless students are individuals who lack a fixed, regular and adequate nighttime residence and include the following:

1. Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship or a similar reason; are living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement.

2. Children and youths who have a primary nighttime residence that is a public or private place not designated for, or ordinarily used as, a regular sleeping accommodation for human beings.

3. Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations or similar settings.

4. Migratory children who meet one (1) of the above-described circumstances.

Enrollment/Placement

The district will consider the best interest of the homeless student, with parental involvement, in determining whether he or she should be enrolled in the school of origin or the school that non-homeless students who live in the attendance area in which the homeless student is actually living are eligible to attend. To the extent feasible, and in accordance with the homeless student’s best interest, the homeless student should continue his or her education in the school of origin, except when contrary to the wishes of the parent or guardian. If the homeless student is unaccompanied by a parent or guardian, the homeless coordinator will consider the views of the homeless student in deciding where he or she will be educated. The choice regarding placement shall be made regardless of whether the homeless student lives with the homeless parents or has been temporarily placed elsewhere.

The school selected shall immediately enroll the homeless student even if he or she is unable to produce records normally required for enrollment, such as previous academic records, immunization records, proof of residency or other documentation. However, the district may require a parent or guardian of a homeless student to submit contact information.

The district must provide a written explanation, including a statement regarding the right to appeal, to the homeless student’s parent or guardian, or to the homeless student if unaccompanied, if the district sends him or her to a school other than the school of origin or other than a school requested by the parent or guardian.

If a dispute arises over school selection or enrollment in a school, the homeless student shall be immediately admitted to the school in which enrollment is sought, pending resolution of the dispute. The homeless student, parent or guardian shall be referred to the district homeless coordinator, who will carry out the dispute resolution process as expeditiously as possible.

For the purposes of this policy, "school of origin" is defined as the school that the student attended when permanently housed or the school in which the student was last enrolled.

Services

Each homeless student shall be provided services comparable to services offered to other students in the district including, but not limited to, transportation services; educational services for which the student meets the eligibility criteria, such as educational programs for disadvantaged students, students with disabilities, and gifted students, vocational programs and technical education;, school meals programs; preschool programs; before- and after-school care programs; and programs for students with limited English proficiency. Homeless students will not be segregated in a separate school or in a separate program within a school based on the students' status as homeless.

Transportation

If the homeless student's school of origin and temporary housing are located in the Chillicothe R-II School District, the district will provide transportation to and from the school of origin at the request of the parent, guardian or homeless coordinator, provided it is in the best interest of the student. If the homeless student's school of origin and temporary housing are located in two (2) different school districts, the districts will equally share the responsibility and costs for transporting the student.

Records

Any records ordinarily kept by the school for each homeless student, including immunization records, academic records, birth certificates, guardianship records, and evaluations for special services or programs shall be maintained so that appropriate services may be given the student, so that necessary referrals can be made, and so that records may be transferred in a timely fashion when a homeless student enters a new school district. Copies of records shall be made available upon request to students or parents in accordance with the Family Educational Rights and Privacy Act (FERPA).

Coordinator
The Board designates the following individual to act as the district's homeless coordinator:

Pam Fetter
1020 Old Hwy. 36 W.
Chillicothe, MO 64601
Phone: 660-646-4566; Fax: 660-646-6508

The district shall inform school personnel, service providers and advocates working with homeless families of the duties of the district homeless coordinator. The homeless coordinator will ensure that:

1. Homeless students are identified by school personnel and by other entities and agencies with which the school coordinates activities.
2. Homeless students enroll and have a full and equal opportunity to succeed in schools in the district.
3. Homeless families and students receive educational services for which they are eligible, including Head Start, Even Start and preschool programs administered by the district, as well as referrals to health care services, dental services, mental health services and other appropriate services based on their assessed needs.
4. The parents or guardians of homeless students are informed of the educational and related opportunities available to their children and are provided with meaningful opportunities to participate in the education of their children.
5. Public notice of the educational rights of homeless students is disseminated where such students receive services, such as schools, family shelters and soup kitchens.
6. Enrollment disputes are mediated in accordance with law.
7. The parent or guardian of a homeless student and any unaccompanied student is fully informed of all transportation services, including transportation to the school of origin, and is assisted in accessing transportation to the school selected.
8. Unaccompanied students will be assisted in placement or enrollment decisions, their views will be considered and they will be provided notice of the right to appeal.
9. Students who need to obtain immunizations, or immunization or medical records, will receive assistance.

Resolving Grievances

Level I -- A complaint regarding the placement or education of a homeless student shall first be presented orally and informally to the district's homeless coordinator. If the complaint is not promptly resolved, the complainant may present a formal written complaint (grievance) to the homeless coordinator. The written charge must include the following information: date of filing, description of alleged grievances, the name of the person or persons involved and a recapitulation of the action taken during the informal charge stage. Within five (5) business days after receiving the complaint, the coordinator shall state a decision in writing to the complainant, with supporting evidence and reasons. In addition, the coordinator will inform the superintendent of the formal complaint and the disposition.

Level II -- Within five (5) business days after receiving the decision at Level I, the complainant may appeal the decision to the superintendent by filing a written appeals package. This package shall consist of the complainant's grievance and the decisions rendered at Level I. The superintendent will arrange for a personal conference with the complainant at their earliest mutual convenience. Within five (5) business days after receiving the complaint, the superintendent shall state a decision in writing to the complainant, with supporting evidence and reasons.

Level III -- If a resolution is not reached in Level II, a similar written appeals package shall be directed through the superintendent to the Board of Education requesting a hearing before the Board at the next regularly scheduled or specially called meeting. Within 30 business days after receiving the appeals package, the Board shall state its decision and reply in writing to the parties involved. For district purposes, the decision of the Board of Education is final.

Level IV -- If the complainant is dissatisfied with the action taken by the Chillicothe R-II School District, a written notice stating the reasons for dissatisfaction may be filed with the State Homeless Coordinator, Federal Discretionary Grants, P. O. Box 480, Jefferson City, MO 65102- 0480. An appeal of this decision can be made within ten (10) days to the Deputy Commissioner of Education.
* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003; 07/20/2004
Cross Refs: EEA, Student Transportation Services
JEC, School Admissions
JECA, Admission of Resident Students
JECB, Admission of Nonresident Students
JECC, Assignment of Students to Grade Levels/Classes
Legal Refs: §§ 167.020, .181, 210.003, RSMo.
19 C.S.R. 20-28.010
Family Educational Rights and Privacy Act of 1974, 20 U.S.C. § 1232g
34 C.F.R. Part 99
McKinney-Vento Homeless Education Assistance Improvements Act of 2001, 42
U.S.C. § 11431 et seq.
Chillicothe R-II School District, Chillicothe, Missouri

Portions © 2003 Missouri School Boards’ Association
For Office Use Only: IGBCA-C.CHL (8/03)

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FILE: IGBCB
Critical

PROGRAMS FOR MIGRANT STUDENTS
The Board of Education of the Chillicothe R-II School District directs the administration to identify migratory children in the district, as required by law, and to develop written administrative procedures for ensuring that migrant students receive services for which they are eligible. In developing and implementing a program to address the needs of migratory children the district will:

1. Identify migratory students and assess the educational and related health and social needs of each identified student.

2. Provide a full range of services to migrant students including applicable Title I programs, special education, gifted education, vocational education, language programs, counseling programs, elective classes, fine arts classes, etc.

3. Provide migratory children with the opportunity to meet the same statewide assessment standards that all children are expected to meet.

4. To the extent feasible, provide advocacy and outreach programs to migratory children and their families and professional development for district staff.

5. Provide parents an opportunity for meaningful participation in the program.

If a migrant student is identified by the district, the superintendent or designee will notify the State Director and request assistance if needed.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Legal Refs: No Child Left Behind Act of 2001, P.L. 107-110
34 C.F.R. §§ 200.40 - .45
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBD
Critical

AT-RISK STUDENTS
The Board of Education recognizes that academic failure by students can be directly associated with personal, social, emotional or behavioral problems beyond the traditional jurisdiction of the regular classroom. Therefore, the Board is committed to working in conjunction with a committee of faculty members, administrators and community members to implement a program which will serve to increase self-esteem, pride and academic excellence in potential at-risk students. With the understanding that there is no single solution to the at-risk problem, the district's program will be implemented through a series of activities within the classroom, small group counseling, individual counseling, and awareness and prevention efforts.
* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: JEA, Compulsory Attendance Ages and Part-Time Attendance
Legal Refs: §§ 167.275, .273, .275, .280, RSMo.
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBG
Basic

HOMEBOUND INSTRUCTION
The Board of Education authorizes the use of homebound instruction when appropriate. Application for homebound instruction must be made through the school principal and approved by the superintendent or designee. Homebound instruction will be provided to:

1. Any student with a medical condition who district personnel have determined would benefit from homebound instruction. Such determination will be made in consultation with the student's medical provider. The special education director or compliance officer will be notified if appropriate.

2. Any student whose educational needs, as determined by district staff, are most appropriately and effectively met by homebound instruction.

3. Any student with disabilities when the individualized education program (IEP) team or 504 team determines that homebound placement is appropriate.

The amount of instruction or supportive service provided through the homebound program shall be determined in relation to each student's educational needs and health. It will be necessary for the parents/guardians of the student to arrange a suitable place in the home or another location for homebound instruction.

At the time the student is placed on homebound services, the school principal will work with the parents/guardians and district personnel to create an appropriate plan for transition back to onsite services.

Revised: 08/10/2007; 07/20/2010

Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBH
Critical

PROGRAMS FOR ENGLISH LANGUAGE LEARNERS
The Board of Education recognizes the need to provide equal educational opportunities for all students in the district. Therefore, if the inability to speak and understand the English language excludes a student from effective participation in the educational programs offered by the district, the district shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to its programs. Identifying students who are English language learners (ELL) and ensuring them equal access to appropriate programs are the first steps to improving their academic achievement levels.

Definitions
Language Minority (LM): Refers to a student whose linguistic background, such as country of birth or home environment, includes languages other than English. Language minority is based solely on the student’s language background and not on proficiency.

Limited English Proficiency (LEP): Proficiency in reading, writing, listening or speaking English that is below grade- and age- level peers. Limited English proficiency is based on the assessment of a student's English language proficiency.

English Language Learner: Refers to an LM student with limited English proficiency.

English for Speakers of Other Languages (ESOL): An instructional approach that can include structured ESOL immersion, content-based ESOL and pull-out ESOL instruction.

1. Structured ESOL immersion involves a bilingual teacher and a self-contained classroom.
2. Content-based ESOL allows the student to remain in the regular classroom and focuses on delivering content in an adapted English format.
3. Pull-out ESOL periodically removes students from the regular classroom for instruction in English.

Bilingual Education: An instructional approach that explicitly includes the student’s native language in instruction. This approach requires an instructor fluent in the student’s native language and proficient in content areas and is often used where many ELL students share the same language and where qualified bilingual teachers are available.

Child: Any individual age 3-21.

Parent: Parent, legal guardian or person otherwise responsible for the child.

Language Instruction Education Program: An instructional course in which an ELL child is placed for the purpose of developing and attaining English proficiency while meeting challenging state academic achievement standards as required by law. The program may make instructional use of both English and a child's native language and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English and a second language.

The district's coordinator for ELL programs is the Director of Special Education.

The Board directs the coordinator to develop and implement language instruction programs that:

1. Identify language minority students through the use of a Student Home Language survey (see IGBH-AF1). The building administrator will develop procedures to ensure that all new and currently enrolled students complete the Home Language survey.

2. Identify LM students who are also limited English proficient. Any student who indicates the use of a language other than English will be assessed for English proficiency using the state-provided assessment instrument.

3. Determine the appropriate instructional environment for ELL students.

4. Annually assess the English proficiency of ELL students and monitor the progress of students receiving ESOL or bilingual instruction in order to determine their readiness for the mainstream classroom environment.

5. Provide parents with notice of and information regarding the instructional program as required by law. Parental involvement will be encouraged and parents will be regularly apprised of their child's progress.

Adopted: 08/18/1998

Revised: 12/16/2003; 04/15/2008; 07/20/2010

Cross Refs: AC, Prohibition Against Illegal Discrimination and Harassment
CGC, State and Federal Programs Administration

MSIP Refs: 8.3.1

Legal Refs: Equal Educational Opportunities Act, 20 U.S.C. § 1703(f)
English Language Acquisition, Language Enhancement, and Academic
Achievement Act, 20 U.S.C. §§ 6811 - 6871
Title VI, Civil Rights Act of 1964, 42 USC § 2000d
34 CFR Part 100
Lau v. Nichols, 414 U.S. 563 (1974)
Plyler v. Doe, 457 U.S. 202 (1982)
Castaneda v. Pickard, 648 F.2d 989 (5th Cir.1981)
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBI
Critical

HOME SCHOOLING
In lieu of regular school attendance in the Chillicothe R-II School District, a child may be excused from compulsory school attendance if the child is provided with home schooling as authorized by Missouri law. Any alleged violation of the compulsory education law shall be referred to the prosecuting attorney of the county where the child legally resides.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Legal Refs: 167.031, .042, 210.167, RSMo.
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGC
Critical

EXTENDED INSTRUCTIONAL PROGRAM
The Chillicothe R-II School District shall attempt to provide continuous progress in education to fit the needs of individuals of the community. In meeting these needs, the district may provide programs beyond those offered during the regular school day. The district will pursue all available state or federal aid for its extended instructional programs.

Adult Education
The Board may provide school facilities for the purpose of maintaining and expanding programs and services for persons interested in adult education. Such programs shall be commensurate with the needs of the community. The Board may provide administrative, ancillary and other supportive services needed to enhance the quality of the adult education program; however, the program shall be provided only out of revenue derived by the school district from sources other than state appropriations.

Early Childhood
The critical importance of the early years in determining the educational development of children is recognized by the Board. The Chillicothe R-II School District shall strive to maintain high levels of participation in the Parents as Teachers Program, and other programs that increase the potential of the new student. Such programs shall be under the guidance of the director of elementary education.

The district will provide services to students with disabilities beginning at age three (3) in accordance with the Individuals with Disabilities Education Act (IDEA) and as required by other applicable law.

Extended School Year
Extended school year (ESY) services may be necessary to provide a child with a disability a free appropriate public education pursuant to the law of special educational services. A student’s Individualized Education Program (IEP) team will determine whether ESY services are necessary and the length, nature and type of services to be provided.

Extended-Day Child Care
The district may establish before- and after-school child care programs for students between the ages of five (5) and 14 and for the children of students. The district may establish such a program directly or with any not-for-profit corporation.

Reading, Mathematics, Science and Social Studies Improvement Instruction (Grades K-3)
The district may provide a program of reading, math, science and social studies improvement instruction for students in kindergarten through third grade who do not meet the district's objectives for the course. Students receiving such instruction can be counted toward additional average daily attendance for extra hours of instruction falling outside the traditional school day.

Reading Improvement Instruction Grades 3-6)
The district will design and implement a reading improvement plan with at least 30 hours of additional reading instruction or practice outside the regular school day for students in grades four (4) through six (6) who do not meet minimum standards on the district’s reading assessment, as required by law. The district will also design and implement reading improvement plans for students determined prior to the beginning of any school year to have a cognitive ability insufficient to meet minimum reading standards for students in grades three (3) through six (6) as required by law.

Remediation as a Condition of Promotion
The district requires remediation as a condition of promotion to the next grade level for any student identified by the district as failing to master skills and competencies established for that particular grade level. The superintendent or designee shall determine which skills and competencies must be mastered, how they are to be assessed and what remediation is appropriate. The district may operate remediation programs outside the regular school day, including summer school. Such remediation shall recognize that different students learn differently and shall employ methods designed to help those students achieve at high levels. The district will pursue all available state or federal aid for such programs.

Summer School
The district shall establish a summer school program for reading instruction with a minimum of 40 hours of reading instruction and practice for all students with a reading improvement plan. The district may offer a pre-kindergarten summer school to students who will reach the age of five (5) before August 1 of the school year beginning in that calendar year. Summer school may also be utilized for remediation as a condition of promotion.

Supplementary Educational Services
The district may be required to arrange for provision of free supplementary educational services to low-income students who attend a school that has been identified for school improvement as required by law. The district will notify parents of children eligible to receive these services and provide these parents with a list of state-approved service providers in the area, a description of the services available and, if requested, assist the parents in selecting a provider.

The district, in consultation with the parents and the provider, will develop a plan for improving the student’s achievement for every child receiving services. The plan will articulate how progress reports will be shared with the parents and the school. This plan will be consistent with the IEP of any student receiving special services under IDEA.

Violence Prevention
The district may provide a violence prevention instructional program. The program shall instruct students of the negative consequences of membership in or association with criminal street gangs or street gang activity, encourage nonviolent conflict resolution of problems facing youth, present alternative constructive activities for the students and encourage community participation in program instruction. The program shall be administered as appropriate for different grade levels and shall not be offered for academic credit. The district will contact the Department of Elementary and Secondary Education for guidance in establishing a violence prevention
instructional program and will apply for any available state or federal aid.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003; 11/18/2008; 07/20/2010
Legal Refs: §§ 160.053, .500, 161.650, 167.290 - .310, .645, 171.091, 178.280, .290, .693,
.695, RSMo.
Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 - 1487
34 C.F.R. Part 300
No Child Left Behind Act of 2001, P.L. 107-110
Chillicothe R-II School District, Chillicothe, Missouri

Portions © 2002 Missouri School Boards’ Association
For Office Use Only: IGC-C.CHL (7/02)

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FILE: IGCE
Critical

DISTRICT-SPONSORED INSTRUCTION OPTIONS
The Chillicothe R-II School District strives to provide a diverse range of courses to meet student needs and interests. In addition to traditional course options, the district encourages staff to seek nontraditional methods of instruction to assist students toward graduation and vocational preparation. Staff are particularly encouraged to seek nontraditional alternatives to provide a wider range of courses for students. In addition, the district may utilize diverse instruction options for homebound students, students under long-term suspension or other students the district determines to be in need of alternative programming.

Nontraditional instruction may include off-campus instruction, virtual instruction or other instructional experiences outside the regular classroom setting. Before arranging for course credit for nontraditional instruction, staff must verify that such instruction is eligible for state aid and is consistent with the instructional goals of the district.

Unless otherwise required by law, participation in nontraditional instruction programs is a privilege. Students who do not succeed in alternative instructional environments may be transferred to other programs, including the district's standard program. Students are subject to district discipline while participating in nontraditional courses. Unless otherwise required by law or approved by the superintendent or designee, students who fail to complete a course, drop out without district permission or are expelled from a course will not be allowed to take another nontraditional course at district expense.

Virtual Instruction

The district may offer virtual courses to enrolled students through district staff or by contracting through a vendor. In addition, the district may pay for a student to enroll in courses provided by the Missouri Virtual Instruction Program (MoVIP), the University of Missouri's Center for Distance and Independent Study or other providers approved by the Board.

In order for the district to enroll a student in virtual instruction under this policy, the student must currently be enrolled in the district and remain enrolled in the district throughout the course until credit is earned. A district counselor must approve the course as academically appropriate for the student and must determine that the course will not hinder the student's progress toward graduation with her or her class. All grades and credits earned through district-sponsored virtual instruction will be accepted as if earned within the district. The district will collect state funding to the extent possible for resident students enrolled in virtual instruction.

Dual Enrollment

In addition to offering dual credit courses, the district may enter into an agreement with a Missouri public community college or university to offer students postsecondary courses on the postsecondary school's campus at the district's expense. Students will receive both high school and college credit.

School Flex Program

The district may participate in a program that allows a student to be employed or attend an off-campus college or a technical/career program while still being considered a full-time student of the school district. The program is only open to juniors and seniors who have approval from the principal and their parents/guardians. To participate in the program, the student must:

1. Attend the district a minimum of two (2) instructional hours per school day.

2. Pursue a timely graduation.

3. Provide evidence of college or technical/career education enrollment and attendance or proof of employment and labor that is aligned with the student's career academic plan developed by the district.

4. Refrain from being expelled or suspended while participating in the program.

5. Pursue course and credit requirements for a diploma.

6. Maintain a 95 percent attendance rate.

A student will not receive academic credit for his or her off-campus education or employment under this program, but the student will be considered a full-time student of the district.

Other Off-Campus Programs

The district may offer the following off-campus learning experiences to juniors and seniors:

1. Academic Progress -- The district may offer academic courses that include an off-campus, applied knowledge component. Students will receive elective credit for the course, and no more than two (2) units of credit may be awarded in any school year. Students may not receive payment for their off-campus experience and must be supervised by an appropriately certified staff member.

2. Career Exploration Programs -- The district may offer programs to assist students in career exploration by exposing them to a variety of occupations practiced at the job site. The program will have a related instructional component at the high school and will be supervised by an appropriately certificated staff member. Students will receive elective credit, and no more than two (2) units of credit may be awarded each school year. Students may not be paid for the work performed in association with the program.

3. Cooperative Career Education Programs -- The district may design programs to provide structured, off-campus work experiences in a controlled environment along with related vocational and academic instruction. The program will have a related instructional component at the high school and will be supervised by an appropriately certificated staff member. Students will receive elective credit, and no more than two (2) units of credit may be awarded during any school year. The student must be considered an employee for the work performed and receive payment for services provided.

4. Work Experience for Students with Disabilities -- The district may organize or participate in work experience programs for students who have Individualized Education Programs (IEPs) that indicate the need for work experience. These work experiences may occur through a Cooperative Work Experience Program or a Sheltered Workshop Program. Students may be paid for their off-campus work and will receive no more than two (2) elective credits per year.

*******

Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.

Adopted: July 20, 2010

Cross Refs: JEA, Compulsory and Part-Time Attendance

Legal Refs: § 160.375, .539, 161.670, 162.1250, 167.223, RSMo.
5 C.S.R. 50-500.010

Chillicothe R-II School District, Chillicothe, Missouri

FILE: IGD
Critical

DISTRICT-SPONSORED EXTRACURRICULAR ACTIVITIES AND ORGANIZATIONS
(Districts Allowing Noncurricular Groups)
The Board of Education believes that student activities sponsored by the school district are a vital part of the total educational program and should be used as a means of developing social interactions, as well as knowledge and skills. The Board further recognizes that not all of the district's goals and objectives can be met in formal classroom study. Therefore, the Board authorizes the use of the district's facilities, employees and funds to provide student extracurricular activities or groups.

The Board directs the district’s superintendent or designee to administer the district’s extracurricular activities and groups in keeping with this policy, and to create administrative procedures to further the district’s goals.

Definitions
All district-sponsored activities, groups and organizations meeting or occurring during noninstructional time will be referred to as extracurricular. However, extracurricular activities and groups will be further categorized as follows for legal purposes:

Cocurricular Activity or Group: A school-sponsored activity or group primarily involving students and occurring outside of academic class time, where

The subject matter of the activity or group is or will be taught in a regularly offered class;
The subject matter of the activity or group concerns the body of courses as a whole;
Participation in the group is a requirement for a course; or
Academic credit is granted for participation.

Noncurricular Activity or Group: School-sponsored activities or groups primarily involving students and meeting outside of academic class time, which are not co-curricular.

General
All extracurricular activities must have a duly-appointed sponsor, advisor or coach who is a district employee. Before assuming the duties of a sponsor, advisor or coach, the district must have on file a recent background check of the employee. It shall be the duty of such individuals to attend all meetings, functions or practices of the various groups, to advise and supervise students, and to keep the building principal informed regarding activities. All district-sponsored extracurricular activities should be included on the school calendar.

All students participating in extracurricular activities or groups are subject to district supervision and discipline. Students must comply with all policies, eligibility requirements, rules and procedures established by the district or established by the Missouri State High School Activities Association (MSHSAA), when applicable.

Unless participation is required for an academic course in which the student is enrolled, participation in all extracurricular activities or groups is voluntary.

Pursuant to state law and upon the adoption of a resolution by a majority of the entire Board, the district may designate extracurricular activities that the Board believes presents unusual physical hazards to students. The Board may then authorize the expenditure of school funds to purchase medical insurance covering students while engaged in the activity, if the purchase of insurance would constitute a financial hardship to the parent/guardian or student.

Exclusion from Activities or Groups
Students may belong to and take part in all extracurricular activities or groups for which they are qualified, regardless of race, color, sex, religion, national origin, ancestry or disability.

Unless participation in a group or activity is required for a course in which the student is enrolled, participation is a privilege, not a right. Students may be excluded from these groups as a disciplinary action, as a consequence for poor performance in school, or otherwise as determined by district administration. A student and/or his or her parents/guardians are not entitled to a hearing solely because the student has been excluded from an extracurricular activity which is not required for a course in which the student is enrolled.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: AC, Nondiscrimination and Anti-Harassment
IGDA, Student-Initiated Group Use of School Facilities
IND, School Ceremonies and Observances
KG, Community Use of School Facilities
Legal Refs: § 162.063, RSMo.
Westside Community Bd. of Ed. v. Mergens, 496 U.S. 226 (1990)
The Equal Access Act, 20 U.S.C. §4701, 4702

Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGDA
Critical

STUDENT-INITIATED GROUP USE OF DISTRICT FACILITIES
(K-12 Districts - Allowing Noncurricular Groups)
Pursuant to the Equal Access Act, secondary schools of the district will provide an opportunity for student-initiated, noncurricular groups to conduct meetings or activities on district property to the same extent that the district allows other non-curriculum-related student groups to meet on school premises during non-instructional time. Student-initiated groups will not be denied access on the basis of religious, political, philosophical or other content of speech at such meetings. The superintendent or designee may create administrative procedures to govern the use of school facilities by student-initiated noncurricular groups, for the purpose of this policy. Community use of school facilities is governed by policy KG.

To make use of the school facilities, a student-initiated noncurricular meeting must meet the following criteria:

The student-initiated groups must be limited to secondary school students and can only meet at secondary schools.
The meetings must be held during non-instructional times.
A meeting must be voluntary and student initiated. No student shall be in any way coerced to participate in religious activity.
Employees of the district or other adults may not sponsor, promote, or lead student-initiated groups or meetings. However, a teacher, administrator or other school employee may be assigned to the meeting to monitor facility use and student conduct.
Employees and agents of the school are to be present solely in a non-participatory capacity at any student-initiated religious activity held at school and will strictly observe a policy of official neutrality regarding religious activity.
The meeting may not materially and substantially interfere with the orderly conduct of educational activities within the school.
Except for incidental building costs, no public funds will be expended for student-initiated non-curriculum-related groups.

Student Conduct at Meetings
Students attending student-initiated groups or activities must follow all school rules and procedures governing student conduct. The school reserves the right to maintain order and discipline, as well as to protect the safety and well-being of students and employees.

Access to Communication Channels
Non-curriculum-related, student-initiated groups at the secondary school level shall have the same access allowed to all other non-curriculum-related student groups to channels of communication for publicizing their meetings, including the public address system, designated bulletin boards, school newspapers and the calendar of events. However, the school may uniformly state in these media that such organizations or their meetings are not sponsored by the school.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: IGD, District-Sponsored Extracurricular Activities and Organizations
KG, Community Use of School Facilities
Legal Refs: The Equal Access Act (1984), 20 U.S.C. §§ 4701, 4702
"Religious Expression in Public Schools," U.S. Dept. of Education, May, 1998
Westside Community Bd. of Ed. v. Mergens, 496 U.S. 226 (1990)
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGDB
Critical

STUDENT PUBLICATIONS
The Board recognizes creative student expression as an educational benefit of the school experience. One medium of expression is student journalism. Some student publications, such as annual yearbooks, school newspapers and student-created or student-edited web pages, may be educational devices developed as part of the curriculum to benefit primarily those who compile, edit and publish them. Faculty advisers will be assigned to guide students engaged in these activities. Any commercial advertisements in these publications will conform to administrative procedures.

The following school-sponsored student publications at the secondary level are authorized by the Board of Education:

School Newspaper and/or Magazine -- A school newspaper and/or magazine will be published under the direction of a faculty sponsor. Its purposes are to promote communication between classes and allow students the opportunity to illustrate their creativity and writing skills. The paper may be distributed for a nominal charge to students.
Yearbook -- A yearbook will be published under the direction of a faculty sponsor. Its purpose will be to provide a history of pertinent information and school events for the current school year. The yearbook will be available to students at a cost to be annually determined by the school administration.
Web Pages -- Students may be allowed to create or edit web pages under the direction of a designated faculty member. Its purposes are to inform the district staff, students and community of school news and to stimulate creativity and knowledge of new media.

School-sponsored publications and productions are part of the curriculum and are not a public forum for general student use. School authorities may edit or delete material which is inconsistent with the district's legitimate educational concerns. All student media shall comply with the ethics and rules of responsible journalism. Information obtained from a student's personally identifiable education records shall not be disclosed in student publications unless the information is Directory Information or the district has received written consent from the parent/guardian or eligible student to release the information.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: JO, Student Records
Legal Refs: Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988)
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGDBA
Critical

DISTRIBUTION OF NONCURRICULAR STUDENT PUBLICATIONS
I. Guidelines
Students may distribute, at reasonable times and places, unofficial material, including but not limited to petitions, buttons, badges, or other insignia. If the district allows students to use its technology resources for noncurricular purposes, any exchange of unofficial material which is delivered or accessed using district technology resources is also subject to this policy. However, students cannot distribute expressions which:

A. Are obscene to minors.
B. Are libelous.
C. Are pervasively indecent or vulgar (secondary schools)/contain any indecent or vulgar language (elementary schools).
D. Advertise any product or service not permitted to minors by law.
E. Constitute insulting or fighting words, the very expression of which injures or harasses other people (e.g., threats of violence, defamation of character or of a person's race, religion or ethnic origin).
F. Present a clear and present likelihood that, either because of their content or their manner of distribution, will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or the violation of lawful school procedures.

II. Procedures
Anyone wishing to distribute unofficial material must first submit for approval a copy of the material to the principal or designee 24 hours in advance of desired distribution time, together with the following information:

A. Name and phone number of the person submitting request.
B. Date(s) and time(s) of day of intended distribution.
C. Location where material will be distributed.
D. The grade(s) of students to whom the distribution is intended. Within 24 hours of submission, the principal (or his or her designee) will render a decision whether the material violates the Guidelines in Section I or the time, place and manner restrictions in Section III of this policy. In the event that permission to distribute the material is denied, the person submitting the request should be informed in writing of the reasons for the denial.

Permission to distribute material does not imply approval of its contents by the school, the administration, the Board, or the individual reviewing the material submitted.

If the person submitting the request does not receive a response within 24 hours of submission, the person shall contact the office to verify that the lack of response was not due to an inability to locate the person. If the person has made this verification and there is no response to the request, the material may be distributed in accordance with the time, place and manner provisions in Section III.

If the person is dissatisfied with the decision of the principal (or designee), the person may submit a written request for appeal to the superintendent of schools or his or her secretary.

If the person does not receive a response within three days (not counting Saturdays, Sundays and holidays) of submitting the appeal, the person shall contact the office of the superintendent to verify that the lack of response is not due to an inability to locate the person.

If the person has made this verification and there is no response to the appeal, the material may be distributed in accordance with the time, place and manner provisions in Section III.

At every level of the process, the person submitting the request shall have the right to appear and present the reasons supported by relevant witnesses and material, as to why distribution of the unofficial material is appropriate.

III. Time, Place and Manner of Distribution
The distribution of unofficial material shall be limited to a reasonable time, place and manner as follows:

A. No unofficial material may be distributed during and at the place of a normal school activity if it is reasonably likely to cause a material and substantial disruption of that activity.
B. Distribution of unofficial material is prohibited when it blocks the safe flow of traffic within corridors and entrance ways of the school or when it disrupts the use of district technology resources.

IV. Definitions
The following definitions apply to the following terms as used in this policy:

A. "Obscene to minors" is defined as:
1. The average person, applying contemporary community standards, would find that the unofficial material, taken as a whole, appeals to the prurient interest of minors of the age to whom distribution is requested; and/or
2. The unofficial material depicts or describes, in a manner that is patently offensive to prevailing standards in the adult community concerning how such conduct should be presented to minors of the age to whom distribution is requested, sexual conduct such as intimate sexual acts (normal or perverted), masturbation, excretory functions, and lewd exhibition of the genitals; and/or
3. The unofficial material, taken as a whole, lacks serious literary, artistic, political or scientific value for minors.

B. "Minor" means any person under the age of 18.

C. "Material and substantial disruption" of a normal school activity is defined as follows:
1. Where the normal school activity is an educational program of the district for which student attendance is compulsory, "material and substantial disruption" is defined as any disruption which interferes with or impedes the implementation of that program.
2. Where the normal school activity is voluntary in nature (including, without limitation, school athletic events, school plays and concerts, and lunch periods), "material and substantial disruption" is defined as student rioting, unlawful seizures of property, widespread shouting or boisterous conduct inappropriate to the event, participation in a school boycott, demonstration, sit-in, stand-in, walk-out or other related forms of activity.

In order for expression to be considered disruptive, there must exist specific facts upon which the likelihood of disruption can be forecast, including past experience in the school, current events influencing student activities and behavior, and instances of actual or threatened disruption relating to the material in question.

D. "School activities" means any activity of students sponsored by the school and includes -- by way of example, and not by way of limitation -- classroom work, library activities, physical education classes, official assemblies and other similar gatherings, school athletic contests, band concerts, school plays, and in-school lunch periods.

E. "Unofficial material" includes all written or pictorial communications except school publications funded and/or sponsored or authorized by the school. Examples include leaflets, buttons, badges, insignia, brochures, flyers, petitions, placards, underground newspapers, websites, links to websites, and e-mails, whether created by students or others.

F. "Libelous" is a false and unprivileged statement about a specific individual that tends to harm the individual's reputation, or to lower him or her in the esteem of the community.

G. "Distribution" means circulation or dissemination of unofficial material by means of handing out free copies, selling or offering copies for sale and accepting donations for copies or delivery via district technology. It includes displaying unofficial material in areas of the school which are generally frequented by students.

V. Disciplinary Action
Distribution by a student of unofficial material prohibited in Section I or in violation of Section III may be treated as a violation of the student discipline code.

VI. Notice of Policy to Students
A copy of this policy will be published in student handbooks and posted conspicuously in school buildings.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Ref: IGDB, Student Publications
JFA, Student Due Process Rights
JFH, Student Complaints and Grievances
Legal Ref: §§ 167.161 - .171, 573.010, RSMo.
Bystrom v. Fridley High School Independent School District, 822 F.2d 747 (8th
Cir. 1987)
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGDF
Critical

STUDENT FUNDRAISING

Definition

District-Sponsored Fundraising -- Any activity that has the purpose of raising funds in support of a student activity or program and that is administered and conducted by school staff or students involved in the activity or program.

District-Sponsored Fundraisers

The Board prefers that the school district financially support district-sponsored student programs and activities. However, in some cases it may be necessary to raise funds to help support these district endeavors, and the district may involve students in these fundraising activities.

The superintendent and principals will be directly responsible for all district-sponsored fundraising activities conducted in the district or sponsored in any manner by the district. All district-sponsored fundraising activities must first be approved by the building principal and/or the superintendent or designee and must comply with the requirements set out in district policies and procedures, including the district's wellness program and district funds management rules. All funds collected in a district-sponsored fundraiser will be deposited in district accounts.

Student-Initiated Group Fundraisers

Student-initiated groups are not district sponsored, but these groups have the same access to district facilities, communications channels and fundraising opportunities as other district-sponsored noncurricular groups. These groups may conduct fundraising activities, but must follow the same rules applicable to other district-sponsored noncurricular groups.

Fundraising by Other Groups

For liability and funds management purposes, it is essential that district staff not confuse district-sponsored fundraising with fundraising conducted by booster clubs or other groups not directly controlled by the district. Ongoing district-wide fund raising requires Board approval. The superintendent at their own discretion may bring other fund raising requests to the Board as well. Although the district welcomes community involvement in and support of district programs, the district cannot take responsibility for fundraising or the funds collected by such groups. To avoid confusing parents, students and community members participating in the fundraising efforts, only district-sponsored fundraising subject to district rules may occur during the school day or class time. A group may only use the name, logo or mascot of the district or of a district school in reference to a fundraiser if the fundraiser has been approved by the superintendent or designee or the School Board and the funds raised go to the district represented in the advertising.
* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003; 01/16/2007; 11/16/2010
Cross Refs: ADF, District Wellness Program
DI, Fiscal Accounting and Reporting/Accounting System
Legal Refs: Equal Access Act, 20 U.S.C. §§ 4071, 4072
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGDJ
Basic

INTERSCHOLASTIC ATHLETICS
The Board of Education believes that individual students shall have opportunities to grow physically and intellectually through experience in self-discipline and contribution to a team effort made possible through competitive interscholastic athletics. An interscholastic athletic program shall be conducted in the school district to further the development of students as competitors and spectators through friendly interschool contests. The purpose of the program is to develop leadership, good sportsmanship, personality development, new friendships and a friendly rivalry with other schools.

The Board will provide interscholastic athletic competition for secondary school students in a variety of sports. Students will be allowed to participate in the individual sports on the basis of physical condition and desire. Qualified professional staff will be provided for coaching, and for the supervision of all athletic events.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: AC, Nondiscrimination
JHA, Student Insurance Program
JHCA, Physical Examinations of Students
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IIA
Basic

INSTRUCTIONAL MATERIALS
As the governing body of the school district, the Board is legally responsible for the selection of instructional materials. Since the Board is a policy-making body, it delegates to professional personnel of the district the authority for the selection of instructional materials in accordance with Board policies and regulations. Every effort will be made to ensure that instructional materials are distributed equitably among the district's schools so that a balanced distribution of instructional materials will occur. Free textbooks are provided in grades K-12.

Materials for the school classrooms and school libraries will be selected by the appropriate professional personnel, in consultation with the administration. When the budget for the year is approved in final form by the Board, the superintendent or designee shall direct the purchase of books, supplies, equipment and other instructional materials required, within the limits of the adopted budget. The superintendent or designed shall audit all claims and submit to the Board for approval and authorization for payment.

It is the responsibility of the professional staff to select instructional materials of the highest quality that will support the educational curriculum and goals of the district. Consideration should be given to all available textbooks in the content area to provide opportunities for each child to realize his or her greatest potential through education.

The value and impact of any textbook, library or other instructional material will be judged as a whole, taking into account the purpose of the material rather than individual and isolated expressions or incidents of the work. Multi-cultural, disability-aware and gender-fair concepts will be criteria for selection of materials.

The district shall preferentially procure educational materials, including textbooks and collected materials, from vendors who make the materials available in either Braille format or electronic format which is computer-readable in a form approved by the Department of Elementary and Secondary Education, at no greater cost than for regular materials.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 01/18/2000
Cross Refs: DK, Payment Procedures
KLB, Public Complaints About the Curriculum and Instructional or Media
Materials
Legal Refs: §§ 170.051 - .171, RSMo.
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IIAC
Critical

INSTRUCTIONAL MEDIA CENTERS/SCHOOL LIBRARIES
The Board believes that instructional media centers/libraries are a fundamental part of the educational process. The district meets individual learning needs, provides flexible and innovative learning experiences and encourages independent learning by providing sufficient resource options to students and staff.

It is the goal of the Board of Education to provide circulating material, reference resources and electronic media to meet or supplement the needs of the students and teachers in the school system. The district shall strive to meet the school media standards as prescribed by the Missouri Department of Elementary and Secondary Education.

The district librarians, teachers and administrators have the responsibility of recommending and selecting materials for the district, in accordance with state and district guidelines, and reconsidering or reviewing the district's collection as needed. The same criteria used to select new materials for the district will be used to determine whether the district will accept any gift of materials or to determine the selection of materials purchased with a monetary gift from an individual or group.

District librarians will organize and maintain the district's collection and aid students and staff members in locating resources.

The superintendent or designee will create procedures as needed to enforce the district policies and administer the district's media centers and libraries.

Intellectual Access
The library media program serves as a point of access to information and ideas for students as they acquire critical thinking and problem-solving skills. Students and educators served by the library media program should have access to resources and services free of constraints resulting from artificial barriers. Students will have access to library media selected and available in accordance with district policy and library media guidelines.

Confidentiality
Individually identifiable library records will be confidential as required by law. Individually identifiable library records of a student will be considered an education record under federal law and will be released in accordance with Board policy.

Individually identifiable library records of persons other than students will not be released to any person other than the person identified in the record or to district employees who need to know the information to perform their duties for the district. However, these records may be released upon written request by the person identified in the record or in response to a court order upon a finding that the disclosure is necessary to protect the public safety or to prosecute a crime.

As used in this policy, a "library record" is any document, record or other method of storing information retained, received or generated by a library that identifies a person or persons as having requested, used or borrowed library material and all other records identifying the names
of library users. The term "library record" does not include non-identifying material that may be retained for the purpose of studying or evaluating the circulation of library material in general.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: DBD, District Budget
EGAAA, Reproduction of Copyrighted Materials
IIA, Instructional Materials
JO, Student Records
KLB, Public Questions, Comments or Concerns Regarding District Instructional/
Media/Library Materials
Legal Refs: §§ 182.815 - .817, RSMo.
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IIAC-R
Critical

INSTRUCTIONAL MEDIA CENTERS/SCHOOL LIBRARIES
(Selection and Reconsideration of Materials)
The district will obtain materials for the district’s media centers and libraries that are current, address the curriculum needs of district instructors and provide the learning resources needed by district students. District librarians, teachers and administrators are responsible for the selection and reconsideration of materials for the district’s media centers and school libraries in accordance with the objectives listed in this regulation. Suggestions for the selection and reconsideration of materials will be reviewed at least annually. The superintendent or designee will adopt procedures as needed to accomplish the goals of this regulation.

Objectives for the Selection of Library Materials
Library materials will be selected in accordance with the following objectives:

1. Provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the pupils served.
2. Provide materials that will stimulate growth in factual knowledge, literary appreciation,
aesthetic values and ethical standards.
3. Provide background information that will enable students to make intelligent judgments in their daily lives.
4. Provide materials on opposing sides of controversial issues so that young citizens may develop, under guidance, the practice of critical reading and thinking.
5. Provide materials representative of the contributions to our American heritage from the many religious, ethnic and cultural groups.
6. Place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the library.
7. Use existing special criteria for the selection of all kinds of materials such as films, CDs, tapes and books, for all subject areas. The general criteria that may be applied to all acquisitions are as follows:

Material should have permanent or timely values.
Information should be accurate.
Material should be presented in a clear manner.
Material should be authoritative.
Material should have significance.

The above-mentioned criteria will also apply to the acceptance of any gift of materials, or to the selection of materials purchased with a monetary gift from an individual or group.

Reconsideration
Library materials will be reconsidered and, if necessary, removed from district media centers and libraries in accordance with the following guidelines:

1. The material is outdated or factually incorrect.
2. A more thorough or more complete resource exists.
3. The resource no longer supports the district’s curriculum objectives.
4. The resource is not used by either staff or students.
5. The resource is not recommended by district librarians, teachers or administrators.

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FILE: IICA
Basic

FIELD TRIPS AND EXCURSIONS
The Board believes that field and activity trips often enhance the program of instruction and add much to the education of a student. Trips may be authorized by the superintendent or delegated representative then the activities contribute substantially to the achievement of desirable educational goals. All field trips should be planned with an educational purpose and in relation to a unit of study. To be educationally beneficial, a field trip requires thoughtful selection, careful advance preparation of the class and opportunities for students to assimilate the experience during and at the conclusion of the trip. To this end, teachers and principals will be expected to consider the following factors in the selection of field trips:

Value of the activity to the particular class group or class groups.
Relationship of the field trip activity to a particular aspect of classroom instruction.
Suitability of the activity and distance traveled in terms of the age level of students.
Mode and availability of transportation.
Cost of field trip or excursion.

Due to the increased cost of transportation, all field trips should be carefully scrutinized by the administration.

All parents of students who are eligible to participate in the field trip shall be notified of the activity.

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FILE: IICC
Basic

SCHOOL VOLUNTEERS
The Board of Education recognizes that community and parent volunteers make valuable contributions to the district's schools and encourages volunteer participation in district programs. Further, parent and community involvement are essential components of high student achievement. The Board endorses a volunteer program and expects its professional staff to encourage and strengthen community and parent involvement in the schools.

The superintendent or designee will create appropriate procedures for attracting, screening and training community and parent volunteers. Volunteering in the district is a privilege, not a right. The district will conduct screening and criminal background checks before any volunteer is placed in a position where he or she will be left alone with a student. The district may decline the services of any volunteer for any legal reason. All information collected on volunteers will be considered confidential to the extent allowed by law and will only be used to protect the students or minimize disruption to the educational environment.

Although volunteers will provide support services, they are not substitutes for the professional building staff. Volunteers will work under the direction and supervision of district staff.

*******

Adopted: 09/20/2005

Cross Refs: AC, Nondiscrimination and Anti-Harassment

Chillicothe R-II School District, Chillicothe, Missouri

FILE: IK
Basic

ACADEMIC ACHIEVEMENT
The evaluation of the academic achievement of students in the school district is based on the premise that students have diverse capabilities, interests and individual patterns of growth and learning. It is essential that the professional staff have adequate information to assess a student's educational needs, growth patterns and other factors necessary to design instructional plans for the student. Sharing of information among parents/guardians, teachers and students is an integral part of the evaluative process.

Through the district's methods of student evaluation and parent/guardian-student-teacher communications, the district strives to meet the following objectives:

Parents/Guardians are to be informed regularly, at least four times a year, as to the progress their children are making in school.
Parents/Guardians will be alerted and conferred with as soon as possible when a student's performance or attitude becomes unsatisfactory or shows marked or sudden deterioration.
Insofar as is possible, distinctions will be made between a student's attitude and academic performance.
At comparable levels, the school district will strive for consistency in grading and reporting, except when inappropriate for certain classes or students.
When grades are given, the school staff will take particular care to explain the meaning of the marks and symbols to students and parents/guardians.

The issuance of grades on a regular basis serves to promote a process of continuous evaluation of student performance in the school district.

Grading shall not be influenced by pressure from parents/guardians. In addition, grades are not to be used as a disciplinary measure.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Cross Refs: IKAB, Student Progress Reports to Parents
IKAC, Student Conferences
IKAD, Parent Conferences
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IKE
Critical

PROMOTION, ACCELERATION AND RETENTION OF STUDENTS
The Chillicothe R-II School District is committed to the continuous development of students enrolled in the district's schools, and to student achievement of the skills for the current grade assignment for promotion to a higher grade. The superintendent, in cooperation with the professional staff, shall develop administrative procedures for the promotion, acceleration and retention of students.

In evaluating student achievement, each teacher will make use of all available information, including results of teacher-made tests, other measures of skill and content mastery, standardized test results and teacher observation of student performance. The principal will direct and aid teachers in student evaluations and will review grade assignments in order to ensure uniformity of evaluation standards.

Decisions on whether to promote, accelerate or retain a student with disabilities will be made in accordance with the Individuals with Disabilities Education Act (IDEA) and as required by other applicable law.

Promotion
Students will normally progress annually from grade to grade when, in the judgment of the district's professional staff, it is in the best educational interest of the student involved. The final decision to promote a student rests with the school administration.

The district requires remediation as a condition of promotion to the next grade level for any student identified by the district as failing to master skills and competencies established for that particular grade level. The superintendent or designee shall determine which skills and competencies must be mastered, how they are to be assessed and what type of remediation is appropriate.

Remediation may include, but shall not necessarily be limited to, a mandatory summer school program focused on the areas of deficiency or other such alternatives conducted by the district outside of the regular school day. If the district provides remediation in this manner outside the traditional school day, the extra hours of instruction may be counted in the calculation of average daily attendance. Such remediation shall recognize that different students learn differently and shall employ methods designed to help these students achieve at high levels.

The district may require parents or guardians of such students to commit to conduct home-based tutorial activities with their children. Decisions concerning the remedial reading instruction of a student who receives special education services, including the nature of parental involvement consistent with a free appropriate public education, shall be made in accordance with the student's Individualized Education Program (IEP).

Acceleration
The district will assist students so that they progress academically in accordance with their capabilities. While provisions for individual differences should be adequately accomplished within a grade level, it may occasionally be necessary to advance a student to the next grade. Acceleration to a higher grade level should be approached with caution. Capable students may be so advanced, but only after thorough discussion with the student's guidance counselor and with the joint approval of the parents/guardians, the principal and the superintendent.

Retention
Retention may be considered when, in the judgment of the professional staff, it is in the best educational interest of the student involved. Parents/Guardians will receive prior notification and explanation concerning the retention. However, the final decision will rest with the school administration.

State law requires that all students who are reading below a third-grade reading level according to the district’s fourth-grade reading assessment shall be retained if the student has not adequately improved by the end of summer school. Further, if a student fails to attend remediation assigned as a condition of promotion, the student will be retained.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: IGBCA, Programs for Homeless Students
IGC, Extended Instructional Program
IL, Assessment Program
Legal Refs: § 167.645, RSMo.
Board of Curators, Univ. of Mo. v. Horowitz, 435 U.S. 78 (1978)
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IKF
Critical

GRADUATION REQUIREMENTS
The Board of Education for the Chillicothe R-II School District establishes the following graduation policy and instructs the administration to develop all necessary procedures for proper implementation.

Requirements
A student must meet the following requirements in order to graduate from the Chillicothe R-II School District, unless the stated exceptions apply. The student must:

1. Complete a total of 24 credits, including credits required by the State Board of Education. A student must have a total of 23 credit hours in order to participate in the graduation ceremony.
2. Pass proficiency exams concerning American History, American Institutions, and the Missouri and the United States Constitutions.
3. Successfully complete a course of instruction of at least one (1) semester in length on the institutions, branches and functions of the government of the state of Missouri, including local governments, the United States government and the electoral process.
4. Have earned credit in the Chillicothe R-II School District's educational program between the ninth and twelfth grades.

Exceptions

1. Graduation requirements for a student with a disability receiving special education services pursuant to the Individuals with Disabilities Education Act (IDEA) may be determined according to the student's Individualized Education Program (IEP).
2. Students transferring from another accredited Missouri school as a junior or senior who cannot reasonably complete the district's requirements may be permitted to graduate based on the successful completion of a program of studies that would have met the graduation requirements at the school formerly attended, including the requirements of (2) and (3) above.
3. The district will waive the requirement to pass proficiency exams concerning American History, American Institutions, and the Missouri and U.S. Constitutions for students who transfer from another state if they can document the successful completion of a course of instruction in the institutions, branches and functions of state government, including local governments, the U.S. government and the electoral process. Such instruction must have been completed in grades nine through twelve.
4. Students who transfer from another state or country or an unaccredited private, public or home school and who are placed in the ninth grade will be required to meet all established graduation requirements. If such a student is placed in the tenth grade or higher, the district will work with the student and the parents/guardians to develop a program of studies that will result in graduation if successfully completed.
5. Eligible students who successfully complete the Missouri Option Program (formerly the GED Option Program) will be awarded a high school diploma.

Earning Credit

1. The superintendent or designee is directed to assign credit values for courses offered by or through the school district and to develop formulas and procedures for awarding credit to transfer students who transfer from a district that uses a different standard for awarding credit.
2. The Chillicothe R-II School District recognizes units of credit obtained through accredited schools, including credits earned through correspondence courses or courses delivered primarily through electronic media, such as satellite video, cable video or computer-driven or online courses. For the purposes of this policy, an "accredited school" is the Missouri Virtual Instruction Program (MoVIP); a private agency where students with disabilities are placed by a public school; or any school accredited by the Missouri Department of Elementary and Secondary Education (DESE), the North Central Association of Colleges and Schools (NCA, the Independent Schools Association of the Central States (ISACS) or the University of MIssouri Committee on Accredited Schools Non-Public (CAS). If a school is located in another state or country, that school must be accredited by that state's or country's department of education, NCA, ISACS or the equivalent agencies.
3. Students may earn advanced-standing credit by successfully completing high-school level courses prior to entering the ninth grade. For students in the graduating class of 2010 and beyond, this advanced-standing credit may be counted toward meeting all graduation requirements, including state minimum requirements. Students graduating prior to 2010 may use advanced-standing credit to meet subject-area requirements and district graduation requirements, but may not count the credit toward meeting the minimum number of credits required by the State Board.
4. The district will waive one (1) unit of academic credit in communication arts, math, science or social studies, whichever is most appropriate, for students who successfully complete an eligible three-unit career/technical program.
5. Students may earn credit for a subject that has been embedded into another subject-area course in accordance with guidelines established by DESE.
6. The district will award credit to students who can demonstrate mastery of competencies for a particular course by successfully completing a district-approved mastery assessment tool.
7. Students may earn credit by other means as approved by the Board and in accordance with law.

Diplomas
Students will be awarded either a diploma or certificate of attendance in accordance with this policy and as permitted by law.

A student in the household of an active duty member of the military, including some veterans who are deceased or injured as defined by law, who transfers to the Chillicothe R-II School District from another state at the beginning of or during his or her senior year who will not meet the graduation requirements of the district by the end of the senior year will receive a diploma from the sending school district if the student is able to meet the graduation requirements of the sending district. Representatives from the Chillicothe R-II School District and the sending district will work with the student to facilitate this alternative. If the sending district refuses to cooperate, the Chillicothe R-II School District will use best efforts to allow the student to graduate by the end of the senior year.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003; 07/20/2004; 08/10/2007; 04/15/2008; 03/17/2009; 07/23/2010
Cross Refs: JECC, Assignment of Students to Grade Levels/Classes
MSIP Refs: 6.3
Legal Refs: §§ 160.2000, 161.670, 170.011, 171.171, RSMo.
5 C.S.R. 50-500.010
5 C.S.R. 60-100.020
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IKFA
Basic

EARLY GRADUATION

All students graduating from Chillicothe High School must earn all State of Missouri and Chillicothe R-II School District required units of credits and be in attendance eight (8) semesters from grades 9-12. Consideration will be given to waiving the eight (8) semesters of attendance requirements due to hardship situation. The student and his/her parents must request a hardship waiver in writing by December 1 to the building principal and it will be reviewed by a graduation committee with its recommendation being acted on by the School Board.

Any student who graduated early will be considered a graduated student in regard to school activities. The student who chooses early graduation will not be allowed to participate in spring graduation ceremonies.

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FILE: IKFB
Basic

GRADUATION EXERCISES
When a student completes all graduation requirements, it is an achievement of not only the student but also the community. The Board will recognize the student in a public graduation ceremony to celebrate this accomplishment. The superintendent or designee will plan an appropriate ceremony on the date approved by the Board, with input from the students graduating. If appropriate, the district may hold more than one (1) ceremony or recognition celebration.

Students may only participate in graduation ceremonies if they have successfully completed all graduation requirements or the requirements to receive an alternative diploma or a certificate of attendance in accordance with Board policy. Students seeking to apply credits earned through other accredited schools, as defined in policy IKF, toward graduation requirements must provide the district with verified documentation of the completion of these courses ten (10) working days prior to the graduation ceremony in order to participate in the ceremony. Any student who has otherwise met all requirements for graduation will be granted a diploma, regardless of whether he or she participates in graduation exercises.

Participation in the graduation ceremony is a privilege and not a right. A student must be in good standing in order to participate in graduation exercises.

Elementary, middle and junior high schools may hold promotion exercises, but formal graduation programs will be reserved for students successfully exiting the district's educational program.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.

Adopted: 08/10/2007

Cross Refs: JECC, Assignments of Students to Grade Levels/Classes
JG, Student Discipline
KK, Visitors to District Property/Events

Chillicothe R-II School District, Chillicothe, Missouri

FILE: IL
Critical

ASSESSMENT PROGRAM
The district will use assessments as one (1) indication of the success and quality of the district's education program. Further, the Board recognizes its obligation to provide for and administer assessments as required by law. The Board directs the superintendent or designee to create procedures governing assessments consistent with law and Board policy.

In cooperation with the administrative and instructional staff, the Board will annually review student performance data and use this information to evaluate the effectiveness of the district’s instructional programs, making adjustments as necessary.

The district will comply with all assessment requirements for students with disabilities mandated by federal and state law, including the Individuals with Disabilities Education Act (IDEA).

District Assessment Plan

The superintendent or designee shall ensure that the district has a written assessment plan that will test competency in the subject areas of English, reading, language arts, science, mathematics, social studies and civics, as required by law.

The purposes of the district wide assessment plan are to facilitate and provide information for the following:

1. Student Achievement -- To produce information about relative student achievement so that parents/guardians, students and teachers have a baseline against which to monitor academic progress. Within the limitations of group testing instruments, the information should be useful to serve as a validation device for other measures of student progress.

2. Student Counseling -- To serve as a tool for implementing the district's student guidance program.

3. Instructional Change -- To provide data that will assist in the preparation of recommendations for instructional program changes to:

a. Help teachers with instructional decisions, plans and changes regarding classroom objectives and program implementation.

b. Help the professional staff formulate and recommend instructional policy.

c. Help the Board of Education adopt instructional policies.

4. School and District Evaluation -- To provide indicators of the progress of the district toward established goals.

5. Adequate Yearly Progress -- To determine student progress toward meeting the goals established by the Missouri State Board of Education pursuant to the No Child Left Behind Act.

There shall be broad-based involvement in the development of the assessment program and its implementation. Instructional staff will be given training and responsibilities in coordinating the program. Every effort will be made to ensure that testing contributes to the learning process rather than detracts from it. Efforts shall also be made to incorporate necessary culture-free and culture-fair tests to assure that measurements are reasonably accurate.

Reading Assessment

The district will administer a reading assessment to students in third, fourth, fifth and sixth grades to determine whether additional reading instruction and retention are needed, as required by law. The district will also administer a reading assessment to all students who transfer to the district in grades four, five or six, and to all students attending summer school due to a reading deficiency, as required by law.

The reading assessment will be a recognized method, or combination of methods, of assessing a student’s reading ability. Results of assessments will be expressed as reading at a particular grade level. The superintendent or designee will determine which methods of reading assessment the district will utilize.

English Proficiency Assessments

The district will annually assess the English reading, writing and oral language skills of its students with limited English proficiency.

Statewide Assessments

The district will implement the components of the Missouri Assessment Program (MAP) in order to monitor the progress of all students in meeting the Show-Me Standards, as set forth by the Missouri State Board of Education.

End-of-Course (EOC) assessments will be administered in accordance with law and the rules of the Department of Elementary and Secondary Education (DESE). In courses where EOC assessments are given, the superintendent will determine what percent of the course grade will be decided by performance on EOC assessments.

If a student is taking a course that requires an EOC assessment and is failing the course or for some other reason may be required to retake the course, the district may choose to delay administration of the EOC assessment until the student has completed the course the second time. A team consisting of the course instructor, the principal and a counselor will determine when delayed administration of an EOC assessment is appropriate. In the case of a student with an Individualized Education Program (IEP), the IEP team will make the determination.

The School Board authorizes the superintendent to establish a process designed to encourage the students of this district to give their best efforts on each portion of any statewide assessment, which may include, but is not limited to, incentives or supplementary work as a consequence of performance.

The district’s policy on student participation in statewide assessments shall be provided at the beginning of the school year to each student and the parent, guardian or other person responsible for every student under 18 years of age. The policy will also be kept in the district office and be available for viewing by the public during business hours of the district office.

National Assessment of Educational Progress

If chosen, the district will participate in the National Assessment of Educational Progress (NAEP) as required by law.

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Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: July 20, 2010

Cross Refs: JHD, Student Guidance and Counseling
JO, Student Records
KB, Public Information Program

MSIP Refs: 6.2

Legal Refs: §§ 160.257, .518, 167.645, RSMo.
Family Educational Rights and Privacy Act of 1974, 20 U.S.C. 1232g
No Child Left Behind Act of 2001, 20 U.S.C. ' ' 6301 - 7941

Chillicothe R-II School District, Chillicothe, Missouri

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FILE: ILA
Basic

TEST SECURITY
Storage and Access Before Test Administration

1. All Missouri assessment documents and standardized test booklets are to be stored, immediately upon receipt, in a secured area.
2. When the test documents first arrive at the district the test coordinator will carefully check all materials and sort them in preparation for administration, making a written record of the number of booklets that will be sent to each administration site.
3. The test coordinator or individual responsible for the program will assume responsibility for contacting the appropriate testing coordination site if the order is inaccurate and for providing secured storage of any materials received as a result of this contact.
4. Beyond the initial checking and sorting, test booklets will remain untouched until they are distributed for administration.
5. Only the test coordinator and other designated individuals will have access to test materials.
6. No teacher shall have access to test booklets or be told what is in them before the test is distributed, except special education teachers in accordance with a student's Individualized Education Program (IEP).
7. Teachers will have access to the appropriate documents, including the Test Administration Manual.

Instructions for Administration

1. Prior to the first day of any standardized and/or statewide testing, all staff involved in test administration will be required to participate in an in-service led by the testing coordinator and designed to train test administrators in administration procedures.
2. The in-service will stress the maintenance of test security during test administration. Security issues addressed will include handling materials in a secure manner, providing directions to students, responding to students' questions and monitoring the test setting.
3. Prior to any standardized and/or statewide testing, staff will receive a handout outlining step-by-step procedures to follow in order to administer tests in a secure manner.

Test Administration

1. All standardized and/or statewide tests will be administered in an appropriate manner in compliance with testing guidelines.
2. Test booklets will be delivered to each building before the day of the test and distributed by building staff immediately prior to testing. Students will not receive test booklets until time for testing to begin.
3. Students will be encouraged to use restroom facilities, get drinks, etc., before starting to take the test. If students must leave the room during testing, they will be instructed to place their answer sheets in their test booklets and close these booklets before leaving their seats.
4. All individuals administering tests will strictly follow the procedures outlined in the test administration manual. Test administrators will not leave the testing room the entire time the test is being given.
5. While the test is being given, building administrators and other designated individuals will move between classrooms to help monitor administration and to provide assistance as needed.
6. If a test is to be administered over a series of days, test booklets and answer sheets will be collected each day immediately following testing, counted by the test administrator and stored in a locked facility.

Collection and Storage of Test Materials Following Testing

1. Test booklets will be collected from test administrators immediately following testing, organized according to instructions, and stored in a secure area.
2. Test booklets will be re-counted by the test coordinator and these counts will be documented and checked against pre-administration counts.
3. Test booklets will be sorted and packaged, according to directions, by the test coordinator
or person who has been designated as responsible and sent for scoring as expediently as
possible while allowing for make-ups.
4. All test make-ups will be scheduled by the test coordinator. Students in each building will be grouped together for testing. A designated individual will administer the test according to specified administration procedures, taking all aforestated precautions to ensure security. Test materials will be counted.

Sanctions Against Unfair Practices

The security measures outlined in this document should help prevent unfair practices. Unfair practices include, but are not limited to, the following:

1. Copying any part of a standardized test booklet for any reason.
2. Removal of a test booklet from the secure storage area except during test administration.
3. Failure to return all test booklets following test administration.
4. Directly teaching any test item included on a standardized test.
5. Altering a student's responses to items on an answer sheet.
6. Indicating to students during testing that they have missed items and need to change them; giving students clues or answers to questions; allowing students to give each other answers to questions or to copy off each other's work; or altering test administration procedures in any other way to give students an unfair advantage.
7. Undue pressure or encouragement on the part of administrators for teachers to engage in any of the aforementioned inappropriate or unfair practices.

If a district staff person is suspected of engaging in any unfair practice, an immediate investigation will occur. If allegations are proven, a report will be forwarded to the superintendent, and appropriate disciplinary action will be taken.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003
Cross Refs: IGBA, Programs for Students with Disabilities
IL, Assessment Program
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IM
Basic
EVALUATION OF INSTRUCTIONAL PROGRAMS
The superintendent is directed by the Board of Education to implement appropriate methods for a continual evaluation of the curriculum, the educational programs and the instructional processes of the school district.

This continued evaluation will assess educational needs and provide information for planning in the district, indicate instructional strengths and weaknesses in the district's educational programs, assure that the district is complying with the legal requirements for state and federally funded programs and provide data for public information.

The Board will rely on its professional staff and/or outside agencies to provide continuous evaluation of the educational programs and instructional processes of the district. Specific measures will be identified to determine program success. Appropriate research studies will be periodically reviewed to determine recent trends and developments in instructional evaluative techniques.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Cross Refs: IA, Instructional Goals/Priority Objectives
IF, Curriculum Development
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: INB
Basic

TEACHING ABOUT CONTROVERSIAL ISSUES
The Board of Education recognizes that controversial issues are an inherent part of our democratic tradition, and that knowledge and understanding of these issues are an indispensable part of education.

The Board further recognizes that because the teacher holds a position of authority and respect in the classroom and community, he or she has great influence in the formation of the values of all students. Moreover, although every teacher has a right to express personal views, every teacher also has a responsibility to refrain from an excessive expression of personal views during the instructional program.

Before launching a class in the study of an obviously controversial topic, a teacher will discuss with the principal its appropriateness to both the course and the maturity level of the students. The teacher will also discuss with the principal the approach to instruction and the teaching materials to be used.

The presentation and discussion of controversial issues in the classroom should be on an informative basis. Professional staff members have the responsibility to treat controversial topics as impartially and as objectively as possible in the following ways:

Explore the possibility of alternative and/or divergent positions and opinions.
Determine the degree and extent of consideration given to a specific issue based on knowledge, maturity and competence of the student and class.
Ensure that an accurate, factual and balanced presentation of materials is readily available for the student.
Help students to be tolerant of arguments in opposition to each individual's prejudices and biases, and to cultivate a habit of delaying decisions until all available facts have been considered.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Cross Refs: IB, Academic Freedom
IND, School Ceremonies and Observances
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IND
Critical

SCHOOL CEREMONIES AND OBSERVANCES
The Board of Education recognizes the value of school-sponsored programs and ceremonies both during school hours and at other appropriate times. Recognizing achievement and talent encourages further learning. School-sponsored programs, ceremonies and observances also provide an opportunity to involve the community in public education.

Programs, Ceremonies and Observances

1. The flag of the United States of America will be prominently displayed, either on the outside of the building or upon a pole erected in the school yard, at every school in the district during school hours.
2. Pursuant to state law, the Pledge of Allegiance will be recited in at least one (1) scheduled class of every student no less than once a week. However, no student will be required to participate in the recitation.
3. Teachers and students should observe the following days with the appropriate exercises, as required by law:

Bird Appreciation Day (March 21)
Prisoners of War Remembrance Day (April 9)
Patriots' Day (April 19)
Constitution Day and Citizenship Day (September 17, or the preceding or following week if this date falls on a weekend or holiday)
Missouri Day (the third Wednesday of October)
Veterans Day (as closely as possible to November 11)
Pearl Harbor Remembrance Day (December 7)

4. The district may observe the following days and months, as recommended in state statute:

Missouri Lifelong Learning Month (February)
Math, Engineering, Technology and Science Week (the first week of March)
Arbor Day (the first Friday in April)
Jefferson Day (April 13)
Emancipation Day (June 19)
Emergency Services Day (September 11)
POW/MIA Recognition Day (the third Friday of September)
Bill of Rights Day (December 15)

5. The district may host a diploma ceremony on or around Veterans Day for any veteran receiving an honorary diploma from the Department of Elementary and Secondary Education pursuant to "Operation Recognition."

The superintendent or designee will create administrative procedures addressing how ceremonies and observances will be conducted.

Religious Content in Programs and Ceremonies

The schools of the Chillicothe R-II School District, as well as all employees of the district as governmental officials, are required by law to remain neutral and refrain from endorsing any particular religious belief. However, this policy should not be interpreted to preclude the factual and objective teaching about religions, religious holidays and religious differences.

In particular, music, art, literature and drama with religious themes and programs involving religious themes will be permitted if presented in an objective manner, without sectarian indoctrination. Religious content included in any student performance or ceremony will be selected on the basis of independent educational merit.

To the extent required by law, school employees or school officials shall not lead attendees of a school-sponsored event in prayer or any other religious ritual, nor shall they direct, whether implicitly or explicitly, a student to lead attendees in a prayer or any other religious ritual. However, this policy shall not be used to deny any student, employee or school official any personal legal right of expression.

* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.
Adopted: 08/18/1998
Revised: 12/16/2003; 07/20/2004, 04/20/2010
Cross Refs: KG, Community Use of School Facilities
Legal Refs: Mo. Const. Art. I, §§ 5, 6, 7 & 8, Art. IX, § 8
§§ 9.030, .040, .070, .072, .100, .105, .110, .115, .130, .138, .140, .141, .161, 160.360,
170.049, 171.021, RSMo.
U.S. Const. Amend. I
Patriotic and national Observances and Ceremonies, 36 U.S. ' 106
Santa Fe Independent Sch. Dist. v. Doe, 530 U.S. 290 (2000)
Chillicothe R-II School District, Chillicothe, Missouri

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SECTION A: FOUNDATIONS AND BASIC COMMITMENTS | SECTION B: SCHOOL BOARD GOVERNANCE AND OPERATIONS

SECTION C: GENERAL SCHOOL ADMINISTRATION | SECTION D: FISCAL MANAGEMENT | SECTION E: SUPPORT SERVICES

SECTION F: FACILITIES DEVELOPMENT | SECTION G: PERSONNEL | SECTION I: INSTRUCTIONS | SECTION J: STUDENTS

SECTION K: SCHOOL-COMMUNITY RELATIONS | SECTION L: EDUCATION AGENCY RELATIONS

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