Lead Hill
02.26.07
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TABLE OF CONTENTS


SECTION 5—CURRICULUM AND INSTRUCTION


5.1—EDUCATIONAL PHILOSOPHY    1
5.2—PLANNING FOR EDUCATIONAL IMPROVEMENT    2
5.3—CURRICULUM DEVELOPMENT    3
5.4—STAFF DEVELOPMENT PROGRAM    4
5.5—SELECTION/INSPECTION OF INSTRUCTIONAL MATERIALS    6
5.6—CHALLENGE OF INSTRUCTIONAL/SUPPLEMENTAL MATERIALS    7
5.6F—REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL OR SUPPLEMENTAL MATERIALS    8
5.7—SELECTION OF LIBRARY/MEDIA CENTER MATERIALS    9
5.7F—REQUEST FOR FORMAL RECONSIDERATION FORM    12
5.8—USE OF COPYRIGHTED MATERIALS    13
5.9—COMPUTER SOFTWARE COPYRIGHT    14
5.10—RELIGION IN THE SCHOOLS    15
5.11—PROMOTION/RETENTION-SECONDARY    16
5.12—PROMOTION/RETENTION – ELEMENTARY SCHOOLS    17
5.13—REMEDIATION OPPORTUNITIES    18
5.14—HOMEWORK    19
5.15—GRADING    20
5.16—GRADUATION REQUIREMENTS FOR THE CLASS OF 2010 and ALL CLASSES THEREAFTER    21

5.16.1—GRADUATION REQUIREMENTS FOR THE CLASSES OF 2005, 2006, 2007, and 2008    24
5.16.2—GRADUATION REQUIREMENTS FOR THE CLASS OF 2009    26
5.17—HONOR ROLL AND HONOR GRADUATES    28
5.17F— HONOR ROLL AND GRADUATE OPT OUT FORM    29
5.18—HEALTH SERVICES    30
5.19—EXTRACURRICULAR ACTIVITIES – SECONDARY SCHOOLS    31
5.19.1—EXTRACURRICULAR ACTIVITIES - ELEMENTARY    33
5.20—DISTRICT WEB SITE    34
5.20 F1—PERMISSION TO DISPLAY PHOTO OF STUDENT ON WEB SITE    36
5.20 F2—PERMISSION TO DISPLAY STUDENT INFORMATION ON WEB SITE    37
5.20.1—WEB SITE PRIVACY POLICY    38
5.21—ADVANCED PLACEMENT    39
5.22—CONCURRENT CREDIT    40
5.24—STUDENT PARTICIPATION IN SURVEYS    41
5.24F1—OBJECTION TO PARTICIPATION IN SURVEYS, ANALYSIS, OR EVALUATIONS    43
5.24F2—PERMISSION TO PARTICIPATE IN A SURVEY, ANALYSIS, OR EVALUATION    44
5.25—MARKETING OF PERSONAL INFORMATION    45
5.26—ALTERNATIVE LEARNING ENVIRONMENTS    46
5.26.1—ALE PROGRAM EVALUATION    47
5.27—ENGLISH LANGUAGE LEARNERS    48
5.28—NATIONAL SCHOOL LUNCH ACT FUNDING EXPENDITURES    49

















CURRICULUM AND INSTRUCTION








5.1—EDUCATIONAL PHILOSOPHY

The Lead Hill School District assumes the responsibility of providing students attending its schools a high quality education that challenges each student to achieve to their maximum potential. The District shall endeavor to create the environment within the schools necessary to attain this goal. The creation of the necessary climate shall be based on the following core beliefs:

1.    The District’s vision statement will be developed with input from students, parents, business leaders, and other community members.

2.    All students can be successful learners.
3.    Students learn at different rates and in different ways.
4.    A primary goal shall be to give students the skills they need to be life-long learners.

5.    The education of all citizens is basic to our community’s well-being.

6.    Student achievement is affected positively by the involvement of parents and the community in the schools.

7.    The District is responsible for helping cultivate good citizenship skills in its students.

8.    Students reflect the moral and ethical values of their environment.

9.    All people have a right to a safe environment.

10.    Each person is responsible for his/her own actions.

11.    Innovation involves taking risks.

12.    Schools are responsible for creating the conditions that promote success.

13.    Each person is entitled to retain his/her dignity.

14.    All people have the right to be treated with respect and the responsibility to treat others respectfully.

15.    For teachers to succeed in cultivating high student achievement, they need to be given the materials, training, and environment necessary to produce such results.


Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:


5.2—PLANNING FOR EDUCATIONAL IMPROVEMENT

Each school in the district shall develop a comprehensive school improvement plan to address deficiencies in student performance based on analysis of students’ grade-level benchmark assessments and other relevant data. The purpose of each plan shall be to ensure that all students meet the state assessment standards established by the State Board of Education, as well as student achievement goals established by the District. A cumulative review of all academic improvement plans shall also be part of the data used to develop the comprehensive school improvement plan. Each plan shall be developed with administrator, teacher, other school staff, parent, community, and student (when appropriate) input and shall have as one of its components a plan for a parental involvement program. Professional development activities are to be designed to meet the needs identified in each schools’ plan. Each plan is to be reviewed annually and revised to meet the changing needs reflected in student data.

Any school in the district identified by the Arkansas Department of Education as failing to meet the established levels of academic achievement on the state’s criterion-referenced tests shall revise its school improvement plan.

The district shall develop, with appropriate staff and community input, a comprehensive district improvement plan. The plan shall coordinate the actions of the various comprehensive school improvement plans within the district. The district plan shall align district resources to help ensure all of its students attain proficiency on the Benchmark exams.

Standards of Accreditation Checklist requires the board to approve the ACSIPs as evidenced in the board’s minutes.
    
Legal References:    A.C.A. § 6-15-404 (i)(1)
A.C.A. § 6-15-404 (i)(2)(B)
A.C.A. § 6-15-404 (i) (2)(A)(i)(ii)
A.C.A. § 6-15-419(2)(B)(iii)
            A.C.A. § 6-15-419(9)
            A.C.A. § 6-15-419(12)
ADE Rules Governing the ACTAAP and the Academic Distress Program 3.08, 3.14, 9.0 – 9.04, 10.01.1
Arkansas Department of Education Rules for Governing Standards for Accreditation of Arkansas Public Schools and School Districts 7.0 and 16.0 – 16.03.5 (The old Standards required the Student Services Plan be included in the ACSIP. While the new Standards do not specifically require it to be included in your ACSIP, prudence would still recommend it.)


Date Adopted: June 12, 2003
Last Reviewed: November 17, 2005
Last Revised:

5.3—CURRICULUM DEVELOPMENT

Sequential curricula should be developed for each subject area. Curricula are to be aligned with the curriculum frameworks and used to plan instruction leading to student proficiency on Arkansas’ content standards. Curricula should be in alignment with the District’s vision, mission, goals, and educational philosophy. Student achievement is increased through an integrated curriculum that promotes continuity and a growth in skills and knowledge from grade to grade and from school to school. Therefore, the Board desires that unnecessary duplication of work among the various grades and schools be eliminated and that courses of study and their corresponding content guides be coordinated effectively.

The Board of Education is responsible for reviewing and approving all instructional programs offered by the District as well as approving significant changes to courses or course materials before they are implemented. The Superintendent is responsible for making curriculum recommendations.

Each school shall review each curriculum area annually to address the continued relevancy, adequacy, and cost effectiveness of individual courses and instructional programs and to ensure each area is aligned with the current curriculum frameworks and course content standards approved by the State Board of Education, Each school’s administration shall implement a monitoring process to ensure that the instructional content of each course offered is consistent with the content standards and curriculum frameworks approved by the State Board of Education.





Legal References:     Standards of Accreditation 9.01.2, 7.04.2
            ADE Rules Governing the ACTAAP and the Academic Distress Program 4.05
            A.C.A. § 6-15-101
            A.C.A. § 6-15-1505(a)




Date Adopted: June 12, 2003
Last Reviewed: November 17, 2005
Last Revised:


5.4—STAFF DEVELOPMENT PROGRAM

The District shall develop and implement a plan for the professional development of its certified employees. The district’s plan shall, in part, align district resources to address the professional development activities identified in each school’s ACSIP. Each certified employee shall receive a minimum of sixty (60) hours of professional development annually to be fulfilled between July 1 and June 30. Professional development hours earned in excess of sixty (60) in the designated year cannot be carried over to the next year. The goal of all professional development activities shall be improved student achievement and academic performance that results in individual, school-wide, and system-wide improvement designed to ensure that all students demonstrate proficiency on the state criterion-referenced assessments. The district’s professional development plan shall demonstrate scientifically research-based best practice, and shall be based on student achievement data and in alignment with ACTAAP Rules and current Arkansas code.

Teachers and administrators shall be involved in the design, implementation, and evaluation of the plan for their own professional development. The results of the evaluation made by the participants in each program shall be used to continuously improve the district’s professional development offerings and to revise the school improvement plan.

Flexible professional development hours (flex hours) are those hours which an employee is allowed to substitute professional development activities, different than those offered by the district, but which still meet criteria of either the employee’s Individual Improvement Plan or the school’s ACSIP, or both. The district shall determine on an annual basis how many, if any, flex hours of professional development it will allow to be substituted for district scheduled professional development offerings. The determination may be made at an individual building, a grade, or by subject basis. The district administration and the building principal have the authority to require attendance at specific professional development activities. Employees must receive advance approval from the building principal for activities they wish to have qualify for flex professional development hours. To the fullest extent possible, professional development activities are to be scheduled and attended such that teachers do not miss their regular teaching assignments. Six (6) approved flex hours credited toward fulfilling the sixty (60) hour requirement shall equal one contract day. Hours of professional development earned by an employee in excess of sixty (60) or not pre-approved by the building principal shall not be credited toward fulfilling the required number of contract days for that employee.2 Hours earned that count toward the required sixty (60) also count toward the required number of contract days for that employee.

Teachers and administrators who, for any reason, miss part or all of any scheduled professional development activity they were required to attend, must make up the required hours in comparable activities which are to be pre-approved by the building principal.

To receive credit for his/her professional development activity each employee is responsible for obtaining and submitting documents of attendance for each professional development activity he/she attends. Documentation is to be submitted to the building principal or designee.

Teachers and administrators are required to obtain sixty (60) hours of approved professional development annually over a five-year period as part of licensure renewal requirements. At least six (6) of the sixty (60) annual hours shall be in the area of educational technology.


Teachers are required to receive at least two hours annually of their sixty (60) required hours of professional development designed to enhance their understanding of effective parental involvement strategies.

Teachers who provide instruction in Arkansas history shall receive at least two (2) hours of professional development in Arkansas history as part of the sixty (60) hours required annually.

Administrators are required to receive at least three hours annually of their sixty (60)3 required hours of professional development designed to enhance their understanding of effective parental involvement strategies and the importance of administrative leadership in setting expectations and creating a climate conducive to parental participation. Each administrator’s professional development is required to also include training in data disaggregation, instructional leadership and fiscal management.

Employees who do not receive or furnish documentation of the required annual professional development jeopardize the accreditation of their school and academic achievement of their students. Failure of an employee to receive sixty (60) hours of professional development in any given year shall be grounds for disciplinary action up to and including termination.

Approved professional development activities may include conferences, workshops, institutes, individual learning, mentoring, peer coaching, study groups, National Board for Professional Teaching Standards Certification, distance learning, internships, district/school programs, and approved college/university course work. Professional development activities should be consistent with the objectives developed by the National Staff Development Council Standards.

Professional development activities shall relate to the following areas: content (K-12); instructional strategies; assessment; advocacy/leadership; systemic change process; standards, frameworks, and curriculum alignment; supervision; mentoring/coaching; educational technology; principles of learning/developmental stages; cognitive research; and building a collaborative learning community.



Cross-Reference:    Policy 3.6—CERTIFIED PERSONNEL EMPLOYEE TRAINING

Legal References:    Arkansas State Board of Education: Standards of Accreditation 15.04
ADE Rules Governing the ACTAAP and the Academic Distress Program 5.0 – 5.07.1
A.C.A. § 6-15-404(f)(2)
A.C.A. § 6-17-703
A.C.A. § 6-17-704
A.C.A. § 6-15-1703
A.C.A. § 6-20-2303(17)

Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:



5.5—SELECTION/INSPECTION OF INSTRUCTIONAL MATERIALS

The use of instructional materials beyond those approved as part of the curriculum/textbook program must be compatible with school and district policies. If there is uncertainty concerning the appropriateness of supplemental materials, the personnel desiring to use the materials shall get approval from the school’s principal prior to putting the materials into use.

All instructional materials used as part of the educational curriculum of a student shall be available for inspection by the parents or guardians of the student. For the purposes of this policy, instructional materials is defined as instructional content provided to the student regardless of its format, including printed or representational materials, audio-visual materials, and materials in electronic or digital formats. The term does not include academic tests or academic assessments.

Parents or guardians wishing to inspect instructional materials used as part of the educational curriculum for their child may schedule an appointment with the student’s teacher at a mutually agreeable time. Parents/guardians wishing to challenge the appropriateness of any instructional materials shall follow the procedures outlined in Policy 5.6—CHALLENGE OF INSTRUCTIONAL/SUPPLEMENTAL MATERIALS.

The rights provided to parents under this policy transfer to the student when he/she turns 18 years old.


Note: This policy is to be developed in conjunction with parents.




Legal Reference:    20 USC § 1232h (a), (b), (c) [NCLB Act of 2001, Part F, Section 1061 (c) (1)(C)(i)(ii), (2)(A)(i), (5)(B), (6)(A)(C)]
    



Date Adopted: June 12, 2003
Last Reviewed: November 17, 2005
Last Revised:




5.6—CHALLENGE OF INSTRUCTIONAL/SUPPLEMENTAL MATERIALS

Instructional and supplemental materials are selected for their compatibility with the District’s educational program and their ability to help fulfill the District’s educational goals and objectives. Individuals wishing to challenge or express concerns about instructional or supplemental materials may do so by filling out a Challenge to Instructional Material form available in the school’s office.

The contesting individual may present a copy of the form to the principal and request a conference be held at a time of mutual convenience. Prior to the conference, the principal shall consult with the teacher regarding the contested material. In the conference, the principal shall explain to the contesting individual the criteria used for the selection of the material and its relevancy to the educational program as well as any other pertinent information in support of the use of the material.

Following the conclusion of the meeting, the principal shall have five (5) working days to submit a summary of the concerns expressed by the individual and the principal’s response to those concerns to the Superintendent.

If the contesting individual is not satisfied with the principal’s response, the individual may, after the five (5) working day period, request a meeting with the Superintendent where the individual shall present the same Challenge to Instructional Material form previously presented to the principal. The Superintendent shall explain to the contesting individual the criteria used for the selection of the material and its relevancy to the educational program as well as any other pertinent information in support of the use of the material.

Following the conclusion of the meeting, the Superintendent shall have five (5) working days to write a summary of the concerns expressed by the individual and the Superintendent’s response to those concerns. The Superintendent shall create a file of his/her response along with a copy of the principal’s response and a copy of the contesting individual’s Challenge to Instructional Material form.

If, after meeting with the Superintendent, the contesting individual is not satisfied with the Superintendent’s response regarding the appropriateness of the instructional or supplemental material, he/she may appeal the Superintendent’s decision to the Board. The Superintendent shall present the contesting individual’s Challenge to Instructional Material form to the Board at the next regularly scheduled meeting along with the written responses to the challenge. The Board may elect, if it so chooses, to hear brief verbal presentations from the parties involved in the challenge.

The Board shall decide at that meeting or their next regularly scheduled meeting whether to retain the material, limit the availability of the material, or remove the material from the school. The Board’s primary consideration in reaching its decision shall be the appropriateness of the material for its intended educational use.



Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:


5.6F—REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL OR SUPPLEMENTAL MATERIALS

Name: _______________________________________________

Date submitted: level one ______________ level two _____________level three ______________

Instructional material being contested: ________________________________________________________________________________________
________________________________________________________________________________________

Reasons for contesting the material (be specific):
________________________________________________________________________________________
________________________________________________________________________________________








What is your proposed resolution? __________________________________________________________









Signature of receiving principal____________________________________________________

Signature of curriculum coordinator________________________________________________

Signature of Superintendent ______________________________________________________

Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:


5.7—SELECTION OF LIBRARY/MEDIA CENTER MATERIALS

The ultimate authority for the selection and retention of materials for the schools’ media centers rests with the Board of Education which shall serve as a final arbiter in resolving a challenge to any media center materials. Licensed media center personnel shall make the initial selections in consultation with school and district licensed staff. Materials selected shall be in accordance with the guidelines of this policy.

The purpose of the schools’ libraries/media centers is to supplement and enrich the curriculum and instruction offered by the District. Promoting the dialogue characteristic of a healthy democracy necessitates the maintenance of a broad range of materials and information representing varied points of view on current and historical issues. In the selection of the materials and resources to be available in each library/media center consideration will be given to their age appropriateness. Materials should be available to challenge the different interests, learning styles, and reading levels of the school’s students and that will help them attain the District’s educational goals.  

Selection Criteria

The criteria used in the selection of media center materials shall be that the materials:
1.    Support and enhance the curricular and educational goals of the district;
2.    Are appropriate for the ages, learning styles, interests, and maturity of the schools’ students, or parents in the case of parenting literature;
3.    Contribute to the examination of issues from varying points of view and help to broaden students understanding of their rights and responsibilities in our society;
4.    Help develop critical thinking skills;
5.    Are factually and/or historically accurate, in the case of non-fiction works and/or serve a pedagogical purpose;
6.    Have literary merit as perceived by the educational community; and
7.    Are technically well produced, physically sound (to the extent appropriate), and represent a reasonably sound economic value.

Retention and Continuous Evaluation

Media center materials shall be reviewed regularly to ensure the continued appropriateness of the center’s collection to the school’s curriculum and to maintain the collection in good repair. Those materials no longer meeting the selection criteria, have not been used for a long period of time, or are too worn to be economically repaired shall be withdrawn from the collection and disposed of. A record of withdrawn media materials including the manner of their disposal shall be maintained for a period of three years.

Gifts

Gifts to the media centers shall be evaluated to determine their appropriateness before they are placed in any media center. The evaluation shall use the same criteria as for all other materials considered for inclusion in the media centers. Any items determined to be unacceptable shall be returned to the donor or disposed of at the


discretion of the media specialist. The media centers shall have a list of desired items to give to prospective donors to aid them in their selection of materials to donate.

Challenges:

The parent of a student affected by a media selection, a District employee, or any other resident of the district may formally challenge the appropriateness of a media center selection by following the procedure outlined in this policy. The challenged material shall remain available throughout the challenge process.

Before any formal challenge can be filed, the individual contesting (hereinafter complainant) the appropriateness of the specified item shall request a conference through the principal’s office with a licensed media center employee. The complainant shall be given a copy of this policy and the Request for Formal Reconsideration Form prior to the conference. The meeting shall take place at the earliest possible time of mutual convenience, but in no case later than five (5) working days from the date of the request unless it is by the choice of the complainant.

In the meeting, the media specialist shall explain the selection criteria and how the challenged material fits the criteria. The complainant shall explain his/her reasons for objecting to the selected material. If, at the completion of the meeting, the complainant wishes to make a formal challenge to the selected material, he/she may do so by completing the Request for Formal Reconsideration Form and submitting it to the principal’s office.

To review the contested media, the principal shall select a committee of five (5) or seven (7) licensed personnel consisting of the principal as chair and at least one media specialist. The remaining committee members shall be personnel with curriculum knowledge appropriate for the material being contested and representative of diverse viewpoints. The task of the committee shall be to determine if the challenged material meets the criteria of selection. No material shall be withdrawn solely for the viewpoints expressed within it and shall be reviewed in its entirety and not selected portions taken out of context.

The principal shall convene a meeting after a reasonable time for the committee members to adequately review the contested material and the Request for Formal Reconsideration Form submitted by the complainant. The complainant shall be allowed to present the complaint to the committee after which time the committee shall meet privately to discuss the material. The committee shall vote by secret ballot to determine whether the contested material shall be removed from the media center’s collection. A member from the voting majority shall write a summary of the reasons for their decision. A notice of the committee’s decision and the summary shall be given (by hand or certified mail) to the complainant.

If the decision is to not remove the material, the complainant may appeal the committee’s decision to the district Board of Directors by filing a written appeal to the Superintendent within 5 working days of the committee’s decision or of written receipt of the decision. The Superintendent shall present the original complaint and the committee’s decision along with the summary of its reasons for its position plus a recommendation of the administration, if so desired, to the Board within 15 days of the committee’s decision. The Board shall review
the material submitted to them by the Superintendent and make a decision within thirty (30) of receipt of the information. The Board’s decision is final.


Legal Reference:    A.C.A. § 6-25-101 et seq.




Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:



































5.7F—REQUEST FOR FORMAL RECONSIDERATION FORM

Name: _______________________________________________

Date submitted: ______________

Media Center material being contested: ________________________________________________________________________________________
________________________________________________________________________________________

Reasons for contesting the material. (Be specific about why you believe the material does not meet the selection criteria listed in policy 5.7—Selection of Library/Media Center Materials):
________________________________________________________________________________________
________________________________________________________________________________________














What is your proposed resolution? ____________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________


Signature of receiving principal_______________________________________________________________

Signature of Superintendent (if appealed) _______________________________________________________

Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:


5.8—USE OF COPYRIGHTED MATERIALS

The Board of Education encourages the enrichment of the instructional program through the proper use of supplementary materials. To help ensure the appropriate use of copyrighted materials, the Superintendent, or his designee, will provide district personnel with information regarding the “fair use” doctrine of the U.S. Copyright Code as detailed in the “Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions with Respect to Books and Periodicals” and “Guidelines for Educational Uses of Music.”

The District will not be responsible for any employee violations of the use of copyrighted materials.




Legal Reference:    17 USCS § 101 to 1010    (Federal Copyright Law of 1976)




Date Adopted: June 12, 2003
Last Reviewed: November 17, 2005
Last Revised:
























5.9—COMPUTER SOFTWARE COPYRIGHT

The District shall observe copyright laws governing computer software reproduction. Unless specifically allowed by the software purchase agreement, the Copyright Act allows the purchaser of software to:

1. Make one copy of software for archival purposes in case the original is destroyed or damaged through mechanical failure of a computer. However, if the original is sold or given away, the archival copy must be destroyed;

2. Make necessary adaptations to use the program; and/or

3. Add features to the program for specific applications. These improvements may not be sold or given away without the copyright owner's permission.

The District shall abide by applicable licensing agreements before using computer software on local-area or wide-area networks.




Legal Reference:    17 USC § 117    Amended Dec. 12, 1980




Date Adopted:
Last Revised:




















5.10—RELIGION IN THE SCHOOLS

The First Amendment of the Constitution states that “Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof…” As the Supreme Court has stated (Abington School District v, Schempp, 374 U.S. 203) the Amendment thus, “embraces two concepts—freedom to believe and freedom to act. The first is absolute but, in the nature of things, the second cannot be.” Therefore, it is the Board’s policy that the school system, as an agency of the government, shall be neutral in matters regarding religion and will not engage in any activity that either advocates or disparages religion. The District shall assume no role or responsibility for the religious training of any student.

The need for neutrality does not diminish our school system’s educational responsibility to address the historical role of religion in the development of our culture. Since we live in a diverse society, the District’s goal shall be to address the subject of religion objectively in such a way that it promotes an understanding of, and tolerance for, each other’s religious or non-religious views.

Discussions concerning religious concepts, practices, or disciplines are permissible when presented in a secular context in their relation to an inclusive study of religion or to the study of a particular region or country. The discussions shall be so that they are objective and academically informational and do not advocate any particular form of religious practice.

Instructional activities in the schools that are contrary to a pupil’s religious beliefs or teachings shall be optional.

The teacher in charge of each classroom may, at the opening of school each day, conduct a brief period of silence with the participation of all students in the classroom who desire to participate.

Students and employees may engage in personal religious practices, such as prayer, at any time, and shall do so in a manner and at a time so that the educational process is not disrupted.




Legal Reference:    A.C.A. § 6-10-115




Date Adopted: June 12, 2003
Last Reviewed: November 17, 2005
Last Revised:






5.11—PROMOTION/RETENTION-SECONDARY

Each school in the Lead Hill Public School District shall notify, in writing, parents/guardians, and students within the first nine weeks of school of the criteria for promotion of students to the next grade. Parents or guardians shall be kept informed concerning the progress of their student(s). Notice of a student’s possible retention shall be included with the quarterly grades sent home to each parent/guardian or the student if 18 or older. Parent-teacher conferences are encouraged and may be held as necessary in an effort to improve a student’s academic success.

A disservice is done to students through social promotion. Promotion or retention of students shall be primarily based on their ability to succeed in the next grade. If there is doubt concerning the promotion or retention of a student, before a final decision is made, a conference between the parents/guardians, teacher(s), other pertinent personnel, and principal shall be held. The conference shall be held at a time and place that best accommodates those participating in the conference. The school shall document participation or non-participation in required conferences. If the conference attendees fail to agree concerning the student’s placement, the final decision to promote or retain shall rest with the principal.

Students who do not score proficient or above on End-of-Course tests or on the Grade 11 Literacy test shall successfully participate in a remediation program before they can receive credit for the course. The lack of credit could jeopardize their grade promotion or classification due to insufficient credits to qualify for the next grade.

Promotion/retention or graduation of students with an Individual Educational Plan (IEP) shall be based on their successful attainment of the goals set forth in their IEP.






Legal References:    A.C.A. § 6-15-402
State Board of Education: Standards of Accreditation 12.04.3
ADE Rules Governing the ACTAAP and the Academic Distress Program 7.05.1, 7.05.2, 7.05.5, 7.05.7



Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:







5.12—PROMOTION/RETENTION – ELEMENTARY SCHOOLS

Students in kindergarten through third grade (K-3) not performing at grade level during the regular school year shall participate in a remediation program during the school year to be eligible for promotion to the next grade.

The parents or guardians of any student who is to be retained at any grade level shall promptly be given notice of the reasons for such retention in a personal conference that shall be held at a time and place that best accommodates those participating in the conference. The school shall document participation or non-participation in required conferences. If the conference attendees fail to agree concerning the student’s placement, the final decision to promote or retain shall rest with the principal.

Promotion/retention or graduation of students with an Individual Educational Plan (IEP) shall be based on their successful attainment of the goals set forth in their IEP.






Legal References:    A.C.A. § 6-16-705
State Board of Accreditation Standards 12.04.3
ADE Rules Governing the ACTAAP and the Academic Distress Program 7.05.1, 7.05.2, 7.05.5




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:




5.13—REMEDIATION OPPORTUNIY

The Lead Hill Public School District shall offer remediation programs during the school year to those students in kindergarten through twelfth grade (K-12) not performing at grade level.




Legal Reference:    A.C.A. § 6-16-704




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:


5.14—HOMEWORK

Homework is considered to be part of the educational program of the District. Assignments shall be an extension of the teaching/learning experience that promotes the student’s educational development. As an extension of the classroom, homework must be planned and organized and should be viewed by the students as purposeful.

Teachers should be aware of the potential problem students may have completing assignments from multiple teachers and vary the amount of homework they give from day to day.




Legal Reference:    State Board of Education Rules & Regulations: Accreditation Standards 10.07




Date Adopted: June 12, 2003
Last Reviewed: November 17, 2005
Last Revised:

























5.15—GRADING

Parents or guardians shall be kept informed concerning the progress of their student. Parent-teacher conferences are encouraged and may be requested by parents, guardians, or teachers. If the progress of a student is unsatisfactory in a subject, the teacher shall attempt to schedule a parent-teacher conference. In the conference, the teacher shall explain the reasons for difficulties and shall develop, cooperatively with the parents, a plan for remediation which may enhance the probability of the student succeeding. The school shall also send timely progress reports and issue grades for each nine-week grading period to keep parents/guardians informed of their student’s progress.

The evaluation of each student’s performance on a regular basis serves to give the parents/guardians, students, and the school necessary information to help effect academic improvement. Students’ grades shall reflect only the extent to which a student has achieved the expressed educational objectives of the course.

The grading scale for all schools in the district shall be as follows.

A =100 – 90
B = 89 – 80
C = 79 – 70
D = 69-60
F = 59 and below

For the purpose of determining grade point averages, the numeric value of each letter grade shall be

A = 4 points
B = 3 points
C = 2 points
D = 1 point
F = 0 points

The grade point values for AP and approved honor courses shall be one point greater than for regular courses with the exception that an F shall still be worth 0 points.


Legal References:    A.C.A. § 6-15-902
               State Board of Education: Standards of Accreditation 12.02
            Arkansas Department of Education Rules and Regulations Governing Uniform Grading Scales for Public Secondary Schools

Date Adopted: May 13, 2004
Last Reviewed: November 17, 2005
Last Revised:



5.16—GRADUATION REQUIREMENTS FOR THE CLASS OF 2010 and ALL CLASSES THEREAFTER

The number of units students must earn in grades nine through twelve (9-12) to be eligible for high school graduation are to be earned from the following categories. A minimum of 22 units1 is required for graduation for student participating in either the Smart Core or Common Core curriculum. There are some distinctions made between Smart Core units and Graduation units. Not all units earned toward graduation necessarily apply to Smart Core requirements. The provisions of a student’s Individualized Education Plan (IEP) serve as his/her graduation plan.

SMART CORE: Sixteen (16) units

English: four (4) units (years) – 9th, 10th, 11th, and 12th

Oral Communications: one-half (1/2) unit (1/2 year)

Mathematics: four (4) units (years) (all students under Smart Core must take a mathematics course in grade 11 or 12 and complete Algebra II.)
·    Algebra I or Algebra A & B* which may be taken in grades 7-8 or 8-9
·    Geometry or Investigating Geometry or Geometry A & B* which may be taken in grades 8-9 or 9-10
*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four-unit requirement for the purpose of meeting the graduation requirement, but only serve as one unit each toward fulfilling the Smart Core requirement.
·    Algebra II
·    Choice of: Transitions to College Math, Pre-Calculus, Calculus, Trigonometry, Statistics, Computer Math, Algebra III, or an Advanced Placement math
(Comparable concurrent credit college courses may be substituted where applicable)

Natural Science: three (3) units (years) with lab experience chosen from:
·    Physical Science
·    Biology or Applied Biology/Chemistry
·    Chemistry
·    Physics or Principles of Technology I & II or PIC Physics

Social Studies: three (3) units (years)
·    Civics or Civics/American Government
·    World History
·    American History

Physical Education: one-half (1/2) unit (1/2 year)
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

Health and Safety: one-half (1/2) unit (1/2 year)
Fine Arts: one-half (1/2) unit (1/2 year)


CAREER FOCUS: - Six (6) units – at least two of the Career Focus units must be of the same foreign language.

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

The Smart Core and career focus units must total at least twenty-two (22) units to graduate.

COMMON CORE: Sixteen (16) units

English: four (4) units (years) – 9, 10, 11, and 12

Oral Communications: one-half (1/2) unit (1/2 year)

Mathematics: four (4) units (years)
·    Algebra or its equivalent* - 1 unit
·    Geometry or its equivalent* - 1 unit
·    All math units must build on the base of algebra and geometry knowledge and skills.
·    (Comparable concurrent credit college courses may be substituted where applicable)
*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirement.

Science: three (3) units (years)
·    at least one (1) unit of biology or its equivalent
·    one (1) unit of a physical science

Social Studies: three (3) units (years)
·    Civics or government, one-half (1/2) unit
·    World history, one (1) unit
·    U.S. history, one (1) unit

Physical Education: one-half (1/2) unit (1/2 year)
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

Health and Safety: one-half (1/2) unit (1/2 year)

Fine Arts: one-half (1/2) unit (1/2 year)

CAREER FOCUS: - Six (6) units


All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

The Common Core and career focus units must total at least twenty-two (22) units to graduate.







Legal Reference:    State Board of Education; Standards of Accreditation 14.03




Date Adopted: July 11, 2005
Last Reviewed: November 17, 2005
Last Revised:





















5.16.1—GRADUATION REQUIREMENTS FOR THE CLASSES OF 2005, 2006, 2007, and 2008

The number of units students must earn to be eligible for high school graduation is to be earned from the following categories.

COMMON CORE: Fifteen (15) units

English: four (4) units

Oral Communications: one-half (1/2) unit

Social Studies: three (3) units;
one (1) unit of world history, one (1) unit of U.S. history, one-half (1/2) unit of civics or government

Mathematics: three (3) units;
one (1) unit of algebra or its equivalent* and one (1) unit of geometry or its equivalent.* All math units must build on the base of algebra and geometry knowledge and skills.
*A two-year algebra equivalent or a two-year geometry equivalent may be counted as two units of the three-unit requirement.

Science: three (3) units
at least one (1) unit of biology or its equivalent and one (1) unit of a physical science

Physical Education: one-half (1/2) unit
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

Health and Safety: one-half (1/2) unit

Fine Arts: one-half (1/2) unit

CAREER FOCUS:

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the Lead Hill Public School District and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

ELECTIVES:

Units required = total required by Lead Hill Public School District minus [Common Core + Career Focus]

All the common core, career focus, and elective units must total at least twenty-one (21) units to graduate.




Legal Reference:    State Board of Education; Standards of Accreditation 14.01




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:

































5.16.2—GRADUATION REQUIREMENTS FOR THE CLASS OF 2009

The number of units students must earn to be eligible for high school graduation is to be earned from the following categories.

COMMON CORE: Sixteen (16) units

English: four (4) units

Oral Communications: one-half (1/2) unit

Social Studies: three (3) units;
one (1) unit of world history, one (1) unit of U.S. history, one-half (1/2) unit of civics or government

Mathematics: four (4) units;
one (1) unit of algebra or its equivalent* and one (1) unit of geometry or its equivalent.* All math units must build on the base of algebra and geometry knowledge and skills. Comparable concurrent credit college courses may be substituted where applicable.
*A two-year algebra equivalent or a two-year geometry equivalent may be counted as two units of the four-unit requirement.

Science: three (3) units
at least one (1) unit of biology or its equivalent and one (1) unit of a physical science

Physical Education: one-half (1/2) unit
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

Health and Safety: one-half (1/2) unit

Fine Arts: one-half (1/2) unit

CAREER FOCUS:

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the Lead Hill Public School District and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

ELECTIVES:

Units required = total required by Lead Hill Public School District minus [Common Core + Career Focus]




Legal Reference:    State Board of Education; Standards of Accreditation 14.01




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:










5.17—HONOR ROLL AND HONOR GRADUATES

HONOR ROLL

Students in grades K-6 who maintain a ___grade point average (GPA) for the grading period will be recognized as honor roll students for that grading period. Semester grades will determine the honor roll at the end of each semester.

Students in grades 7-12 who participate in the Smart Core Curriculum and maintain a ___ GPA for the grading period will be recognized as honor roll students for that grading period. Semester grades will determine the honor roll at the end of each semester.

HONOR GRADUATES

Students who have successfully completed the minimum core of courses recommended for preparation for college as defined by the State Board of Higher Education and the State Board of Education and have a cumulative GPA of ___ will be designated as honor students. The GPA shall be derived from courses taken in public schools in grades nine (9) through twelve (12).

VALEDICTORIAN AND SALUTATORIAN

The honor student with the highest GPA and who has been enrolled in public school in grades 9 through 12 and in Lead Hill High School for his/her entire senior year shall serve as the valedictorian of his/her graduating class.

The honor student with the second highest GPA and who has been enrolled in public school in grades 9 through 12 and in Lead Hill High School for his/her entire senior year shall serve as the salutatorian of his/her graduating class.

Parents or guardians of a student, or a student eighteen (18) years of age or older, who choose to not have the student publicly identified as an honor roll or honor graduate student must submit a written request that the student not be so identified.

Students with an IEP or §504 plan are included to the extent that the courses that they have taken and successfully completed meet the course requirements prescribed by the State Board of Higher Education for preparation for college.

Legal References:    A.C.A. § 6-18-101 (a) (1)
            A.C.A. § 6-18-101 (a) (2)
            A.C.A. § 6-18-101 (b)
            A.C.A. § 6-18-101(e)
            A.C.A. § 6-61-217(a)

Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:
5.17F— HONOR ROLL AND GRADUATE OPT OUT FORM

I, the undersigned, being a parent or guardian of a student, or a student eighteen (18) years of age or older, hereby note my objection to having the student named below publicly identified as an honor roll or honor graduate student.



__________________________________________
Name of student (Printed)




_________________________________________
Signature of parent (or student, if 18 or older)



__________________________________________
Date form was filed (To be filled in by office personnel)
















Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:








5.18—HEALTH SERVICES

The Board believes that healthy children promote a better learning environment, are more capable of high student achievement, and will result in healthier, more productive adults. Therefore, the goal of the District’s health services is to promote a healthy student body. This requires both the education of students concerning healthy behaviors, as well as providing health care services to pupils.

While the school nurse is under the supervision of the school principal, the delegation of health care duties shall be in accordance with the Arkansas Nurse Practice Act and the Arkansas State Board of Nursing Rules and Regulations Chapter Five: Delegation of Nursing Care.




Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:






























5.19—EXTRACURRICULAR ACTIVITIES – SECONDARY SCHOOLS

The Board believes in providing opportunities for students to participate in extracurricular activities that can help enrich the student’s educational experience. At the same time, the Board believes that a student’s participation in extracurricular activities cannot come at the expense of his/her classroom academic achievement. Interruptions of instructional time in the classroom are to be minimal and absences from class to participate in extracurricular activities shall not exceed eighteen (18) per semester per extracurricular activity (tournaments excepted). Additionally, a student’s participation in, and the District’s operation of, extracurricular activities shall be subject to the following policy. All students meeting this policy’s criteria are eligible for extracurricular activities.

Definitions:

Extracurricular activities are defined as: any school sponsored program where students from one or more schools meet, work, perform, practice under supervision outside of regular classtime, or are competing for the purpose of receiving an award, rating, recognition, or criticism, or qualification for additional competition. Examples include, but are not limited to, interscholastic athletics, cheerleading, band, choral, math, or science competitions, and club activities.

Academic Courses are those courses for which class time is scheduled, which can be credited to meet the minimum requirements for graduation, which is taught by a teacher required to have State certification in the course, and has a course content guide which has been approved by the Arkansas Department of Education. Any of the courses for which concurrent high school credit is earned may be from an institution of higher education recognized by the Arkansas Department of Education. If a student passes an academic course offered on a block schedule, the course can be counted twice toward meeting the requirement for students to pass four (4) academic courses per semester as required by this policy.

Supplemental Improvement Program is an additional instructional opportunity for identified students outside of their regular classroom and meets the criteria outlined in the current Arkansas Activities Association Handbook.

ACADEMIC REQUIREMENTS: Junior High

A student promoted from the sixth to the seventh grade automatically meets scholarship requirements. A student promoted from the seventh to the eighth grade automatically meets scholarship requirements for the first semester. The second semester eighth-grade student meets the scholarship requirements for junior high if he/she has successfully passed four (4) academic courses the previous semester, three (3) of which shall be in the core curriculum areas specified by the Arkansas Department of Education’s Standards of Accreditation of Arkansas Public Schools.

The first semester ninth-grade student meets the scholarship requirements for junior high if he/she has successfully passed four (4) academic courses the previous semester, three (3) of which shall be in the core curriculum areas specified by the Arkansas Department of Education’s Standards of Accreditation of Arkansas Public Schools.



The second semester ninth-grade student meets the scholarship requirements for junior high if he/she has successfully passed (4) academic courses the previous semester which count toward his/her graduation requirements.

Ninth-grade students must meet the requirements of the senior high scholarship rule by the end of the second semester in the ninth grade in order to be eligible to participate the fall semester of their tenth-grade year.

ACADEMIC REQUIREMENTS: Senior High

In order to remain eligible for competitive interscholastic activity, a student must have passed (4) academic courses the previous semester and either:
    
1)    Have earned a minimum Grade Point Average of 2.0 from all academic courses the previous semester; or

2)    If the student has passed four (4) academic courses the previous semester but does not have a 2.0 GPA the student must be enrolled and successfully participating in a supplemental instruction program to maintain their competitive interscholastic extracurricular eligibility.

STUDENTS WITH AN INDIVIDUAL EDUCATION PROGRAM

In order to be considered eligible to participate in competitive interscholastic activities, students with disabilities must pass at least four (4) courses per semester as required by their individual education program (IEP).

ARKANSAS ACTIVITIES ASSOCIATION

In addition to the foregoing rules, the district shall abide by the rules and regulations of the Arkansas Activities Association (AAA) governing interscholastic activities.


Legal References:    State Board of Education Standards for Accreditation 10.05 and 10.06
Arkansas Activities Association Handbook




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:








5.19.1—EXTRACURRICULAR ACTIVITIES - ELEMENTARY

The Board believes in providing opportunities for students to participate in extracurricular activities that can help enrich the student’s educational experience. At the same time, the Board believes that a student’s participation in extracurricular activities cannot come at the expense of his/her classroom academic achievement. Interruptions of instructional time in the classroom are to be minimal and absences from class to participate in extracurricular activities shall not exceed eighteen (18) per semester per extracurricular activity (tournaments or other similar events excepted with approval of the superintendent. All students are eligible for extracurricular activities unless specifically denied eligibility on the basis of criteria outlined in this policy.

A student may lose his/her eligibility to participate in extracurricular activities when, in the opinion of the school’s administration, the student’s participation in such an activity may adversely jeopardize his/her academic achievement. Students may also be denied permission to participate in extracurricular activities as a consequence of disciplinary action taken by the administration for inappropriate behavior.

For the purposes of this policy, extracurricular activities are defined as: any school sponsored program where students from one or more schools meet, work, perform, practice under supervision outside of regular classtime, or are competing for the purpose of receiving an award, rating, recognition, or criticism, or qualification for additional competition. Examples include, but are not limited to, interscholastic athletics, cheerleading, band, choral, math, or science competitions, and club activities.








Legal References:    State Board of Education Standards for Accreditation 10.05 and 10.06




Date Adopted: August 8, 2004
Last Reviewed: November 17, 2005
Last Revised:




5.20—DISTRICT WEB SITE

The Lead Hill Public School District shall maintain a web page to provide information about its schools, students, and activities to the community. This policy is adopted to promote continuity between the different pages on the district web site by establishing guidelines for their construction and operation.

The Lead Hill Public School District web site shall be used for educational purposes only. It shall not create either a public or a limited public forum. Any link from any page on the District’s site may only be to another educational site. The web site shall not use “cookies” to collect or retain identifying information about visitors to its web site nor shall any such information be given to “third parties.” Any data collected shall be used solely for the purpose of monitoring site activity to help the district improve the usefulness of the site to its visitors.

Each school’s web page shall be under the supervision of the school’s Web Master and the District’s web site shall be under the supervision of the District’s Web Master. They shall have the responsibility for ensuring that web pages meet appropriate levels of academic standards and are in compliance with these guidelines and any additional administrative regulations. To this end the District and School Web Masters shall have the authority to review and edit any proposed changes to web pages to ensure their compliance with this policy. All such editing shall be viewpoint neutral.

District and school web pages shall also conform to the following guidelines.

1)    All pages on the District’s web site may contain advertising and links only to educational sources.

2)    The District’s home page shall contain links to existing individual school’s web pages and the school home pages shall link back to the District’s home page. The District’s home page may also include links to educational extracurricular organization’s web pages, which shall also link back to the District’s home page.

3)    Photos and other identifying information such as address, home phone number, and parent’s name shall only be posted on web pages after receiving written permission from the student or their parents if under the age of 18.

4)    The District’s web server shall host the Lead Hill Public School District’s web site or an approved web site provider.

5)    All web pages on the District web site shall be constructed to download in a reasonable length of time.

6)    The District’s home page shall contain a link to a privacy policy notice, which must be placed in a clear and prominent place and manner.

7)    With the exception of students who may retain the copyright of material they have created that is displayed on a District web page, all materials displayed on the District web site are owned by Lead Hill Public School District.



8)    Included on the District’s web site shall be:
a.    Minutes of regular and special meetings of the school board;
b.    The budget for the ensuing year;
c.    A financial breakdown of monthly expenditures of the district;
d.    The salary schedule for all employees;
e.    The district’s yearly audit;
f.    The annual statistical report of the district.








Legal References:    A.C.A. § 6-13-620 (13)
            20 U.S.C. § 1232 g
            15 U.S.C. § 6501 (COPPA)



Date Adopted: November 17, 2005
Last reviewed:
Last Revised:




5.20 F1—PERMISSION TO DISPLAY PHOTO OF STUDENT ON WEB SITE

I hereby grant permission to the Lead Hill Public School District to display the photograph or video clip of me/my student (if student is under the age of eighteen 18) on the District’s web site, including any page on the site, or in other District publications without further notice. I also grant the Lead Hill Public School District the right to edit the photograph or video clip at its discretion.

The student’s first name and first initial of his/her last name may be used in conjunction with the photograph or video clip. It is understood, however, that once the photograph or video clip is displayed on a web site, the District has no control over how the photograph or video clip is used or misused by persons with computers accessing the District’s web site.

I (we) agree to defend and hold harmless the members of the Lead Hill School Board, the Lead Hill School District, its officers, employees, agents, successors and assignees from and against any and all claims and liabilities resulting from displaying my/my student’s photograph or video clip.




__________________________________________
Name of student (Printed)




__________________________________________
Signature of student (only necessary if student is over 18)




__________________________________________
Signature of parent (required if student is under 18)



_______________
Date


Date Adopted: June 12, 2003
Date Reviewed: November 17, 2005
Date Revised:





5.20 F2—PERMISSION TO DISPLAY STUDENT INFORMATION ON WEB SITE

I hereby grant permission to the Lead Hill Public School District to display my/my student’s name (if student is under the age of eighteen 18) in conjunction with my/my student’s home address, email address, telephone number, and/or my parents’ names

It is understood, however, that once the information is displayed on a web site, the District has no control over how the information is used or misused by persons with computers accessing the District’s web site.

I (we) agree to defend and hold harmless the members of the Lead Hill School Board, the Lead Hill Public School District, its officers, employees, agents, successors and assignees from and against any and all claims and liabilities resulting from displaying my/my student’s specified information.




__________________________________________
Name of student (Printed)




__________________________________________
Signature of student (only necessary if student is over 18)




__________________________________________
Signature of parent (required if student is under 18)



_______________
Date



Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:






5.20.1—WEB SITE PRIVACY POLICY

The Lead Hill Public School District operates and maintains a web site for the purpose of informing the citizens of the district about its activities. The web site does not use “cookies” or ISP addresses to collect or retain personally identifying information about visitors to its web site nor is any such information given to “third parties.” Any data collected is used solely for the purpose of monitoring site activity to help the district improve the usefulness of the site to its visitors.

The site serves no commercial purpose and does not collect any information from individuals for such purpose.

Photographs of students shall not be displayed on any page of the district’s web site without the prior written consent of the parent (or the student if 18 or older). When posted, the photographs shall not be directly associated with the full name of the student.

The site provides for email communication between the District and individuals for the purpose of exchanging information regarding the District and its activities or between teachers and their students. The site may also provide for password protected communication between the District and its staff.






Legal References:    15 U.S.C. § 6501 (COPPA)




Date Adopted: August 8, 2004
Last Reviewed: November 17, 2005
Last Revised:




5.21—ADVANCED PLACEMENT

Students who take advanced placement courses, and concurrent college courses for weighted credit, or honors courses approved for weighted credit by the Arkansas Department of Education shall be graded according to the following schedule.

A =100 – 90
B = 89 – 80
C = 79 – 70
D = 69-60
F = 59 and below

For the purpose of determining grade point averages, the numeric value of each letter grade shall be

A = 5 points
B = 4 points
C = 3 points
D = 2 point
F = 0 points

Students taking AP courses shall receive weighted credit as described in this policy. Credit shall be given for each grading period during the course of the year, but shall be retroactively removed from a student’s grade for any course in which the student fails to take the applicable AP exam. Students who do not take the AP exam shall receive the same numeric value for the grade he/she receives in the course as if it were a non-AP course.

Students who transfer into the district will be given weighted credit for the Advanced Placement courses, honors courses approved by the Arkansas Department of Education, and concurrent college courses taken for weighted credit at his/her previous school(s) according to the preceding scale.

The Advanced Placement Rules (3.06) stipulate that students must take the applicable AP exam to receive weighted credit for the course. Because the state now pays the total cost of the AP exams and the student’s score on the exam does not affect the student’s grade for the course, students can reasonably be expected to take the test. By standardizing the timing of awarding weighted credit across Arkansas, all students will be on a level playing field regarding their GPA for college applications.

Legal References:    Arkansas Department of Education Rules and Regulations Governing Uniform Grading Scales for Public Secondary Schools
            ADE Rules Governing Advanced Placement Courses in the Four Core Areas in High School
            A.C.A. § 6-15-902(c)(1)            

Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:



5.22—CONCURRENT CREDIT

A ninth through twelfth grade student who successfully completes a college course(s) from an institution approved by the Arkansas Department of Education shall be given credit toward high school grades and graduation at the rate of one-half (1/2) high school credit for each three (3) semester hours of college credit. Unless approved by the school’s principal, prior to enrolling for the course, the concurrent credit shall be applied toward the student’s graduation requirements as an elective.

Students will retain credit applied toward a course required for high school graduation from a previously attended, accredited, public school.

Any and all costs of higher education courses taken for concurrent credit are the student’s responsibility.




    


Legal Reference:    A.C.A. § 6-15-902(c)(2)
Arkansas Department of Education Rules and Regulations: Concurrent College and High School Credit for Students Who Have Completed the Eighth Grade




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:






5.24—STUDENT PARTICIPATION IN SURVEYS

Section One: No student shall be required to submit to a survey, analysis, or evaluation which is administered or distributed by a school, and is funded in whole or in part by any program administered by the U.S. Department of Education without the prior written consent of the parent/guardian that reveals information concerning the following:

1.    political affiliations;
2.    mental and psychological problems potentially embarrassing to the student or his family;
3.    sex behavior and attitudes;
4.    illegal, anti-social, self-incriminating, and demeaning behavior;
5.    critical appraisals of other individuals with whom respondents have close family relationships;
6.    legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
7.    religious practices, affiliations, or beliefs of the student or student’s parent; or
8.    income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

Section Two: No surveys shall be administered without the prior approval of the school principal. Any survey created by a third party, or funded, in whole or in part, as part of any US Department of Education administered program, containing one or more of the eight categories listed above shall be available to be inspected by a student’s parent/guardian before the survey is administered or distributed by a school to a student. Parents/guardians shall have the right to deny permission for their child to participate in the taking of the survey. The school shall not penalize students whose parents/guardians exercise this option. The school shall take reasonable precautions to protect students’ privacy during their participation in the administration of any survey, analysis, or evaluation containing one or more of the eight categories listed above.

Section Three: Parents or guardians wishing to inspect a survey, analysis, or evaluation shall be able to so in the administrative office of the administering school where the surveys shall be available for inspection for a period of ten (10)* days (regular school days when school is in session) after the notice of intent to administer the survey is sent. Included in the notice shall be information regarding how the survey or questionnaire will be administered; how it will be utilized; and the persons or entities that will have access to the results of the completed survey or questionnaire. Parents may refuse to allow their student to participate before or after reviewing the survey or questionnaire.

The requirements of sections one, two, and three of this policy do not apply to a survey administered to a student in accordance with the Individuals with Disabilities Education Act (IDEA).

Section Four: Prior written parental permission is required before any survey or questionnaire (not including tests mandated by state or Federal law or regulation and standardized scholastic achievement tests) is administered to a student the responses to which are to be provided to a person or entity other than another pubic school, school district, or any branch of the Federal Government and which requests or requires a student to provide any of the eight (8) categories of information listed above and/or the following;


1.    A student’s name;

2.    The name of the student’s parent or member of the student’s family;

3.    The address, telephone number, or email address of a student or a member of a student’s family;

4.    A personal identification number, such as a social security number, driver’s license number, or student identification number of a student or a member of the student’s family;

5.    Any information, the disclosure of which is regulated, or prohibited by any other state or federal law or regulation.

The rights provided to parents under this policy transfer to the student when he/she turns 18 years old.






Legal Reference:    20 USC § 1232h (a), (b), (c) [NCLB Act of 2001, Part F, Section 1061 (c) (1)(A)(i)(ii)(B), (2)(A)(i)(ii)(B)(C)(ii), (5)(A)(ii)(B), (6)(C)(F)(G)]
            ACA § 6-18-1301 et seq.




Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:










5.24F1—OBJECTION TO PARTICIPATION IN SURVEYS, ANALYSIS, OR EVALUATIONS

I, the undersigned, being a parent or guardian of a student, or a student eighteen (18) years of age or older, hereby note my objection to participation by the student named below in the following survey, analysis, or evaluation.

I choose not to have my student participate in the following survey, analysis, or evaluation.

Name of specific survey ______________________________________________________________


____All surveys




__________________________________________
Name of student (Printed)




_________________________________________
Signature of parent (or student, if 18 or older)




__________________________________________
Date form was filed (To be filled in by office personnel)






Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:






5.24F2—PERMISSION TO PARTICIPATE IN A SURVEY, ANALYSIS, OR EVALUATION

I, the undersigned, being a parent or guardian of a student, or a student eighteen (18) years of age or older, hereby grant my permission for the student named below to participate in the following survey, analysis, or evaluation.


Name of survey ___________________________________________________________________





__________________________________________
Name of student (Printed)




_________________________________________
Signature of parent (or student, if 18 or older)




__________________________________________
Date form was filed (To be filled in by office personnel)


















5.25—MARKETING OF PERSONAL INFORMATION

The Lead Hill Public School District shall not collect, disclose, or use personal information for the purpose of marketing or for selling that information or to otherwise provide that information to others for that purpose.

Personal information is defined, for the purposes of this policy only, as individually identifiable information including

1.    a student or parent’s first and last name,
2.    a home or other physical address (including street name and the name of the city or town),
3.    telephone number, and
4.    social security identification number.

The district may collect, disclose, or use personal information that is collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions such as the following:

1.    College or other postsecondary education recruitment, or military recruitment;
2.    Book clubs, magazines, and programs providing access to low cost literary products;
3.    Curriculum and instructional materials used by elementary schools and secondary schools;
4.    Tests and assessments used by elementary schools and secondary schools to provide cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information about students (or to generate other statistically useful data for the purpose of securing such tests and assessments) and the subsequent analysis and public release of the aggregate data from such tests and assessments;
5.    The sale by students of products or services to raise funds for school related or education related activities; and
6.    Student recognition programs.



Legal Reference:    20 USC § 1232h (c) [NCLB Act of 2001, Part F, Section 1061 (c) (1)(E), (2)(A)(C)(i), (4)(A), (5)(A)(i)(B), (6)(C)(E)]


Date Adopted: July 8, 2004
Last Reviewed: November 17, 2005
Last Revised:
:


5.26—ALTERNATIVE LEARNING ENVIRONMENTS

The district shall have an alternative learning environment (ALE) which shall be part of an intervention program designed to provide guidance, counseling, and academic support to students who are experiencing emotional, social, or academic problems.

The superintendent or his/her designee shall appoint an Alternative Education Placement Team which shall have the responsibility of determining student placement in the ALE. The team should consist of at least a school counselor, the ALE director or principal, a parent or legal guardian, and a regular classroom teacher.

Students who are placed in the ALE shall exhibit at least two of the following characteristics:
·    Disruptive behavior
·    Drop out from school
·    Personal or family problems or situations
·    Recurring absenteeism
·    Transition to or from residential programs

For the purposes of the ALE, personal or family problems or situations are conditions that negatively affect the student’s academic and social progress. These may include, but are not limited to:
·    Abuse: physical, mental, or sexual
·    Frequent relocation of residency
·    Homelessness
·    Inadequate emotional support
·    Mental/physical health problem
·    Pregnancy
·    Single parenting

The teachers and administrator of the ALE shall determine exit criteria for students assigned to the district’s ALE on which to base the student’s return to the regular school program of instruction.

The district’s ALE program shall follow class size, staffing, and expenditure requirements identified in the ADE Rules Governing the Distribution of Student Special Needs Funding.



Legal References:     A.C.A. § 6-18-508, 509
            A.C.A. § 6-20-2305(b)(2)
    ADE Rules Governing the Distribution of Student Special Needs Funding for School Year 2004-2005 and Additional Teacher Pay – 3.01, 3.05, 4.00, and 8.0


Date Adopted: July 11, 2005
Last Reviewed: November 17, 2005
Last Revised:


5.26.1—ALE PROGRAM EVALUATION

The ALE program shall be evaluated at least annually to determine its overall effectiveness.




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:





































5.27—ENGLISH LANGUAGE LEARNERS

The district shall utilize the special needs funding it receives for identified English Language Learners on activities, and materials listed in the ADE Rules Governing the Distribution of Student Special Needs Funding.

The expenditures of ELL supplemental funding shall be evaluated at least annually to determine their overall effectiveness.




Legal Reference:    A.C.A. § 6-20-2305(b)(3)
ADE Rules Governing the Distribution of Student Special Needs Funding




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised:
























5.28—NATIONAL SCHOOL LUNCH ACT FUNDING EXPENDITURES

Funding received from the state based on the number of students eligible for free and reduced-priced meals under the National Student Lunch Act shall be expended in accordance with guidelines outlined in the ADE Rules Governing the Distribution of Student Special Needs Funding.

The district shall at least annually evaluate programs supported by NSLA funds to determine the effectiveness of the programs and to ensure they are providing intervention/prevention services designed to increase student achievement.




Legal Reference:    A.C.A. § 6-20-2305(b)(4)
ADE Rules Governing the Distribution of Student Special Needs Funding 3.06, 3.07, 6.00




Date Adopted: November 17, 2005
Last Reviewed:
Last Revised: