I INSTRUCTIONAL PROGRAM IC ICA ICB ICF ICG ID IDA IDCA IDCH IDD IDDE IDDF IDDFC IDDFCA IDDG

G IDDGA IDDHA IDDHB IDDIA IDE IDEB IDFA IDFB IEA IEBA IEC IED IFB IFBD IFBDAA IFBDAB IHA/IHE IHF II IKC IKDA IKI IKK IKL Curriculum Development /Management Resources/Equipment/Supplies Planning Curriculum Adoption Abstinence-Only Sex Education Curriculum Design Basic Instructional Program Program Management Education Plan Summer (Cf. AEBA) Extended School Year Correspondence Course Special Programs (also see JQ) Driver Training Special Education (also see all JQ policies) Grading and Report of Progress for SPED Students Graduation Requirements for SPED Students Title I Program Title I Parent Participation Policy Employees and Visitors Students Alternative Educational Programs GED Program Co-curricular Activities (Cf. JH) Band Interscholastic Athletics (Also MDBA) Extension of Eligibility Redshirting Sports Waiver/Physical Examination (also see MDBAA) Grouping for Instruction Dyslexia Screening Class Room Size/Enrollment Requirements Scheduling for Instruction Instructional Services Alternative School Special Education School Libraries District Media Center Computer Network Acceptable Use Internet Safety Grading, Reporting Promotion and Retention Graduation Requirements Testing Programs Teaching about Religion Religion In The Schools Flag Displays Lesson Plans Daily Reflection Period Display of U.S. Motto

Date Approved: July 8, 2004 CURRICULUM DEVELOPMENT IC

The school district is in compliance with state and/or federal requirements dealing with curriculum/curriculum development. The school district implements an instructional management system that includes, at a minimum, the competencies required in the curriculum frameworks approved by the State Board of Education {MS Code 37-349} Suggested teaching strategies, resources, and assessment strategies are available to teachers in each school for selection and use in teaching the required competencies. (MS Code 37-3-49} The school district provides an alternative education and/or GED program for the categories of students identified in MS Code 37-13-92, and the program meets the guidelines established by the State Board of Education. (See Guidelines for Alternative/GED School Programs.) The basic curriculum of each high school consists of required and approved courses that generate at least 32 Carnegie units annually. {MS Code 37-1-3(2)} The basic curriculum of each elementary or middle school (any configuration of grades K-8) consists of reading/language arts, mathematics, science, social studies, the arts, and physical education, which may be taught by a regular classroom teacher. {MS Code 37-1-3(2)} Note: A regular classroom teacher may provide instruction in the arts and physical education in a self-contained classroom setting. LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards CROSS REF.: Policy ICA Curriculum Development Resources/Equipment Supplies Selection and Adoption

Date Approved: July 8, 2004 CURRICULUM DEVELOPMENT RESOURCES/EQUIPMENT AND SUPPLIES SELECTION AND ADOPTION ICA

Education Enhancement Funds shall not be expended for administrative purposes. The school district shall allocate supply funds equally among all classroom teachers in the district. Two (2) or more teachers may agree to pool their classroom supply funds for the benefit of a school within the district pursuant to a spending plan that supports the overall goals of the school which includes the type, quantity of such supplies, instructional materials, equipment, computer or computer software. This plan shall be submitted in writing to the school principal for approval. Classroom supply funds allocated under this section shall supplement, not replace, other local and state funds available for the same purpose. 37-61-33 (3) (a) (1997) The School Board budgets and expends funds as follows: The School Board budgets and expends from the District Maintenance Fund (Fund #1120) at least the state minimum per student for instructional/library supplies, materials, and equipment. Funds available for classroom supplies, materials, and equipment from the Education Enhancement Fund (Fund #2440) are allotted and expended in compliance with Section 37-61-33, Mississippi Code of 1972, as amended, and State Board of Education Policy DFBI. The school district meets the following requirements for library-media services: Each school has a library-media center with an organized collection of materials and equipment that represents a broad range of current learning media, including instructional technology. The library staff offers a systematic program of service to students and staff by providing access to the materials and equipment, by providing instruction in the use of the materials and equipment, and by working with teachers and other staff members to provide learning activities for the students. The school district provides each student with appropriate equipment and laboratory experiences to meet the instructional requirements of the science program. (See Mississippi Science Framework, 2001.) LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards CROSS REF.: Policy ICB Curriculum Development Planning

Date Approved: July 8, 2004 CURRICULUM DEVELOPMENT PLANNING ICB

The district will ascertain the extent to which students master specific learner objectives and use such information in instructional planning and decision-making. Each teacher shall use formative and summative tests which are congruent with instructional activities to evaluate the level to which specified learner objectives have been attained by students. Test results shall be accurately reported to students and parents in a timely manner. The school district engages in planning to review the educational status of the district and addresses specific actions relative to accreditation and performance separately. The school district adheres to all requirements of the Mississippi Statewide Assessment System. LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards

Date Approved: July 8, 2004 CURRICULUM ADOPTION ICF

No course of study shall be eliminated or new courses added without approval of the School Board. Neither shall any sharp alteration or reduction of a course of study occur without Board approval. The subjects taught and credit earned toward graduation shall be those required by the state accrediting standards and from among those approved for the secondary schools. The school district engages in planning to review the educational status of the district. LEGAL REF.: Mississippi Public School Accountability Standards CROSS REF.: Policies CA General Administration Goals and Objectives

Date Approved: May 10, 2012 ABSTINENCE-ONLY SEX EDUCATION ICG

The Columbia School District affirms its commitment to creating healthy and responsible teens in this School District by fully complying with the Mississippi Code of 1972, Annotated, Section 37-13-171, and by: Adopting educational programs designed to help students and parents take action to reduce rates of teen birth and sexually transmitted infections and integrating such programs into already established classes, and Establishing principles, guidelines, and strategies for implementing effective sex education programs, referred to in state law as Abstinence-Only education programs.

The district shall utilize an age-appropriate, evidenced-based, medically accurate, Abstinence-Only curriculum from the list of curricula approved and recommended by the Mississippi Department of Education (MDE). Abstinence-Only Education The Columbia School Board of Trustees adopts a Mississippi Department of Education approved Abstinence-Only Education Curriculum and 1. Requires the implementation of such program and curriculum effective at the beginning of the 2012-2013 school year, 2. Requires boys and girls to be separated into different classes when sex-related education is discussed or taught, 3. Prohibits teaching that abortion can be used to prevent the birth of a baby, and 4. Prohibits instruction and demonstrations on the application and use of condoms. Definition Abstinence-Only education includes instruction (on a grade and age-appropriate basis) that teaches some or all of the following: Social, psychological, and health gains of abstaining from sexual activity and the likely negative psychological and physical effects of not abstaining, The harmful consequences to the student, the students parents and society that bearing children out of wedlock is likely to produce, including health, educational, financial and other difficulties, That unwanted sexual advances are irresponsible, How to reject sexual advances and how alcohol and drug use increases vulnerability to sexual advances,

That abstinence from sexual activity before marriage, and fidelity within marriage, is the only certain way to avoid out-of-wedlock pregnancy, sexually-transmitted diseases and related health problems, Current state law related to sexual conduct, including forcible rape, statutory rape, paternity establishment, child support and homosexual activity, and That a mutually faithful, monogamous relationship in the context of marriage is the only appropriate setting for sexual intercourse.

No program of instruction under this Abstinence-Only curriculum may include anything that contradicts excluded components specified in state law. The instructional program may include a discussion on condoms or contraceptives, but only if that discussion includes a factual presentation of the risks and failure rates of those contraceptives. Parents Rights Each school providing instruction or any other presentation on human sexuality in the classroom, assembly or other official setting through its Abstinence-Only Sex Education Program shall be required to provide no less than one (1) weeks written notice to the parents of students in such programs. The written notice must inform the parents of their right to request the inclusion or exclusion of their child in such instruction or presentation. The notice must also inform parents of the right, and the appropriate process, to review the curriculum and materials to be used in the lesson or presentation. Legal Ref: MS Code 37-13-171, 37-13-173, 37-13-175

Date Approved: July 8, 2004 INSTRUCTIONAL PROGRAM MANAGEMENT ID

The school district implements an instructional management system that includes, at a minimum, the competencies required in the curriculum frameworks approved by the State Board of Education {MS Code 37-349} Suggested teaching strategies, resources, and assessment strategies are available to teachers in each school for selection and use in teaching the required competencies. (MS Code 37-3-49} District policies governing curriculum and course requirements are adopted by the School Board and published annually as official policy statements of the School District. The district shall provide a curriculum which meets State Department of Education and Accreditation Commission requirements in compliance with standards in relation to such matters as staffing, instructional activities, length of school day/year, instructional time, etc. LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards

Date Approved: July 8, 2004 EDUCATION PLAN IDA

The school district engages in planning to review the educational status of the district and to address specific actions relative to accreditation and performance separately. LEGAL REF.: Mississippi Public School Accountability Standards CROSS REF.: Policies BA Board Operations Goals and Objectives Mission Statement CA General School Administration Goals and Objectives II Testing Program

Date Approved: July 8, 2004 EXTENDED SCHOOL YEAR IDCA

The School Board shall maintain and operate all of the schools under its control for such length of time during the year as may be required. 37-7-301(m) (1993) The summer school/extended year program meets all applicable requirements of the regular school program. {MS Code 37-3-49} Students enrolled in an extended year program complete all remaining course/subject requirements/objectives before credit for the course/subject is issued. Students enrolled in a summer program are limited to earning one Carnegie unit of credit during the summer school session. LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards CROSS REF.: Policy IEC Class Size/Enrollment Requirements

Date Approved: July 8, 2004 CORRESPONDENCE COURSES IDCH

A student may earn a maximum of one (1) Carnegie unit of state-required courses through completion of a correspondence course.

Date Approved: July 8, 2004 SPECIAL PROGRAMS/PROGRAMS FOR EXCEPTIONAL CHILDREN/SPECIAL ED/GIFTED/TALENTED IDD/JQA/DFC

Special programs for exceptional children shall be established by the Superintendent as defined by the rules, regulations, and minimum standards of the Mississippi State Department of Education, federal law, and court interpretations. The philosophy on which programs for exceptional children are to be established is based on the concept that every child shall have an opportunity to participate in an educational program that is planned, adapted, and conducted to meet his/her needs.

Date Approved: July 8, 2004 DRIVER TRAINING IDDE

The Superintendent shall develop the driver education and training curriculum according to the rules and regulations established by the State Board of Education which will provide driver education training to eligible students of the district. The Board shall provide the facilities and the necessary personnel. The program shall be open to all district students who are fifteen years of age or above and regularly enrolled in the tenth grade. The school district shall prescribe regulations determining who can best profit by and who shall receive instruction under this program. It is provided, however, that any student receiving instruction under this chapter shall be: a. Fourteen years of age or above; b. A regularly enrolled student in the ninth, tenth, eleventh or twelfth grades; and c. A full-time student at Columbia High School. Any driver education student under fifteen (15) years of age shall secure a learner's permit issued by the Department of Public Safety which shall be valid only while the student is under the direct supervision of a driver education instructor and is actually enrolled in an approved course of driver education consisting of thirty (30) hours of classroom and twelve (12) hours of simulation and three (3) hours of dual driving instruction. 3725-7 (1994) The school district is in compliance with state and/or federal requirements for Driver Education. {MS Code 3725-1 et seq.,} (SB Policy IDDE) LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards

Date Approved: July 8, 2004 SPECIAL EDUCATION PROGRAMS FREE APPROPRIATE PUBLIC EDUCATION (FAPE) IDDF

The Columbia School District will provide a free appropriate public education to children ages three (3) through twenty (20) with a disability who need special education and related services as defined under Part B of the Individuals with Disabilities Education Act Amendments of 1997 (IDEA), Mississippi statutes and the Mississippi Department of Education regulations. A free appropriate public education will be provided to students with disabilities residing within the jurisdiction of the district and who are enrolled in the Columbia School District. These services will be provided at no cost to the parent, meet the standards of the State Board of Education as set forth in state policies and procedures and conform with a students Individualized Education Program (IEP). Preschool students who have been determined to have a disability under IDEA, Part B, shall be provided a free appropriate public education in accordance with an IEP no later than their third birthday. If the students birth date occurs during the summer months, the childs IEP Committee shall determine the date when services under the IEP will begin. This date will be no later than the beginning of the school year. Children participating in early-intervention programs under Part C of IDEA, and who are eligible and will participate in preschool programs under Part B of IDEA, will experience a smooth and effective transition to the district's preschool program. Appropriate district personnel will participate in transition planning conferences arranged by the Department of Health, the lead agency for Part C of IDEA. In accordance with Part B of IDEA regulations, students with disabilities who have graduated from high school with a regular education diploma are not entitled to a free appropriate public education by the district. Provision of a free appropriate public education will continue for a student with a disability through the school year in which a student reaches age twenty-one (21) if the student was enrolled in the district and was twenty (20) at the beginning of the school year. Procedures for the implementation of this policy by the district are those contained in the state regulations that are relevant to local school districts and issued by the Mississippi Department of Education. FULL SERVICE GOAL The School District is committed to serving students with disabilities and hereby sets a goal of expanding and providing full educational opportunities for students with disabilities from birth through twenty-one (21) in accordance with the Mississippi Department of Educations policies and procedures. The opportunities will be provided in accordance with applicable state statutes, federal laws, and the Mississippi Department of Educations policies. CHILD FIND The district will adhere to the relevant policies and the procedures for implementation of the Child Find requirements for local school districts under IDEA, Part B, as issued by the Mississippi Department of Education.

EVALUATION AND DETERMINATION OF ELIGIBILITY PROTECTION IN EVALUATION Testing and evaluation materials and procedures used by the Columbia School District personnel for assessment and placement will be, to the maximum extent possible (with the current state of the art), selected and administered as not to be racially or culturally discriminatory. The district will ensure that no child will be misclassified, misplaced, or unnecessarily identified as having a disability because of the inappropriate selection, administration or interpretation of materials or procedures.

The Columbia School District will conduct a full and individual initial evaluation in accordance with the policies and procedures of Mississippi Department of Education prior to the initial provision of special education and related services to a student with a disability. Following a referral for an initial evaluation, the district will ensure a comprehensive assessment is conducted. A reevaluation of each student with a disability will be conducted in accordance with the regulations of the Mississippi Department of Education. All initial evaluations and reevaluations conducted by the district will be provided at no cost to the parent. The districts procedures for implementation of this policy are those contained in the state regulations issued by the Mississippi Department of Education. CONFIDENTIALITY OF INFORMATION The Columbia School District will protect the confidentiality of any personally identifiable data, information and records collected and maintained relative to students with disabilities as required under IDEA, Part B, and Family Educational Rights and Privacy Act (FERPA). The procedures for implementation of the policy are those contained in the state regulations issued by the Mississippi Department of Education. INDIVIDUALIZED EDUCATION PLAN In accordance with the policies and procedures of the Mississippi Department of Education, the Columbia School District will ensure the development, implementation, review, maintenance, and revision of each students IEP periodically but not less than annually. Educational placement decisions will be determined by a students IEP Committee, except when a school official has the authority under IDEA, Part B, to remove a student with a disability from the students current placement due to a violation of school rules. The Columbia School District will initiate and conduct IEP meetings to develop, review, and revise the IEP of a student residing within its jurisdiction who is provided special education and related services in accordance with the regulations issued by the Mississippi Department of Education. The districts procedures for implementation of this policy are those contained in the state regulations issued by the Mississippi Department of Education. PROCEDURAL SAFEGUARDS The Columbia School District assures the provision of the rights and the procedures provided to parents and students with disabilities as required under IDEA, Part B, and the regulatory policies and procedures issued by the Mississippi Department of Education. Due process rights are provided to students with disabilities and their parents. The districts procedures for implementation of this policy are those contained in the state regulations issued by the Mississippi Department of Education. LEAST RESTRICTIVE ENVIRONMENT Each child with a disability will be educated with children having no disabilities in his/her age range to the maximum extent appropriate, including children in public or private institutions or other care facilities. No special classes, separate schools or other removal of children with disabilities from the regular educational environment will occur unless the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Children with disabilities will be afforded an equal opportunity to participate in nonacademic and extracurricular services and activities. The districts procedures for implementation of this policy are those contained in the state regulations issued by the Mississippi Department of Education. The IEP Committee, when determining placement of each student with a disability, will utilize this policy and the designated procedures. PLACEMENT OF CHILDREN WITH DISABILITIES IN AN ALTERNATE EDUCATIONAL SETTING Students with disabilities, as defined under IDEA, Part B, are responsible for adhering to the same rules of conduct as nondisabled students. In accordance with the federal requirements under the Individuals with Disabilities Education Act Amendments of 1997 (IDEA), the state statutes and the Mississippi Department of Educations policies and procedures, when a student with a disability violates school rules, the principal or designated school officials may order the removal of a student with a disability from the students current educational placement.

Students with disabilities are entitled to a free appropriate public education, even those who have been suspended or expelled from school as specified under IDEA, Part B, state statutes and the Mississippi Department of Educations policies and procedures. Whenever a student with a disability is removed from the students current educational setting for disciplinary reasons and placed in an interim alternative setting, the setting must be one which enables the student to continue to participate in the general curriculum, to continue to receive those services and modification described in the students current IEP, and to receive services and modifications designed to address the students behavior. In accordance with requirements under IDEA, Part B, when a student is removed from the students educational placement due to a violation of school rules and that removal constitutes a change of placement, the students Individualized Education Program (IEP) Committee will determine the students placement. Based on the timelines and processes specified under IDEA, Part B, the IEP Committee will meet to plan for a functional behavioral assessment to be conducted and to implement a behavioral intervention plan. As soon as practicable after the development of the plan and the completion of the assessment, the IEP Committee will develop appropriate behavior interventions and the interventions will be implemented. The districts procedures for implementation of this policy are those contained in the state regulations issued by the Mississippi Department of Education. PARTICIPATION OF PRIVATE SCHOOL CHILDREN NOT PLACED OR REFERRED BY A PUBLIC AGENCY To the extent consistent with the number and location of children with disabilities enrolled by their parents in private schools, provision will be made for their participation in activities assisted or carried out under Part B by providing them an opportunity to receive special education and/or related services in accordance with the policies and procedures under IDEA, Part B, and those issued by the Mississippi Department of Education. No private school child with a disability has an individual right to receive some or all of the special education and related services that the child would receive if enrolled in this public school district. A Services Plan will be developed and implemented for each private school child with a disability who has been designated by the district to receive special education and related services. The districts procedures for implementation of this policy are those contained in the state regulations issued by the Mississippi Department of Education. COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT The district will continue with efforts to recruit, prepare and retain appropriately and adequately trained personnel to provide special education and related services to children with disabilities in accordance with the personnel standards of the Mississippi Department of Education. The district provides for ongoing personnel development activities, as necessary, to ensure the provision of free appropriate public education for students with disabilities in accordance with regulations issued by the Mississippi Department of Education. In accordance with state regulations and procedures, the district will determine local inservice needs and provide for training on topics determined to be district priorities. PERFORMANCE GOALS The Columbia School District will utilize the established performance goals and indicators established by the Mississippi Department of Education to assess the districts progress toward achieving those established goals. PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS The district will ensure that children with disabilities are included in general state and district-wide assessment programs, with appropriate accommodations and modifications in the administration of such tests in accordance with the policies and procedures established by Mississippi Department of Education and the Columbia School District. Children with disabilities who cannot participate in general state and district-wide assessment programs will be provided an alternate assessment in accordance with policies and procedures established by the Mississippi Department of Education and the school district.

PLACEMENT IN PRIVATE SCHOOLS BY AGENCY Each child with a disability under IDEA, Part B, who is placed in or referred to a private school by the Columbia School District will be provided special education and related services in conformance with an IEP and at no cost to the parents. The district will place children with disabilities in private schools or facilities only as a means of providing special education or related services. The district will determine, in consultation with the child's parent(s), that a free appropriate pubic education could not be provided in the local school district and the appropriate placement, as determined by the IEP Committee, is in a private school or facility. Such placement will not be made for non-educational purposes. The district's procedures for implementation of this policy are those contained in the state regulations issued by the Mississippi Department of Education. LOCAL INTERAGENCY AGREEMENTS The district will establish local interagency agreements, as appropriate, to ensure that a free appropriate public education is provided to children with disabilities residing within the jurisdiction of the district as required by federal and state rules and regulations. EXTENDED SCHOOL YEAR SERVICE The Columbia School District will ensure that extended school year (ESY) services are available as necessary to provide a free appropriate public education. ESY services are special education and related services provided to a child with a disability who meets the standards of the Mississippi Department of Educations criteria in state regulations. Services, as appropriate, will be provided beyond the normal school year of the district, in accordance with the students IEP, and at no cost to the parents. HIGH SCHOOL CERTIFICATE DIPLOMA, OCCUPATIONAL DIPLOMA, OR SPECIAL EDUCATION

Students with disabilities in the Columbia School District shall be given the option of working toward a high school diploma, an occupational diploma, or a special education certificate. This decision will be considered at the students Individualized Education Plan meeting prior to his/her entering the ninth grade. The Individualized Education Plan shall thereafter reflect the option selected by the parents and the student with disabilities and shall specify whether the student is seeking a high school diploma, an occupational diploma, or a special education certificate. If there is need for a change, the decision may be reversed. Students who choose the regular high school diploma will be required to follow the graduation requirements for students in regular education. Students who choose the occupational diploma will be required to complete the criteria as outlined in the State Board of Education policy. Students who choose the special education certificate will be required to complete the course of study specified in the Individualized Education Plan. Every student who completes an approved course of study by or before age twenty-one will receive a regular high school diploma, an occupational diploma, or a special education certificate and will be permitted to participate in graduation ceremonies. Legal Reference: Senate Bill 2578, Mississippi Code 37-16-11 SPECIAL EDUCATION STUDENTS Special education students are responsible for adhering to the same rules of conduct as all other students. However, when a special education student commits a violation of the rules of conduct which may result in the removal from the classroom by suspension or expulsion, the students IEP will be reviewed.

Date Approved: July 8, 2004 GRADING AND REPORT OF PROGRESS FOR STUDENTS WITH DISABILITIES UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT IDDFC

The district will adhere to the following policy for determining and reporting grades or progress for students with disabilities. 1. The grading system used in the regular education program will be utilized for students who receive instruction through the regular education program and are expected to master the same objectives as regular education students. 2. For students who receive instruction through the regular education program but an alternate or parallel curriculum (which differs from that provided to grade level peers) is taught, grades will be assigned for each academic area addressed on the students Individualized Education Program (IEP). Grades given will be based on the mastery of objectives/benchmarks outlined on the IEP using the regular education grading system with input from both the regular and special education teachers. The students progress report and report card will reflect that these grades are based on objectives/benchmarks outlined on the students IEP. At the end of each nine (9) weeks (or more often as outlined on the IEP), the Report of Progress for each objective/benchmark on the Annual Service Goal page(s) of the IEP will also be completed and forwarded to the parent(s). Students will not earn Carnegie unit credit when this type of curriculum instruction is provided. 3. For students who receive direct instruction in academic areas from a special education teacher, grades will be assigned for each academic area based on mastery of objectives/benchmarks identified on the students IEP, using the regular education grading system. The students progress report and report card will reflect that these grades are based on objectives/benchmarks addressed on the students IEP. At the end of each nine (9) weeks (or more often as outlined on the IEP), the Report of Progress for each objective/benchmark on the Annual Service Goal page(s) of the IEP will also be completed and forwarded to the parent(s). Students will not earn Carnegie unit credit when this type of curriculum instruction is provided. 4. For students who receive direct instruction from a special education teacher in functional/life skills areas or from a speech pathologist in a language/speech area(s), grades will be given for each area based on mastery of objectives/benchmarks addressed on the students IEP using the following grading system: N = No Progress Made; P = Progress Made; M = Mastery of Objectives/Benchmarks During This Grading Period Based on Criteria Outlined on IEP. The students progress report and report card will reflect that these grades are based on objectives/benchmarks addressed on the students IEP. At the end of each nine (9) weeks (or more often as outlined on the IEP), the Report of Progress for each objective/benchmark on the Annual Service Goal page(s) of the IEP will also be completed and forwarded to the parent(s). Students will not earn Carnegie unit credit when this type of curriculum instruction is provided. Any student enrolled in regular education courses who does not meet course requirements, although accommodations and modifications have been implemented in accordance with the students IEP, may receive a failing grade. If a student with a disability cannot function appropriately in a regular education class, the students IEP should be revised.

DOCUMENTATION ON IEP, PROGRESS REPORTS AND REPORT CARDS The IEP Committee shall document on the IEP the method of informing the parent(s) of their childs progress. The committee shall indicate on the IEP that notification of progress toward meeting annual goals will be provided through the use of progress reports at the mid-point of a grading period (if such reports are provided for regular education students), a report card (at the end of each grading period), and the Special Education Service Goals sheet(s) (at the end of each semester).

The IEP Committee shall designate the grading system utilized to assign grades as well as the type of instruction provided when a student is NOT receiving direct instruction through the regular education program and is NOT expected to master the same objectives as regular education students. The committee shall indicate on the students IEP the method used for assigning grades and the type of instructional program provided when a student receives instruction based on: 1. An alternate or parallel curriculum but receives instruction through the regular education program; 2. Benchmarks used in regular education but receives direct instruction from special education teacher(s); 3. Function/life skills areas with direct instruction from special education teacher(s); or 4. Language/speech objectives/benchmarks from a language/speech pathologist. Clear documentation will assist the parent(s) in understanding that the students instructional level is below that of his or her peers and the grading system used is based on the mastery of benchmarks/objectives addressed on the IEP.

Date Approved: July 8, 2004 GRADUATION REQUIREMENTS FOR SPECIAL EDUCATION (SPED) STUDENTS IDDFCA

Students with disabilities will be issued a regular education high school diploma, special education certificate or an occupational diploma as follows: 1. By age 14 or prior to a student's entering ninth grade, an Individualized Education Program (IEP) committee will consider the exiting options from high school. The parent(s) and, if appropriate, the student will be informed of the requirements for each option and the various alternatives in post-school activities based on each exiting option. An IEP Committee will determine and document the option appropriate for each student. 2. Students pursuing a regular educational high school diploma must meet the requirements set forth by the State Board of Education and the Columbia School District. Special education and related services will be provided to assist a student to reach this goal based on the students IEP. 3. A student with a disability as defined by the federal Individuals with Disabilities Education Act shall be afforded the opportunity to choose the occupational diploma curriculum. Students who choose the occupational diploma will be required to complete the criteria as designated by the Mississippi Department of Education. (Legal Ref.: Senate Bill 2578: MS Code, 37-16-11). 4. For those students pursuing a certificate of life skills completion, a comprehensive curriculum of basic life skills will be utilized for instructional purposes. Transition services will be provided based on each students preferences and interests, his or her IEP and the planned outcomes for post-secondary activities specific to the student. As determined appropriate by the IEP Committee, transition services may include: Instruction in functional academics Community experiences Adult living Employment skills Related services Daily living skills 5. An IEP Committee will review the previous exiting option decision for each student at least annually. The committee, along with the parent(s) and, if appropriate, the student may change the original or previous decision regarding the students exiting option. 6. Every student who completes an approved course of study by or before age 21 will receive a regular high school diploma, a certificate of life skills completion or an occupational diploma and will be permitted to participate in graduation activities.

Date%Approved:%July%8,%2004% Date%Revised:%March%11,%2010% ! TITLE!I!PROGRAM!POLICY!

! IDDG! !

% The%school%district%will%provide%Title%I%services%to%eligible%students%in%accordance%with%Title&I&of&the&Elementary&and& Secondary&Act&of&1965%and%subsequent%amendments%including%but%not%ending%with%the&No&Child&Left&Behind&Act&of& 2001.% % Title%I%funds%shall%be%used%to%provide%educational%services%that%are%in%addition%to%the%regular%services%provided%for% district% students.% % The% procedures% used% shall% ensure% equivalence% among% schools% in% teachers,% administrators,% auxiliary%personnel%and%equivalence%in%the%provisions%of%curriculum%materials%and%instructional%supplies%which%the% funds%are%granted.%%The%school%district%shall%meet%the%requirements%and%comply%with%all%applicable%statutory%and% regulatory%provisions%under%the%law%%
% Legal%References:%20%U.S.C.%1120A%(C)%Required%Comparability%Report%for%Title%I%

Date Approved: July 8, 2004 Date Revised: December 13, 2007 PARENT INVOLVEMENT POLICY TITLE I IDDGA

The Columbia School Board endorses the parent involvement goals of Title I and encourages the regular participation by parents of Title I eligible children in all aspects of the program. The education of children is viewed as a cooperative effort among the parents, school, and community. In this policy, the word "parent" also includes guardians and other family members involved in supervising the child's education. Pursuant of federal law, this district will develop jointly with, agree on with, and distribute to parents of children participating in the Title I program a written parent involvement policy. A meeting of the parents of participating Title I students will be held annually at each Title I school to explain the goals and purposes of the Title I program. Parents will be given the opportunity to participate in the design, development, operation, and evaluation of the program for the next school year and to participate in planning activities, to offer suggestions, and to ask questions regarding policies and programs. Parents will be encouraged to attend the meeting and to become involved. In addition to the required annual meeting, at least one (1) additional parent meeting shall be held, at various times of the day and/or evenings, for the parents of children participating in the Title I program. Notices will be sent to the parents advising parents and interested persons of the meetings. These meetings shall be used to provide parents with: 1. Information about programs provided under Title I; 2. A description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet; 3. Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children; and 4. The opportunity to bring parent comments, if they are dissatisfied with the school's Title I program, to the district level. The parents of children identified to participate in Title I programs shall receive from the school principal or Title I staff an explanation of the reasons supporting each child's selection for the program and a description of the services to be provided. Parents will be advised of their children's progress on a regular basis. Opportunities will be provided for the parents to meet with the classroom and Title I teachers to discuss their children's progress. Parents will also receive information and training that will assist them in helping their children at home and at school. Each school in the district receiving Title I funds shall jointly develop with parents of children served in the program a "School-Parent Compact" outlining the manner in which parents, school staff, and students share the responsibility for improved student academic achievement in meeting state standards. The School-Parent Compact shall:

Describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment enabling children in the Title I program to meet the state's academic achievement standards; Indicate the ways in which each parent will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, monitoring television watching, volunteering in the

classroom, and participating, as appropriate, in decisions related to their child's education and positive use of extracurricular time; and

Address the importance of parent-teacher communication on an on-going basis, with at a minimum, parentteacher conference, reports to parents, and reasonable access to staff.

LEGAL REF.: P. L. 103-382 (Improving America's Schools Act) P. L. 107-110 (No Child Left Behind Act of 2001)

Date Approved: July 8, 2004 SECTION 504 AMERICANS WITH DISABILITIES ACT PROCEDURES IDDHA

Any person who believes that he/she or any class of individuals have been subjected to discrimination as prohibited by Section 504 of the Rehabilitation Act of 1973 or the Americans With Disabilities Act may file a complaint pursuant to the procedures set forth below, on his/her own behalf, or on behalf of another person or on behalf of handicapped persons as a class. All persons are encouraged to file grievances to resolve any disputes arising under these laws. Filing a complaint will not subject one to any form of adverse action, reprimand, retaliation or otherwise negative treatment by school district personnel. 1. Within ten (10) days of when a complainant knew or should have known of discriminatory conduct, a complaint shall be given in writing to the Section 504 Coordinator. The complaint shall describe specifically the time, place and nature of, and the participants in the alleged discriminatory acts. The Section 504 Coordinator shall, within ten (10) days of receipt of the complaint, conduct or cause to be conducted a thorough investigation including questioning of all parties involved in the complaint. A written record shall be made of the statements by all parties involved. After the investigation is complete, the Section 504 Coordinator shall meet with the complaining party and give a full report of the findings. 2. If the grievance or complaint is not satisfactorily resolved at Step 1, the complainant shall have ten (10) days to appeal the Step 1 findings to the Superintendent. The complainant shall present his/her complaint in writing, describing specifically the reasons for his/her dissatisfaction with the results of Step 1. The Superintendent or his/her designee shall review all aspects of the complaint and complete an additional investigation if necessary. The Superintendent and/or his/her designee shall respond to the complainant in writing within ten (10) days of receipt of the written appeal or when the investigation has been completed in its entirety. 3. If the complainant is not satisfied with the results of Step 2, the complaining party shall have fifteen (15) days from receipt of the Superintendent 's decision to appeal the complaint to the Board of Trustees. The appeal shall be in writing, describing specifically the reasons for complainant's requesting the opportunity to present an oral statement to the Board before the Board makes its decision. The Board's decision shall be rendered within fifteen (15) days after receipt of the appeal or when the investigation has been completed in its entirety. Also see GAEB.

Date Approved: July 8, 2004 SECTION 504 PROCEDURES IDDHB

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with a disability in any program receiving federal financial assistance. No discrimination against any person with a disability will knowingly be permitted in any of the programs and practices of the school system. To ensure the district's compliance with Section 504 as it applies to students with disabilities, the following procedures have been adopted. 1. If a student claims that he/she has been subjected to discrimination on the basis of a disability, in violation of Section 504 of the Rehabilitation Act of 1973, or if the district has reason to believe that a student has a disability which substantially limits the student's ability to learn (and the student is ineligible for services under IDEA), the district shall convene a team of people who are knowledgeable of the student's educational needs to review and consider all pertinent information related to the suspected disability. This meeting shall be convened within ten (10) days after the district receives a written statement describing the specific discriminatory conduct or upon the district's becoming aware of the student's disability affecting his/her ability to learn. The team described above shall determine whether the student is disabled under Section 504 and whether that disability substantially limits the major life function of learning. If such a determination is made, the team must determine further what accommodations are required on behalf of the district to allow the student an equal opportunity to participate in school and school-related activities. If the student's parents disagree with the district's conclusion and recommendations, the parents shall be informed of their right to ask for an impartial hearing to decide the matter. Hearing requests shall be made in writing to the Superintendent giving specific reasons describing the discriminatory actions by the district and why the district's accommodations are not appropriate. An impartial hearing shall be held within ten (10) days of receipt of the written request. The district shall obtain as a hearing officer an individual who is not an employee of the district and who is knowledgeable of Section 504. The parent and student may take part in the hearing and have an attorney represent them at their own expense. The district also may be represented by counsel. The hearing officer shall conduct the hearing so as to give the parents an opportunity to present evidence supporting their claim that their child has been subjected to discriminatory treatment in violation of Section 504. The district shall be given the opportunity to present evidence supporting its position with respect to the student. A tape recording of the hearing will be made by the district, a copy of which will be provided to the parents. The hearing officer shall make a decision within ten (10) days after the conclusion of the hearing. The decision shall be given in writing to the district's 504 coordinator and the parents. If either party is aggrieved by the action of the hearing officer, an appeal may be taken to the Board of Trustees of the district at its next regularly scheduled meeting. The Board, in its discretion, may allow a statement to be made by the parents and a representative of the district. The decision of the Board shall be final. The district shall publish its policy of nondiscrimination on the basis of disability and shall inform parents of their rights under Section 504, including the right to examine records relevant to their child, the right to an impartial hearing with representation by legal counsel at their expense, and the district's review procedure. The Section 504 Coordinator for the district may be contacted at phone number 601-736-5336. Also see GAEB (Employees and Visitors).

2.

3.

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5. 6.

7. 8.

Date Approved: July 8, 2004 ALTERNATIVE EDUCATIONAL PROGRAMS GED PROGRAM IDDIA

The Columbia School District may provide a GED program for those students who are over-age and at risk of dropping out of high school before completion. Recommendation for student participation in the GED Program will be made by the student's school committee consisting of a school administrator, counselor, classroom teacher and support staff who will plan his/her program of study. The criteria for student participation in the GED Program are listed below: a. Must be at least sixteen (16) years of age and enrolled and attending a school in the Columbia School District at the time of referral; b. Must be at least two (2) or more grade levels behind or have acquired less than four (4) Carnegie units; c. Must have participated in course work leading to a regular high school diploma; d. Must not have been expelled from school for felonious conduct; e. Must not have been referred to the Alternative Education Program for disciplinary reasons unless behavioral modifications have been attained; and f. Must have the written consent of a parent/guardian for placement in the GED program. Prior to placement, the student must be assessed by a pre-test of the TABE (Test of Adult Basic Education) to be eligible for the program and should be able to complete the program within two (2) years from the date of entry. Students placed in the GED Program shall be considered to be enrolled in the Columbia School District, will be reported on the monthly attendance report of the district, and will be counted in the average daily attendance record for funding purposes. Students placed in the GED Program shall not be eligible to participate in any regular academic course or other programmatic activities within the school district, including graduation, athletics, choir, band, or any other extra curricular activities, except that a GED student may participate in existing job and skill development programs or in programs developed in conjunction with the GED Program and the Vocational Education Director. The GED class (es) shall be taught by a certified instructor(s) and maintain a student/teacher ratio of not more than 15:1 with an exception of 20:1 when an aid is employed full time to assist the teacher. The curriculum and instructional methodology must address the individual needs of each student as specified in an Individual Education and Career Plan (IECP) developed at the time of placement. The IECP committee should include an academic teacher, academic counselor, administrator and vocational personnel and will emphasize academic/instructional needs of the student, job readiness skills, and work experience options. Students must have a minimum of twenty (20) hours of instruction per week, combined with placement in one of the following three areas: 1. Job readiness skill instruction; 2. Job placement; and/or 3. Vocational skill instruction. The recommendation for placement in the GED Program must be forwarded to the Curriculum Director who will review all documentation and make a recommendation to the Superintendent for approval. See MS Code, 37-13-92 (4). Also see IFB.

Date Approved: July 8, 2004 COCURRICULAR ACTIVITIES The following should serve as guides to the development of student activities: 1. The majority of activities should be an outgrowth of curriculum activities; IDE

2. 3. 4. 5.

Groups may meet either during or outside of regular school hours; All school-sponsored groups shall have a faculty advisor; Student participation shall be voluntary; School administration shall be responsible for the management of student funds. LEGAL REF.: Mississippi Code, 37-7-301

Date Approved: July 8, 2004 BAND IDEB

District policies governing band participation are adopted by the School Board and published annually as official policy statements of the school district.

Date Approved: July 8, 2004 INTERSCHOLASTIC ATHLETICS IDFA

The School Board has the power, authority and duty to provide athletic programs and other school activities and to regulate the establishment and operation of such programs and activities. 37-7-301(q) (1996) The district shall not permit any student in grades K-6 to participate in any interschool competitive sports program of a varsity pattern with scheduled games and a championship. Athletic contests shall comply with the current rules and regulations of the Mississippi High School Activities Association. LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards CROSS REF.: Policy JAA Equal Educational Opportunities ATHLETICS District participation in interscholastic athletics shall be subject to approval by the Board. This includes membership in any leagues, associations, or conferences, including rules for students' participation, and annual sports schedules. Coaches having direct responsibility for the conduct of any athletic activity are required to conform to the general education program as established by the Board and administration, including such matters as schedules, financial expenditures, relationships with other schools, and health and safety regulations. Students who desire to participate on athletic teams will do so on a volunteer basis with the understanding it is a privilege and not a right to be a member of a school team. Schools in the district will compete in interscholastic athletics sanctioned by the Mississippi High School Activities Association and adopt that organization's rules and regulations governing student interscholastic activities. No student may begin practice for any athletic team until he/she has been examined and pronounced physically fit by a licensed medical doctor. Participation is contingent upon authorization from the examining physician. Written consent from the parents or legal guardian is required prior to practice or participation. OVERALL SUPERVISION AND DIRECTION The school district athletic program will be under direct authority of the Superintendent and Director of Athletics. The school principal is responsible for programs conducted by his/her staff members. Coaches are responsible for the safety and well-being of all players under his/her general supervision. INJURIES No student will be allowed to practice or play in an athletic contest if he/she is suffering from a debilitating injury. The prescription or treatment for injuries is a medical determination. A coach is responsible for following the details of a doctor's instructions concerning the student's functioning with the team. Students not in adequate physical condition will not be allowed to participate in practice or competition. INTERSCHOLASTIC ATHLETICS ELIGIBILITY REPORTING RED-SHIRTING Interscholastic athletics shall be administered as a part of the regular school program and shall be under the same administrative control as all other parts of the educational program. Only students enrolled in grades 7-12 shall engage in interscholastic athletic events. 37-7-301 (q) (1996)

All interscholastic athletic events in which the school district participates shall be conducted under the rules and regulations of the Mississippi High School Activities Association. Eligibility for competitive activities in grades 7-12 is determined according to the rules of the Mississippi High School Activities Association. It is the explicit responsibility of the school principal, athletic director, and the head coach supervising the activity to determine eligibility of each participant in that activity, as governed by the regulations set forth by the MHSAA. Students participating in athletics will be required to have on file (1) written parent consent; (2) proof of medical/health insurance provided by the district; (3) liability waiver signed by parent/legal guardian; (4) medical screening by a licensed physician. It is the explicit responsibility of the head coach of the athletic activity involved to ensure that all these requirements are completed and documentation is properly on file prior to any practice or event associated with the activity. EXTENSION OF ELIGIBILITY RED-SHIRTING No student shall be retained at any grade level for the purpose of extending time for participation in athletics or cocurricular programs.

Date Approved: July 8, 2004 SPORTS WAIVER/PHYSICAL EXAMINATION IDFB

Because of the possibility of injury and the need for medical attention, no student shall be allowed to engage in varsity or junior high school sports until written permission has been received by the head coach and forwarded to the Athletic Director, showing that the parent knows that his/her child is involved in sports and accepts full liability and responsibility for any injuries that might be sustained in competition with other schools or in practice session or any injury growing out of such participation. Written permission must include proof of medical insurance for the minor child. In addition, each participant in grades 8-12 either will have undergone a physical examination by a licensed medical doctor or will have a statement from his/her family doctor that he/she is medically capable of participating in any given sport.

Date Approved: July 8, 2004 GROUPING FOR INSTRUCTION IEA

Students may be grouped within a school and within a classroom so that they may be placed in the best learning situation. Grouping should be flexible and the grouping altered as grouping factors change. The purpose of grouping is to place each child among students with similar abilities, interests, and levels of achievement.

Date Approved: December 13, 2012 DYSLEXIA SCREENING IEBA

Students in the Columbia School District will be screened for dyslexia in the spring of kindergarten or the fall of grade one. The component of the screening will include: (i) (ii) (iii) (iv) (v) (vi) Phonological awareness and phonemic awareness; Sound symbol recognition; Alphabet knowledge; Decoding skills; Encoding skills; and Rapid naming.

The parent or legal guardian of a student who fails the screener will be notified of the results and may exercise the option to have a subsequent dyslexia evaluation administered by licensed professionals, including: psychologists licensed under Chapter 31, Title 73, Mississippi Code of 1972; psychometrists licensed by the Mississippi Department of Education; or speech language pathologists, licensed under Chapter 38, Title 73, Mississippi Code of 1972. The resulting diagnosis shall be accepted by the school district for purposes of determining eligibility for placement within a dyslexia therapy program within the current school or to receive a Mississippi Dyslexia Therapy Scholarship for placement in a dyslexia program in another public school or nonpublic special purpose school. The school district, in its discretion, may perform a comprehensive dyslexia evaluation of a student who fails the screener administered by any of the licensed professionals identified above. Legal Reference: Mississippi Code of 1972 Annotated Section 37-173-15

Date Approved: July 8, 2004 CLASS SIZE/ENROLLMENT REQUIREMENTS IEC

The school district will comply with the standards found in current Mississippi Public School Accountability Standards.

Date Approved: July 8, 2004 SCHEDULING FOR INSTRUCTION IED

District policies governing scheduling of students are adopted by the School Board and published annually as official policy statements of the district.

Date Approved: July 8, 2004 INSTRUCTIONAL SERVICES ALTERNATIVE SCHOOL SPECIAL EDUCATION IFB

1. The Columbia School District will maintain and operate an alternative school program for, but not limited to, the following categories of compulsory-school-age students: a. Any compulsory-school-age child who has been suspended for more than ten (10) days or expelled from school, except for any student expelled for possession of a weapon or other felonious conduct; b. Any compulsory-school-age child referred to such alternative school based upon a documented need for placement in the alternative school program by the parent, legal guardian or custodian of such child due to disciplinary problems, with the consent of the Superintendent; c. Any compulsory-school-age child referred to such alternative school program by the dispositive order of a chancellor or youth court judge, with the consent of the Superintendent; and d. Any compulsory-school-age child, upon recommendation of the principal, whose presence in the classroom, in the determination of the Superintendent, is a disruption to the educational environment of the school or a detriment to the best interest and welfare of the students and teacher of such class as a whole. 2. The principal or program administrator of the alternative school program shall require verification from the appropriate guidance counselor of a child referred to the alternative school program regarding the suitability of such child for attendance at the alternative school program. Before a student may be removed to an alternative school education program, the Superintendent must determine that the written and distributed disciplinary policy of the local district is being followed. This policy requires the following documentation: a. An individual instructional plan and the evaluation at regular intervals of the student's educational progress; the process shall include classroom teachers and/or other appropriate professional personnel to ensure a continuing educational program for the removed student. b. The duration of the alternative placement, and c. The notification of parents or guardians and their appropriate inclusion in the removal and evaluation process.

Date Approved: July 8, 2004 MEDIA SERVICES/LIBRARIES IFBD

The district will provide an organized media program that meets State Department of Education requirements and accreditation standards. Policies governing library services and regulations are adopted annually by the School Board and published as official policy statements of the district. The Board of Trustees is legally responsible for the selection of instructional materials. This authority is delegated to the professional personnel of the district. Materials for the library media center are selected by the library media specialist with the cooperation of the faculty, the administration and, when feasible, the students. CRITERIA FOR SELECTION A. The Columbia School District will select materials for library media centers in accordance with the following principles: 1. Instructional materials are chosen because they are of interest and have learning value for the students in the community. Materials are not excluded because of race, nationality, religion or political views of the writer. When it is practical, materials which present several points of view are provided. Books and materials of sound, factual authority are not removed or banned from library resource center shelves because of partisan or doctrinal disapproval.

2.

B. Factors considered in the selection of library media center materials: 1. 2. 3. 4. Selections are made for, and in accordance with, different maturity levels of the students. Materials are selected which fill a need related to the curriculum and/or contribute to the development and enrichment of the student. In the selection of materials, reviewing tools such as standard catalogs are used. When possible, audiovisual materials are previewed before purchase or ordered with return privilege guaranteed. The following specific criteria are considered: a. b. c. d. e. f. g. h. i. j. 5. The overall purpose of the materials and how well it is accomplished. Reputation and significance of the author. Timeliness or permanence of the material. Importance of subject matter to the collection. Accuracy of material. Reputation and standards of the publisher or producer. Readability and reader appeal. Quality of writing and illustrations. Appearance of the title in materials selection aids. Price.

Non-fiction subjects which are topics of criticism are carefully considered before selection. Among these are:

COMPUTER NETWORK ACCEPTABLE USE

IFBDAA

a. Religion Functional, unbiased materials which represent all major religions may be included in the library resource center collection. Bibles and other sacred writings are acceptable. Publications from religious bodies may be selected if they have general value or appear in magazine indexes. b. Ideologies The library media center should, without making any effort to influence the readers judgment, make available basic factual information according to the maturity level of its reading public on ideologies or philosophies of current or continuing interest. c. Science Medical and scientific knowledge suitable to the development of the students shall be made available without any biased selection of facts. GIFT BOOKS AND MATERIALS Gift books and materials are accepted with the understanding that they must meet the same selection criteria as materials purchased with School Board funds. The practice of a donors purchasing new books or materials as library media center gifts is discouraged. It is preferable that donors make monetary gifts for purchase of books and materials. Gift books and other materials, once accepted by the Columbia School District, become the property of the Columbia Schools. GUIDELINE FOR RECONSIDERATION OF MATERIALS A student or his/her parent has the right to reject the use of library media center that are incompatible with his/her values and beliefs. Provision for alternate choices classroom assignments involving library media center materials is recommended. However, no parent has the right to determine the reading matter for students other than his/her own children. Any parent who wishes to request reconsideration of the use of any library media center material in the school must make his/her request in writing on forms provided through the building principal. The completed form is to be returned to the principal. If the principal is unable to satisfy the complaint during an informal conference, he/she should refer the matter to a review committee. No administrator, library media specialist or teacher should agree to withdraw an item without referring it to the review committee which determines whether the material should be withdrawn from any or all schools. LEGAL REF.: Mississippi Public School Accountability Standards CROSS REF.: Policy IFB Instructional Services

Date Approved: July 8, 2004

Date Revised: April 13, 2006 The Columbia School District is compliant with the Childrens Internet Protection Act (CIPA) and the Children's Online Privacy Protection Act (COPPA) and will comply with any additional state and federal regulations that pertain to technology use within the district and through the use of the Columbia School District network infrastructure and servers that are forthcoming from the local, state, and federal regulatory agencies.

CIPA
The Children's Internet Protection Act (CIPA) is a federal law enacted by Congress in December 2000 to address concerns about access in schools and libraries to the Internet and other information. Among many other things, it calls for

schools and libraries to have in place appropriate electronic filters to prevent children from accessing and viewing inappropriate Internet content. For any school or library that receives discounts for Internet access or for internal connections, CIPA imposes certain requirements. The Columbia School District receives these discounts for Internet Access through the ERate program and is, therefore, in compliance with the CIPA.

COPPA
The Children's Online Privacy Protection Act, effective April 21, 2000, applies to the online collection of personal information from children under thirteen years of age. The rules spell out what a Web site operator must include in a privacy policy, when and how to seek verifiable consent from a parent, and what responsibilities an operator has to protect children's privacy and safety online. Computer Network and Internet Use Students are responsible for good behavior on school computer networks just as they are in the classroom or a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. The network is provided for students to conduct research and communicate with others. Access to network services is given to students who agree to act in a considerate and responsible manner. Signed parent permission for minor students to use the Internet is required annually. All students from the sixth grade up, faculty, and all staff using the districts Internet access must sign a written contract annually as well. The contract that pledges compliance with this Acceptable Use Policy is a legally binding document. Access to the Internet is a privilege, not a right, and, therefore, entails responsibility. All users are expected to abide by the generally accepted rules of network etiquette. These include but are not limited to the following:
Be polite. Do not be abusive in your messages to others. Use appropriate language. Assume that email is not secure or confidential. Never send anything that you would hesitate to have viewed by others. Use upper and lower case letters. (All caps is considered the equivalent of shouting.) Be mindful of spelling. Keep paragraphs and messages short and to the point. Check email regularly, and delete unwanted messages as quickly as possible.

Respect other peoples privacy regarding mail and files. Avoid the use of sarcasm in electronic communications.

CIPA, COPA Compliance and Network Security

Activities using the computer network in violation of local, state or federal laws or Columbia School District policy are strictly forbidden. Students will not reveal personal information over the network. This includes information about themselves as well as information about anyone else. Although teachers and other district personnel may reveal personal information about themselves over the network, they are strictly forbidden to disseminate any personal information about anyone else including but not limited to students and their colleagues. Information that is considered personal includes but is not limited to the following: o o o Home Addresses Social Security Numbers Personal Telephone Numbers (home and cell phone numbers)

The school district staff is prohibited from disclosing personal information about students on its websites. Information that is considered personal includes but is not limited to the following: o Students Name without permission of the students parents o Home Address o Email Address o Personal Telephone Numbers o Internet Messaging Account Names o Social Security Numbers

Any information relating to the health of any student

Posting, by the staff, of student names, will be limited to first names only for students in grades eight and below. Names will not be posted with images such that they would identify any student in the image. There is to be absolutely no expectation of privacy on the Columbia School District network. Activities at any workstation or transmission and receipt of data can be monitored at any time- both electronically or by staff observation. This includes transmission and receipt of email, email attachments, Web browsing, and any other use of the network. Users of the Columbia School District network are forbidden to transmit or retransmit copyrighted material (including plagiarism). Users of the Columbia School District network are forbidden to access, transmit, or retransmit threatening, harassing, obscene, pornographic, or trade secret material or any material deemed harmful to minors. Students will not be allowed to engage in any on-line chatting, including Internet messaging, unless it is a part of the curriculum and specifically designated as such by a teacher. Then the session will be monitored by the teacher and limited to the time frames, which must also be specified in the curriculum. Teachers must know with whom the student is communicating at all times. Users of the Columbia School District network are forbidden to access, transmit, or retransmit language that can be considered defamatory, abusive or offensive. Users of the Columbia School District network are forbidden to access, transmit, or retransmit information that could cause danger or disruption, engage them in personal, prejudicial, or discriminatory attacks or that harasses or causes distress to another person. Users of the Columbia School District network are forbidden to access, transmit, or retransmit material that promotes violence or the destruction of persons or property by any device including but not limited to firearms, explosives, fireworks, smoke bombs, incendiary devices or other similar material. All users agree to report any accidental access of any of the aforementioned material to the appropriate school authority so that the district can take steps to prevent similar future access.

Within reason, freedom of speech and access to information will be honored. During school, teachers of younger students will guide them toward appropriate materials. Outside school, families bear the same responsibility for such guidance as they exercise with information sources such as television, telephones, movies, radio, and other potentially offensive media. The use of the Columbia School District computer network is for educational, career development and limited high quality self-discovery activities as approved by the Columbia School District faculty and staff for a limited amount of time each week. Therefore, there are additional prohibitions with which users must comply. Non-compliance with these regulations will result in disciplinary and/or legal actions taken by Columbia School District authorities if deemed necessary. Prohibited activities include, but are not limited to, the following:

Using the high-speed network to download, upload, or store large files such as music and video that are not directly related to project or activity that is part of the school curriculum. If large files are to be downloaded in compliance with the rule stated above, they must be done before or after school hours when network demand is low. Streaming music or video, unless associated with a specific curriculum related activity. Teachers are encouraged to use streaming technologies on a limited basis to enhance their curriculum. They must, however, be aware that such activities could hinder the use of the network by others because of the large demand on resources that such activities cause. Re-sending email chain letters or engaging in any spamming activities where bulk mailings of unsolicited email are sent. Damaging computers, computer systems, or computer networks (hardware or software). Creating, uploading, or transmitting computer viruses, worms or any other disruptive software code. Making any attempt to defeat computer or network security on the district network or any other client, server, or network on the Internet. Downloading or installing unauthorized software on school computers. This applies to students, teachers, staff, and administrators. All software installed on district computers must be done by the Technology Department and only after the proper licenses or authorizations for use have been acquired and verified. Taking action, whether deliberate or careless, that damages the computers configuration or limits the computers usefulness to others. Violating copyright laws as specified in the Columbia School District copyright policy. Providing, under any circumstances, the users password to another person or using another persons password. Trespassing in another persons folders, work, or files. Hacking or attempting to gain access to unauthorized areas of the district network or the Internet is prohibited. Employing the network for commercial purposes or political lobbying. Performing any activity harmful to or reflecting negatively on the Columbia School District community.

Additional User Rights and Expectations

The use of the Columbia School District computer network is a privilege, not a right. The network is provided for academic use only and is not for entertainment or other activities outside the curriculum for students or beyond the boundaries of the jobs of the faculty, staff and administration. The Columbia School District will block all access to free email sites. This blocking is for the protection of students from inappropriate spam as well as protection of the network against malicious programming codes such as viruses. Users shall have the responsibility to use computer and network resources for academic purposes only. Therefore, as mandated by CIPA, filtering will be utilized on all computers accessing the Internet. The only exception will be for academic research by staff members with the approval of the administration or for those administrative computers which must access MSIS, the statewide student database, which will not function using the proxy server filtering system that the Columbia School District uses to comply with CIPA. The Columbia School District will fully cooperate with local, state or federal officials in any investigation related to illegal activities conducted through any Columbia School District Internet account. User files stored on the network server or on individual computers are not to be considered private. Authorized district staff will periodically inspect folders and logs of network usage during routine maintenance. At this time, it may be discovered that users have violated one or more of the provisions of this Acceptable Use Policy. If so, the proper authorities will be notified. Parents of minor users may inspect their minor childrens files at any time. Reasonable time must be given for district network administrators to access such data if the childs access codes are not readily available. This time should not exceed one hour. Individual schools may create additional electronic usage guidelines consistent with this document. Such guidelines will be appropriate for usage in their specific environment. All users of the network agree to report any observed violation of the Columbia School District Computer Network Acceptable Use Policy or additional school policies to the appropriate school or district official. Violation of this Acceptable Use Policy may result in the denial, suspension or cancellation of the users privileges, as well as other disciplinary and/or legal action deemed appropriate and imposed by the school administration, district administration and/or local, state or federal law enforcement officials. Other actions not specified above may include but are not limited to monetary restitution, school suspension or expulsion, detention or any other actions deemed appropriate by the administrative authorities. Any disciplinary action that is a result of an alleged violation of this policy can be appealed through the normal channels provided by the disciplinary policy of the Columbia School District.

Date Approved: June 14, 2012

INTERNET SAFETY POLICY

Introduction

IFBDAB

It is the policy of Columbia School District to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Childrens Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)]. Access to Inappropriate Material To the extent practical, technology protection measures (or Internet filters) will be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information. Specifically, as required by the Childrens Internet Protection Act, blocking will be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors. Subject to staff supervision, technology protection measures may be disabled for adults or, in the case of minors, minimized only for bona fide research or other lawful purposes. Inappropriate Network Usage To the extent practical, steps will be taken to promote the safety and security of users of the Columbia School District online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications. Specifically, as required by the Childrens Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called hacking, and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors. Education, Supervision and Monitoring It will be the responsibility of all members of the Columbia School District staff to educate, supervise and monitor appropriate usage of the online computer network and access to the Internet in accordance with this policy, the Childrens Internet Protection Act, the Neighborhood Childrens Internet Protection Act, and the Protecting Children in the 21st Century Act. Procedures for the disabling or otherwise modifying any technology protection measures will be the responsibility of The Technology Director or designated representatives. The Columbia School District or designated representatives will provide age-appropriate training for students who use the Columbia School District Internet facilities. The training provided will be designed to promote the Columbia School Districts commitment to: I. The standards and acceptable use of Internet services as set forth in the Districts Internet Acceptable Use Policy; II. Student safety with regard to: a. safety on the Internet;

b. appropriate behavior while on online, on social networking Web sites, and in chat rooms; and c. cyberbullying awareness and response. III. Compliance with the E-rate requirements of the Childrens Internet Protection Act (CIPA). Building principals will document annually that each child in their building is trained in compliance with CIPA and this policy.

Date%Approved:%July%8,%2004% Date%Revised:%June%29,%2006%% Date%Revised:%June%26,%2008% Date%Revised:%June%28,%2012% ! ! GRADING,!REPORTING,!PROMOTION!AND!RETENTION! IHA/IHE! % GRADING% %% A. The% school% year% will% be% divided% into% four% (4)% grading% periods.% Semester% grades% will% be% the%%%%% average%of%the%two%(2)%grading%period%grades%earned%by%the%student%in%each%semester.%%The%yearly% grade%will%be%the%average%of%the%two%(2)%semester%grades.% B. All%grades%awarded%regular%education%students%in%grades%KT12%will%be%awarded%in%compliance%with% the%districts%promotion%and%retention%policy.%% Grades% will% be% determined% by% multiple% factors% to% include,% but% not% limited% to,% test% scores,% classwork,%homework,%class%participation,%and%special%projects.% % Grades%awarded%students%who%have%been%ruled%eligible%for%special%education%services%and%who%are% actively%participating%in%the%districts%special%education%program(s)%will%be%based%on%the%degree%of% attainment% of% goals% and% objectives% set% forth% in% the% students% individual% education% plans% (IEPs).%% Inclusion%students%who%participate%in%regular%education%courses%will%be%required%to%meet%the%same% standards%with%accommodations%and%modifications%as%stated%in%the%students%IEP.%%(Refer%to%Policy% IDDFC)% A% minimum% of% eight% (8)% grades% in% KT12% plus% a% nineTweek% assessment% in% grades% 6T12% will% be%%% recorded%in%each%academic%course%during%each%grading%period.% NineTweek%assessments%will%be%administered%to%students%in%grades%6T12%in%each%academic%area%at% the%end%of%each%nineTweek%grading%period%and%will%count%as%20%%of%the%nineTweek%grade.%%Other% student%evaluations,%such%as%daily%tests,%homework,%class%participation,%etc.%will%count%as%80%%of% the%nineTweek%grade.%

% C. D.

REPORTING% % A. Report%cards%will%be%issued%at%the%end%of%each%nineTweek%grading%period.% B. Grades:% 1. In%kindergarten,%students%will%be%awarded%an%S%(satisfactory),%an%N%(needs%improvement),%or%a%U% (unsatisfactory)%to%report%student%achievement.% 2. In% grades% 1T12,% numerical% averages% will% be% used% to% report% student% achievement.% % Numerical% averages% that% do% not% compute% to% a% whole% number% will% be% rounded% to% the% nearest% whole% number.%%A%chart%providing%information%for%converting%numerical%grades%to%letter%grades%will%be% provided%on%the%report%card.%

A%% 90%%100% B%% 80%%89% C%% 70%%79% D%% 65%%69% F% % 64%and%below*% I% % Incomplete% %%%%In%the%event%a%students%numerical%grading%period%average%is%less%than%50,%the%average%will%be% recorded% as% 50% for% each% grading% period% only% in% the% first% half% of% the% course.% The% students% actual%average%will%be%recorded%each%grading%period%for%the%second%half%of%the%course.% C. %Copies% of% student% grade% reports% will% be% kept% on% file.% % All% student% cumulative% records% will% be% completed% and% kept% on% file% in% compliance% with% Mississippi% State% Department% of% Education% regulations,%state%law,%and%School%Board%policy.% D. Progress%reports%will%be%provided%to%parents%after%the%fourth%week%of%each%grading%period%in%grades%%%% KT8%and%every%three%weeks%in%grades%9T12.%

PROMOTION%AND%RETENTION% % A. In%order%to%be%promoted%from%one%grade%level%to%the%next%in%grades%KT3,%a%student%must%obtain%a% passing% grade% in% math,% language% arts,% and% reading.% % The% yearly% average% will% be% determined% by% averaging%the%two%semester%numerical%grades.% B. In% order% to% be% promoted% in% grades% 4T8,% students% must% obtain% a% passing% grade% in% math,% reading,% language%arts/English,%and%pass%either%science%or%social%studies.% C. Students% who% are% retained% more% than% twice% will% be% referred% to% the% District% Support% Team% for% placement%decisions.%% D. Grade%level%placement%in%high%school%(grades%9T12)%will%be%determined%on%the%basis%of%Carnegie% units%earned%according%to%the%following%chart.% 9th%Grade% % 10th%Grade% % 11th%Grade% Successful%Completion%of%8th%grade%and%fewer%than%10th%grade% requirements% Successful% Completion% of% 6% Credits% including% English,% Math,% and%either%Science%or%Social%Studies% Successful% Completion% of% 13% Credits% including% an% additional% English,%Math,%and%either%Science%or%Social%Studies% % % % Successful% Completion% of% 19% Credits% including% an% additional% English,%Math,%and%either%Science%or%Social%Studies% %AND% must% have% previously% taken% all% state% tests% required% for% graduation%% %

12th%Grade%

% %

Graduate%

% E. Students%with%disabilities%will%be%promoted%based%upon%attainment%of%IEP%objectives%in%accordance% with%state%and%federal%laws%and%regulations.%%(Refer%to%Policy%IDDFC)% F. Parents%will%be%notified%no%later%than%the%end%of%the%third%reporting%period%when%it%is%determined% a%student%is%likely%to%be%retained.%

Successful%Completion%of%all%graduation%requirements%(Refer% to%Policy%IHF)%

G. Students%in%grades%9T12%must%pass%all%required%state%assessments.%

Date Approved: July 8, 2004 Date Revised: February 12, 2009 Date Revised: June 28, 2012

GRADUATION REQUIREMENTS

IHF

Requirements for high school graduation are adopted by the School Board and published annually as official statements of district policy. In order to receive a high school diploma, the Columbia School District requires each student to have met the requirements established by its local board of education and by the State Board of Education (MS Code 37-16-7 and 37-16-11, and State Board Policy 3800). Students failing to meet graduation requirements will not be issued a diploma, nor will they be permitted to participate in the graduation exercises. Each student graduating from Columbia High School must have earned at least three of the last six Carnegie units at Columbia High School, successfully completed Columbia High Schools Senior Project class, and passed all required state assessments. A maximum of one Carnegie unit of the minimum state requirements specified in this document may be earned through correspondence courses. Correspondence course guidelines are as follows: 1. In order to be credited, a correspondence course must be approved by the principal and administered through an approved university. 2. Correspondence courses taken through a university will be classified as Phase 2 courses. 3. The evaluation criteria will be administered by a certified staff member of Columbia High School. Mississippi Virtual Public School Courses (SB Policy 5400) Mississippi Virtual Public School (MVPS) is a web-based educational service offered by the Mississippi Department of Education to provide Mississippi students with access to a wider range of course work, more flexibility in scheduling, and the opportunity to develop their capacities as independent learners. Columbia High School will approve a listing of specific virtual online courses available through the Mississippi Department of Education but not offered by CHS. After obtaining written approval from the principal and the counselor, a student may enroll in MVPS courses. Once enrolled, the student will not be allowed to drop the course, and the grade earned will be included in his/her grade point average. All tests must be taken and proctored at CHS within designated time limits. Dual Credit/Dual Enrollment Students may earn Carnegie units through dual credit/dual enrollment with a community/junior college if they complete an application with the guidance office, meet eligibility requirements, and are approved for a course listed in the articulation agreement between Columbia High School and the community/junior college. Once enrolled, the student will not be allowed to drop the course, and the grade earned will be included in his/her grade point average. Graduation Pathways Options Columbia High School graduates of 2011-2012 or thereafter (entering ninth graders in the 2008-2009 school year and thereafter) will be able to earn a standard diploma through one of three graduation pathway options: Career Pathway, Traditional Pathway, or District Pathway. All students will be enrolled in the Traditional Pathway Option unless a request is made by a student and his/her parent/guardian and approved by the principal and counselor to change to another graduation pathway. A pathway change may also be initiated by the principal or high school counselor when deemed to be in the students best interest. Any student who completes the minimum graduation requirements as specified in the following chart, successfully completes a senior project, and has achieved a passing score on each of the required state assessments is eligible to receive a Standard Diploma. Columbia School District requirements, as authorized under MS Code 37-16-7, are indicated with an asterisk (*).

Columbia High School Graduation Pathways Options

Career Pathway Option
21 Credits Graduation Required Subjects Requirements
4 Credits of English 3 Credits of Math 3 Credits of Science 3 Credits of Social Studies English I, English II Algebra I 4 Credits of Math Biology I 1 U.S. History U. S. Government MS Studies Comprehensive Health, Family and Individual Health, or Physical Education Computer Discovery, ICT1, ICT II, STEM, or Computer Applications and Keyboarding From Students Program of Study From Students Program of Study *1 Credit of Health *1 Credit of Physical Education 1 Credit of Business & Technology 4 Credits of Science 4 Credits of Social Studies Algebra I ( 2 above Algebra I) Biology I 1 U.S. History 1 World History U. S. Government MS Studies Geography Economics *Comprehensive Health * 1 PE Computer Discovery, ICT1, ICT II, STEM (if approved by MDE), or Computer Applications and Keyboarding 4 Credits of Math 3 Credits of Science *4 Credits of Social Studies Algebra I ( 1 above Algebra I) Biology I 1 U.S. History 1 World History U. S. Government MS Studies * Geography * Economics *Comprehensive Health * 1 PE Computer Discovery, ICT1, ICT II, STEM (if approved by MDE), or Computer Applications and Keyboarding

Traditional Pathway Option

28 Credits Minimum Graduation Required Subjects Requirements
4 Credits of English *1 Credit English I, English II *Senior Project

District Pathway Option

21 Credits Minimum Graduation Required Subjects Requirements
*4 Credits of English English I, English II *Senior Project

Credit of Health/Physical Education

1 Credit of Integrated Technology

*1 Credit of Health *1 Credit of Physical Education 1 Credit of Business & Technology

4 Credits of Career & Technical Education Electives and 2 Credits of Electives

1 Credit of The Arts 7 Credits of Electives

1 Credit of The Arts 2 Credits of Electives

Refer to Mississippi Public Accountability Standards, Appendix A-3 NOTES:

Refer to Mississippi Public Accountability Standards, Appendix A-2

Refer to Mississippi Public Accountability Standards, Appendix A-1

The District Pathway Option meets the graduation requirements for students entering 9th grade prior to 2008-2009 (Refer to Mississippi Public Accountability Standards, Appendix A-1). The Career Pathway Option and the District Pathway Option may not meet Mississippis Institution of Higher Learning requirements (Refer to Mississippi Public Accountability Standards, Appendix C-1).

Special Education Students Graduation requirements for Special Education students are based on the criteria established by the Individual Education Plan (IEP) and are reviewed on an annual basis. Allowable accommodations and modifications will be provided, as needed, in testing procedures. 1. 2. 3. Special Education students pursuing a Standard Diploma must meet all state and district requirements. Special Education students who complete the secondary curriculum for special education may be issued a Certificate of Completion, which states: "This student has successfully completed an Individualized Education Program." {MS Code 37-16-11(1)} Special Education students receiving a Mississippi Occupational Diploma must successfully complete all minimum requirements established by the State Board of Education. {MS Code 37-16-11(2)}.

Credit Recovery Credit Recovery is defined as a course-specific, skill-based learning opportunity for students who have previously been unsuccessful in mastering content/skills required to receive course credit or earn promotion. Parents/Guardians of students who have not completed the required objectives for a course may contact the guidance office to request an application for Credit Recovery. Administrators or counselors may also initiate the Credit Recovery process. Instruction for Credit Recovery courses will be provided by direct instruction, online courses via Mississippi Public Virtual School, or computer-based instruction. The curriculum for all Credit Recovery courses will be based on the Mississippi Curriculum Framework competencies and objectives. A student who received a failing (F) grade in a course and is approved for Credit Recovery must pass the required course objectives and will receive a final grade no higher than 65. A student who received an Incomplete (I) in a course (for medical or other circumstances approved by the principal) and is approved for Credit Recovery must pass the required course objectives and will receive a grade determined by all work completed. Administrators, counselors, and teachers will evaluate the work completed during the Credit Recovery course as well as the work completed during the original class to determine the grade the student will receive for the course. Academic Honors Refer to Policy JFB for Valedictorian/Salutatorian/Class Rank/Academic Honors requirements.

LEGAL REF.:

MS CODE as cited Mississippi Public Accountability Standards

Date Approved: July 8, 2004 TESTING PROGRAMS II

The School Board shall periodically assess student performance and achievement in each school. Such assessment programs shall be based upon local goals and objectives which are compatible with the state's plan for education and which supplement the minimum performance standards approved by the State Board of Education. Data from district assessment programs shall be provided to the State Department of Education when such data are required in order to evaluate specific instructional programs or processes or when the data are needed for other research or evaluation projects. The district may provide acceptable, compatible district assessment data to substitute for any assessment data needed at the state level when the State Department of Education certifies that such data are acceptable for the purposes of section 3716-3. 3 7-16-5 (1983) The district adheres to all requirements of the Mississippi Assessment System. It is unlawful for anyone knowingly and willfully to do any of the following acts regarding mandatory uniform tests administered to students as required by the State Department of Education and the General Educational Development Test (GED): a. Give examinees access to test questions prior to testing; b. Copy or reproduce all or any portion of any secure test booklet; c. Coach examinees during testing or alter or interfere with examinees' responses in any way; d. Make answer keys available to examinees; e. Fail to account for all secure test materials before, during and after testing; f. Participate in, direct, aid, counsel, assist in, encourage or fail to report any of the acts prohibited in this section.

TRANSFER STUDENTS Students seeking to transfer to the school district may be required to take a test administered by the principal or his/her designee to determine the grade and class to which the student shall be assigned at the time of student transfer. Such test or tests shall be administered within thirty (30) days after the filing of each such application for transfer. Notice of the giving of such test shall be given the applicant not less than five (5) days prior to the date of administration. No transfer of a student shall be effective until the test has been given and the student is assigned according to the grade and class for which the test shows he/she is best suited. No student shall be assigned to a grade and class more than three (3) grades above or below the grade or class that the student would have been assigned to had the student remained in the school from which the transfer is being made. Pending the administration of the test herein provided for and its grading and an assignment based thereon the Superintendent may assign the student temporarily to a grade and class comparable to that in which the student would have been had the student continued in the school from which the transfer was being made.

STATE AND DISTRICT TESTS The School District shall maintain the program of standardized testing required by the State Board of Education, the Division of Accreditation and the Mississippi Department of Education Bureau of Assessment and Compliance and shall administer other standardized tests to students in grades K-12 as the Board of Trustees, Superintendent and the staff judge to be necessary and/or desirable. ADMINISTRATION, INTERPRETATION, AND RECORDING OF STANDARDIZED TESTING A permanent record of performance on standardized testing conducted by the district will be maintained in the student's cumulative record to provide a profile of the student for instructional purposes. It is the purpose of the testing program to analyze the effectiveness of the educational program in the school district when an individual student's score is compared to previous achievement, when all students in a grade are compared to comparable grades in the school district, when the school district is compared to other school districts, when the school district is compared to the state, and when the school district is compared to the national school population. Administrators, teachers, parents and students shall be informed of test results in accordance with procedures developed by the Curriculum Director and approved by the Superintendent. Principals must review their individual school's test results with their staff to identify the strengths and weaknesses of their school and to plan programs to ensure continued student improvement. SPECIAL EDUCATION STUDENTS Children with disabilities shall be included in general statewide and district-wide assessments programs, with appropriate accommodations, where necessary. LEGAL REF.: MS CODE as cited Mississippi Public School Accountability Standards CROSS REF.: Policy IC Curriculum Development

Date Approved: July 8, 2004 RELIGION IN THE SCHOOLS IKC

In accordance with United States Supreme Court decisions and the United States Constitution, no religious doctrine, sectarian or denominational teaching shall be permitted in the public schools. The Board of Trustees allows secular teaching about religion - the history of religion and comparative religions - and the school shall promote tolerance of religious diversity, encourage a spirit of cooperation, and cultivate harmony among persons of various religious beliefs. The study and recital of patriotic and historic documents having religious references embedded in them is permitted. This policy is not intended, nor shall it be interpreted, to interfere with the individual rights of students otherwise protected by law and the United States Constitution.

Date Approved: July 8, 2004 FLAG DISPLAYS IKDA

. The flag of the United States shall be displayed in close proximity to each school building, on a proper staff, at all times during the hours of daylight when the school is in session when the weather will permit without damage to the flag. In addition, the flag of the United States shall be displayed in each classroom and in each principal room of the school building at all times while school is in session. It shall be the duty of the School Board to provide for the flags, proper flagstaffs and their proper display. The school district shall provide student instruction in the proper etiquette toward, correct display of, and respect for the flag, and in patriotic exercises. The instruction shall be a part of the districts fifth grade social studies curriculum or history curriculum, with the assistance of the State Department of Education. (1) Teachers shall require pupils under their control to repeat the oath of allegiance to the flag of the United States of America at the beginning of the first hour of class each day school is in session, such oath of allegiance being as follows: I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. (MS Code Section 37-13-6) Any student or teacher who objects to reciting the oath of allegiance shall be excused from participating without penalty. Whenever the flag of the United States is to be flown at half-staff by order or instructions of the President or pursuant to federal law, all schools in the district shall lower the United States flag in accordance with the executive order or instructions or federal law. The school shall announce to all students the reason that the flag is being flown at half-staff. LEGAL REF.: 37-15-5, 37-13-7 School Laws of Mississippi, 1972

Date Approved: July 8, 2004 LESSON PLANS IKI

Quality education is the product of implementing learning strategies which are well planned. Lesson plans will be reviewed by the principals on a regular basis. The degree of planning necessary for regular review shall be determined by the principal.

Date Approved: July 8, 2004 DAILY REFLECTION PERIOD Teachers may open each school day with sixty (60) seconds of quiet reflection. MS Code 37-13-163. IKK

Date Approved: July 8, 2004 DISPLAY OF U.S. MOTTO IKL

Principals and teachers in each public elementary and secondary school shall display on an appropriately framed background with minimum dimensions of eleven (11) inches by fourteen (14) inches, the following motto of the United States of America in each classroom, school auditorium and school cafeteria under his or her supervision: IN GOD WE TRUST. Ref.: 37-13-163, MS CODE of 1972, amended.