1. foster self-discovery, self awareness, and self discipline.
2. develop an awareness of and appreciation for cultural diversity.
3. stimulate intellectual curiosity and growth.
4. provide fundamental career concepts and skills
5. help the student develop sensitivity to the needs and values of others and a respect for individual and group differences.
6. help each student strive for excellence and instill a desire to reach the limit of his or her potential.
7. develop the fundamental skills which will provide a basis for life-long learning.
8. provide an educational climate and culture free of bias concerning the protected classifications identified in Policy 7:10, Equal Educational Opportunities.

1. a review and evaluation of the present curriculum.
2. a projection of curriculum and resource needs.
3. an evaluation of, and plan to eliminate, any bias in the curriculum or instructional materials and methods concerning the classifications referred to in item 8 above.
4. any plan for new or revised instructional program implementation; and
5. a review of present and future needs.

According to the Illinois General Assembly, the primary purpose of schooling is the transmission of knowledge and culture through which students learn in areas necessary to their continuing development and entry into the world of work.  To fulfill that purpose, the Illinois State Board of Education prepared State Goals for Learning with accompanying Illinois Learning Standards.  The School Board gives priority in the allocation of resources, including funds, time, personnel, and facilities, to fulfilling this purpose.

Quality Assurance

The School Board continuously monitors student achievement and the quality of the District's work. The Superintendent shall supervise the following quality assurance components, in accordance with State law and Illinois State Board of Education (ISBE) rules, and continuously keep the Board informed by:

1.    Preparing each school's annual recognition application and quality assurance appraisal, whether internal or external, to assess each school's process for continuous school improvement.

2.    Continuously assess the District’s and each school’s overall performance in terms of both academic success and equity.  This includes, without limitation, a thorough analysis of ISBE’s balanced accountability measure and each school’s Multiple Measure Index and corresponding Annual Measurable Objective provided by ISBE.

3.    If applicable, develop District and School Improvement Plans, present them for Board approval, and supervise their implementation.

4.    Publishing a school report card in accordance with State law.

5.    In accordance with Sec. 2-3.153 of the School Code, administer at least biennially a survey of learning conditions on the instructional environment within the school to, at minimum, students in grades 9 through 12 and teachers.

LEGAL REF:   105 ILCS 5/2-3.25, 5/2-3.25a, 5/2-3.25b, 5/2-3.25c, 5/2-3.25d, 5/2-3.25d-5, 5/2-3.25e-5, 5/2-3.25f, 5/2-3.25f-5, 5/2-3.63, 5/2-3.64a-5, 5/10-21.3a, and 5/27-1 23 IL Admin. Code Part 1, Subpart A:  Recognition Requirements.

CROSS REF: 6:170,6:340, 7:10

ADOPTED:     October 4, 1999

REVISED:       December 16, 2002; May 24, 2004; September 24, 2009; September 24, 2015; March 31, 2016; December 22, 2016  

1. Support the District’s educational program,
2. Maximize facility usage without undue overcrowding, and
3. Provide substantially comparable instructional programs across the District.

Adoption

The Superintendent shall recommend a comprehensive curriculum that is aligned with:

1. The District’s educational philosophy and goals;

2. The student needs as identified by research, demographics, and student achievement and other data;

3. The knowledge, skills, and abilities required for students to become life-long learners;

4. The minimum requirements of State and federal law and regulations for curriculum and graduation requirements;

5. The curriculum of non-District schools that feed into District 230, provided that the necessary cooperation and information is available;

6. The Illinois State Learning Standards and any District learning standards;

7. Any required State or federal student testing;

The School Board will adopt, upon recommendation of the Superintendent, a curriculum that meets the above criteria.

Pilot Projects

The Superintendent may recommend pilot projects for Board consideration.  Proposals must include goals, material needs, anticipated expenses, and an evaluation process.  The Superintendent shall submit to the Board periodic progress reports for programs that exceed one year in duration and a final evaluation with recommendation upon the program’s completion.

Single-Gender Classes and Activities

The Superintendent may recommend a program of non-vocational single-gender classes and/or activities to provide diverse educational opportunities and/or meet students’ identified educational needs.  Participation in the classes or activities must be voluntary, both genders must be treated with substantial equality, and the program must otherwise comply with State and federal law and with Board Policy 7:10, Equal Educational Opportunities.  The Superintendent or designee must periodically evaluate any single-gender class or activity to ensure that: (1) it does not rely on overly broad generalizations about the different talents, capabilities, or preferences of either gender, and (2) it continues to comply with State and federal law and with Board Policy 7:10.

Development

The Superintendent, or designee, shall develop a curriculum review program to monitor the current curriculum and suggest changes to make the curriculum more effective, to take advantage of improved teaching methods and materials, and to be responsive to social change, technological developments, student needs, and community expectations.

The Superintendent, or designee, shall report to the Board as appropriate the curriculum review program’s efforts to:

1. Regularly evaluate the curriculum and instructional programs.

2. Ensure the curriculum continues to meet the stated adoption criteria.

3. Include input from a cross-section of teachers, administrators, parents/guardians, and students, representing all schools, grade levels, disciplines, and specialized and alternative programs.

4. Coordinate with the process for evaluating the instructional program and materials.

Curriculum Guides and Course Outlines

The Superintendent, or designee, shall develop and will provide subject area curriculum guides to appropriate staff members.
 

LEGAL REF.: General Education Provisions Act, 20 U.S.C. § 1232g.

105 ILCS 5/10-20.8 and 5/10-19.

CROSS REF.: 6:60, 6:65, 6:70, 6:80, 6:90, 6:100, 6:110, 6:120, 6:130, 6:140, 6:145, 6:150, 6:160, 6:170, 6:180, 7:10, 7:15.

ADOPTED: October 4, 1999

REVISED: March 24, 2005; January 25, 2007; November 29, 2007; July 20, 2015 (cross reference revision only)

Student wellness, including good nutrition and physical activity, shall be promoted in the District’s educational program, school activities, and meal programs.  This policy shall be interpreted consistently with Section 204 of the Child Nutrition and WIC Reauthorization Act of 2004 and the Healthy Hunger-Free Kids Act of 2010 (HHFKA).  The Superintendent or designee will ensure each school building complies with this policy.

Goals for Nutrition Education and Nutrition Promotion.

The goals for addressing nutrition education and nutrition promotion include the following:

·    Schools will support and promote sound nutrition for students.

·    Schools will foster the positive relationship between sound nutrition, physical activity, and the capacity of students to develop and learn.

·    Nutrition education will be part of the District’s comprehensive health education curriculum.  See Board Policy 6:60, Curriculum Content.

Goals for Physical Activity

The goals for addressing physical activity include the following:

·    Schools will support and promote an active lifestyle for students.

·    Physical education will be taught in all grades and shall include a developmentally planned and sequential curriculum that fosters the development of movement skills, enhances health-related fitness, increases students’ knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle.  See Board Policy 6:60, Curriculum Content.

·    Unless otherwise exempted, all students will be required to engage daily during the school day in a physical education course.  See Board Policy 6:60, Curriculum Content.

·    The curriculum will be consistent with and incorporate relevant Illinois Learning Standards for Physical Development and Health as established by the Illinois State Board of Education (ISBE).

Nutrition Guidelines for Foods Available During the School Day

Students will be offered and schools will promote nutritious food and beverage choices consistent with the current Dietary Guidelines for Americans published jointly by the U.S. Departments of Health and Human Services and Agriculture (USDA).  In addition, in order to promote student health and reduce childhood obesity, the Superintendent or designee shall restrict the sale of competitive foods, as defined by the USDA in the food service areas during meal periods and comply with all ISBE.

Exempted Fundraising Day (EFD) Requests

All food and beverages sold to students on the school campuses of participating schools during the school day must comply with the “general nutrition standards for competitive foods” specific in federal law, unless the Superintendent or designee in a participating school has granted an exempted fundraising day (EFD).  To request an EFD and learn more about the District’s related procedure(s), contact the Superintendent or designee.  The District’s procedures are subject to change.  The number of EFDs is set by ISBE rule.

Guidelines for Reimbursable Schools Meals

Reimbursable school meals shall meet, at a minimum, the nutrition requirements and regulations for the National School Lunch Program and/or School Breakfast Program.

Monitoring

The Superintendent or designee shall annually provide implementation data and/or reports to the Board concerning this policy’s implementation sufficient to allow the Board to monitor and adjust the policy.

Community Input

The Superintendent or designee will actively invite suggestions and comments concerning the development, implementation, and improvement of the school wellness policy from community members, including parents, students, and representatives of the school food authority, school administrators, and the public.

LEGAL REF.:           Child Nutrition and WIC Reauthorization Act of 2004, PL 108-265, Sec.204.

Child Nutrition Act of 1966, 42 U.S.C. §1771 et seq.

National School Lunch Act, 42 U.S.C.§1758.

42 U.S.C. §1779, as implemented by 7 C.F.R. §210.11.

105 ILCS 5/2-3.  139.

23 Ill.Admin.Code Part 305, Food Program.

ISBE “School Wellness Policy” Goal, Adopted October 2007

CROSS REF.:         4:120, 5:100, 6:60.

ADOPTED:              June 29, 2006

UPDATED:              April 2008 (legal reference); August 2010; May 31, 2012; March 31, 2016

The School District’s curriculum may include the study of religions as they relate to geography, history, culture, and the development of various ethnic groups.  The study of religions shall give neither preferential nor derogatory treatment to any single religion, religious belief or to religion in general.  The study of religions shall be treated as an academic subject with no emphasis on the advancement or practice of religion.

LEGAL REF.:          School District of Abington Twp v. Schempp, 374 U.S. 203 (1963).
Allegheny County v. Pittsburgh ACLU, 492 U.S. 573, 109 S.Ct. 3086, 106 L.Ed.2d 472 (1989).

CROSS REF.:           6:40, 6:255

ADOPTED:                October 4, 1999

REVISED:                 July 2006, June 2017

The Superintendent shall ensure that all school-sponsored presentations and discussions of controversial issues or sensitive topics in the instructional program, including those made by guest speakers are:

Animals may be brought into school facilities for educational purposes according to procedures developed by the Superintendent assuring: (a) the animal is appropriately housed, humanely cared for, and properly handled, and (b) students will not be exposed to a dangerous animal or an unhealthy environment.

Experiments on living animals are prohibited; however, behavior studies that do not impair an animal’s health or safety are permissible. The dissection of dead animals or parts of dead animals shall be allowed in the classroom only when the dissection exercise contributes to or is a part of an illustration of pertinent study materials. All dissection of animals shall be confined to the classroom and must comply with the School Code.

Students who object to performing, participating in, or observing the dissection of animals are excused from classroom attendance during times when such activities are taking place without penalty. No student will be penalized or disciplined for refusing to perform, participate in, or observe a dissection. The Superintendent or designee shall inform students of: (1) their rights to refrain from performing, participating in, or observing dissection; and (2) which courses contain a dissection unit and which of those courses offers an alternative project.

LEGAL REF.: 105 ILCS 5/2-3.122, 5/27-14, and 112/.

CROSS REF.: 6:40

ADMIN. PROC.: 6:120 AP3; 6:120-AP3, E1

ADOPTED: October 4, 1999

REVISED: June 29, 2006; July 1, 2011

Programs for Students At Risk of Academic Failure and /or Dropping Out of School

The Superintendent or designee shall supervise a program for students at risk of academic failure or of dropping out of school. The program shall include education and support services that address individual learning styles, career development, and social needs, and may include, without limitation, one or more of the following:

• Parent-teacher conferences
• Counseling services by social workers and/or guidance counselors
• Counseling services by psychologists
• Psychological testing
• Truants’ alternative and optionaleducational programs
• Alternative school placement
• Community agency services
• Alternative Learning Opportunities Program, in conformity with the Alternative Learning Opportunities Law, as it may be amended from time-to-time
• Graduation incentives program
• Remediation program

Any student who is below the age of 20 years is eligible to enroll in a graduation incentives program if he or she:

1. Is considered a drop-out according to State law;
2. Has been suspended or expelled;
3. Is pregnant or is a parent;
4. Has been assessed as chemically dependent; or
5. Is enrolled in a bilingual education or English Language Learners program.

LEGAL REF.:    105 ILCS 5/2-3.41, 5/2-3.66, 5/10-20.9a, 5/13B, 5/26-2a, 5/26-13, 5/26-14, and  5/26-16.

CROSS REF.: 6:280; 6:300, 7:70

ADOPTED:  October 4, 1999

REVISED:  February 24, 2003; March 30, 2010; December 17, 2010; May 31, 2012; March 26, 2015

The School District shall provide a free appropriate public education in the least restrictive environment and necessary related services to all children with disabilities enrolled in the District, as required by the Individuals With Disabilities Education Act (IDEA) and implementing provisions of The Illinois School Code, Section 504 of the Rehabilitation Act of 1973, and the Americans With Disabilities Act.  The term “children with disabilities,” as used in this policy, means children between ages 3 and 21 (inclusive) for whom it is determined, through definitions and procedures described in the Ill. State Board of Education’ (ISBE) Special Education rules, that special education services are needed.

It is the intent of the District to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated and provided with appropriate educational services.  Students may be disabled within the meaning of Section 504 of the Rehabilitation Act even though they do not require services pursuant to IDEA.

For students eligible for services under IDEA, the District shall follow procedures for identification, evaluation, placement, and delivery of services to children with disabilities provided in the ISBE Special Education rules.  For those students who are not eligible for services under IDEA, but, because of disability as defined by Section 504 of the Rehabilitation Act of 1973, need or are believed to need special instruction or related services, the District shall establish and implement a system of procedural safeguards.  The safeguards shall cover students’ identification, evaluation, and educational placement.  This system shall include notice, an opportunity for the student’s parent(s)/guardian(s) to examine relevant records, an impartial hearing with opportunity for participation by the student’s parent(s)/guardian(s), representation by counsel, and a review procedure. 

The District may maintain membership in one or more cooperative associations of school districts that shall assist the District in fulfilling its obligations to the District’s disabled students.

If necessary, students may also be placed in nonpublic special education programs or education facilities.

LEGAL REF.:    Americans With Disabilities Act, 42 U.S.C. § 12101 et seq.

                        Individuals With Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq.

                        Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794.

                        105 ILCS 5/14-1.01 et seq., 5/14-7.02, and 5/14-7.02a.

                        23 Ill. Admin. Code Part 226.

CROSS REF.:   2:150, 7:230

ADOPTED:       October 4, 1999

REVISED:         January 28, 2002; September 9, 2002; December 18, 2008, October 2018

Accelerated Placement Program

The District provides an Accelerated Placement Program(APP). The APP advances the District’s goal of providing educational programs with opportunities for each student to develop to his or her maximum potential.  The APP provides an educational setting with curriculum options usually reserved for students who are older or in higher grades than the student participating in the APP.  APP options include, but may not be limited to: (a) accelerating a student in a single subject and (b) other grade-level acceleration. Participation in the APP is open to all students who may benefit from accelerated placement. It is not limited to students who have been identified as gifted and talented (i.e “honors/”AP” etc). Eligibility to participate in the District’s APP shall not be conditioned upon the protected classifications identified in School Board policy 7:10, Equal Educational Opportunities, or any factor other than the student’s identification as an accelerated learner.

The Superintendent or designee shall implement an APP that includes:

1.       Decision-making processes that are fair, equitable, and involve multiple individuals, e.g. District administrators, teachers, school support personnel,students and a student’s parent(s)/guardian(s);

2.       Notification processes that notify a student’s parent(s)/guardian(s) of a decision affecting a student’s participation in the APP; and

3.       Assessment processes that include multiple indicators.

The Superintendent or designee shall annually notify  parent(s)/guardian(s), students, and school personnel about the APP, the process for referring a student for consideration for accelerated placement, and the methods used to determine whether a student is eligible for accelerated placement. Notification may: (a) include varied communication methods, such as student handbooks and District or school websites; and (b) be provided in multiple languages, as appropriate.

LEGAL REF.:           105 ILCS 5/14A.

CROSS REF.:  6:10 (Educational Philosophy and Objectives), 6:130 (Program for the Gifted),  7:10 (Equal Educational Opportunities), 7:50 (School Admissions and Student Transfers To and From Non-District Schools)

Adopted:                    October 2018

Each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education, as provided to other children and youths. A “homeless child” is defined as provided in the McKinney-Vento Homeless Assistance Act and the Ill. Education for Homeless Children Act.  The Superintendent or designee shall act as or appoint a Liaison for Homeless Children to coordinate this policy’s implementation. 

A homeless child may attend the District school that the child attended when permanently housed or in which the child was last enrolled. A homeless child living in any District school’s attendance area may attend that school.

The Superintendent or designee shall review and revise rules or procedures that may act as barriers to the enrollment of homeless children and youths.  In reviewing and revising such procedures, consideration shall be given to issues concerning transportation, immunization, residency, birth certificates, school records and other documentation, and guardianship. Transportation shall be provided in accordance with the McKinney-Vento Homeless Assistance Act and State Law.  The Superintendent or designee shall give special attention to ensuring the enrollment and attendance of homeless children and youths who are not currently attending school.  If a child is denied enrollment or transportation under this policy, the Liaison for Homeless Children shall immediately refer the child or his or her parent/guardian to the ombudsperson appointed by the appropriate Intermediate Service Center and provide the child or his or her parent/guardian with a written explanation for the denial.  Whenever a child and his or her parent/guardian who initially share the housing of another person due to loss of housing, economic hardship, or a similar hardship continue to share the housing, the Liaison for Homeless Children shall, after the passage of 18 months and annually thereafter, conduct a review as to whether such hardship continues to exist in accordance with State Law.

LEGAL REF:   McKinney-Vento Homeless Assistance Act, 42 U.S.C. § 11431 et seq.

                        Ill. Education for Homeless Children Act, 105 ILCS 45

CROSS REF: 2:260, 4:110, 6:140-AP, 7:10, 7:30, 7:50, 7:60, 7:100

ADOPTED:     October 28, 2002

REVISED:       April 27, 2006; December 17, 2010; September 24, 2015 (legal reference only); December 22, 2016

The Superintendent will develop and implement a program to address the needs of migrant children in the District.

This program will include a means to:

1. Identify migrant students and assess their educational and related health and social needs.
2. Provide a full range of services to migrant students through appropriate local, State, and federal educational programs, including applicable Title 1 programs, special education, gifted education, vocational education, language programs, counseling programs and elective classes.
3. Provide migrant children with full and appropriate opportunities to meet the same challenging State academic standards that all children are expected to meet.
4. Provide advocacy and outreach programs to migrant children and their families and professional development for District staff.
5. Provide programs, activities, and procedures for the engagement of parents/guardians and family members of migrant students in an understandable format and language.

Migrant Education Program for Parent(s)/Guardian(s) and Family Member Engagement

Parent(s)/guardian(s) and family members of migrant students will be involved in and regularly consulted about the development, implementation, operation, and evaluation of the migrant program.

Parent(s)/guardian(s) and family members of migrant students will receive instruction regarding their role in improving the academic achievement of their children.

LEGAL REF.:  2 U.S.C. §6318 20 U.S.C. §6391 et seq., 34 C.F.R. §200.80 et seq. 105 ILCS 5/14B-6.

CROSS REF.: 6:170

ADOPTED:     December 16, 2002

REVISED:     December 22, 2016

A student who is absent from school or whose physician anticipates that the student will be absent from school because of a medical condition may be eligible for instruction in the student’s home or hospital. Eligibility shall be determined by State law and the Illinois State Board of Education rule governing the continuum of placement options for home/hospital services. Appropriate educational services from qualified staff will begin no later than five school days after receiving a physician’s written statement . Instructional or related services for a student receiving special education services will be determined by the student’s individualized education program.

Instructional time will be provided for a minimum of 5 clock hours per week on days when school is normally in session. A student who is unable to attend school because of pregnancy will be provided home instruction, correspondence courses, or other courses of instruction (1) before the birth of the child when the student’s physician indicates, in writing, that she is medically unable to attend regular classroom instruction and (2) as well as for up to 3 months after the child’s birth or a miscarriage.

Periodic conferences will be held between appropriate school personnel, parent(s)/guardian(s) and hospital staff to coordinate course work and facilitate a student’s return to school.

LEGAL REF.: 105 ILCS 5/10-22.6a, 5/14-13.01, 5/18-4.5, and 5/18-8.05.
23 Ill.Admin.Code §1.610 and 226.300.

CROSS REF.: 6:120, 7:10; 7:280

ADOPTED: October 4, 1999

REVISED: December 21, 2006; July 1, 2011; March 21, 2012

The District offers opportunities for resident English Learners to achieve at high levels in academic subjects and to meet the same challenging State standards that all children are expected to meet.  The Superintendent or designee shall develop and maintain a program for English Learners that will:

1. Assist all English Learners to achieve English proficiency, facilitate effective communication in English, and encourage their full participation in school activities and programs as well as promote participation by the parents/guardians of English Learners.
2. Appropriately identify students with limited English language proficiency.
3. Comply with State law regarding the Transitional Bilingual Educational Program (TBE) or Transitional Program of Instruction (TPI), whichever is applicable.
4. Comply with any applicable State and federal requirements for the receipt of grant money for English Learners and programs to serve them.
5. Determine the appropriate instructional program and environment for English Learners.
6. Annually assess the English proficiency of English Learners and monitor their progress in order to determine their readiness for a mainstream classroom environment.
7. Include English Learners, to the extent required by State and federal law, in the District’s student assessment program to measure their achievement in reading/language arts and mathematics.
8. Provide information to the parents/guardians of English Learners about: (a) the reasons for their child’s identification, (b) their child’s level of English proficiency, (c) the method of instruction to be used, (d) how the program will meet their child’s needs, (e) how the program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation, (f) specific exit requirements of the program, (g) how the program will meet their child’s Individualized Education Plan, if applicable, and (h) information on parent/guardian rights.  Parents/guardians will be regularly appraised of their child’s progress and involvement will be encouraged.

Parent Involvement

Parents/guardians of English Learners will be informed how they can (1) be involved in the education of their children, and (2) be active participants in assisting their children to attain English proficiency, achieve at high levels within a well-rounded education, and meet the challenging State academic standards expected of all students

LEGAL REF.:20 U.S.C. §§6312, 6314, 6315, and 6318 20 U.S.C. §6801 et seq. 34C.F.R. Part 200. 105 ILCS 5/14C-1 et seq. 23 Ill.Admin.Code Part 228.

CROSS REF.:   6:15, 6:170, 6:340.

ADOPTED:    October 4, 1999

REVISED:     December 16, 2002; August 30, 2007; December 18, 2008; July 1, 2011; March 31, 2016; December 22, 2016

The Superintendent or designee shall pursue funding under Title I Improving the Academic

Achievement of the Disadvantaged, of the Elementary and Secondary Education Act to supplement instructional services and activities in order to improve the educational opportunities of educationally disadvantaged or deprived children.

All District schools, regardless of whether they receive Title 1 funds, shall provide services that, taken as a whole, are substantially comparable. Teachers, administrators and other staff shall be assigned to schools in a manner that ensures equivalency among the District’s schools. Curriculum materials and instructional supplies shall be provided in a manner that ensures equivalency among the District’s schools.

Title I Parent and Family Engagement

The District maintains programs, activities, and procedures for the engagement of parents/guardians and families of students receiving services, or enrolled in programs, under Title I. These programs, activities, and procedures are described in District-level and School-level compacts.

District-Level Parent and Family Engagement Compact

The Superintendent or designee shall develop a District-Level Parent and Family Engagement Compactaccording to Title I requirements.The District-Level Parent and Family Engagement Compact shall contain:

(1)  the District’s expectations for parent and family engagement;

(2)  specific strategies for effective parent and family engagement activities to improve student academic achievement and school performance, and

(3)  other provisions as required by federal law. The Superintendent or designee shall ensure that the compact is distributed to parents/guardians of students receiving services, or enrolled in programs, under Title I.

School-Level Parent and Family Engagement Compact

(1)  Each Building Principal or designee shall develop a School-Level Parent and Family Engagement Compact according to Title I requirements.  This School-Level Parent and Family Engagement Compact shall contain: a process for continually involving parents/guardians in its development and implementation,

(2)  how parents/guardians, the entire school staff, and students share the responsibility for improved student academic achievement,

(3)  the means by which the school and parents/guardians build and develop a partnership to help children achieve the State's high standards, and

(4)  other provisions as required by federal law. Each Building Principal or designee shall ensure that the Compact is distributed to parents/guardians of students receiving services, or enrolled in programs, under Title I.

LEGAL REF.:  Title I of the Elementary and Secondary Education Act, 20 U.S.C. §6301-6514.

CROSS REF.: 2:260, 4:110, 5:190, 5:280, 6:15, 6:140, 6:145, 6:160, 7:10, 7:30, 7:60, 7:100,                      

                        8:95

ADOPTED:     October 4, 1999

REVISED:       December 16, 2002; April 2008, September 29, 2011; December 22, 2016

The Superintendent shall develop, maintain, and supervise a remote educational program consistent with Section 10-29 of the School Code. The remote educational program shall provide an opportunity for qualifying students to participate in an educational program delivered by the District in a location outside of a school.

The remote educational program shall:

1. Align its curriculum with the Illinois State Learning Standards and Board policies 6:10, Educational Philosophy and Objectives and 6:15, School Accountability.

2. Offer instruction and educational experiences consistent with those given to students at the same grade level in the District through compliance with Board policies 6:30, Organization of Instruction and 6:300, Graduation Requirements.

3. Provide instructors that meet the teacher qualifications in Board policy 5:190, Teacher Qualifications. Instructors are responsible for the following elements of the program:

a.    Planning instruction,
b.    Diagnosing learning needs
c.     Prescribing content delivery through class activities
d.    Assessing learning
e.    Reporting outcomes to administrators and parents/guardians, and
f.      Evaluating the effects of instruction.

4. Provide a remote educational program anytime during the period of time from and including the opening date to the closing date of the District’s regular school term.  It may operate on any calendar day, notwithstanding whether it is a student attendance day or institute day on the School District’s calendar or any other provision of law restricting instruction on that day.  The District’s regular school term is established by Board policies 2:20, Powers and Duties of the School Board and 6:20, School Year Calendar and Day.  The remote educational program may be offered outside of the regular school term as part of any authorized summer school program

5. Calculate the number of clock hours a student participates in instruction in alignment with Board policy 6:20, School Year Calendar and Day.

6. Limit participation to students who are juniors or seniors or demonstrate individual educational need(s). Approval of students in the program will be on a space-available basis.

7. Authorize the Superintendent or designee to approve students for participation in the program when the student shows evidence of:

a. Enrollment in the District pursuant to Board policies 7:60, Residence and 7:30, Student Assignment and Intra-District Transfer.
b. Prior approval from their individualized educational program (IEP) team, if applicable.
c. How the remote educational program best serves the student’s individual learning needs.
d. A consistent, appropriate attendance record, no disciplinary record, and a 2.5   minimum grade point average.

8. Include a process for developing and approving a written remote educational plan for each student participating in the program.

9. Require students to complete their participation in the program within 12 months, unless the student’s participation is extended by the District.

10. Require students to participate in all assessments administered by the District pursuant to State and federal law and Board policy 6:340, Student Testing and Assessment Program.

11. Align with the requirements of Board policy 7:340, Student Records.

12. Comply with other State and federal laws and align with all applicable Board policies. This includes the Superintendent submitting a copy of this policy to the Illinois State Board of Education along with any amendments to it and any data on student participation.

13. Be monitored by the Board pursuant to Board policy 2:240, Board Policy Development and included as a topic for discussion in the annual report required by Board policy 6:10, Educational Philosophy and Objectives. It shall include a discussion of the process for renewal of the program when applicable.

LEGAL REF.: 105 ILCS 5/10-29.

23 Ill.Admin,Code §226.360.

CROSS REF.: 2:20, 2:240, 5:190 6:10, 6:15, 6:20, 6:30, 6:300, 6:340, 7:30, 7:60, 7:340

ADOPTED:     November 18, 2004

REVISED:       October 28, 2010; July 1, 2011; May 31, 2012

For the purpose of this policy” Co-Curricular Activities” includes all athletics, activities clubs and sports. 

The Superintendent shall annually submit a list of recommended co-curricular activities to the School Board for approval.  Board approval is contingent upon the following:

1. The activity will contribute to the leadership abilities, social well-being, self-realization, good citizenship, or general growth of student participants.
2. Fees assessed students are reasonable and do not exceed the actual cost of operation.
3. The District has sufficient financial resources for the activity.
4. Requests from students.
5. The activity will be supervised by a school–approved sponsor.

Non–school sponsored student groups are governed by Board Policy 7:330 – Student Use of Buildings – Equal Access.

Academic Criteria for Competitive and/or Performance Activity Participation

Selection of members or participants is at the discretion of the teachers, sponsors or coaches, provided that the selection criteria conform to the District’s policies.  In order to be eligible to participate in any school–sponsored or school–supported competitive and/or performance activity, a student must satisfy all academic standards and must comply with the activity’s rules and the student Honor Code of Conduct.

Building Principals are responsible for the scheduling and announcing of student co-curricular activities.

CROSS REF.: 4:170, 6:190-R, 7:240, 7:300, 7:330

ADOPTED:     October 4, 1999

REVISED:       November 29, 2007; July 1, 2011, May 2017, June 2017

1. The program includes an organized collection of resources available to students and staff to supplement classroom instruction, foster reading for pleasure, enhance information literacy, and support research, as appropriate to students of all abilities in the grade levels served.
2. Financial resources for the program’s resources and supplies are allocated to meet students’ needs.
3. Students in all grades served have equitable access to library media resources.
4. The advice of an individual who is qualified according to ISBE rule is sought regarding the overall direction of the program, including the selection and organization of materials, provision of instruction in information and technology literacy, and structuring the work of library paraprofessionals.
5. Staff members are invited to recommend additions to the collection.
6. Students may freely select library/media center materials as well as receive guided selection of materials appropriate to specific, planned learning experiences.

This Policy governs the use of the Consolidated High School District No. 230’s electronic networks, which includes the School District’s computers, the School District’s local and/or wide area network, and access to the Internet through the School District’s computers or the School District’s local and/or wide area network.   Use of the School District’s electronic network also shall include any use of computers outside the School District’s electronic network in those instances where those computers are used to access the School District’s electronic network. Additionally, use of the School District’s electronic network shall include use of other electronic communication devices owned and/or issued by the School District or used to access the School District’s electronic network, including, but not limited to cellular or mobile phones, smart phones, and text messaging devices.

Access to Electronic Networks

Electronic networks, including the Internet, are a part of the School District's instructional program in order to promote educational excellence by facilitating resource sharing, innovation, and communication. Subject to the approval of the Superintendent, the Chief Technology Officer shall develop an implementation plan for this policy and appoint a system administrator.

The School District is not responsible for any information that may be lost, damaged, or unavailable when using the electronic network, or for any information that is retrieved or transmitted via the Internet. Furthermore, the District will not be responsible for any unauthorized charges or fees resulting from access to the Internet.

Curriculum and Appropriate Online Behavior

The use of the School District's electronic networks shall (1) be consistent with the curriculum adopted by the School District as well as the varied instructional needs, learning styles, abilities, and developmental levels of the students, and (2) comply with the selection criteria for instructional materials and library media center materials. As required by federal law and Board policy 6:60, Curriculum Content, students will be educated about appropriate online behavior, including but not limited to: (1) interacting with other individuals on social networking websites· and in chat rooms, and (2) cyberbullying awareness and response. Individual School Board members, administrators, teachers, other certified staff and educational support staff members (hereinafter referred to collectively as “Staff Members”). may, consistent with the Chief Technology Officer’s implementation plan, use the Internet throughout the curriculum.

The District's electronic network is part of the curriculum and is not a public forum for general use.

Acceptable Use

All use of the School District's electronic network must be (1) in support of education and/or research, and be in furtherance of the School Board's stated goals, (2) for a legitimate school business purpose, or (3) other authorized purpose. Use is a privilege, not a right. Students and Staff Members have no expectation of privacy in any material that is stored, transmitted, or received via the School District's electronic network or School District computers. General rules for behavior and communications apply when using electronic networks. The School District's Authorization for Electronic Network Access contains the appropriate uses, ethics, and protocol applicable to Students and Staff Members.  Electronic communications and downloaded material, including files deleted from a user's account but not erased, may be monitored or read by school officials.

Internet Safety

Technology protection measures shall be used on each District computer with Internet access. They shall include a filtering device that protects again Internet access by both adults and minors to visual depictions that are: (1) obscene, (2) pornographic, or (3) harmful or inappropriate for students, as defined by federal law and as determined by the Superintendent or designee. The Superintendent or designee shall enforce the use of such filtering devices. An administrator, supervisor, or other authorized person may disable the filtering device for bona fide research or other lawful purpose, provided the person receives prior permission from the Building Principal or system administrator.

The Superintendent or designee shall include measures in this policy's implementation plan to address the following:

1. Ensure staff supervision of student access to online electronic networks,

2.  Restrict student access to inappropriate matter as well as restricting access to harmful materials,

3.  Ensure student and staff privacy, safety, and security when using electronic communications,

4.  Restrict unauthorized access, including "hacking" and other unlawful activities, and

5.  Restrict unauthorized disclosure, use, and dissemination of personal identification information, such as names and addresses.

Authorization for Electronic Network Access

Each staff member must sign the District's Authorization for Electronic Network Access as a condition for using the District's electronic network. Each student and his or her parent(s)/guardian(s) must sign the Acceptable Use Policy before being granted unsupervised use.  The student Authorization for Electronic Network Access is contained in the student handbook.

All users of the District's computers to access the Internet shall maintain the confidentiality of student records. Reasonable measures to protect against unreasonable access shall be taken before confidential student information is loaded onto the network.

The failure of any student or staff member to follow the terms of the Authorization for Electronic Network Access, or this policy, will result in the loss of privileges, disciplinary action, and/or appropriate legal action.

LEGAL REF.: No Child Left Behind Act, 20 U.S.C. §6777. Children's Internet Protection Act, 47 U.S.C. §254(h) and (1).

Enhancing Education through Technology Act, 20 U.S.C. §6751 et seq.

47 C.F.R. Part 54, Subpart F, Universal Service Support for Schools and Libraries.  720 ILCS 135/0.01.

CROSS REF.:5:100, 5:170,6:40,6:60,6:210,6:230, 6:235-AP/E, 6:260,7:130,7:190,7:310

ADOPTED: October 4, 1999

REVISED: June 28, 2007; September 2007; November 29, 2012, March 26, 2015

Field trips are permissible when the experiences are an integral part of the school curriculum and/or contribute to the District’s educational goals.

All field trips must have the Superintendent or designee’s prior approval, except that field trips beyond a 200-mile radius of the school or extending overnight must have the prior approval of the Board.  The following factors are analyzed when determining whether to approve a field trip: educational value, student safety, parent concerns, heightened security alerts, and liability concerns.  On all field trips, a bus fee set by the Superintendent or designee may be charged to help defray the transportation costs.

Parents/guardians of students:

1.     must be given the opportunity to consent to their child’s participation in any field trips, and

2.     are responsible for all entrance fees, food, lodging, or other costs, except that the district will pay such costs for students who qualify for free to reduced school lunches.  All non-participating students shall be provided an alternative experience.  Any field trip may be cancelled without notice due to danger to students, staff, or chaperones.  Monies deposited may be forfeited.

Privately-arranged trips, including those led by District staff members, shall not be represented as or construed to be sponsored by the District or school.  The District does not provide liability protection for privately arranged trips and is not responsible for any damages arising from them.

LEGAL REF:               105 ILCS 5/29-3.1

CROSS REF:              6:10, 7:270

ADOPTED:                  October 4, 1999 

REVISED:                   November 20, 2003; October 24, 2013 

Community Resource Persons and Volunteers

The School Board encourages the use of resource persons and volunteers to:

1. Increase students’ educational attainment,
2. provide enrichment experiences for students,
3. increase the effective utilization of staff time and skills,
4. give more individual attention to students, and
5. promote greater community involvement.

Resource persons and volunteers may be used:

1. For non-teaching duties not requiring instructional judgment or evaluation of students;
2. For supervising study halls, long distance teaching reception areas used incident to instructional programs transmitted by electronic media (such as computers, video, and audio), detention and discipline areas, and school-sponsored extracurricular activities;
3. To assist with academic programs under a certificated teacher’s direction and with the administration’s approval;
4. As a guest lecturer or resource person under a certificated teacher’s direction and with the administration’s approval; or
5. As supervisors, chaperones, or sponsors for non-academic school activities.

The Superintendent shall establish procedures for securing and screening resource persons and volunteers. No person who is a “child sex offender,” as defined by the Child Sex Offender and Murderer Community Notification Law, or has otherwise been convicted of a felony, shall be used.

LEGAL REF.: 105 ILCS 5/10-22.34, 5/10-22.34a, and 5/10-22.34b.
730 ILCS 152/101 et seq., and 154/75-105.

CROSS REF.: 4:170, 5:280, 8:30, 8:95

ADOPTED: October 4, 1999

REVISED: September 25, 2003; May 19, 2011

The Superintendent shall establish a system of grading and reporting academic achievement to students and their parent(s)/guardian(s) and students.  The system shall also determine when promotion and graduation requirements are met.

Grade-Level Classification

Classification of students as freshman, sophomore, junior or senior year students will be based on years of attendance.  The administration shall determine remedial assistance for a student not earning sufficient credits toward graduation in a four year time period. 

Grading and Reporting

Every teacher shall maintain an evaluation record for each student in the teacher’s classroom.  A District administrator cannot change the final grade assigned by the teacher without notifying the teacher.  Reasons for changing a student’s final grade include:

• a miscalculation of test scores;
• a technical error in assigning a particular grade or score;
• the teacher agrees to allow the student to do extra work that may impact the grade;
• an inappropriate grading system used to determine the grade; or
• an inappropriate grade based on an appropriate grading system.

Should a grade change be made, the administrator making the change must sign the changed record.

LEGAL REF.:  105 ILCS 10-20.9a, 5/10-21.8, and 5/27-27.

                        CROSS REF.: 6:300, 7:50

ADOPTED:      October 4, 1999

REVISED:       May 24, 2004; August 24, 2006; January 25, 2007; July 25, 2013

1. is used to preview, reinforce, and/or apply concepts, principles, and skills;
2. reinforces communication between the school and parents/guardians;
3. encourages independent thought, self-direction, and self-discipline; and
4. is of appropriate frequency and length according to the teacher’s best professional judgment.

Unless otherwise exempted, each student must successfully accomplish the following in order to graduate from high school:

1. Complete all District graduation requirements that are in addition to the State requirements.
2. Complete all courses as provided in The School Code, 105 ILCS 5/27-22.
3. Complete all minimum requirements for graduation as specified by Illinois State Board of Education rule, 23 Ill. Admin. Code §1.440.
4. Pass an examination on patriotism and principles of representative government, proper use of the flag, methods of voting, and the Pledge of Allegiance.
5. Participating in State assessments that are required for graduation by the School Code, 105 ILCS 5/2-3.64a-5, unless the student is exempt.

The Superintendent or designee is responsible for:

1. Maintaining a description of all course offerings that comply with the above graduation requirements.
2. Notifying students and their parents/guardians of graduation requirements.
3. Developing the criteria #4 above.
4. Complying with State law requirements for students who transfer during their senior year because their parent(s)/guardian(s) are on active military duty.  This includes making reasonable adjustments to ensure graduation if possible, or efforts to ensure that the original (transferor) school district issues the student a diploma.
5. Taking all other actions needed or necessary to implement this policy.

Early Graduation

The Superintendent or designee shall implement procedures for students to graduate early, provided they finish 6 semesters of high school and meet all graduation requirements.

Certificate of Completion

A student with a disability who has an Individualized Education Program prescribing special education, transition planning, transition services, or related services beyond the student’s 4 years of high school qualifies for a certificate of completion after the student has completed 4 years of high school.  The student is encouraged to participate in the graduation ceremony of his or her high school graduation class.  The Superintendent or designee shall provide timely written notice of this opportunity to children with disabilities and their parents/guardians.

Veterans of World War II, the Korean Conflict, or the Vietnam Conflict

Upon application, an honorably discharged veteran of World War II, the Korean Conflict, or the Vietnam Conflict will be awarded a diploma, provided that he or she (1) resided within an area currently within the District at the time he or she left high school, (2) left high school before graduating in order to serve in the U.S. Armed Forces, and (3) has not received a high school diploma.

LEGAL REF.:  105 ILCS 5/2-3.64a-5, 5/22-27, 5/27-3, 5/27-22, 5/27-22.10, and 70/.

                        23 Ill. Admin.Code §1.440

CROSS REF.:            6:30, 6:320, 7:50

ADOPTED:     October 4, 1999

REVISED:       December 18, 2004, March 24, 2005; January 26, 2006; March 30, 2010; 

                        February 24, 2011; March 26, 2015; May 26, 2016

Students may be awarded credit for courses in a variety of nontraditional high school settings.  The maximum number of credits earned may vary based on the individual needs of the student.  All approved alternative courses will be reflected on students’ high school transcripts.

In-district opportunities include:

On-Line Courses Beyond Credit Recovery

A student enrolled in an On-Line course beyond Credit Recovery may receive high school credit for work completed provided:

1. The student maintains a 70% mastery rate throughout the course; and
2. The student passes a comparable District 230 final examination.

Outside of district opportunities include:

Correspondence Courses

A student enrolled in a correspondence course may receive high school credit for work completed provided:

1. The course is given by an institution accredited by the North Central Association for Colleges and Secondary Schools; and
2. The course is approved in advance by the Building Principal

.

Virtual High School Courses

Enrollment

1. Students must have sophomore or higher status;
2. Typical prerequisites assigned to similar courses must be met unless waived by District 230 High School Administration;
3. Virtual High School Courses must be approved in advance by the Building Principal based on alignment with State Standards, lack of District 230 High School offerings to meet students’ needs, curriculum availability in district, and the individual needs of the student.

Technology Needs

1. Illinois Virtual High School can be accessed at home or school via the Internet;
2. Access to computers will be provided in the school setting;
3. Email addresses are necessary to communicate with Illinois Virtual High School Instructor.

Illinois Virtual Course Assessment

1. Final exams must be taken with a certified proctor to be determined by District 230 High School Administration;
2. Illinois Virtual High School staff will alert District 230 High School registrar (Head Counselor) of any suspected misuse of the Illinois Virtual High School system.

Dual-Enrollment College Courses

A student who successfully completes college courses may receive high school credit, provided:

1. The course is approved in advance by the school guidance counselor and the Building Principal;
2.  the course allows the student to remain on track for high school graduation;
3. the course allows the student to complete an early graduation plan; or
4. the course is not offered in the high school curriculum.

Dual-Credit Courses

A student who successfully completes courses designated as a dual-credit may receive high school and college credit provided the guidelines for dual-credit courses have been followed.

Language Courses

A student may receive high school credit by studying foreign language in an approved ethnic school program, provided such program meets the minimum standards established by the State Board of Education.

The amount of credit will be based on foreign language proficiency achieved.  The Building Principal may require a student seeking foreign language credit to successfully complete a foreign language proficiency examination.

Youth Apprenticeship Vocational Educational Program

Students participating in the Youth Apprenticeship Vocational Education Program may earn credit toward graduation for work-related training received at manufacturing facilities or agencies.

Grades and Credits

Grades awarded for completion of all approved courses will be recorded on transcripts as letter grades and will be used to compute a student’s GPA. Appropriate credit will be awarded for all approved courses. Pass/Fail courses will be recorded as such and not included in the GPA.

Cost

Students/families are to assume full cost of enrollment in Correspondence Courses, Illinois Virtual High School courses, Dual-Enrollment College Courses, and Dual-Credit Courses.

Exchange Programs

Diplomas will be granted to exchange students when the criteria for graduation established by the State of Illinois and the Board of Education have been successfully met.  The Board of Education may grant a certificate of attendance to exchange students.

District students will receive academic credit for foreign exchange courses that meet the criteria established in the curriculum and that are approved by the Building Principal.  International study course work not meeting District requirements may be placed in the student’s permanent record and recorded as an international study experience.

Substitutions for Physical Education, Adapted Physical Education, and Other Required Courses

Students may be excused from daily physical education for the following reasons:

1. Ongoing participating in interscholastic sports.  Students will be exempted from P.E. during the length of their season and assigned to a study hall.
2. Participation in an ongoing marching band program.  Students will be exempted from P.E. during the length of their season and assigned to a study hall.
3. Enrollment in a Reserve Officers Training Corps (ROTC) program (105 ILCS 5/27-6).  Students will be exempted from P.E. during the length of their season and assigned to a study hall.
4. Enrollment in a specific academic class not included in existing graduation requirements in order to be granted admission to a specific college or university. (11^th & 12^th grade students only)
5. Enrollment in courses necessary to meet graduation requirements provided that failure to take such courses would result in the student being unable to graduate. (11^th & 12^th grade students only)

A student requiring adapted physical education must receive that service in accordance with the student’s Individualized Educational Program/Plan (IEP).

A student who is eligible for special education may be excused from physical education courses when: 

1.         He or she is in grades 9-12, and his or her IEP requires that special education support and services be provided during physical education time, and the student’s parent/guardian agrees or the IEP team makes the determination;

2.         He or she has an IEP and is participating in an adaptive athletic program outside of the school setting, and the parent/guardian documents the student’s participation as required by the Superintendent or designee.

                        LEGAL REF.:    105 ILCS 5/2-3.44, 5/2-3.108, 5/2-3.115, 5/2-3.142, 5/10-22.43a, 5/27-6, 5/27-22.3, and 5/27-                   5/27-22.05.

                                                23 III. Admin. Code §§ 1.420(p), 1.440(j), and 1:440(c)

            CROSS REF:    6:180, 6:300, 6:320; 7:260

            ADOPTED:       February 7, 2000

            REVISED:         June 30, 2003; December 18, 2004; February 28, 2008; April 30, 2009; January 28, 

                                       2010; June 28, 2012; January 29, 2015, June 2018

The Superintendent or designee may investigate, coordinate, and implement a program of students in Grades 7 and 8 to enroll in a course required for a high school diploma.

If a program is available, students in Grades 7 and 8 may enroll in a course required for a high school diploma when  the course is offered by the high school that the elementary student would attend, and either of the following is satisfied:  (1)   the student participates in the course at the high school, and  the elementary student’s enrollment in the course would not prevent a high school student from being able to enroll, or (2) the student participates in the course where the student attends school as long as the course is taught by a teacher who holds a professional educator license with an endorsement for the grade level and content area of the course.

A student who successfully completes a course required for a high school diploma while in Grades 7 and 8 shall receive academic credit for that course.  That academic credit shall satisfy the requirements of Section 27-22 of The School Code for purposes of receiving a high school diploma, unless evidence about the course’s rigor and content show that the course did not address the relevant Illinois learning standard at the level appropriate for the high school grade during which the course is usually taken.  The student’s grade in the course shall also be included in the student’s grade point average.

If a program is available, students in grades 7 and 8 may enroll in a course required for a high school diploma.  Students in grades 7 and 8 who successfully complete a course required for a high school diploma will receive academic credit if permitted by, and in accordance with, the policy of the district where the elementary student will attend high school.

LEGAL REF.:  105 ILCS 5/10-22.43, and 5/27-22.10.

23 Ill. Admin.Code §1.460

CROSS REF.: 6:300, 6:310, 6:320

ADOPTED:     October 4, 1999

REVISED:       June 29, 2006; February 28, 2008; March 30, 2010; November 18, 2010; June      

                        28, 2012; March 31, 2016

Subject to the limitations in this policy and State law, the Superintendent or designee is authorized to establish and approve a program for granting credit for proficiency with the goal of allowing a student who would not benefit from a course because the student is proficient in the subject area to receive credit without having to take the course.  A student who demonstrates competency under this program will receive course credit for the applicable course and be excused from any requirement to take the course as a graduation prerequisite.  No letter grade will be given for purposes of the student’s cumulative grade point average.  The Superintendent or designee shall notify students of the availability of and requirements for receiving proficiency credit.

Proficiency credit will be offered in the following subject areas:

Foreign language – A student is eligible to receive one year of foreign language credit if the student has graduated from an accredited elementary school and can demonstrate proficiency according to this District’s academic criteria, in a language other than English.  A student who demonstrates proficiency in American Sign Language is deemed proficient in a foreign language and will receive one year of foreign language credit.  A student who studied a foreign language in an approved ethnic school program is eligible to receive appropriate credit according to the level of proficiency reached; the student may be required to take a proficiency examination.

Other proficiency testing – The program for granting credit for proficiency may allow, as the Superintendent deems appropriate, course credit to be awarded on the basis of a local examination to a student who has achieved the necessary proficiency through independent study or work taken in or through another institution.  Proficiency testing may also be used to determine eligible credit for other subjects whenever students enter from non-graded schools, non-recognized or non-accredited schools, or were in a home-schooling program.

LEGAL REF.:  105 ILCS, 5/10-22.43, 5/10-22.43a, 5/27-22, and 5/27-24.3.23 Ill. Admin.Code §1.460

CROSS REF.:            6:300, 6:310, 6:315

ADOPTED:     October 4, 1999

REVISED:       June 29, 2006; February 28, 2008; March 30, 2010; November 18, 2010; June      

                        28, 2012; March 31, 2016