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
IGBC Programs for Disadvantaged Students
IGBCA Programs for Homeless Students
IGBCB Programs for Migrant Students
IGBD At-Risk Students
IGBD-AP 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
IGDA-AP Student-Initiated Group Use of District Facilities
IGDB Student Publications
IGDBA Distribution of Noncurricular Student Publications
IGDF Student Activities Funds
IGDJ Interscholastic Athletics
IGDJ-AP Interscholastic Athletics
IIA Instructional Materials
IIA-R Instructional Materials
IIAC Instructional Media Centers/School Libraries
IIAC-R Instructional Media Centers/School Libraries
IICA Field Trips and Excursions
IK Academic Achievement
IKE Promotion, Acceleration and Retention of Students
IKF Graduation Requirements
IKFA Early Graduation
IL Assessment Program
ILA Test Security
IM Evaluation of Instructional Programs
INB Teaching About Controversial Issues
IND School Ceremonies and Observances
IND-AP Flag Displays

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.

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
Cross Refs: AD, School District Mission
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IC
Critical

SCHOOL CALENDAR/YEAR/DAY
The school calendar shall provide for a minimum of 174 days and 1,044 hours of actual pupil attendance. Additional days for pupil attendance, various meetings, holidays and other days may be scheduled as part of the school term at the discretion of the Board of Education.

The district will schedule in the school calendar at least two-thirds as many make-up days for days cancelled due to inclement weather as were lost during the previous school year, unless this requirement is waived by state law. If the district uses these make-up days and still does not meet the requirements for a 174-day term, it shall be required to make up no more than eight (8) additional days and half the number of days canceled in excess of eight (8) 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.

Upon approval of the calendar by the Board, the superintendent will distribute copies to the staff and appropriately notify parents and students.

School Day
In accordance with law, the school day will be at least three (3) but not more than seven (7) hours long. The length of the school day for each grade level will be recommended by the superintendent and approved 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
Cross Refs: EBC, Emergency Plans/Safety Drills
Legal Refs: §§ 160.011, .041, .051, 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: AD, School District Mission
GBB, Staff Involvement in Decision Making
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: AD, School District Mission
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.

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
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. The law also requires that the materials and instruction, if used, 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, and advise students 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, 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;

(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.

Students may be separated by gender for human sexuality instruction. The Board shall determine the specific content of the district's instruction in human sexuality, in accordance with the requirements of state law. 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
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.
I. Students Who Are Eligible For Special Education Services Under 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, then nothing in this policy shall be read to require anything, procedurally or substantively, that is not required by the governing law.

Independent Evaluations
The right to 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. The length, nature and type of ESY services will be determined by the IEP team.

Referral of Visually Impaired Child with a Disability
Subject to consent requirements, those students eligible for special education services for the visually impaired pursuant to the State Plan for the IDEA and who are also "eligible pupils" based on the degree of their visual impairments will be referred to Missouri Rehabilitation Services for the Blind.

II. Accommodation of Students with Disabilities Including Those Not Eligible for Special Education Services
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.

Once a student with a disability is identified as needing accommodation, the district will convene a multidisciplinary 504 team comprised of people knowledgeable about the student and create a written 504 plan outlining the accommodations, modifications and related services needed to provide the student a free and appropriate public education. If a student is determined to be eligible for special education services under IDEA, the IEP team may serve as the 504 team. The plan should be reviewed periodically but at least annually. There is no right to an independent evaluation under Section 504.

Students with disabilities may be eligible for accommodation under this policy even though they are not eligible for services pursuant to the IDEA. If a student requiring accommodation is also believed to be in need of special education services, the district will review the student’s performance, determine whether an evaluation is needed and provide services as required under the IDEA and this policy.

If any person knows or believes that a student has a disability and is in need of accommodation, that person should contact the school’s principal or district administration immediately.

All complaints regarding discrimination will be resolved in accordance with policy AC and regulation AC-R. If any person has a complaint or suspects discrimination, he or she should contact the compliance coordinator, identified in policy AC. The district will notify all parents and students of its obligations under this policy and the 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: 08/18/1998
Revised: 12/16/2003
Cross Refs: AC, Nondiscrimination and Anti-Harassment
JECC, Assignment of Students to Grade Levels/Classes
JGE, Discipline of Students With Disabilities
JHDA, Surveying, Analyzing or Evaluating Students
JO, Student Records
Legal Refs: §§ 162.670 - .999, .1139, 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
Americans with Disabilities Act, 42 U.S.C. §§ 12101 - 12213
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBC
Critical

PARENT/FAMILY INVOLVEMENT IN INSTRUCTIONAL AND OTHER PROGRAMS
The Board of Education believes that the education of each student is a responsibility shared by the school as well as the family. The Board recognizes the need for a constructive partnership between districts and families that will provide for two-way communication and foster educational support for students and families.

The Board also recognizes the special importance of parental involvement to the success of its Title I, Migrant (MEP), and Limited English Proficiency (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.

In keeping with these beliefs, it is the intention of the district to cultivate and support active parental involvement and to set and realize goals for parent-supported student learning. The district will:

1. Provide activities that will educate parents regarding the intellectual and developmental 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, etc.) to furnish learning opportunities and disseminate information regarding parenting skills and child/adolescent development.

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

Keeping 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 families informed of the objectives of 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, family members should be given opportunities to:

Provide input into district policies.
Volunteer time within the classrooms and school programs.

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

5. Perform regular evaluations of parent 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 practicable, provide information in a language understandable to parents.

Title I Parent Involvement
District Policy
Pursuant to federal law, the district and parents of children participating in the Title I program will jointly develop and agree upon a written parent involvement policy. This policy will describe how the agency will accomplish the following:

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 and effectiveness of the parental involvement policy in improving the academic quality of the schools served, including 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.

School Policy
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 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.
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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: 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
Legal Refs: §§ 610.010 - .028, RSMo.
No Child Left Behind Act of 2001, P.L. 107-110
General Education Provisions Act, 20 U.S.C. § 1232h
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.

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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: IGBD-AP
Critical

AT-RISK STUDENTS
Program Overview
The district's at-risk program will assist students by:

Providing services and support through identification, resources, referral and intervention to students who exhibit a wide range of problems.
Fostering an atmosphere of acceptance for students and staff to work toward resolution of student problems.
Initiating and maintaining a cooperative alliance in which the school, community, families and students work together.
Providing comprehensive ongoing intervention, evaluation and services to meet the needs of the at-risk students.

Program Components
The at-risk program is a comprehensive, ongoing program of student assessment and identification as well as the coordination of services and resources. The program's components will include:

Prevention services, education and activities that promote, support and reinforce a healthy lifestyle,
Written procedures for the identification of students at all levels whose problems are inhibiting or disrupting their educational process and performance, as well as procedures for handling crisis situations involving students.
Intervention, including action where warranted, to motivate troubled students and families to seek help.
Assessment of the nature and severity of the problem.
Referrals to appropriate community services/resources.
Support to encourage and devise methods that reduce destructive behavior and encourage healthy choices.
Follow-up counseling and services to those students who drop out of school to facilitate their return to school and/or the completion of their education.
Report dropouts to the Missouri Literacy Hot Line at 800-521-7323 pursuant to § 167.275, RSMo.

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Note: The reader is encouraged to review policies and/or forms for related information in this administrative area.
Implemented: 12/16/2003
Chillicothe R-II School District, Chillicothe, Missouri

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FILE: IGBG
Basic

HOMEBOUND INSTRUCTION
The Board of Education shall make provisions for homebound instruction to students who are ill for an extended period of time, and who, in the judgment of the superintendent of schools or his or her designee, could profit by such instruction. Application for homebound teaching must be made through the office of the superintendent of schools and approved by the child's physician before homebound teaching can start. Upon approval of the application, homebound instruction will be provided to:

Any child with a health or physical condition which in the opinion of a licensed medical examiner will cause him or her to be absent from school for an extended period of time, plus determination by school personnel that the child can educationally benefit from such a program;
OR
Any child whose educational needs, as determined and reviewed in a multidisciplinary staff conference, are most appropriately and effectively met by such a program. The amount of instruction or supportive service provided through the home and homebound program shall be determined in relation to each child's educational needs, and his or her physical and mental health. It will be necessary for the parents/guardians of the student to arrange a suitable place in the home for homebound instruction.

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FILE: IGBH
Critical

PROGRAMS FOR LIMITED ENGLISH PROFICIENT/LANGUAGE MINORITY STUDENTS
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. Students in a language minority (LM) or who have limited English proficiency (LEP) will be identified, assessed and provided appropriate services. No child will be admitted to or excluded from any program based solely on surname or LM status.

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): Refers to an LM student whose proficiency in reading, writing, listening or speaking English is below that of grade- and age-level peers. Limited English proficiency is based on the assessment of a student’s English language 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 LEP 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 LEP 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 Board directs the administration 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 LEP students.

4. Annually assess the English proficiency of LEP 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.

* * * * * * *
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
CGC, State and Federal Programs Administration
IGBC, Parent/Family Involvement in Instructional and Other Programs
IGBCB, Programs for Migrant Students
Legal Refs: Title VI, Civil Rights Act of 1964, 42 USC § 2000d
20 USC § 1703(f)
Bilingual Education Act, 20 USC §§ 7401 et seq.
English Language Acquisition, Language Enhancement, and Academic
Achievement Act, P.L. 107-110
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 Improvement Instruction (Grades K-3)
The district may provide a program of reading improvement instruction for students in kindergarten through third grade who do not meet the district's objectives for reading. 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
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: 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.

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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 capacityat 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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FILE: IGDA-AP
Critical

STUDENT-INITIATED GROUP USE OF SCHOOL FACILITIES
(K-12 Districts)
Student-initiated groups at the secondary level seeking to utilize school facilities during non instructional time must:

Submit to the principal an application to use district's facilities, and receive written permission prior to the event. The principal may authorize more than one (1) meeting per request.

Secure a school employee to monitor facility use and student conduct. This employee must be present at all meetings and activities of the organization on school property.

Operate within the law, Board policy, and administrative procedures. School officials may intercede to discipline students who do not follow these guidelines.

* * * * * * *
Note: The reader is encouraged to review policies and/or forms for related information in
this administrative area.
Implemented: 11/16/1999 Last Revised: 12/16/2003
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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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.

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FILE: IGDF
Basic

STUDENT ACTIVITIES FUNDS
The Board prefers that the school district financially support district-sponsored student activities, but in some cases it may be necessary for students to raise funds to help support these activities. Any fundraising activity conducted or administered during the school day or during class time by school employees or students will be considered a district-sponsored fundraising activity. The superintendent and principals will be directly responsible for all types of money-raising activities conducted in the school 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.

All funds collected from district-sponsored fundraising will be held under the supervision of the superintendent and building principals and deposited in district accounts for safekeeping, regardless of whether the funds are collected from student contributions, club dues, special events, or result from admissions to events or from other fund-raising activities. The district will manage the funds in accordance with good business practices, including sound budgetary and accounting procedures, and will be audited in the same manner as other district funds. The district shall keep a record of the sources and expenditures of all funds.

District personnel and students may not be utilized during the school day or during class time by booster clubs, parent groups or other support groups to raise funds that are not directly deposited with, administered and controlled by the district for the direct benefit of district-sponsored activities. However, these groups may make contributions to a district-sponsored activity or seek employee or student assistance in raising funds as long as this assistance does not occur during the school day or during instructional time. The district administrators and employees may also work in conjunction with these groups in fundraising activities as long as the activity has been approved by the district.
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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
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.

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FILE: IGDJ-AP
Critical

INTERSCHOLASTIC ATHLETICS
The interscholastic athletic program of the district will be organized under the following guidelines:

The athletic program is an integral part of the high school curriculum and comes under the authority of the principal to the same degree as all other phases of the curriculum.
Participation in interscholastic athletics is primarily for students in grades 9-12, with a limited participation of students in lower grades as determined by league or conference requirements and as allowed by the Board.
Programs of interscholastic athletics will be available to students and will provide equal access to school facilities; coaching and instruction; scheduling of practice times and games; number of activities at each level of competition; and equipment, supplies and services.
The school district is a member of the Missouri State High School Activities Association (MSHSAA). In all athletic matters the district will adhere firmly to the rules and regulations of that body and to the philosophy of interscholastic athletics that MSHSAA encourages. The eligibility of students to participate in the athletic program shall be determined in accordance with district and MSHSAA regulations.
No student may start practice for any athletic team, including cheerleading squads, until he or she has been examined and approved by a physician and until written consent has been obtained from the parent/guardian in accordance with MSHSAA regulations.
District participation in interscholastic athletics will be subject to approval by the Board. This will include approval of membership in any leagues, associations or conferences.
Insurance against accident or injury will be required for students engaged in interscholastic athletics.

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Note: The reader is encouraged to review policies and/or forms for related information in
this administrative area.
Implemented: 12/16/2003
Legal Refs: Title IX of the Education Amendments of 1972, 20 U.S.C. § 2615
§ 162.063, RSMo.
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.

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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.