Orrick R-XI School District

The District will annually adopt an academic calendar that indicates the opening date and days of the school year, provides a minimum of 1,044 hours of student attendance (522 for Kindergarten), and includes 36 make-up hours for possible loss of attendance hours due to inclement weather.  When make-up hours exceed 36, half the time will be made up, yet not to exceed 60 total hours.

Adoption Date(s): June 15, 2020

The District will provide all parents and guardians of students with suggestions and a plan for regular parent-guided home reading. 

The District annually administers screenings for dyslexia for all students in grades Kindergarten through six, , unless otherwise specified in a student’s Individual Education Plan (IEP).  

The District will assess all students enrolled in Kindergarten through third grade at the beginning and end of each school year for their level of reading or reading readiness on state-approved reading assessments. The District will assess any newly enrolled student in first through fifth grade for their level of reading or reading readiness on a reading assessment from the state-approved listed.

At the beginning of the school year or upon student enrollment, the District will provide a reading success plan and intensive instructional services and supports as specified in such plan to any student who exhibits a substantial deficiency in reading which creates a barrier to the student’s progress learning to read. A substantial reading deficiency refers to a student who is one or more grade level or levels behind in reading or reading readiness. The identification of such deficiency may be based upon the most recent assessments or teacher observations. The District will also provide a reading success plan and intensive instructional services and supports as specified in such plan to any student who has been identified as being at risk of dyslexia in the statewide dyslexia screening or has a formal diagnosis of dyslexia. For students who enroll after the beginning of the school year, the student’s reading proficiency will be reassessed by reading assessments on the state-approved list. Students on a reading success plan will continue to receive intensive reading instruction until the reading deficiency is remedied.

The District will provide intensive reading instruction through a reading development initiative to each Kindergarten through grade five student who has a substantial deficiency in reading.

The District will annually notify the parent or guardian in writing of any student in Kindergarten through third grade who exhibits a substantial deficiency in reading of the following:

• The student has been identified as having a substantial deficiency in reading;

• A description of services currently provided to the student;

• A description of the proposed supplemental instructional services and supports that the District will provide that are designed to remediate the identified are of reading deficiency;

• Strategies for parents and guardians to use in helping the student succeed in reading proficiency, including but not limited to the promotion of parent-guided home reading.

The District will notify the parent or guardian no less than four times per year of academic and other progress being made by the student and provide other useful information.

If the District provides a summer reading program, the District will notify the parent or guardian of each student who exhibits a substantial deficiency in reading of this opportunity. 

If a student has a substantial reading deficiency at the end of third grade, the student’s parent or guardian and appropriate District staff will discuss whether the student should be retained based on consideration of all relevant factors. A decision to promote or retain will only be made after direct personal consultation with the student’s parent or guardian and after the formulation of a specific plan of action to remedy the student’s reading deficiency.

Adoption Date(s): June 15, 2020; Updated October 17, 2022

The promotion of any particular religion or religious belief is prohibited.  No portion of any class will have the primary purpose or effect of advancing or inhibiting religion.  Teachers may teach about religion and use instructional materials appropriate to meeting the course objectives aligned to the maturity of the students as long as it is done in a manner that protects the individual rights of religious freedom.

Adoption Date(s): June 15, 2020

General Requirements

Students will be provided instruction regarding human sexuality.  Students in 6th grade through 12th grade will be provided training regarding sexual abuse. Parents/guardians must be notified regarding the content of and their right to remove their student from any part of human sexuality instruction or sexual abuse training.  Students may be separated by gender for instruction.  All curriculum materials used in the District’s human sexuality instruction and sexual abuse training will be available for review prior to its use in instruction.  Additionally, the District will not allow any individual or organization to offer, sponsor, or furnish any materials or instruction relating to human sexuality or sexually transmitted diseases to students if the individual or organization provides abortion services.  

Required Components for Course Materials and Instruction 

Any materials and instruction relating to human sexuality will be medically and factually accurate and developmentally appropriate for the students’ age and grade.  Further, materials and instruction will:

• Present abstinence as the preferred choice for unmarried people because it is the only method that is 100% effective in preventing pregnancy, sexually transmitted diseases, and the emotional trauma associated with adolescent sexual activity.
• 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 pregnancy.
• Stress that sexually transmitted diseases are serious health hazards of sexual activity.
• Provide students 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.
• 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 in a manner consistent with the provisions of the federal abstinence education law, emphasizing abstinence over sexual activity.  
• Discuss 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.
• 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.  
• Encourage students 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.
• Teach students not to make unwanted physical and verbal sexual advances or otherwise exploit another person, as well as to resist unwanted sexual advances and other negative peer pressure.
• Advise students of the laws pertaining to their financial responsibility to children born in and out of wedlock and advise students of the definition of statutory rape under Missouri law.
• Teach students about the dangers of sexual predators, including online predators when using electronic communication methods such as the internet, cell phones, text messages, chat rooms, email, and other instant messaging programs.
• Teach students how to behave responsibly and remain safe on the internet and the importance of having open communication with responsible adults and reporting any inappropriate situation, activity, or abuse to a responsible adult, and depending on intent and content, to local law enforcement, the Federal Bureau of Investigation, or the National Center for Missing and Exploited Children’s CyberTipline.
• Teach students about the consequences, both personal and legal, of inappropriate text messaging, even among friends.
• Teach students about sexual harassment, sexual violence, and consent. 

Any materials and training relating to sexual abuse will be trauma-informed and developmentally appropriate. Further, materials and training will include:

• Instruction providing students with the knowledge and tools to recognize sexual abuse;
• Instruction providing students with the knowledge and tools to report an incident of sexual abuse;
• Actions that a student who is a victim of sexual abuse could take to obtain assistance and intervention; and
• Available resources for students affected by sexual abuse.

Adoption Date(s): June 15, 2020; Updated July 1, 2022

The District will find and evaluate children from ages three through 21 who reside within the District’s attendance areas and who may need special education and related services.  This requirement includes students who attend private or home schools.  Students eligible to receive special education and related services who attend the Orrick R-XI School District will be provided a free and appropriate education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA), the Missouri State Plan for Special Education (State Plan), the District’s local compliance plan, and all federal and state laws.  Students who attend private or home schools are not entitled to FAPE, yet may be eligible for special education and related services as defined by the District through the expenditure of a proportionate share of its IDEA Part B funds.  

The District will identify all students ages three through five (not Kindergarten eligible) by using any of the disability categories, other than Language Impairment, including that of Young Child with a Developmental Delay (YCDD) in accordance with the Missouri State Plan.  For a child with a disability who becomes Kindergarten age eligible (age five before August 1st), the District will determine continuing eligibility for special education by using any of the disability categories, including that of YCDD.  A child who is not identified as eligible for special education services prior to reaching kindergarten age will be identified using disability categories excluding that of YCDD.

When a student is evaluated for special education and the parents/guardians disagree with the results, they have a right to an independent evaluation by a qualified examiner who is not employed by the District.  Administrative procedures are established that define the required examiner qualifications, and permissible locations and costs.  Parents requesting an independent evaluation should contact the Director of Special Education.  

For students with disabilities who receive services as defined in an Individual Education Program (IEP), the IEP team must consider the need for Extended School Year (ESY) services as a provision of FAPE.  The determination regarding the need for ESY will be based upon data regarding the student’s need for services beyond the school year, including but not limited to, the nature and severity of the disability, learning crucial to the students IEP goals and objectives, the child’s progress, behavioral and physical needs, documented or projected regression/recoupment, and other factors as identified by the State.  If there is insufficient data at the time of the IEP meeting to determine whether ESY is appropriate, the IEP team will specify a time frame and the additional data collection methods necessary to make a decision at a future IEP meeting.  If ESY is necessary for the provision of FAPE, the IEP team will identify the length, nature, and type of ESY services for the student.    

Students may be evaluated, identified, and accommodated for disabilities by Section 504 of the Rehabilitations Act of 1973 and the American with Disabilities Act to ensure any student is provided FAPE, access to and participation in programs and activities.  The District has developed a 504 Procedures Manual for the implementation of federal regulations for Section 504 of the Rehabilitation Act, Subpart D.   

The District anticipates the need for nonvisual accessibility and has procedures in place to reduce or eliminate common barriers experienced by blind or visually impaired students, parents, educators, administrators, and other staff in accordance with law. 

Students eligible for services under the Individuals with Disabilities Education Act (IDEA) who will have completed four years of high school at the end of a school year may participate in the graduation ceremony and all related activities of the student's graduating class if:

1. The student's Individualized Education Program (IEP) prescribes special education, transition planning, transition services or related services beyond the student's four years of high school, and
2. The student's IEP team determines the student is making progress toward the completion of the IEP and that participation in the graduation ceremony is appropriate.

The student and the student's parent/guardian will be provided written notice of this policy at the annual IEP meeting prior to or during the student's fourth year of high school.

For information on recording IEP or 504 meetings, please refer to C-165-P, Use of Recording Devices or Drones. For information regarding an initial referral, procedural safeguards, evaluation, or services, parents/guardians should contact the building principal.  To obtain information regarding an independent evaluation, mediation, child complaints or appeal processes, please contact the Special Education Coordinator and/or 504 Coordinator.

 Name: Tracy Llewellyn, Special Education and Process Coordinator 

 Phone #: (816) 770-3922

 Email: tllewellyn@orrick.k12.mo.us

 Name: Jaci Guilkey, Counselor, 504 Coordinator

 Phone #: (816) 770-3922

 Email Address: jguilkey@orrick.k12.mo.us

Adoption Date(s): June 15, 2020; Updated: September 20, 2021; Updated July 1, 2022; Updated October 17, 2022

When a student is evaluated for special education and the parents/guardians disagree with the results, they have a right to an independent evaluation by a qualified examiner who is not employed by the District at District expense. The District will consider the following factors in this policy to determine if the independent educational evaluation will be funded by the District. 

Minimum Qualifications for Evaluators

Evaluators with the credentials listed will be approved. If a parent or legal guardian desires an evaluator with credentials other than those listed, the District may approve the use of such evaluator if the parent or legal guardian can establish the evaluator as  appropriate.

Assessment 

Evaluator Qualifications

Academic Achievement 

• Certified Special Education Teacher,

• School Psychological Examiner,

• School Psychologist, 

• Licensed Psychologist, or 

• Certified Regular Education Teacher

Adaptive Behavior 

• Licensed Psychologist,

• Certified Special Education Teacher,

• School Psychological Examiner, or

• School Psychologist

Assistive Technology  

• Certified or Licensed Speech/Language Pathologist,

• Certified or Licensed Occupational Therapist, or

• Certified Special Education Teacher (Master’s Degree)

Audiological or Central Auditory Processing 

• Licensed or Certified Audiologist 

Cognition 

• Licensed Psychologist,

• Certified School Psychological Examiner, or 

• School Psychologist

Health 

• Licensed Physician

Motor 

• Licensed Physical Therapist,

• Certified or Licensed Occupational Therapist, or

• Adaptive Physical Education Specialist

Music Therapy 

• Licensed or Certified Music Therapist

Orientation/Mobility or Residual Vision or Functional Vision 

• Certified Orientation and Mobility Specialist

Social/Emotional/Behavioral 

• Certified Special Education Teacher,

• School Psychological Examiner,

• School Psychologist,

• Licensed Social Worker, or

• Licensed Psychiatrist or Psychologist.

Speech/Language 

• Certified or Licensed Speech/Language Pathologist

Transition 

• Certified Special Education Teacher (Master’s Degree)

Vision 

• Licensed Ophthalmologist or Optometrist

Visual Perceptual or Visual Motor 

• Licensed Ophthalmologist or Optometrist,

• Licensed Occupational Therapist,

• School Psychologist Examiner, or 

• School Psychologist. 

Maximum Cost for Evaluations

A multidisciplinary, independent evaluation is limited to $1,000.00. A single disciplinary evaluation will be limited as follows. These same cost limitations for independent educational evaluations apply to the District when it conducts evaluations. The District ensures that it will reimburse a parent or legal guardian for an IEE at a higher rate if an appropriate IEE cannot, in light of the student’s unique needs and other unique circumstances, be obtained with the limitations of this policy.

Evaluation                                Maximum Cost

Academic Achievement $200.00

Adaptive Behavior $200.00

Assistive Technology $100.00

Auditory Acuity $100.00

Auditory Perceptions (CAP) $100.00

Cognitive $350.00

Health $100.00

Neurological $100.00

Motor $100.00

Sensory-Motor Integration $100.00

Speech/Language $150.00

Social/Emotional/Behavioral $450.00

Vision $100.00

Functional Vision $100.00

Transition $100.00

Evaluation Geographical Limitations

Evaluators who will be considered for approval must be located within a radius of fifty miles of Central Office. Evaluators outside of this geographic area will be approved only on an exceptional basis, provided that the parent can demonstrate the necessity of using personnel outside of this geographic area. The District shall not be responsible to provide transportation, nor pay any travel expenses, to and from the location of the evaluator. In the case of low incidence or severe disabilities where qualified evaluators may not exist in the geographic area, this requirement may be reconsidered by the District.

Parents requesting an independent evaluation should contact the Director of Special Services.   

  Name: Tracy Llewellyn, Special Education and Process Coordinator 

 Phone #: (816) 770-3922

 Email: tllewellyn@orrick.k12.mo.us

Adoption Date(s): July 1, 2022

The District will provide monetary support to the extent possible in order to provide instruction for students identified as gifted in a manner that attains the standards for a state-approved program.  However, for the 2024-2025 and all subsequent school years, if 3% or more of students enrolled are identified as gifted and their development requires programs or services beyond the level of those ordinarily provided, the District will establish a state-approved gifted program.

Procedures for the identification and selection of students for participation in any program for gifted students will be developed by the District and approved by the Board.

Parents and guardians of students may request a review of the District’s decision determining their student did not qualify to receive services through the District’s gifted education program by contacting the Coordinator of Gifted Education.

The Coordinator of Gifted Education will provide to the parents/guardians any results of any testing, assessment or evaluation of the student that led to the District’s decision as well as information regarding the multi-criteria assessment methods for identification and placement.

The Coordinator of Gifted Education will arrange a conference with the parents/guardians to review this information.

The Coordinator of Gifted Education may share aggregate information with parents/guardians, such as how many students were considered for the program and how many were accepted. Specific information about other identifiable students will not be shared.

If, during this review process, the Coordinator of Gifted Education identifies any error in the identification and selection process that may have resulted in an incorrect eligibility and placement determination, the Coordinator of Gifted Education will arrange to have the student re-evaluated for eligibility and placement. Otherwise, the initial eligibility and placement decision will stand.

Adoption Date(s): June 15, 2020; Updated November 17, 2021; Updated October 17, 2022

The District encourages effective involvement by parents, guardians, and families to support the education of their children.  In consultation with the State board, educators, local associations, parent organizations and individual parents/guardians whose children are enrolled in Orrick R-XI, the District will:

1. Promote regular, two-way communication between home and school.
2. Promote and support responsible parenting.
3. Recognize that parents and families play an integral role in assisting their children to learn.
4. Promote a safe and open atmosphere for parents and families to visit the school that their student(s) attend and actively solicit parental/family support and assistance for school programs.
5. Include parents as full partners in decisions affecting their children and families.
6. Avail community resources to strengthen school programs, family practices, and the achievement of students.

Adoption Date(s): June 15, 2020

The District is committed to the provision of a free and appropriate education for all students enrolled in the District.  Therefore, the District complies with all provisions, regulations, and administrative rules applicable to state and/or federal requirements in order to serve students who are homeless, migrants, English learners, at-risk, or in foster care.  

The District’s liaison for students who are homeless, migrant, English learners, or in foster care is:

Name: John Haley, High School Principal

Phone #: (816) 770-2306

Email Address: jhaley@orrick.k12.mo.us

Homeless Students

The District will ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths. The District will not stigmatize or segregate students on the basis of their status as homeless. The District will, through its homeless liaison, identify and assess the educational needs of homeless children and youths including removal of barriers to homeless students’ education. The District will provide transportation, at the request of the parent or guardian (or in the case of an unaccompanied youth, the District’s liaison), to and from the school of origin. 

Homeless students are those lacking a fixed, regular, and adequate nighttime residence. This includes: 

• Children and youths 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; or are abandoned in hospitals;
• Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
• Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
• Migratory children who qualify as homeless because the children are living in circumstances described above.

Immediately upon identifying a student as homeless, the District will ensure the student is receiving homeless services, comparable to the services offered to other students of the District. 

Dispute Resolution Process– Homeless Students

If a dispute arises over eligibility, or school selection or enrollment in a school, the student will be immediately enrolled in the school in which enrollment is sought, pending final resolution of the dispute, including all available appeals. Enrollment is limited to the school of origin or the local attendance area school where the student is actually living. These students will be provided services comparable to services offered to other students in the school selected including transportation services at the request of the parent, guardian, or the liaison for unaccompanied youth.

If a dispute arises over eligibility, or school selection or enrollment in a school, the student will be immediately enrolled in the school in which enrollment is sought, pending final resolution of the dispute, including all available appeals. Enrollment is limited to the school of origin or the local attendance area school where the student is actually living. These students will be provided services comparable to services offered to other students in the school selected including transportation services at the request of the parent, guardian, or the liaison for unaccompanied youth.

When a  parent/guardian or unaccompanied homeless youth notifies the District’s homeless liaison in writing of their complaint, the homeless liaison serves as the intermediary between the parent/guardian or unaccompanied homeless youth and the school where the child is seeking enrollment. The parent/guardian or unaccompanied homeless youth shall receive a copy of or access to the District’s policies addressing the education of homeless children and youths from the District. The District’s homeless liaison will provide a written resolution of the dispute or a plan of action within five days of the date the written complaint was received.  If the dispute is not resolved with the District’s homeless liaison, the parent/guardian or unaccompanied homeless youth can file a complaint in writing to the Superintendent or designee for further review. The District’s Superintendent or designee will provide a written resolution of the dispute or a plan of action within five days of the date the written complaint was received by the Superintendent or designee. If the dispute is not resolved at the Superintendent/ designee level, the parent/guardian or unaccompanied homeless youth may file the written complaint before the District’s Board of Education for resolution. The District’s Board of Education will provide a written resolution of the dispute or a plan of action within thirty days of the date the written complaint was received by the Board. 

At-Risk Students

The District will identify students in their ninth grade year, or students who transfer into the District after their ninth grade year, who are at risk of not being ready for college-level work or for entry-level career positions. The District will include, but not limited to, the following sources of information:

• A student’s performance on the Missouri assessment program test in eighth grade in English language arts and mathematics;
• A student's comparable statewide assessment performance if such student transferred from another state;
• The District's overall reported remediation rate under Section 173.750, RSMo;
• A student’s attendance rate; and
• Any other information the District deems relevant.

The District will provide academic and career counseling to at-risk students prior to graduation so that the District may attempt to provide sufficient opportunities to these students to graduate college-ready or career-ready and on time.

The District may waive the requirements of this section for any student with a disability if recommended by the student’s IEP committee.

Adoption Date(s): June 15, 2020; Updated November 17, 2021; Updated July 1, 2022; Updated January 19, 2023; updated May 15, 2023

Students residing within the District who are under the age of 21 and in grades Kindergarten through twelve may be eligible to enroll in the Missouri Course Access Program (MOCAP) and other virtual courses at no expense.  

Full-Time Virtual Enrollment Process

1. The Department of Elementary and Secondary Education will adopt a policy establishing the process by which an eligible student may enroll in a full-time virtual program of their choice. Starting August 28, 2022, student and parents will direct their requests for full-time enrollment to the virtual provider.

Part-Time Virtual Enrollment Process

1. Prior to enrolling in MOCAP, the student must be enrolled full-time in a public school and reside in Missouri

2. The enrollment process will be substantially similar to the District’s current enrollment process for other than virtual courses.

3. The District’s designee must approve a student’s request to enroll prior to the student’s enrollment in a MOCAP course.  

4. Students who transfer into the District while enrolled in a MOCAP course or program will continue to be enrolled in the course or program upon enrollment in the District.  

5. Transfer students who have previously gained credits through successful passage of approved courses under MOCAP shall be accepted by the District.

Approval

1. The District will approve an enrollment request as long as the student meets the eligibility requirements and enrollment in the requested course or program is the in student’s best educational interest. The decision will be consistent with the determination that would have been made for such course request under the process the District student would enroll in a similar course offered by the District. However, such determination may consider the student’s prior participation in virtual courses. 

2. Parents, counselors and others may be consulted to determine whether MOCAP or other virtual courses serve a student’s best educational interest.

• The “best educational interest” determination will be made on a case-by-case basis and will include facts and circumstances regarding an individual student’s situation.

• Available opportunities for in-person instruction will be considered prior to moving a student to virtual courses. 

3. In general, students with disabilities may enroll in MOCAP and other virtual courses using the same process applicable to other students.  However, for students with disabilities served under the provisions of Individuals with Disabilities Education Act (IDEA) or the Rehabilitation Act of 1973, Section 504 (504), the student’s individual education program (IEP) or 504 team must consider whether virtual courses or virtual school would serve the student’s best educational interest, and if so, whether supports and services or accommodations are necessary in order for the student to participate.

4. Enrollment in MOCAP courses will not exceed full-time enrollment in the District.

5. Information regarding MOCAP and District-sponsored virtual courses will be included in Parent/Student Handbooks, student registration materials, and on the District’s website. 

Denial, Appeal, Removal

1. Refusal to grant approval for a student to enroll in MOCAP courses will be for good cause and a determination that it is in not in the student’s best educational interest.

2. Appeals of course denials will be handled in the same manner as denials for students seeking to enroll in courses offered by the District.

3. If a student is approved to enroll in a virtual course or program, the District will monitor a student’s progress.  If the course is not meeting the educational needs of the student enrolled in the course, the District may remove the student from the course.  Recommendations from the course provider and/or DESE regarding the student’s continued enrollment in the program will be considered before a student is removed.   

Adoption Date(s): June 15, 2020; Updated July 1, 2022; Updated October 17, 2022

Pursuant to law, the District’s secondary schools (grades nine-twelve) will provide an opportunity for student-initiated, noncurricular groups to conduct meetings on the school premises during non-instructional time.  The District will not discriminate against student groups on the basis of religious, political, or philosophical content of the speech at such meetings.  For the purposes of this policy, noncurricular is defined as an extracurricular activity or group that primarily involves students, does not primarily address subject matter taught during the regularly offered courses, does not primarily address subject matter that concerns the body of courses as a whole, does not require participation as part of a class, and for which no academic credit is granted.

Adoption Date(s): June 15, 2020

School-sponsored, student publications may include the school newspaper/magazine, yearbook, and web pages and must comply with the ethics and rules of responsible journalism.  Such publications are educational tools within the curriculum designed to provide venues for communication and the opportunity for students to exercise journalistic and technical skills.  Faculty educators are assigned to advise students regarding the compilation and development of content for publication.  Publications are primarily created and distributed within the school environment and are not part of a public forum.  The building principal/designee may delay or prohibit publication of material that violates confidentiality laws regarding student records and privacy or which may cause a substantial disruption to the purpose or operation of school.  The Board authorizes the establishment of procedures for review of information, including commercial advertisements, which must comply with District policy and procedures.

Adoption Date(s): June 15, 2020

The District provides opportunities for noncurricular student groups to distribute materials on school property, including but not limited to, petitions, buttons, badges, and other insignia.  All communications that use the District’s technology to create or transmit noncurricular materials are subject to this policy.  Students may distribute materials at reasonable times and places that are not likely to create substantial disruption.  It is prohibited to distribute any materials to students on school premises which:

1. Are obscene to minors (any person under the age of 18).

2. Are libelous.

3. Are pervasively indecent or vulgar (secondary schools)/contain any indecent or vulgar language (elementary schools).

4. Advertise any product or service not permitted to minors by law.

5. 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 other ethnic origin).

6. Present a clear and present likelihood that, either because of their content or the manner of distribution, will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, which cause the commission of unlawful acts or the violation of lawful school procedures.

Any student wishing to distribute unofficial materials must first submit for approval a copy of the materials to the principal or designee at least 3 business days in advance of the desired distribution time, together with the following information:

1. Name, phone number, email of the person submitting the request.

2. Date(s) and time(s) of day of intended distribution.

3. Location where the material will be distributed.

4. The grade(s) of students to whom the distribution is intended.

Within two business days of receipt, the principal/designee will render a decision whether the material complies with or violates the guidelines of this policy.  If the request to distribute the materials is denied, the reasons will be stated in writing to the student making the request.  If the student is dissatisfied with the decision, the student may submit a request for appeal to the Superintendent or designee.  Specific information regarding the appeal process will be provided to the student upon receipt of a request for appeal.

Students who violate the policy will be subject to the District’s discipline policies and procedures.

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.

Adoption Date(s): June 15, 2020

Schools are designed in a manner in which student promotion from grade to grade occurs at the end of each school year upon successful completion of the required competencies of the grade and courses.  

In some instances, it may be determined that retention in a grade or subject area serves a student’s best educational interest.  In other instances, it may be determined that acceleration in a grade or subject area serves a student’s best educational interest when a student demonstrates advanced performance or potential for advanced performance and social and emotional readiness for acceleration.  Retention, unless otherwise required by law, or acceleration are exceptions that will be reviewed on a case-by-case basis.  Retention or acceleration occurs only after communication with the family throughout the course of the year regarding the student’s progress, interventions or enrichment opportunities have been implemented, and multiple data points have been considered, including social/emotional factors.  The District may provide and require tutoring outside the school day or summer school as a condition of promotion. The District recognizes that different students learn differently and will employ methods designed to help these students achieve at high levels. The final decision rests with the District’s administration.  

Decisions regarding promotion, retention, or acceleration of students with disabilities will be made in accordance with the Individuals with Disabilities Education Act (IDEA) and other applicable law.

Adoption Date(s): June 15, 2020; Updated July 1, 2022; Updated October 17, 2022

All students will participate in the required, statewide screening and assessment program or an alternative assessment as determined by a student’s Individual Education Plan (IEP).  The District will comply with all assessment requirements for students with disabilities.  The District has a written assessment plan, which is updated and posted annually on the District’s website.  In addition, access to the assessment plan is included in the Student/Parent Handbook at the beginning of each year.  The assessment plan is also available for review at the District office during standard business hours.

Adoption Date(s): June 15, 2020

As required by law, the District will consider students’ speech to be presented in a limited public forum when students publicly speak at public District events. The District will provide such forum in a manner that does not discriminate against a student’s publicly stated voluntary expressions of a religious viewpoint, if any. The District will ensure that a student public speaker does not engage in obscene, vulgar, offensively lewd, or indecent speech. Such speech is prohibited. The District will state in writing, orally, or both, that the student’s public speech does not reflect the endorsement, sponsorship, position, or expression of the District. This statement will be provided at all graduation ceremonies and at any other public District event in which a student speaks publicly for as long as a need exists to dispel confusion over the District’s non-sponsorship of the student’s speech.

Students do not have a right to speak at public District events. Speaking at public District events is a privilege. To be eligible to speak, students must be in good standing with the District, as determined by the District. The selection of student public speakers at public District events and graduation ceremonies will be based on neutral criteria in accordance with law including, but not limited to, the following:

• The District will select student public speakers for graduation from among graduates with the highest grade-point average, with notable accomplishments, the student body president, and/or senior class president.
• For other District public events, student public speakers are limited to student government officers, student government candidates, club and organization presidents, team captains, foreign exchange students, students who received an honor or award, and student volunteers selected by a random drawing.
• The Superintendent or designee may allow a student to publicly speak at a public District event if the student is recommended by a District employee, who based their selection of the student on neutral criteria.

Adoption Date(s): November 17, 2021