POLICY REFERENCE MANUAL
District Organization and Basic Commitments
101 Legal Status of the School District
Policy No.: 101
LEGAL STATUS OF THE SCHOOL DISTRICT
Nebraska law authorizes the creation of public schools known as Common Schools System. As part of this Common Schools System, this school district is a school corporation created and organized under Nebraska law. This school district shall be known as the Elba Public School District. The school district, as a body corporate, posses all the usual powers of a corporation for public purposes.
This school corporation is located in Howard County, and its affairs are conducted by elected school officials, the Elba School District Board of Education. This district, as outlined by the applicable state statutes.
Legal Reference: Neb. Constitution, Art. VII, Sect. 1, 2
Neb. Statute 79-405
79-501 et seq.
Languis v. Deboer, 181 Neb 36 (1966)
Cross Reference: Board Powers and Responsibilities
102 Educational Philosophy of the District
Policy No.: 102
The educational challenges facing the nation, state, and local school districts are greater than ever before. The Board of Education pledges to provide an educational system that can meet the challenges.
The goals for the district guide the establishment of board policies, the efforts of the local school system, and define the role of the schools.
The schools should seek to work with the students so that the students develop competence in those areas of life which are essential to individual and group living. The competence areas which are considered essential education goals are:
Computation and Science
Arts and Humanities
Physical and mental Well-Being
Learning to Learn
Each of these education goals has a range of elements of varying degrees of measurement. Breadth in scope is needed in order that students of varying capabilities and interest might have alternative routes of reaching the goals. Each goal should allow and encourage high degrees of mastery and yet be such that minimum objectives should be reached by all.
The following objectives give measurable definition and provide more specific direction to each of the goals.
Communication: Fundamental to learning is communication, including reading, writing, listening, speaking, and observation. Each is important in and of itself. Together they allow individuals and groups to learn, and develop. The schools should teach each of the facets of communication.
Computation and Science: Society demands individuals who know and understand the realm of numbers, the use of finite measures and their creative potential. Schools should teach arithmetic and some of the higher levels of mathematics. Also, schools should provide students with knowledge of emerging and potential means of data and other information processing.
Scientific means and inquiry are increasingly essential to quality living, the preservation of human ability to use the environment constructively and further exploration of the unknown. Schools should complement their teaching of mathematics and information processing with knowledge of and skills in the sciences. Schools should teach those sciences concerned with earth, life, and atmosphere.
Reasoning: Logical thinking and self-understanding are important assets for persons in a democratic and progressive society. Schools should teach students the skills of logic, inquiry, experimentation, and research. Also schools should assist students in (a) gaining confidence in their own abilities and talents; (b) learning to control and discipline their own desires, actions, and habits; (c) becoming aware of their own potential, character, and abilities; (d) learning to rely upon their own judgments and abilities; and (e) forming accurate perceptions of themselves and others. These perceptions and understanding should lead to and emphasize ethics, rationality and reasoning.
Responsible Citizenship: Each individual has responsibilities toward society as well as self. Among these societal responsibilities are civic, economic, and social responsibilities.
Good citizenship involves a thorough knowledge of history, tradition, and heritage. This knowledge should include the privileges, burdens, and responsibilities handed down through generations. In addition to this knowledge, students should be provided a variety of experiences in and out of the schools to practice or assume responsibilities for maintaining the good that exists in society and to seek to learn about those elements of our culture which might need change.
Economic competence is fundamental to society. Students should have a basic understanding of production, consumption, and finance. Schools should provide such an understanding as well as knowledge about the successes and failures of the various economic systems and of how to function in our system. Also, schools should teach personal finance so that students are able to manage their own affairs effectively. Finally, schools should assist students in recognizing potential vocational skills and in acquiring the preliminary knowledge and skills needed to develop specific vocational competence to be gained in post secondary education and/or business.
Each person is rapidly becoming more dependent on others and less self-sufficient. In such a society, schools should teach students more about their own society and the various cultures and societies of the state, nation, and world. Also, schools should assist students in developing group skills which can enable individuals to relate more effectively to others.
Arts and Humanities: Students should learn how to combine their intellectual and creative abilities. Schools should expose students to the various art forms. In doing so, schools should assist each student in acquiring an appreciation of variety of aesthetic values. They also should expose students to the various elements of the humanities.
Physical and Mental Well-Being: Physical and mental health are essential to a satisfactory life. Schools should help students to understand and develop good health habits and physical development.
Learning to Learn: The changing interests of people, altering economic conditions, changing of vocations by persons indicate a clear need for schools to develop in students a desire for continued learning as well as the skills to do so. Schools should teach students that learning is a lifelong process. Also, schools should teach students how to identify and define a problem they wish to address, gather appropriate information relating to the problem, and develop discrete and logical alternative plans for solving the problem.
103 Equal Educational Opportunity
Policy No.: 103
EQUAL EDUCATIONAL OPPORTUNITY
The board will not discriminate in its educational activities on the basis of: race, color, national origin, religion, sex, disability, or marital status.
The board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the school district to subscribe to all applicable federal and state laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity.
The board is committed to the policy that no otherwise qualified person will be excluded from educational activities on the basis of race, color, religion, sex marital status, national origin, or disability. Further, the board affirms the right of all students and staff to be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment.
Harassment or discriminatory behavior that denies civil rights or access to equal educational opportunities includes comments, name-calling, physical conduct or other expressive behavior directed at an individual or group that intentionally demeans the race, color, religion, national origin, sex or disability of the individual or individuals or creates an intimidating, hostile or demeaning environment for education.
Legal Reference Neb. Statute 79-1110-1 1 67 79-2114-2124
20 U.S.C. 1221 et seq.
20 U.S.C. 1681 et seq.
20 U.S.C. 1701 et seq.
29 U.S.C. 794
42 U.S.C. 12101 et seq.
28 C.F.R. Pt. 35.1
34 C.F.R. Pt. 100
34 C.F.R. Pt. 104
34 C.F.R. Pt. 106
Cross Reference: Educational Philosophy of the District
Equal Employment Opportunity
Objectives for Equal Educational Opportunities for Students
104 Educational and Operational Planning
Policy No.: 104
EDUCATIONAL AND OPERATIONAL PLANNING
As needed the board shall conduct an in-depth needs assessment, soliciting information from business, labor, industry, higher education and community members, regarding their expectations for adequate student preparation. One purpose of this assessment is to assist the board in developing and evaluating a statement of philosophy for the school district. The second purpose of this assessment is to determine the areas of student performance, knowledge, and attitudes and the areas of school district operations that are judged to be most crucial in meeting school or school district goals. As part of its assessment, the board shall develop a process for communicating with business, industry, labor and higher education regarding their expectations for adequate student preparation. The statement of philosophy shall describe the board's beliefs about topics which shall include the nature of learning, the purpose of the school district, the scope of educational experiences that the school district should provide, the nature of its learners and a description of a desirable learning atmosphere.
In conjunction with the in-depth needs assessment of the school district, the board shall authorize the appointment of a committee representing administrators, employees, parents, students and community members, to make recommendations and assist the board in determining the priorities of the school district in addition to the basic skills areas of the education program.
It shall be the responsibility of the superintendent to ensure the school district community is informed of the board's policies, programs and goals and has an opportunity to express their thoughts and suggestions for the operation of the school district. The superintendent shall report annually to the board about the means used to keep the community informed. All references to "superintendent" in this policy manual shall mean the "superintendent or the superintendent's designee" unless otherwise stated in the board policy.
As a result of the board and committee's work, the board shall determine major educational needs and rank them in priority order; develop long-range goals and plans to meet the needs; establish and implement short-range and intermediate-range plans to meet the goals and to attain the desired levels of student performance; evaluate progress toward meeting the goals and maintain a record of progress under the plan that includes reports of student performance and results of school improvement projects; and annually report the school district's progress made under the plan to the committee, community and Nebraska Department of Education.
Legal Reference: Neb. Statute 79-526
NDE Rule 10-00.01A. 10-004.02A1, 10-004.07
Cross Reference: Educational Philosophy of the District
Board Powers and Responsibilities
Succession of Authority to the Superintendent
Basic Instruction Program
Buildings and Sites Long Range Planning
105 Annual School Census
Policy No.: 105
ANNUAL SCHOOL CENSUS
The board will direct the superintendent to establish a permanent, continuing census of school children in the district. A list of the names of district taxpayers and all children from birth through twenty years shall be maintained at the superintendent's office.
Legal Reference: Neb. Statute 79-524
Cross Reference: 607.01 Class Size - Class Grouping
1002 District Annual Report