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Teachers shall be responsible for proper and adequate control of pupils. Teachers shall enforce rules and regulations of the school and shall give support to their principals in maintaining district policies.

Teachers shall inform the principal or his/her delegated authority of acts of misconduct by students.

Revised: February 10, 1997
Revised: June 13, 2017
GBE

AUTOMATIC EXTERNAL DEFIBRILLATORS (AED)

The Board of Education will ensure that Automatic External Defibrillators will be placed in schools and that staff are trained. Selected staff will be trained and receive periodic updates from the school nurse, at each site, on the proper use of the AEDs.  The AEDs will be strategically placed in various high traffic areas in order to be readily available.  A minimum of four employees in addition to the School Nurse will be certified to use the AED.   Efforts will be made to have as many staff as possible complete this training.  A Physician Director will provide oversight to the program.

Administrative Guidelines: 
      AED Placement
Each AED will be located in a central/visible/secure area in the following locations:

• Gym I Foyer of the High School
• Hallway landing outside of the High School auditorium
• Mountain Top Field storage shed, during seasonal months (stored in the AD office during the winter)
• Main office of the Middle School behind secretary’s desk
• Main office of the Elementary School above secretary’s desk
• Ferguson Field in the concession hallway during fall sports (moved
• to baseball field concession for spring and summer-shared with City
• of Dwd)

Oversight
To meet the requirements of the South Dakota Department of Safety, Division of Emergency Services:

The Physician Director will provide oversight to the program including:

• Placement of device and notification of placement
• Ensure compliance with training requirements. The South Dakota Department of Safety, Division of Emergency Service stipulates that training must be to AHA standards.
• Ensure compliance with maintenance requirements.
• Review reports of any incident in which the AED is used.

The School Nurse will:

• Complete and document monthly checks of the device.
• Notify local emergency dispatch and EMS as to the availability, location and type of AED available.
• Order replacement supplies as needed.
• Work with the Physician Director and training agent to insure a sufficient number of school employees are training to use the AED.  Track which employees have been certified and when re-certification is needed.
• Orient as many staff as possible to increase awareness of this device.

Full self-testing including interactive portion will be done monthly, after each use, whenever the battery is replaced, and whenever there is a possibility the AED may have tampered with or sustained damage.  Individuals using the AED should fill out use form with the school nurse and return it to the school nurse on the next working day.  She will route it to the Physician Director for evaluation.  This will also alert the school nurse to the need to perform self-testing on the equipment and to replace any supplies that were used.

Adopted:  March 13, 2006
Revised:  March 14, 2017
GBG

POLITICAL ACTIVITIES OF THE SCHOOL DISTRICT EMPLOYEE

The school board recognizes that employees of the district have the same fundamental civic responsibilities and privileges as other citizens.  Among these are campaigning (running) for elective public office and holding an elective or appointive public office.

An employee who intends to campaign (run) for an elective public office must inform the superintendent by submitting a letter of intent.  An employee who has been elected to a public office will be granted political leave in compliance with SDCL 13-43-15.1.

An employee who has been appointed to a public office or has an opportunity to work in a political activity, will apply in writing to the superintendent for such leave and will discuss with the superintendent the terms and conditions of continued employment.

At the next regular board meeting, after receiving the letter of intent or written application, the superintendent will present a recommendation to the board for consideration of whether or not the activity proposed by the employee is compatible with the time requirements for fulfilling the employee’s responsibilities to the district.

Within ten (10) days of the superintendent’s recommendation to the board, the board will provide the employee with a written answer to the request, including salary arrangements.  This will take place at least five (5) days before any public announcement of such political activity is made by the employee.

No employee will use school system facilities, equipment, or supplies for campaigning, nor will the employee use any time during the working day for campaigning purposes.

If on political leave, the employee will be able to return to a position within the district when the political activity ceases.

Legal Ref:  SDCL 13-43-15.1

Adopted:  December 12, 2006

SECTION I: INSTRUCTION

Below is listing of Lead-Deadwood School District policies in Section I that have been approved by the Lead-Deadwood Board of Education.                                                       

IB

ACADEMIC FREEDOM

Public education in a pluralistic society must strive to present, as objectively as possible, varied events, activities and perceptions reflected in history, literature and other sources of humanity’s thought and expression.  A major goal of education in a free society is to develop persons who can think critically, understand their culture, live compassionately with others, make sound decisions and live with the consequences of their judgment.

Because points of view differ and biases exist, students must have access to materials which express this diversity of perspective.  In order to effectively implement such programs and policies, it is the responsibility of teachers to make certain that access to materials presenting diverse perspectives is available.  Teachers should take into account the relative maturity of their students and the need for guidance and help in studying issues and arriving at balanced views.  All instruction conforms to adopted courses of study.  The principle of academic freedom presupposes intellectual honesty on the part of the person who exercises it and that they can and will discriminate among facts relating to an issue.  In expressing a personal opinion, a teacher makes it known to students that the view is their own and does not attempt to bring students to a commitment to that personal viewpoint. 

Adopted:  July 10, 2007
Revised:  April 11, 2017

IF

CURRICULUM DEVELOPMENT SUPERINTENDENT AND THE CURRICULUM

The Superintendent will be responsible for curriculum development for the school system, working with administrative and professional staffs.  The Superintendent will set up such school curriculum committees for the study of curriculum improvements, including the selection of new instructional materials, as found necessary and desirable.

Adopted:  May 1989
Revised:  February 10, 1997
Revised:  March 13, 2006
Revised:  April 11, 2017

CURRICULUM DEVELOPMENT

1. Program Development

The primary purpose of the Board is to provide an instructional program that fulfills the documented needs of the students served within the District.  To this end, the Board shall maintain a system for operating the educational program in the most efficient and effective manner possible.

The Board recognizes that the educational goals of School District 40-1 can best be attained through instructional approaches as diverse as students’ needs within a pluralistic society.  Therefore, the Board endorses the development of educational programs through the cooperative efforts of educators, parents, pupils and community representatives.

The Curriculum Committee serves as an advisory group to the Superintendent/ Principal on matters of Curriculum Development and program improvement.

The Board also encourages and supports the certified staff in its efforts to evaluate present programs, investigate new curricular ideas and develop and improve programs.

B.         Establishing the Educational Program and Making Changes

            The Board believes that in a constantly changing world, an up-to-date and effective curriculum is necessary and that a dynamic instructional program requires ongoing review of the curriculum and courses of study.

It is the policy of the Board that no course of study shall be eliminated or new courses be added without approval of the Board; nor shall any major alteration or reduction of a course of study be made without such approval.

It is imperative that new courses be carefully planned, adequately financed and submitted with ample time for review and budgeting.  Written proposals for new courses must include detailed rationale, objectives and supporting competency statements.  Proposals to delete an existing course must be supported by a written rational and explanation of whether competencies taught in the course will be dropped or absorbed by other courses.

The Board opposes changes or withdrawals of school curriculum or materials during the school year as a response to public or private pressure, especially when such pressure is exerted outside the established policy-making structure.  The Board recognizes that elective courses may be dropped for a given term by the administration for such reasons as low enrollment or lack of a qualified staff person to teach the course.  Such dropping of a course does not require the approval of the Board.  The Board also authorizes approved curriculum development work during summer months within an approved budget.

C.        Involvement

            The Board supports the fullest possible public participation in the process of determining its educational program and in selected instructional materials.  The advice and involvement of staff, parents and students shall be sought and utilized through the curriculum committee, parent advisory committees, surveys and public informational meetings.

D.         Role of the Board

            With the assistance of the professional staff and others as appropriate, the Board will adopt the educational program offerings and determine if the educational program policies achieve the desired results through appropriate assessment and test results.

E.         Role of the Administration

            To fulfill the goals of the educational program policy, the Superintendent will do the following:

1. The Superintendent will keep the Board informed and knowledgeable about all aspects of the curriculum so that it can establish policy for the instructional program and provide the resources necessary to implement the program.
2. The Superintendent will help the community become knowledgeable about the educational program provided by the District.
3. The Superintendent will develop a District short and long-range educational plan for approval by the Board.

The Superintendent is accountable to the Board for the following procedures which will be updated each year.

1. Needs Assessment:  The District staff will identify weaknesses and omissions in the curriculum.  Testing and other necessary assessment data will be compiled and utilized by resource persons and committees as a basis for planning and decision making.
2. Strategies:  The district staff will establish specific objectives and strategies to overcome each identified weakness and omission.
3. Implementation:  The District staff will demonstrate how the specific strategies to overcome each weakness and omission have been implemented.
4. Evaluation:  A part of the District plan identified in (1) above will include a procedure for evaluating the effectiveness of the curriculum in achieving the school system’s goals.

F.          Evaluation and Reporting

            It shall be the responsibility of the Superintendent to report periodically to the Board on the progress the District is making towards the attainment of its educational goals.  An end-of-school year report shall be presented to the Board.

Adopted:  May 1989
Revised:  February 10, 1997
Revised:  March 13, 2006
Revised: April 11, 2017

CURRICULUM EVALUATION

1.         Each area of the curriculum will be evaluated at least once every five years with the results of the evaluation and recommendation(s) submitted to the Board of Education for any necessary action.  (See Policy IF-R(3), Curriculum Review Cycle.)

2.         The curriculum areas are defined as follows:  Fine Arts, Language Arts, Mathematics, Physical Education, Science, Social Studies, Special Areas, and Vocational Education.

3.         The administration shall cause the evaluation to be conducted.  The evaluation shall be performed by a Subject Area Committee with potential members selected from affected:  (a) administrators, (b) teachers, (c) students, (d) lay representatives and (e) consultants as needed.

4.         The evaluation and recommendations shall be based on criteria which identifies current performance standards of our school, performance standards of like schools, current trends in that educational field and expected future performance.

5.         Interim studies and proposals may be requested by any person to the administration.

6.         The administration, with or without the use of an ad hoc committee, shall evaluate the request, report back to the individual making the request and the Board of Education, with recommendations.

Adopted:  February 10, 1997
Revised:  March 13, 2006
Revised:  April 11, 2017

CURRICULUM REVIEW CYCLE
South Dakota Standards Revision and Adoption Timeline
Adopted by State Board of Education Nov. 29, 2010
A major function of the CSIC is to develop a sequence and review cycle for district-wide curriculum development.  Here is the cycle:

Adopted Curriculum Review Cycle

The review of a particular discipline should be done by a team of teachers representing the subject area a minimum of 1 or 2 teachers from each level (K-5 6-8 and 9-12) plus one administrator for core subjects and a minimum of one instructor from each building (elementary, middle, and high).  The bulk of the work should be done in the summer and outside of the school day, preferably the first week or two following the end of the school year.  The department chair and subject area teachers will complete a curriculum guide during this time that includes a scope and sequence for the program; clear standards alignment; goals of the program; student objectives of the program; authentic tasks to be used; content review and selection, curriculum curation, and assessment methods.  There should then be meetings held quarterly throughout the next school year, at which time the department chair will make the curriculum guide available to all staff in that discipline for input as well as reviewing and selecting materials that fit the curriculum.

Each content area is systematically reviewed according to our district’s Curriculum Review Schedule, set and adopted by the CSIC and aligned with the South Dakota Department of Education’s standards review cycle.  The curriculum review for each content area takes place over the course of 2 years and is conducted by the department chair and a team of teachers who represent all stakeholder groups.  The information below is a general outline that guides the work of each curriculum review team.

YEARS 1: Research, Development and Evaluation

• Identify goals to be accomplished throughout the curriculum review process and create an action plan to accomplish those goals.
• Study trends and issues in the content area through review of research, professional reading, site visits, PLC team work, workshops/conferences, etc.
• Analyze national, state, and district standards and benchmarks; where applicable the CCSS.
• Analyze the district’s student performance data on state, district, and classroom.

Assessments include SDAP, NWEA, DSTEP, and other standards based assessments

• Create frameworks of K-12 curriculum that clearly identify the content that must be addressed in each grade level/course.
• Identify and develop when necessary formative and summative assessments that address expected outcomes.
• Identify “best practice” instructional strategies.
• Identify and order resources that support the curriculum frameworks, instructional strategies, and assessments.
• Identify professional development needed to effectively implement the curriculum frameworks, instructional strategies, assessments, and resources.
• Plan for professional development and implementation.
• Periodically present findings/recommendations to administrators, content area staff, and district committees; gather feedback and make adjustments as necessary.

YEARS 2: Implementation and Evaluation of Curriculum

• Review/update goals and strategies of the school improvement plan.
• Provide professional development for the curriculum frameworks, instructional strategies, assessments, and resources.
• Implement curriculum frameworks, instructional strategies, assessments, and resources.
• Evaluate the effectiveness of implementation and make adjustments as necessary.
• Evaluate the curriculum review process.
• Gather feedback and make adjustments as necessary.

How do you implement a standard curriculum?

• Ensure the curriculum is in line with what you expect students to know.
• Ensure that instruction is effective.
• Monitor and assess in the classroom to see if instruction is effective and if all students are getting it.
• Put the right staff development plan into place to promote curriculum, instruction and assessment.

Adopted:  March 13, 2006
Revised:  July 12, 2011
Revised:  March 12, 2013
Revised:  April 11, 2017

IFD

CURRICULUM COORDINATION AND DEVELOPMENT

Curriculum coordination and development:

            A.         Teachers will be expected to serve on committees during the regular school year.  These committees may include some of the following:
                        1.         Horizontal committees:  Teachers from a particular grade level will meet to discuss ways and means of improving the instructional program.
                        2.         In-service workshops:  These may be conducted by specialists in a particular subject area and may be in August or at other designed times.
                        3.         Textbook adoption committees.
                        4.         Orientation committee:  This committee will assist in collecting materials and organizing procedures aiding the adjustment of new students and faculty members.
           
B.         Selected members of the staff may be hired to work on curriculum, library or other projects during the summer if they so desire and if funds are available.

Adopted:  1976
Revised:  February 10, 1997
Revised:  March 13, 2006

IGBD-R-4

OUT-OF-SEASON CONTACT RULES

The Lead-Deadwood School District will adhere to all SDHSAA rules and regulations pertaining to student-athlete contact time.  In addition, there will be no organized contact, including practice or competitions or open gyms or camps in the Lead-Deadwood School District the following dates:

• December 23-27
• July 1-7
• The first full week after the State Track Meet
• Upon completion of each sport, there will be a one month dead time for that sport.

The administration at Lead-Deadwood High School may make exceptions to the rules if circumstances warrant.

Adopted:  May 10, 2016

South Dakota High School Activities Association
Regulations on Student & Coach Participation
Specific to the Regular-Season & Out-of-Season Time Periods

In-and Out-Of-Season Regulations & Participation Limitations
Allowable Activities for Coaches and Athletes Grades 9-12

ARE STUDENTS ALLOWED TO PARTICIPATE IN?

ARE COACHES ALLOWED TO PARTICIPATE IN?

Yes = UNLIMITED PARTICIPATION ALLOWED
LIMITED = LIMITED BY RULE DEFINITION AS COVERED IN NEXT SECTION
NO = NO PARTICIPATION ALLOWED
SDHSAA IN- AND OUT-OF-SEASON CHANGES FOR 2015-16 SCHOOL YEAR:

• This Handbook Section.  This entire handbook section has been revised editorially by the SDHSAA Executive Staff under guidance of the newly-formed SDHSAA In- and Out-of-Season Advisory Committee.  While the majority of key content from previous years remains, the order in which information is presented has changed to hopefully provide a more usable document for coaches and administrators alike.  For any questions regarding these changes, please feel free to contact John Krogstrand or Jo Auch at the SDHSAA Office.

• National Events.  Students who have an opportunity to participate in in-season National Governing Body, National Team or other National-Level Events can now apply to do so without restriction or loss of eligibility provided prior notification is given to the SDHSAA Office and SDHSAA Office Approval is granted.  Interested Athletes should contact their Athletic Director to reach out to the SDHSAA Executive Staff for appropriate paperwork to be filed.

• Individual Sports and Team Membership.  Students in 7th and 8th Grades who are looking to participate in cross country, golf, gymnastics, tennis, track and field or wrestling are now also subject to the “Eligible for sub-state and state competition’ join date and participation information as stated in “Definition of Student and Team Membership, Item D” later in this section.  This restriction is to prevent athletes in “individual sports” from participating for a non-school sponsored team for the bulk of the school season, only to join the squad late in the year and possibly displace student-participants who have been active for the entire season.  Participants in “team sports” or those who are participating on junior high/middle school sponsored teams are not affected by this rule change.

• Penalty, In-Season Membership Rule.  The following amended penalty structure for violations of the “In-Season, Team-Membership Rule” as stated in “Definition of Student and Team Membership, Items B&C” later in this section of the Athletic Handbook:

For violations of the “In- Season Team-Membership Rule,” the following penalty structure exists:
First Violation—violating athletes will be suspended for 25% of that season’s regularly scheduled varsity contests.
Second Violation—violating athletes will be suspended for the duration of that sport’s season
The 25% figure as noted in the first violation would include suspensions and forfeitures as follows:

• If the violation is discovered before any contests have been completed, the student simply is suspended for the next one-quarter of that season’s regularly-scheduled varsity-level contests (or time duration of such contests), to include post-season games if necessary to fulfill the one-quarter season length requirement.
• If the violation is discovered after contests have been played with an athlete who was ineligible due to violation, those contests played from date when the violation occurred through the date of discovery shall be forfeited.
• If season is concluded when an in-season violation is discovered, the final one-quarter of contests of that completed season will be forfeited.

• Funds, Team Usage.  An update to language was provided to allow schools to use school-supervised or maintained accounts to hold funds for summer camp or out-of-season league participation.  Schools can now “hold” or be a “pass through” for money that is fundraised by teams/athletes/programs for use in paying for camps, clinics or other expenses; however, no general school-fund dollars may be used for these items.

• Amateurism.  The monetary, retail value of awards that SDHSAA Student-Athletes can receive for participation in an out-of-season event, or as an award for an event in-season, is now $300 (up from $75).

DEFINITION OF TERMS AND RESTRICTIONS ON COACHES AND ATHLETES:

• Definition of Student and Team Membership
• For the purposes of this chart and section of the SDHSAA Handbook, a student shall be defined as any individual who is enrolled, has enrolled or will potentially be enrolled at an SDHSAA member High School
• It is the philosophy of the SDHSAA that when a student elects to be a member of a high school team, that student’s loyalty and allegiance shall be directed to the school and to the team of which said student is a member, and therefore participation in non-school activities is limited during the sports season for students.
• Chapter II, Part I, Section Seven of the SDHSAA Constitution and By-Laws specifically states that: “A student who is a member of a high school team may not participate in games, practice, tryouts, etc., in that particular sport during the same season or an independent or non-high school team or as a member of any “All-Star” team, or completely unattached on an individual basis.
• A high school student becomes a member of a school athletic squad when the student first participates in a practice session.
• A 7th-8th grade student becomes a member of a school athletic squad once they have suited up for a high school contest (grades 9-12) regardless whether they actually play or not.
• Team membership ceases for the season at one of the following times:
• The athlete’s membership on the squad is terminated by action including, but not limited to: being cut, quitting the team, school action or other individual decision
• Participation in a non-high school team event in the same sport during that specific sport season (i.e.: AAU Basketball Tournament during School’s basketball season; athlete loses team membership status)
• Team is eliminated from further post-season competition
• The student ceases to be a squad member when membership on a squad is terminated or after the final state championship event (district, region, state) for that classification in that sport.
• Violation of the above-listed team-membership rule, or any other action by a student wherein their team membership ceases causes the student to become subject to the following penalty structure:
• First Violation—violating athletes will be suspended for 25% of that season’s regularly scheduled varsity contests
• Second Violation--violating athletes will be suspended for the duration of that sport’s season
• The 25% figure as noted in the first violation would include suspensions and forfeitures as follows:
• If the violation is discovered before any contests have been completed, the student simply is suspended for the next one-quarter of that season’s regularly-scheduled varsity-level contests (or time duration of such contests), to include post season games if necessary to fulfill the one-quarter season length requirement.
• If the violation is discovered after contests have been played with an athlete who was ineligible due to violation, those contests played from date when the violation occurred through the date of discovery shall be forfeited.
• If season is concluded when an in-season violation is discovered, the final one-quarter of contests of that completed season will be forfeited.
• To be eligible for sub-state and state competition, a student must be a member of that school’s team no later than the fourth Monday from the official start of that sport season.
• Membership defined:  A student must:
• Be practicing with the high school team
• Be on the school’s master eligibility list; and
• Be under the bylaws for the SDHSAA
• Exception: At the member school’s discretion, students may be allowed to join a team after the fourth Monday from the official start of that sport season and be fully eligible for regular season and post-season competition if they meet any of the three conditions below:
• Transfer students who become eligible in their new school
• Students, who are participating in another sport and wish to drop that sport and participate in a second sport during the same sport season, provided they have not delayed their membership in order to gain a competitive advantage.
• Student who joins a team after the fourth Monday from the official start of the sport season and have not participated in the same sport:
• On a non-school team or as an individual competitor; or
• In a camp or clinic; or
• Received private instruction in that sport during the high school season.
• Students who join a team after the fourth Monday from the official start of the season are eligible only for the regular season (not post-season) if they have participated in the same sport:
• On a non-school team or as an individual competitor, or
• In a camp or clinic; or
• Received private instruction in that sport during the high school season.
• Students affected by this rule include:
• For the sports of cross country, golf, gymnastics, tennis, track and field or wrestling, students in grades seven through twelve are subject to this rule, regardless of level of participation on the high school level.
• For all other sports governed by the SDHSAA, this rules shall only apply to:
• Students in grades nine through twelve, and
• Students in grades seven and eight who have become “team members” by suiting up for a high school contest, regardless of whether or not they actually play, as stated earlier in this Definitions Section, Item  I-b-iii.
• Rules affecting student participation refer to all students, grades nine through twelve
• Students in grades seven or eight are allowed to participate on a high school team provided they meet the eligibility standards and pass a physical exam.
• Seventh and Eighth grade students may participate simultaneously on a high school team and seventh and eighth grade teams during the same sports seasons
• Once a seventh or eighth grade student becomes a member of a high school team, that student may not participate on a non-school team in that sport on an unattached basis and retain their school eligibility.  The In-Season Rule set forth in Chapter II, Part I, Section Seven of the SDHSAA Constitution and By-Laws is applicable to such students once they join the high school team.
• For clarification purposes, once a seventh or eighth grade student joins a high school team, all SDHSAA rules and regulations, including the rules in this section, apply to that student.  A seventh or eighth grade student is considered part of the high school team once they have suited up for a contest at the high school level, regardless of whether or not they actually play in that contest.
• Students sixth grade and below shall not participate on, practice with or compete against a high school team, which includes any team with students who are currently in grades nine through twelve.
• The grade level of the student shall be determined by the grade a student is currently enrolled in, or after the completion of the school year, the grade in which that student will participate in during the next school year.
• Definition of Coach
• For the purposes of this chart and section of the SDHSAA Handbook, a coach shall be defined as any person contracted to coach a sport at any grade level Kindergarten through twelve, or any volunteer who has been approved to help coach a sport, including positions that are filled on an annual basis.
• Athletic Directors are also to be considered as a ‘coach,’ even if they are not specifically assigned duties as a traditional coach.
• Contracted or approved volunteer coaches shall remain considered a ‘coach’ for a period of fifteen months, including at a minimum:
• The three summer months immediately prior to the school year or which that individual coach is contracted to work
• The nine months of the school year for which that individual coach is contracted to work
• The three summer months immediately following the school year for which that individual coach is contracted to work
• Definition of “Season” Time Periods
• The Regular Season for varsity level competition is defined as that period of time starting with the first allowable practice and ending the day prior to the beginning of the championship series of district-region-state tournaments or meets.  Games for squads below varsity level may be scheduled up to and including the Saturday of the state tournament/meet for their classification.  Game limitations apply to sub-varsity squads as well as varsity squads.
• The In-Season Time Period is defined as that period of time starting with the first allowable practice and ending when a team or individual has been eliminated from further competition during the championship series of district-region-state tournaments or meets.
• The Out-of-Season Time Period is defined as the period of time after a team or individual has been eliminated from further competition during the championship series for a given sport and continues until the first allowable date that the next regular season may begin.  For sub-varsity levels of competition, the Out-of-Season Time Period begins the day following the last interscholastic competition and continues until the first allowable date that the next regular season may begin.  The Out-of-Season Time Period also includes the “Summer” time period (end of State Track Meet through July 31) as well as the time period between August 1 and the start of a given sports season.  Please also note the “summer moratorium” language in item “IX’ on page 11 of this section.
• Camps and Team/Individual Contacts
• Camps are defined as planned activities that are of an instructional and/or competitive nature where actual games are played by camp attendees.  All camps must be open to all anyone who wishes to voluntarily opt to attend.  Two types of camps include.
• Individual Camps
• Can be conducted for athletes in team or individual sports
• Can be sponsored by coaches, member schools or non-school entities
• Athletes from the same school are not kept together as a team or unit
• Camp is opened to all interested participants, regardless of school affiliation; cannot be exclusively advertised or operated as being for a lone school’s athletes
• Camp can range from one to five days, wherein all days of a camp must be consecutive
• Team Camps
• Athletes from the same school are specifically kept together to participate as a unit with one another
• Camp can range from one to five days, wherein all days must be consecutive.
• Individual or team camps may be sponsored by non-member entities, member schools or coaches of member schools provided the camp is scheduled to be held during the time span from the day following the state track meet through midnight of July 31.
• Team contacts are defined as any contact a coach with his/her team of an instructional or competitive nature that cannot be specifically classified as an individual contact.  Coaches are limited to a total of four such team contacts, as defined in the “Four Contact Rule” section of this document.
• Individual contacts are defined as those instructional or competitive activities that can be classified as an individual camp or private lesson.  Such activities do not count towards the “Four Contact Rule”.
• Coaches/member schools may not conduct a team camp or an individual camp exclusively for their own athletes during the out-of-season time period.
• Free camps are permissible provided the camp is free to everyone.
• Students and Camps
• Students may attend as many individual or team camps of their choosing during the out-of-season time period on an unattached basis.  As long as a school coaching staff is not involved, camps attended by students do not count toward the Four-Contact rule. 
• Students may NOT attend any individual or team camp during that given sport’s season once the student has officially reported for membership on the high school team.
• Coaches and Camps
• Coaches may not participate in camps of any kind except during the Summer Time Period.
• During the summer time period, a coaching staff is limited to a maximum of four contacts, including team camps.  For more information on those contacts, please see “Four Contact Rule” under additional terms and definitions.
• Coaches may offer unlimited individual camps during the summer Time Period, provided the camp falls under the guidelines of an individual camp as listed above.
• Coaches hired by one member school cannot coach teams from another member school at team camps.
• Clinics
• Clinics are defined as planned activities that are of an instructional, observational, and/or   demonstrational nature related to the teaching of individual skills.  Furthermore, clinics occur only when there is no actual participation in competition by student athletes who are in attendance at the event.
• While some events may be marketed as “clinics” to schools and student athletes, any event where participation by that individual SDHSAA athlete occurs cannot be defined as a clinic by these rules and regulations.
• Students and Clinics
• Provided the above conditions are met, students may participate in an unrestricted amount of clinics at any time period.
• Coaches and Clinics
• The lone restriction on coaches’ participation in clinics is that coaches simply cannot conduct a clinic that is exclusively limited to participation to his or her own school’s student athletes.

• Non-SDHSAA Leagues/Games/Tournaments – As listed in chart.
• A “Game” is defined as any contest that takes place between squads of multiple schools.
• Any subdivision of a sport such as freestyle wrestling or three-on-three basketball is still considered part of that particular sport, and therefore a game.
• An allowable League is defined as a structured set of ‘games’ where games are played on a maximum of one day per week for a period of multiple weeks.  A single league may involve both varsity and sub-varsity levels.
• A Tournament is defined as any event wherein multiple ‘games’ take place but does not fit the definition of a league.  Tournament games are to be played on consecutive days.
• Member schools may not sponsor leagues, games or tournaments during the out-of-season time period.
• Students and Leagues/Games/Tournaments:
• Student Athletes may participate in Non-SDHSAA Leagues, Games or Tournaments on an unlimited basis, provided that the events are not taking place during the specified SDHSAA Sport Season.
• Coaches and League/Games/Tournaments:
• Coaches may coach teams involved in out-of-season leagues, games or tournaments during the Summer Time Period only.  This coaching will count toward the “Four Contact Rule” as stated later in this document.
• All-Star Events
• All-Star events are defined as those events where participants are chosen by invitation or selected outright by some predetermined process for a single event,
•  All-Star events will not be sanctioned by the SDHSAA, nor may SDHSAA Member Schools themselves sponsor an All-Star event.
• Students and All-Star Events
• Seniors who have exhausted their eligibility and completed their final season with the SDHSAA in a particular sport can participate in All-Star Games on an unlimited basis, with no regard to date(s) of the event, number of events or numbers of participants from a given school entity. 
• All other student athletes who have not yet exhausted their eligibility in a particular sport may participate in all-star games during the summer time period only (June 1 through July 31), provided no more than the following number of students from one member school participate: basketball – 3, cheer – 4, cross country – 3, dance – 5, 11-man football – 7, 9-man football – 6, golf – 3, gymnastics – 3, soccer – 7, tennis – 3, track and field – 3, volleyball – 4, and wrestling – 3.
• Coaches and All-Star Events
• Coaches may only coach for All-Star events during the Summer Time Period.  This includes that coaches cannot coach an All-Star event that takes place during the school year, even if that coach does not have any of his or her own athletes on the squad.
• Club Teams
• A Club Team is defined as a team that plays a schedule of multiple events with one another, with a minimum of three events.  Members for this team are chosen by invitation or selected outright by some predetermined process.
• Students and Club Teams
• Students may participate on club teams on an unlimited basis outside of that sport’s given season.
• During a specific SDHSAA Sport Season, students may not participate on any level with a club team.  This participation includes a restriction on any/all club team games, practices, try-outs or other like activities.
• Coaches and Club Teams
• Coaches may coach a club team from the end of their individual sport season through July 31st given that the roster of that club team contains no more than the following number of students from any member school: basketball – 3, cheer – 4, cross country – 3, dance – 5, 11-man football – 7, 9-man football – 6, golf – 3, gymnastics – 3, soccer – 7, tennis – 3, track and field – 3, volleyball – 4, and wrestling – 3.
• Any team that has more than that given number of athletes and is coached by a SDHSAA member school coach during the Summer Time Period would be considered a “team contact (see next section).”
• Private Lessons
• Private lessons are defined as the teaching of fundamental skills and techniques of a specific sport.  Furthermore, private lessons are not to be competitive in nature and therefore must be limited in the number of athletes involved and the schools from which those athletes attend.
• The maximum number of participating athletes in a private lesson at any one time is limited as follows: basketball – 3, cheer – 4, cross country – 3, dance – 5, 11-man football – 7, 9-man football – 6, golf – 3, gymnastics – 3, soccer – 7, tennis – 3, track and field – 3, volleyball – 4, and wrestling – 3.
• Students and Private Lessons
• Students may participate in private lessons at any point during the school year, except as prohibited by the maximum number of participating athletes.
• Students involved in private lessons may not have any form of competition in that lesson, including but not limited to, direct competition or drills with/against students from another school.
• Coaches and Private Lessons
• Coaches may only be involved in private lesson instruction during their individual sport season and the summer time periods.
• Coaches may receive compensation for their services of providing private lessons
• Coaches may teach fundamental skills to athletes outside of the given time boundaries only if they are the employee of a club or non-profit entity operated separately from the school.
• There is no restriction on a coach being able to provide private lesson instruction to his or her son or daughter at any time of the year.

ADDITIONAL TERMS AND DEFINITIONS REGARDING IN- AND OUT-OF- SEASON ACTIVIITES

• Four Contact Rule
• During the Summer, Out-of-Season time period, a coaching staff is limited to a maximum of four team contacts/competitions/outings.
• Coaching staffs have the options in regard to their four summer contacts:
• Up to four team camps/tournaments, or
• Up to two team camps/tournaments plus one league
• Non–SDHSAA Sanctioned Sports and Activities
• Participation in an individual or team sport that is not sponsored by the SDHSAA, e.g. bowling, racquetball, swimming, etc., during an SDHSAA sports season will not cause the athlete to lose his or  her eligibility in the SDHSAA sponsored sport that is in progress.
• Any subdivision of a sport such as freestyle wrestling or 3-on-3 basketball is still considered to be a SDHSAA sponsored sport.
• Coaches may participate with high school athletes in leagues or recreational activities such as golf, tennis, pick-up games, running, weight lifting, etc., but cannot participate on the same team as high school athletes or organized sports leagues.
• In-Season Games, Scrimmages or Practices
• Participation in SDHSAA Jamborees designed to train sports officials is not prohibited.
• All scrimmages and practices between member schools are prohibited, with the exceptions of:
• SDHSAA-approved Jamborees designed to train sports officials, and
• Two or more gymnastics teams may bring their squads together to conduct a joint practice or scrimmage.
• Games or practices between high school teams and/or individuals and independent, club, alumni, college teams, or non-high school aged individuals are also prohibited.  This prohibition is applicable to both individual and team sports.
• Teams who have been eliminated from state Championship competition may continue to practice until the end of the season, defined as the last day of that given sport’s State Tournament.
• Open Gyms/Open Road/Open Field Policy
• Open Gyms conducted during the “Summer Time Period” do not count as a team contact and may involve coaching assistance from members of the school’s coaching staff.  Restrictions remain in place, however, for Open Gyms during any other point in time during the school year.
• During any other timeframe, the following regulations apply to open gyms/road/field, etc:
• Local school administration and board(s) are responsible for the operation and enforcement of a local Open Gym/Road/Field policy.
• Member schools may provide an open gym/field/road activity for students, provided the following criteria are followed:
• Open Gyms are defined as activities wherein a gymnasium, playing field or other school/public facility is made available for all students for recreational purposes.
• Attendance at such an event must be voluntary and open.
• Local school administrators are responsible for developing policy to govern this type of activity, including adherence to SDHSAA guidelines.
• Member schools may furnish equipment related to the open gym activity, such as balls, goals, standards, nets, mat, etc.
• The time, day and location of the open gym event shall be made known to the student body by the administration in a timely manner through a publicly accessible avenue (announcements, bulletin board, school paper, school website, etc.).
• Local policy may dictate certain schedules by gender or grade level, but not activity or sport.
• Participants must furnish their own clothing.
• Supervision of the open gym shall be subject to local policy, but must include that the person in charge of supervision may be a high school coach, but he or she not coach or instruct during the open gym session.  This restriction includes, but is not limited to, the teaching of fundamentals of a specific sport.
• Awards, Gifts and Financial Assistance for Student Athletes
• Student athletes in grades nine through twelve who attend competitive events sponsored by non-school or non-SDHSAA entities may accept the following items without loss of eligibility:
• Air and Ground Transportation
• Meals
• Lodging
• Student athletes may not accept any award or gift of any kind from participating in an event or otherwise received whose value exceeds $300.00 unless specific exception is granted by the SDHSAA Board of Directors.
• Students may also not accept a monetary award or anything of a pecuniary value as the result of a competitive event.
• During the out-of-season time period, students may accept golf awards that exceed the SDHSAA Baard of Directors limitations, provided those awards fall within the guidelines set for amateurs by the United States Golf Association and Professional Golf Association.
• Students may receive awards from an event with the understanding that the cost of such awards is included in the admission/entry fee charged to participants in the event. 
• Schools may use school-supervised or maintained accounts to hold funds for summer camp or out-of-season league participation.  Schools can now “hold” or be a “pass through” for money that is fundraised by teams/athletes/programs for use in paying for camps, clinics or other expenses; however, no general school-fund dollars may be used for these items.
• Additional Out-of-Season Restrictions and Regulations as they pertain to Member Schools
• Use of Facilities:  It is permissible for member schools to donate, rent or lease their facilities for use by non-school entities, including coaches, during the out-of-season time period in accordance with the rental/lease policy of the local school board.
• Conditioning Programs:  Conditioning programs and similar offerings in a school (weight lifting, conditioning drills, etc.) are permissible provided such programs are open to anyone and everyone who wishes to participate.  If only athletes show up, after it has been announced that the program is open to all, the program is legal and does not violate the out-of-season rule.  The coach may be present if he or she happens to be the person in charge.  However, the coach cannot use this opportunity to teach athletes game or sport techniques, unless during the summer time period.
• Fees, Meals, Lodging:  Member schools and/or coaches of member schools may not pay fees, meals, lodging or other expenses in behalf of student athletes.  Free camps are permissible provided the camp is free to everyone.  Fees, etc. may be paid by non-school entities such as a booster club.
• Transportation:  Member schools may provide transportation to non-school entities and coaches as per local school board policy.  Coaches may provide transportation to student athletes who choose to attend individual camps only in those cases where the coach serves as an instructor.  The coach may also provide transportation to a team camp if said coach is serving as the coach of the team.
• Equipment: Member schools may issue equipment during the out-of-season time period to student athletes who are attending camps, leagues, games and tournaments provided the local school board has adopted a policy allowing equipment to be issued.
• Uniforms:  Member schools may issue team uniforms to the coaching staff for use in the four team competition outings only.  Uniforms are considered any clothing the school is currently issuing, including but not limited to items such as warm-ups, practice jerseys, etc.
• Fundraisers:  Charitable fund-raisers involving athletic competition may take place at the discretion of the local administration as long as the event is sponsored by a non-school entity.  Coaching out-of-season guidelines are still in effect.  Faculty members may play against students in these charity games.   However, coaches hired by the school may not coach high school students in such charity games held during the out-of-season time period.
• Insurance:   Because camps/clinics are not sanctioned by the SDHSAA, the SDHSAA liability and catastrophic insurance programs will not be in force during the out-of-season time period.  Member schools are encouraged to check with their liability insurance carrier.
• National Championships and National Governing Body or National Team/Event Participation
• The SDHSAA will not sanction any tournament, meet or other contest that is intended to qualify for and/or determine a national high school champion.
• Students, on an individual basis, who have an opportunity to participate in events sponsored by or as part of participation on a National Governing Body, Olympic Development, National Team and/or National-Level Event may do so, provided advance notice is given to the SDHSAA Executive Staff and prior approval is granted.
• Students wishing to file for this waiver should contact their Athletic Director, who then must contact the SDHSAA Executive Staff in advance of the event to receive appropriate paperwork to be filed for application of this waiver.

ii.      Once received, the SDHSAA Executive Staff will review the event/opportunity in question and rule on whether or not participation in the event will be allowed.

• Failure to complete steps one and two prior to the date of the event will render the student subject to penalty as listed for a violation of the In-Season Team Membership Rule in Item One – Definitions – Section I, Item C earlier in this document.
• Restrictions on Coaches during the School Year Period
• From August 1 through the State Track Meet, coaches may only coach during their designated season and as allowed by this section.  The lone exceptions to that rule are as follows.

i.      Gymnastics coaches may coach the skills and techniques of the sport during the out-of-season period to any age/grade students as either the owner of a private gymnastics club operated separately from the school or as an employee of a privately owned gymnastics club operated separately from the school, or as an employee of a non-profit organization operated separately from the school.  All other coaches cannot have contact with their athletes during the school year other than during the defined regular season.  This would include private lessons and practice sessions.
ii.      Coaches may plan and organize the four team competitions/outings planned for the ensuing summer while the school year is in progress.  Coaches may organize and direct events, but may not coach their team or individuals during the out-of-season time period during the school year except as allowed for by this section.

• Summer Moratorium of Activity
• From July 1 through July 7 annually, no contact may take place between student-athletes and their coaches.  This period shall be known as the summer “moratorium.”  This restriction on activity includes any team contact, individual contact, private lesson, open gym or other situation wherein coaches will interact with student-athletes in an activity setting for any SDHSAA-Sanctioned Activity wherein coaching, guidance or supervision is provided.
• Coaches must abstain from any activity with their student-athletes during this time that could fall under the auspices as previously listed in this section.
• Clarification One—Coaches cannot schedule any team activity for their players, including camp participation, open gyms, conditioning programs or outside entities providing instruction, during the July 1 through July 7 moratorium period.
• Clarification Two—Coaches must make every attempt to not participate in any situation that could fall under the definition as listed previously in this section.
• Student-athletes may attend camps, clinics or programs on their own accord, provided that no involvement of the school or school personnel takes place.
• Clarification One—Student athletes should not participate in any event organized by a member school during the moratorium, including open gym/field/road events.
• Clarification Two—Students may continue to attend non-member school affiliated events during the moratorium, including strength/conditioning programs, individual camps or outside competitions.
• Football Contact Limitations
• Beginning in the Summer of 2016, Football teams are to be limited in the number of days in which summer activity may involve the use of player pads.  No more than ten (10) calendar days of events including practice, camps or other school scheduled activities may include the use of protective gear beyond a helmet.  Of those ten days, no more than five (5) may be consecutive.
• Football athletes may participate in non-school affiliated activities (i.e. individual camp or combine sponsored by an outside organization) beyond the ten-day limit.  The ten-day limitation is specific to activities planned, supervised, or conducted by a member school.

                                                                                                                                    IGBH

ALTERNATIVE INSTRUCTION PROGRAMS

• Excuse from School.  State law requires that children of compulsory school age (at least six (6) years old by the first day of September and not yet eighteen (18) years old) must regularly attend some public or nonpublic school for the entire term during which the public school in the district where the parent or guardian resides or the school to which the child is assigned to attend, is in session unless excused from school attendance by the school board.  A child will be excused from school attendance if the child is provided with alternative instruction, as in the public schools, in the basic skills of language arts and mathematics.

Parents or guardians of a student of compulsory school age who wish their child to attend an alternative educational program must complete the SDCL 13-27-3 APPLICATION FOR PUBLIC SCHOOL EXEMPTION CERTIFICATE REQUEST and submit it to the Lead-Deadwood Board of Education.  The parent or guardian must provide the school with a certified copy of the child’s birth certificate within thirty (30) days of the initial excuse.  The request for the reasons set forth in SDCL 13-27-2 and issue a certificate to the parents or guardian.  Requests are to be made and new certificates issued on an annual basis.  A permanent record of all certificates or excuse shall be kept in the office of the superintendent and copies forwarded to the office of the secretary of the Department of Education at the time of issuance.

• Academic Achievement Test.  Students in grades four (4), eight (8), and eleven (11) enrolled in an alternative educational program shall take a nationally standardized achievement test of the basic skills.

C.   Re-enrollment in School         
1.   Elementary and Middle School Students.  Students of compulsory school age who transfer into the Lead-Deadwood School District from an unaccredited school in another state or country or from an alternative instruction program under SDCL 13-27-3 will be tentatively placed at the child’s grade level program recommended by their transcript or report card.  If no transcript or report card exists, the child will be placed at the grade level warranted by the child’s age; assuming entry into the first grade at age six (by the first day of September) and annual grade placement thereafter.  If the parent or teacher feels the age-appropriate grade level placement is inappropriate, then achievement testing to assist in evaluating grade placement may be requested.  The child’s academic achievement, physical size, maturity and social development may all be considered in evaluating grade level placement.  The child’s placement may not be in a grade level higher than warranted by the child’s chronological age assuming entry into the first grade at age six and annual grade advancement thereafter.  After initial placement the child may be advanced according to his demonstrated performance.  All grade placements will be determined by the building principal.  Any parent or guardian who is dissatisfied with the second placement of the child may appeal it to the secretary of the Department of Education.

• Secondary Students.  Students in grades 9-12 who transfer in to the Lead-Deadwood School District from unaccredited schools in another state or country or from an alternative instruction program under SDCL 13-27-3 will be tentatively placed in English and math at the level of achievement demonstrated by one or two standardized tests.  In all other subjects the student will be tentatively placed within the subjects and grade level recommended by their transcript, report card, or in the case of home schooled students, self reports from the parents.  The child’s placement may not be in a grade level higher than warranted by the child’s chronological age assuming entry into the first grade at age six and annual grade advancement thereafter.  After initial placement the child may be advanced according to his demonstrated performance.  Any parent or guardian who is dissatisfied with the second placement of the child may appeal it to the secretary of the Department of Education.

The testing will be done at a date and time determined by the school district.
           

• Awarding of Credits.  The awarding of credits toward meeting the Lead-Deadwood High School diploma requirements for academic work completed within an unaccredited school in another state or country or from an alternative instruction program under SDCL 13-27-3 shall be based upon the following criteria:

• Students can earn credit by proving mastery obtaining 85% proficiency on the State Department of Education developed end-of-course exams (EOC), or local assessments developed by the District for courses not assessed by an EOC.  Testing is mandatory to receive credit.  The tests can be taken previously in the prior setting. There also needs to be proof of the scope and sequence of curriculum and the standards addressed in courses.

• Attendance records are not necessary in determining credit.

• Grades for these courses will be indicated by a “P” on the transcript and will not be included in the Grade Point Average or class rank.

• The current LDHS policy requiring a minimum of six (6) semesters to be completed at LDHS to be Valedictorian and Salutatorian and to be in the class rankings will continue.

• There will be a notation on the transcript that these grades were transferred in from a non-accredited setting and earned differently.

• There will be no credit for Science lab courses without documented lab experiences parallel to what the school offers.

• Credits for classes not offered at the school will only be issued with administrative approval.  There also needs to be proof of the scope and sequence of curriculum and the standards addressed in courses.  The Principal determines whether or not credit is issued.  Appeals of Principal’s decision to the Superintendent of Schools – then the School Board.

E.         Graduation.  A student whose previous high school enrollment has been in a non-accredited school or in alternative instruction may receive a high school diploma from the Lead-Deadwood Schools only if that student has met all graduation requirements and has been enrolled as a full-time student in the high school for the last two (2) consecutive semesters.

F.          Loan of Textbooks.  Under provisions of SDCL 13-34-23 the Board shall loan, without charge, textbooks to all persons age five (5) through nineteen (19) who reside within the school district or who have been excused by action of the School Board to attend an alternative educational program within the school district.  The textbooks provided under this policy shall be the same textbooks adopted and approved by the School Board and used by enrolled students.  Teacher manuals will not be provided.

G.        Academic Instructional Classes:  Alternative education students may enroll in any academic instructional classes.

H.         Appeals of Decisions.  Any parent, guardian, or eighteen (18) year old student dissatisfied with the placement of a student or a credit determination may appeal to the superintendent of schools.  The parent or guardian, if dissatisfied with the decision of the superintendent, may appeal to the Secretary of the Department of Education.

• Activities Programs.  Alternative education students from within the district may participate in Lead-Deadwood School programs and activities observing all Lead-Deadwood, State, and South Dakota High School Activities Association policies, rules, regulations, and laws during time of participation.  Middle School students will adhere to the same policies, rules, regulations, and laws which apply to high school students.  Home school students from outside of the Lead-Deadwood School District may not open enroll for the purpose of participating in district sanctioned activities.  Home school students from within the Lead-Deadwood School District may participate in the music curriculum classes offered during the school day or offered as an extension of a music class.

Legal Reference:         SDCL 13-27-1
                                    SDCL 13-27-2
                                    SDCL 13-27-3
                                    SDCL 13-27-3.1
                                    SDCL 13-27-3.2
                                    SDCL 13-27-3.3
                                    SDCL 13-27-9
                                    SDCL 13-27-20
                                    SDCL 13-27-39
                                    SDCL 13-24-23

Adopted:  June 10, 1991
Revised:  February 10, 1997
Revised:  August 10, 2004
Revised:  February 14, 2006
Revised:  July 14, 2009
Revised:  April 11, 2017

IGD-R-1

SCHOOL ACTIVITIES

School activities are to be conducted in school facilities.  The school can sponsor dances and other activities of recognized school clubs and organizations outside of school facilities through administrative approval.

Revised:  February 10, 1997
Revised:  April 11, 2017

IGD-R-2

CO-CURRICULAR ACTIVITIES

The Board of Education shall be the final authority in granting approval for participation in co-curricular activities.  All SDHSAA rules and regulations must be met.

Co-Curricular activities which meet the following criteria shall be referred to the Board of Education for their approval of participation in that particular activity.

A.         Activities In-State

• Any around trip that is in excess of 600 miles via the shortest route.
• The administration will be responsible for approving all other in-state activities.

B.         Activities Out-of-State

• The activity must be sanctioned by the host state’s activities association as well as the SDHSAA.

Revised:  February 10, 1997
Revised:  April 11, 2017

IGD-R-3

EXTRA-CURRICULAR ELIGIBILITY REQUIREMENTS

High School:

To be eligible to participate in extra-curricular activities at Lead-Deadwood High School students must pass six classes the previous midterm/quarter grading period.  If a student does not pass six for the midterm/quarter, he/she will sit out until the next midterm grading period.  If a student passes six courses for the 2nd or 4th quarter/midterm grading period, but fails to pass at least four courses for the semester, he/she will sit out for the entire next semester.

Academically ineligible students will be allowed to practice provided reasonable progress is being made in the classroom.  The Activity Director and Principal will determine reasonable progress.  All activities are subject to the eligibility rule.  Within activities of band, vocal music, and drama, students will be eligible to participate in local concerts and performances during their ineligibility suspension, but not for SDHSAA sanctioned events.

Middle School:

All students participating in extra-curricular activities at Lead-Deadwood Middle School are eligible the first quarter of sixth grade.  In order to be eligible in subsequent quarters, a student must have passed all classes of the preceding grading period, which are quarter grades.  If the student has failed one or more classes at the end of the grading period, the student may participate on a bi-weekly basis providing they are passing all current classes.  It is the student’s responsibility to print a grade report from campus confirming he or she is passing all classes.  The student may not participate in competition until he or she is passing all current classes.  The grades must also be confirmed with a grade report from campus.

Bi-weekly teacher verification of eligibility will occur for those student participants who failed one or more classes the previous quarter.  It is the coach’s, activity director’s and instructor’s responsibility to communicate with the students regarding bi-weekly eligibility.  An ineligible student may continue to practice, but cannot compete, travel, or perform.  The activity week will be defined from Wednesday to Wednesday.  Grade checks will be completed every other Wednesday on student participants who failed one or more classes the previous quarter.

Lead-Deadwood Middle School students who participate at the high school level are required to follow high school eligibility requirements.

Approved:  June 13, 2006
Revised:  February 8, 2011

IGDB

ADDING NEW SPORTS/ACTIVITIES –
CLUB ACTIVITIES

The Lead-Deadwood School Board recognizes that interests of students change, and wishes to have programs flexible enough to meet those changing needs and interests, when possible.  As groups of students express interest in extracurricular activities not officially supported by the District, they are encouraged to form clubs.  The Board may recognize these club activities as being a part of the school’s program of education, under the following conditions:

1.         The club participants and coaches/advisors will follow all rules and regulations of participation as outlined by Board policy and administrative procedures.

2.         The club will have its advisors/coaches approved by the administration and accepted by the Board prior to the onset of the club activity.  Absences of school staff acting as club advisors/ coaches may be approved as professional leave.

3.         The club will retain responsibility for raising funds for its activities, except as approved in advance by the Board.

4.         The District will retain full control of all club activities which have resolved to be representative of Lead-Deadwood School District, including the right to disband a club.

5.         Details of participation, school representation, lettering, student absenteeism related to club activities, use of facilities and other issues concerning club activities will be determined by the administrative staff, in cooperation with club representatives, and will be reduced to writing at the time the application is made and finally approved.

6.         Applications for club status are available through the building principal.

SPORTS/CLUB ACTIVITIES APPLICATION FORM

Name of proposed sport/club activity:                                                                                  

Date of application:                                                                                                               

Proposed Coaches/Sponsors/Advisors:                                                                                                                                                                                                                                 

Description of Sport/Club Activities:                                                                                                                                                                                                                                                                                                                                                                                       

Describe funding sources and/or needs:                                                                                                                                                                                                                               

To be completed by Building Administrator:

Resolved policy issues with sport/club organizers on:                                                                                                                                                                                                                                                                                                                                                            

Applicants agree to abide by district policies and administrative directives

                                                                                                                       
Applicant Signature                                                    Date

Recommendation of building administrator

Approved:                                Denied:                        Date:                         

Referred to Superintendent on:                                                                     

Superintendent:

Approved:                                Denied:                        Date:                         

Approved January 12, 2010
Revised:  April 11, 2017

IGDA

SUNDAY/WEDNESDAY CO-CURRICULAR PRACTICES

Practices on Wednesday evening and on Sunday should be avoided if at all possible.  The following should be the procedure when practicing on Wednesday evening and Sunday.

Adopted:  September 1967
Revised:  February 10, 1997
Revised:  April 11, 2017

SUNDAY/WEDNESDAY CO-CURRICULAR PRACTICES

1.         Wednesday Evening

            High School
            a.         All practices should b completed and students out of the school building by 6:00 P.M. on Wednesday evenings.

            Middle School

• All practices should be completed and students out of the school building by 5:00 p.m. on Wednesday evenings.

II.          Sunday Practices

• Practices will not occur in school facilities on Sunday morning or on Sunday evening.
• Practices may occur on Sunday afternoon in or on school facilities if at least one (1) of the following conditions are met:
• The practice must be at the varsity level team only.  No Sunday practice for subvarsity or middle school teams or programs.
• The practice may only occur if there is a scheduled or rescheduled event on the next day (Monday).
• The practice may occur if the team is currently involved in State level competition (i.e. football playoffs, district/region tournaments, etc.)

In addition, the ministerial association must be notified and permission from the ministerial association must be granted for said practice to occur.  Contact with the ministerial association will be made by the superintendent.

Revised:  February 10, 1997
Revised:  April 11, 2017

IGDB

STUDENT EXPRESSION

It shall be the policy of this school district to recognize and protect the rights of student expression and to balance these rights with the interests of an orderly and efficient educational process and of a school environment suitable for the healthy growth and development of all students.  This policy will not be implemented on behalf of any other interests.

The school shall assume no responsibility for the contents of any written material produced, posted, circulated or otherwise distributed or of student conduct, taken in accordance with this policy, in so far as such matter or conduct may be related to any interests other than those of an orderly and efficient educational process and proper school environments.

Adopted:  November 14, 1972
Revised:  February 10, 1997
IGDB-R

PARENT INVOLVEMENT PLAN

The Lead-Deadwood School District wishes to strengthen partnerships between parents/families and schools to better educate all children and to find effective ways to gain buy-in from those who can truly benefit from programming.  Families contribute to all aspects of education—social-emotional, academic, as well as in school behavior and attitude.  With increased awareness regarding why and how they influence their children as well as why the school cannot “do it all,” parents will be more likely to positively influence their children.  As their children’s first teacher, families support healthy development, reinforce learning in school; develop values and life skills toward responsible adulthood and lifelong learning.  If schools and families truly work together, students will be more likely to graduate and obtain further education or to be job-ready.  Schools can assist parents in gaining skills that will assist their children in school.  Research has consistently shown that School/family partnerships can increase student achievement.  Students with involved parents are more likely to:

• earn higher grades
• be promoted or pass classes
• attend school regularly
• adapt well to school
• graduate and go on to further education

The School District must strive to continue to build the capacity of parents/families to help children succeed and to be active and engaged partners by equipping them with skills and competencies, ensuring academic achievement and student success.

The plan focuses on the following:

• Building relationships
• Communication
• Bolstering Student Success
• Community Partnerships

Build strong and meaningful relationships between schools and parents/families

      Short-term actions:

• Educate teachers, support staff, administrators, and parents/families regarding the value of the contributions of parents to academic achievement.
• Establish a welcoming school environment and encourage parents to visit the school at any time.
• Continue to hold family fun events throughout the year and review what is currently done and what might be added.  Find ways to utilize venues other than the school setting and focus on academic subjects such as reading, writing and math.
• Meet and welcome all parents through personal interaction such as phone calls, letters, email, and meetings.
• Distribute general, easy to read handouts or information sheets about parent involvement at home and at school…Basic health, nutrition, communication and homework information, title program/parent compact, learning at home, career and college information, volunteer info.
• Collect and disperse “Parent Involvement” handouts and parent friendly school walk-through information.
• Review the merits of compiling and disseminating parent information on questions to ask at parent/teacher conferences that relate to academic performance and achievement and how parents might intervene at home to promote those things.
• Assemble and provide information at parent/teacher conferences about parent involvement, services, and resources available through the school (including brochures already discussed and parent handouts).

Long-term actions:

• Provide staff training and support for parent engagement.
• Accumulate and distribute user friendly information to parents/families relating to content standards to help them understand the standards and what is being taught and what children should know so that they can be more involved in their children’s education.
• Schedule a family friendly school walk through of the school environment.
• Establish how families and school members perceive the school’s role of families in education through a survey of parents and school personnel.
• Provide leadership and advocacy training for families.

Support communication between school and parents/families

Short-term actions:

• Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and in a language the parents can understand.
• Make communicating with families a priority for staff.
• Provide advance notice and offer meetings and opportunities at various times and locations.
• Communicate the importance of and ensure that parents give children a quiet place and time to read, study, and complete homework and discuss daily work assignments, progress reports, and report cards with their children.
• Support efforts to utilize building level parent advisory councils to provide advice on all matters related to parental involvement.
• Create a chart of school staff, and with whom parents should speak about particular topics.
• Create and present an overview of the bullying program.

Long-term actions:

• Bring parents/families into the policy making process.
• Hold various workshops and events that link parent engagement to student achievement.
• Create and deliver programming that focuses on the effects of poverty on parental engagement in education.
• Communicate how home environments and families promote learning.
• Communicate what it takes to get a child ready to learn every day at school.
• Inform parents what their children are expected to know and how parents can reinforce that learning at home.
• Develop and/or purchase short family workshops to connect social and academic areas to learning or to success at school, including but not limited to:
• health
• nutrition
• family routine
• literacy
• social and emotion learning (school and home)
• parenting classes
• behavior
• college and career readiness
• bullying

Support strategies that bolster the success of each student’

Short-term actions:

• Ensure that children attend school on time every day and promptly report any absences or tardiness.
• Ensure that children have the materials needed to complete class work and home learning.
• Help children develop a good self-image by providing care, discipline, support, interest, and concern.
• Keep children clean, as well as healthy, by ensuring that they get enough sleep, appropriate nutrition, and medical care.
• Reinforce with teachers that we want parents actively engaged with their child’s education, both at home and in the classroom by volunteering to read, do math, and to help with other academic and social endeavors.

Long-term activities:

• Investigate the feasibility of implementing parenting classes for future parents at the high school level.
• Offer childcare, transportation, and food during training.
• Utilize qualified community volunteer as tutors in an after school setting to assist students with reading and math.
• Create a rewards system that recognizes accomplishment and completion of a training or family event, perhaps in a fashion that earns the parent/family “credit” which may be used to meet the needs of certain mandatory requirements.
• Create and implement a plan which involves parents in major transition activities.

Create community partnerships

Short-term actions:

• Work with other governmental agencies (DSS, States Attorney, Local Law Enforcement, etc.) to provide support to families who may benefit from parental/familial engagement programming.
• Continue to have an open and welcoming school when it comes to community groups using school facilities.

Long-term activities:

• Create parent involvement activities in conjunction with local businesses and local community based organizations such as recreational centers and early childhood education organizations.
• Create programming and opportunities for students, parents, families, and community members to develop leadership skills to further contribute to the school and overall community.

Adopted:  May 8, 2012

IGDF

FUND RAISING

An organization wishing to raise funds must follow these guidelines:

• School sponsored organizations may raise funds for their own organization only with prior administrative approval.  The first step in all fundraising activities must be to fill out an approval form.

2.   School sponsored organizations may raise funds for an outside organization or cause with prior administrative approval.

3.   Individual students not connected with a particular school sponsored organization wishing to raise funds at, through, or under the auspices of the school for themselves or an outside organization or cause must seek and gain administrative approval prior to the event.

4.   Fundraising at school or school events by an organization, group, agency,  or individual not part of, connected with or related to the Lead-Deadwood Schools is prohibited unless other arrangements are made.

5.   Students will not be let out of class to fundraise.

6.   Flyers distributed or displayed for the purposes of soliciting funds must indicate who is trying to raise funds for what the money is going to be used.

7.   Requests and descriptions of fundraising activities should be submitted at the beginning of the school year to reduce repetition and conflicts in scheduling.  It is understood that this will not be possible in all cases.

The completed application form will be submitted to the Principal for his/her approval of rejection.  In such cases where an application is rejected, the sponsoring organization may request that a delegation of its members meet with the Principal to further explain the project and to hear reasons for rejection.

Funds raised by student organizations must be deposited and/or withdrawn through an account in the name of the organization through the Lead-Deadwood High School, Middle School or Elementary Schools.

Donations will be encouraged and accepted.

Local business/community member/large companies will be allowed to sponsor activities and programs.

Adopted:  March 11, 1991
Revised:  March 13, 2001
Revised:  December 12, 2006
Revised:  April 11, 2017

IGDF-R

LEAD-DEADWOOD SCHOOL DISTRICT
FUNDRAISING APPROVAL FORM

Name of
Organization                                                                                                                                                                                                                                                                          

Name of
Sponsor/Adviser                                                                                                                                                                                                                                                                     

Name of Individual/Individuals (if not an
Organization)                                                                                                                                                                                                                                                                         

Fundraising
Activity                                                                                                                                                                                                                                                                                   

Purpose of
Fundraising                                                                                                                                                                                                                                                                             

Date of Activity                                                                                                                      

Facility Needs (Fill out form in Activity
Office)                                                                                                                                    

Target Total to be Raised                                                                                                       

Sponsor’s
Approval                                                                      Date                                                  

Administrative
Approval                                 YES        NO       DATE                                                              

Adopted:  December 12, 2006
  

IHB

CLASS SIZE

The maximum number of students per classroom will follow these guidelines:

            A.         Kindergarten through 3rd Grade         18 maximum
            B.         Fourth through 12th Grade                   25 maximum

At the elementary level, classes under twelve (12) will be combined.

In order for high school classes to be included on the class schedule, a minimum of ten (10) students must be enrolled after student registration.  Some classes may be limited in size due to classroom/facility limitations.

Exception to these classroom numbers may occur upon administrative recommendation.

Adopted:  April 15, 1998
Revised:  May 8, 2001

IIA
INSTRUCTIONAL MATERIALS

Selection of materials will be according to policy and in the best interest of students of the Lead-Deadwood School District #40-1.

Revised:  February 10, 1997
Revised:  April 11, 2017

IIAA

TEXTBOOK SELECTION AND ADOPTION

In adopting textbooks for use in the school system, the Board will carefully consider the rights, freedoms and responsibilities of all students, parents and teachers.

The board’s first commitment in selecting and adopting textbooks will be the preservation of the students’ right to learn in an atmosphere of academic freedom.

Secondly, the Board will support the teachers’ right to exercise professional judgment in their work but, at the same time, the Board will require teachers to balance this right with an awareness of their responsibility to meet the educational goals and objectives of the school system.

Thirdly, the Board recognizes the rights of parents to influence the education of their children.  The Board will not, however, allow the wishes of an individual parent to infringe upon the rights of the majority of the students in any class.

In order to maintain this balance of rights, responsibilities and freedoms, it will be the policy of the Board to make the textbooks available for review by parents, students and interested citizens of the community.

LEGAL REFS:  SDCL 13-8-1; 13-8-29; 13-34-11

Adopted:  May 1989
Revised:  February 10, 1997
Revised:  April 11, 2017

IIAC

LIBRARY MATERIALS SELECTION AND ADOPTION

The Board endorses the School Library Bill of Rights, as adopted by the American Library Association, which asserts that the responsibility of the school library is to:

1.         Provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, and maturity levels of the students served.

2.         Provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards.

3.         Provide a background of information that will enable students to make intelligent judgments in their daily lives.

4.         Provide materials on opposing sides of controversial issues so that young citizens may develop under guidance the practice of critical reading and thinking.

5.         Provide materials representative of the many religious, ethnic, and cultural groups and their contributions to our American heritage.

6.         Place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the library.

            Initial purchase suggestions for library materials may come from all personnel--teachers, coordinators, administrators. Students will also be encouraged to make suggestions. The librarian will be responsible for evaluation and recommendation of all library materials recommended to be included in the school library. Final approval and authority for distribution of funds will rest with the building principal, subject to the approval of the Superintendent and in keeping with the Board-approved budget.

            Gifts of library books will be accepted in keeping with the above policy on selection. Complaints about library books will be handled in line with Board policy on complaints about instructional materials.

Adopted:  April 11, 2017

                                                                                                                                    IIBD

SCHOOL LIBRARIES

            The Board recognizes that an effective school library media center is an important and integral part of the instructional resources of each elementary and secondary school. Consequently, the school district will provide and maintain adequate school library media centers.

            Materials in school libraries will include a full range of print and audio-visual media. Library services will include instruction and help in the use of library resources. A school librarian will be employed in accordance with state regulations. The school librarian and assistants will act as teachers in the use of these resources.

            The school librarian, together with the school principal and Superintendent, will develop such teaching programs and rules for library use as necessary to ensure maximum use of the library services and materials, and control of material.

The Superintendent, upon the recommendation of the school librarian, will annually request sufficient funds from the Board to maintain library services at a high level.

Adopted:  April 11, 2017

IIBG

DISTRICT TECHNOLOGY ACCEPTABLE USE AGREEMENT

We are pleased to offer students and staff of the Lead-Deadwood School District access to the district computer network resources, electronic mail and the Internet.  To use these resources, all students and staff must sign and return the district’s Acceptable Use Agreement form, and those under age 18 must obtain parental permission.

General Network Use

The network is provided for students and staff to conduct research, complete assignments, and communicate with others.  Access to network services is given to students and staff who agree through the Lead-Deadwood School District Acceptable Use Agreement to act in a considerate and responsible manner.  Students and staff are responsible for good behavior on school computer networks just as they are in a classroom or a school hallway.  Access is a privilege – not a right.  As such, general school rules for behavior and communications apply and users must comply with district standards and honor the agreements they have signed.  Network storage areas may be treated like school lockers.  Network administrators may review files and communications to maintain system integrity and insure that users are using the system responsibly.  Users should not expect that files stored on district servers will always be private.

Internet / World Wide Web Access

The Lead-Deadwood School District will make every reasonable effort to give access to educationally appropriate sites.  However, it may not be technologically possible to limit Internet access to only those sites that have been authorized for the purpose of instruction, and research related to the curriculum.

The district reserves the right to monitor staff and student website access and to take the necessary steps to prohibit access to certain inappropriate sites or to provide consequences for access to such sites.The district may also monitor public sites, such as MySpace.com, to ensure that information placed on those sites does not violate any school policy.  The district also requires that students agree not to place anything on public sites that would have a negative impact on the school environment to include, but not limited to, cyber-bullying, slander or libel of students or staff members, or other information deemed inappropriate or illegal.  The district reserves the right to provide consequences for such actions.

The Lead-Deadwood School District does not sanction any use of the Internet that is not authorized by or conducted strictly in compliance with the rules, regulations and policies of the district.  Users who disregard the district’s Acceptable Use Agreement may have their privileges suspended or revoked.In some cases, where applicable, law enforcement officials may become involved in actions that violate state or federal regulations or laws.  Users granted access to the Internet through the Lead-Deadwood School District assume all responsibility and liability, both civil and criminal, for their use of this service.  The district makes no warranties of any kind, expressed or implied, for the Internet service that is provided.  The district will not be responsible for any unauthorized financial obligations resulting from use of this service.

E-mail

Students and staff have access to e-mail.  All e-mails generated or received through the Lead-Deadwood School District are the property of the district.  Staff members are allowed to use their school e-mail address for personal use as long as the use does not interfere with their assigned duties or violate any district policy.  Students have access to e-mail, for educational purposes, through the state e-mail system and may obtain an e-mail account and address by contacting the office or building tech.  The school reserves the right to monitor staff and students e-mail contents and students may be subject to disciplinary action for inappropriate use.

Internet Safety Instruction

The Board is committed to providing a safe learning environment that prepares students for a rapidly changing world.  To ensure that students safely and appropriately benefit from the district’s technology resources, the district shall provide Internet safety instruction to all students.  The district’s Internet safety curriculum shall include, but is not limited to:

• Instruction conveying appropriate online behavior and online social interaction; and
• Instruction promoting cyberbullying awareness and the ways in which the district responds to cyberbullying.

It shall be the duty of the superintendent to ensure that Internet safety instruction is integrated into the district’s instructional program

Adopted:  July 10, 2007
Revised:  May 8, 2012
Revised:  April 11, 2017

IIBG-R(1)

DISTRICT TECHNOLOGY ACCEPTABLE USE AGREEMENT

Parents, please read this document carefully, review its contents with your son/daughter, sign and return.

The Lead-Deadwood School District believes technology use is an essential skill for lifelong learning.  The goal in providing computer and Internet access to staff and students is to promote educational excellence by facilitating resource sharing, innovation, and communication.  All users are required to sign this agreement before they may access district resources, and all students must also have their parent/guardian sign the following guidelines for account privileges.  By signing this agreement parents/guardians give permission for their child to access these services and agree to district policy IIBG-R(1).

The Lead-Deadwood School District will make every reasonable effort to give access to educationally appropriate resources, including Internet sites.  However, it may not be technologically possible to limit Internet access to only those sites that have been authorized for the purpose of instruction and research related to curriculum.

The use of electronic networks is a privilege, not a right.  General school rules for behavior and communications apply.  Users are responsible for possession of any and all materials and for all actions with the use of the account.  Violation of district policy through the use of technology will result in disciplinary action in accordance with district policy.  When applicable, law enforcement agencies may become involved.  Examples of inappropriate use include, but are not limited to:

• Accessing, uploading, downloading, distributing, viewing or possessing any offensive files that may be pornographic, obscene or contain sexually explicit material or language.
• Students are not permitted to use personal smart phones at any time during class time.  Smart phones used in common areas at appropriate times may never be used to access, upload, download, distribute, view or possess any offensive files or websites, that may be pornographic, obscene or contain sexually explicit material or language or to harass, insult, or attack others.
• Harassing, insulting, or attacking others.
• Damaging or modifying computers, computer systems, or computer networks.
• Violating copyright laws.
• Using others’ access information such as usernames and passwords or trespassing on others’ folders, work, or files.
• Forgery of electronic communications.
• Intentionally wasting resources.
• Employing the network for commercial purposes, financial gain, or fraud.

The Lead-Deadwood School District makes no warranties of any kind, expressed or implied, for the Internet access it is providing.  The District will not be responsible for any unauthorized financial obligations resulting from the use of this account.

I have read this agreement and agree to adhere to the principles and procedures detailed within.

STUDENT/STAFF                                                                                                     DATE                                    

I have read this agreement with my child and I agree to allow my child to access the Internet services provided by the District.

PARENT/GUARDIAN                                                                                            DATE                                    

I want my child to access the Internet.                                                      Yes                         No

My child’s work may be published on the Internet.                                Yes                         No

My child’s photo may be published on the Internet.                             Yes                         No

Adopted:  July 10, 2007
Revised: February 8, 2011
Revised:  April 11, 2017

IKF

GRADUATION REQUIREMENTS

Aligned with the South Dakota Board of Education requirements as approved November 2, 2009

A student’s Personal Learning Plan must document a minimum of 22 credits that include the following:

• Four units of Language Arts – must include:

a.   Writing – 1.5 units
b.   Literature – 1.5 units (must include .5 unit of American Literature)
c.   Speech or Debate -- .5 unit
d.   Language Arts elective -- .5 unit
      2.   Three units of Mathematics – must include:
            a.   Algebra 1 – 1 unit
            b.   *Algebra II – 1 unit
            c.   *Geometry – 1 unit
      3.   Three units of Lab Science – must include:
            a.   Biology – 1 unit
            b.   Any Physical Science – 1 unit
            c.   *Chemistry or Physics – 1 unit
      4.   Three units of Social Studies – must include:
            a.   U.S. History – 1 unit
            b.   U.S. Government -- .5 unit
            c.   World History -- 1 unit
            d.   Geography -- .5 unit
      5.   One unit of Fine Arts
      6.   One-half unit of Physical Education
      7.   One-half unit of Health
      8.   One-half unit of Personal Finance or Economics
      9.   One-half unit of Computer Science
      10.  One-half unit of Service Learning
      11.  One-half unit of approved CTE Coursework or World Language
      12.  Completion of Senior Experience Capstone Project
      13.  Completion of one-half unit of virtual/distance education coursework
      14.  Five (5) units of elective credit

*With school and parent/guardian approval, a student may be excused from this course in favor of a more appropriate course.  A student may be excused from Algebra II or Geometry, but not both.  A student is still required to take three units of Math.  If a student is excused from Chemistry or Physics, the student must still take three units of Lab Science.

**PE Credit through participation in SDHSAA sanctioned activities.  Up to ½ elective PE credit may be earned towards graduation requirements with completion of 2 activities in one year.

Credit earned before 9th grade may be considered if the course is approved with a credit waiver through the Department of Education and End-of-Course Exam.

Alternative course credit, credit from another public school for classes taken outside the regular school year and high school correspondence credit from an accredited institution may be accepted and allowed toward graduation upon the approval of the building administrator.

Students may take college or vocational courses for credit towards high school graduation, upon the approval of the building administrator.

Early graduation may be considered if a student has met the district’s academic requirements.  A conference between the student, parent, counselor and principal will be held to determine eligibility.  Students enrolled in an alternative education program may graduate upon completion of their programs, regardless of how many semesters they have completed.

Students will complete all graduation requirements before they can participate in the graduation exercise and/or receive a diploma.

Adopted:  February 14, 2006
Revised:  May 9, 2006
Revised:  January 13, 2009
Revised:  May 11, 2010
Revised:  July 12, 2011
Revised:  April 11, 2017
     
IKG

MIDDLE SCHOOL ACCELERATION

In situations where Lead-Deadwood Middle School students wish to access courses at the High School the following guidelines will apply.

• Placement:  A committee made up of one middle school guidance counselor, the 6-12 principal, one middle school teacher, and one high school guidance counselor, and one high school teacher will determine the acceptance of middle school students into a high school course based on test scores and classroom performance.  The student and a parent/guardian will also be allowed to attend the meeting.  Class size will be a determinant in the process.  If the committee is evenly divided on acceptance, the Middle School Principal shall be the tie breaker.

B.         Grading.  The high school teacher will issue the student’s grade.

C.        Credit.  The student will earn high school credit.

D.         Grade Point Average.  The final grade will be entered onto the student’s official high school transcript.

E.         The Department of Education has granted a waiver that allows the Lead-Deadwood School District to teach a high school Algebra I level course to eighth grade students. Eighth grade students may earn a high school credit in Algebra 1.  Placement in this course will be based on student performance, faculty recommendations and parent input.

Credit for the course shall appear on the student’s high school transcript with the unit of credit and a letter grade.  The unit of credit must be included in the credits required for high school graduation and the letter grade must be calculated in the high school cumulative grade point average.  This course will follow curriculum standards for high school Algebra 1 and will be graded by the high school instructor.

Eighth grade Algebra 1 students will be subject to high school class withdrawal policy.  Specifically, eighth grade students will have two weeks to drop the class at the beginning of each semester. 

For purposes of qualifying for the Opportunity Scholarship this credit will be recognized.

Approved:  April 11, 2006
Revised:  April 11, 2017

ILC

VIRTUAL HIGH SCHOOL/DISTANCE EDUCATION POLICY

Students in the Lead-Deadwood School District may earn credits via distance education.  The two methods which students may access coursework via distance education are:

• Access coursework found in the South Dakota Virtual High School
• Access coursework provided by the school district

All virtual education programs and courses must be consistent with District instructional goals and aligned with South Dakota’s academic standards, curriculum frameworks and assessments, and accredited by the South Dakota Department of Education.  The administration is directed to periodically review instructional materials of virtual/online courses to ensure they meet program standards.  Further, such courses must provide the opportunity for rigor, and substantial, timely interactions among staff and students.

The Lead-Deadwood School District Distance Education Program is designed to:

• Provide access to virtual/distance education opportunities to meet the minimum graduation requirement(s) of one-half unit of credit obtained online (Class of 2014)
• Provide students with 24/7 access to coursework
• Assure standards in course offerings
• Provide opportunity for students needing credit recovery due to failure, illness, or other issues
• Provide opportunity for home school students wishing to be educated at home.  They must be registered by September 1st.
• Provide opportunities for students enrolled in school who may have scheduling conflicts or wanting to take additional courses not available to them
• Provide students the opportunity to challenge themselves through an accelerated program.

Credit for Virtual Coursework

High School students may earn a maximum of five (5) units of academic credit to be applied toward graduation requirements by completing virtual/online courses accredited by the South Dakota State Board of Education.  Students may earn more than five (5) credits if specified in the student’s Individualized Education Plan or approved by the building administration.  Students taking courses provided by the District must be enrolled in the District.

Costs for Virtual Coursework

The cost for virtual/distance education coursework to meet the minimum graduation requirements will be the expense of the District.  District education courses should be identified and selected through the plan of study as outlined in the personal learning plans.

Students will be responsible for all costs related to virtual/online coursework beyond the minimum graduation requirement unless specified in the student’s Individualized Education Plan or approved by the building administration.

Student Application for Distance Education Courses

Students requesting to take additional virtual/online courses beyond the minimum graduation requirements will do the following:

• Meet with a school counselor to assess the student ability to function effectively in an online learning environment and to confirm that the student possesses the maturity level  needed to function effectively in an online learning environment.
• Determine coursework identified as part of the student’s personal learning plan and the necessity of the requested coursework for post-secondary readiness.
• Obtain the written approval of the Principal before a student enrolls in a virtual course.

Adopted:  August 14, 2007
Revised:  July 12, 2011
 

                                                                                                                                    KLD

PUBLIC COMPLAINTS ABOUT THE CURRICULUM AND INSTRUCTIONAL MATERIALS

            The Board reserves to itself the final responsibility for all instructional materials used and curricula taught in the district schools. The Board recognizes that without a free and vigorous exchange of ideas, learning and teaching cannot take place effectively.

            The Board also recognizes that district residents have a right to express concern about the educational programs of their schools. When citizens have concerns about particular courses or instructional materials, these concerns should be stated in writing, carefully considered, and accorded the courtesy of a prompt reply by school personnel. All such replies will be based on the instructional goals of the district, upon course objectives, and upon the criteria for selection of instructional materials.

            Staff members will attempt to accommodate serious religious or moral objections to particular instructional materials by providing alternate materials whenever possible. However, attempts by parents or students to control what others read and study will be subject to careful scrutiny and question by school employees and the Board.

            Complaints against instructional materials will be considered a most serious matter and will be processed in a very deliberate manner. Therefore, the following procedures are to be followed, step-by-step. Complaints that reach Step 3 will be reported to the Board.

            The material in question should first be discussed with the teacher or librarian who will report the results of this meeting to the principal.
            If satisfaction is not reached, the complainant may continue with Step 2.

            The principal will meet to discuss the material with the complainant and the teacher or librarian. The results of the meeting will be reported to the Superintendent. If satisfaction is not gained, the complainant will be requested to complete the form, "Request for Reconsideration of Instructional Materials," before proceeding to Step 3.

            The Superintendent will appoint a review committee composed of the following members:
                                    - The building principal.

                                    - The building librarian.

                                    - Two building teachers.

                                    - Three adult citizens.

            The committee members will be requested to read or view the material and respond to the complainants' answers to the questions on the form, "Request for Reconsideration of Instructional Materials." The recommendation of the committee will be sent to the complainant by the Superintendent. If the complainant is not satisfied, he may continue with Step 4.

            The Superintendent will meet with the complainant to resolve the problem. If an impasse has developed, the matter is to be directed to the Board in Step 5.

The complainant will appear before the Board as the final step in the request for reconsideration of instructional materials.

SECTION J:  STUDENTS 

Below is listing of Lead-Deadwood School District policies in Section J that have been approved by the Lead-Deadwood Board of Education.                                                       

JE

ATTENDANCE

Elementary School

According to South Dakota law, parents must see that their children are in attendance each day of school.  Absences can be excused for a religious holiday or observance, illness, death or serious illness of a family member.

Students are tardy after 8:15 a.m. and must notify the office before going to class.  Promptness to class is a very important attribute for students to develop.  A student is noted to be tardy after 8:15 a.m. until one and one-half hours have passed.  At 9:45 and after, students will be counted as absent.  If a student has five tardies, a letter will be sent home making parents aware of the situation.  A home visit may also be made at this time.  Ten tardies will require a conference with the student’s parents and more than ten tardies will constitute notification of the States Attorney.

If a student is absent, the parent or guardian should call the office @ 717-3884 before 8:45 a.m.  If the office does not receive notice of a child’s absence, an attempt will be made to contact parents in order to confirm the child’s whereabouts.  Other absences should be discussed with and approved by the teacher and/or principal.

In the event that a classroom teacher notifies the office of unexcused or “questionable” absences, contact will be made with the home in an effort to determine the cause of the absences.  After seven such absences within a semester, a written contract from the school will be made, informing parents of the law (13-27-11).  After ten such absences within a semester, the States Attorney may be notified.

High School

A student will be considered absent if they come to class more than 20 minutes late.  A student is allowed (2) school days for make-up work for each excused absence that they are not in class.  High School students who are absent for more than five (5) days of a block class during a school semester will not receive credit for the course work without special extenuating circumstances and the recommendation of exception from the principal.

The building Principal is granted the right to make exceptions to this minimum attendance standard in extra-ordinary cases.  If a student reaches the absence limit and thus will potentially lose credit, he or she must continue the course until the end of a semester unless approved by the building administration.  Students who are permitted to withdraw with no credit will be assigned to the “CABIN” for the remainder of the semester.

Students may request an appeal to the loss of credit through a committee of five teachers selected by the student and the building principal.  The student is allowed (2) school days for make-up work for each excused absence.  After the 4th day of absence from a class during a semester, the school will attempt to notify the student and parent.  A meeting with  parents may be scheduled to discuss strategies to improve attendance and how the student will make up the missed work.  Failure to comply with South Dakota Codified Law 13-27-1 stating compulsory education until the age of 18 may result in referral to the district truancy officer and State’s attorney.

Middle School

A student will be considered absent if they come to class more than 20 minutes late.  A student is allowed (2) school days for make-up work for each excused absence that they are not in class. 

After the 5th day of absence from a class during a semester, the school will attempt to notify the student and parent.  A meeting with parents may be scheduled to discuss strategies to improve attendance and how the student will make up the missed work.  Middle school students who are absent for more than sixteen (16) days of class during a school year are in jeopardy of not receiving credit for the course work completed without special extenuating circumstances and the recommendation of exception from the principal.  Failure to receive credit may result in a referral for retention.  The building principal is granted the right to make exceptions to this minimum attendance standard in extra-ordinary cases.

Students may request an appeal to the loss of credit through a committee of five teachers selected by the students, parents and the building principal.  A meeting with parents may be scheduled to discuss strategies to improve attendance and how the student will make up the missed work.  Failure to comply with South Dakota Codified Law 13-27-1 stating compulsory education until the age of 18 may result in referral to the district truancy officer and State’s attorney.  

Adopted:  December 12, 2006
Revised:  July 12, 2011

JEA

PERMISSION TO LEAVE SCHOOL

Students must receive permission at the principal’s office to leave the building at any time during the daily regular session between the opening and closing hours of the school day.   This regulation does not apply to classes or groups regularly scheduled for departure under faculty supervision.

Revised:  February 10, 1997

Revised:  June 10, 2006
JECB

ADMISSION OF NONRESIDENT STUDENTS/
ASSIGNMENT OF RESIDENT STUDENTS

This policy is enacted to fairly allow admission and assignment of both resident and non-resident students in the Lead-Deadwood School District.  For the purposes of this policy, the term “resident district” means the district in which a student has legal residence as determined by SDCL 13-28-9.  The term “non-resident district” means any district in which a non-resident student seeks to enroll.  The term “assigned school” means the attendance center within the district to which a resident student is assigned.  The term “non-assigned school” means an attendance center within a resident student’s district to which the student has not been assigned.

The Board will accept all students from other districts wishing to enroll, provided the non-resident district’s facilities can accommodate the students without adversely affecting the quality of the education program.  The determination will be based upon criteria adopted by the Board, see Section C below, and is subject to the following conditions:

1. GENERAL PRINCIPLES

1. A student who is a legal resident of another South Dakota district seeking to transfer to Lead-Deadwood School District must make application on forms provided by the Department of Education.  The application must be made by an unemancipated student’s parent or guardian or by the emancipated student.  (The parent or guardian with the authority to request enrollment is the resident custodial parent.)

1. The application will be approved or disapproved, if the transfer does not result in an inability to provide a quality educational program by the Lead-Deadwood School Board or assigned designee, and in compliance with statutory limitations. (Applications must be received and evaluated by the last Friday in September to be eligible for the first semester, or by the last Friday in January to be eligible for the second semester.  The School Board may waive this requirement based on individual circumstances.)  The applicant and resident district must be notified of the decision within five days of the decision.  Applications will be reviewed in the order received.

1. In-district transfer applications to move to a non-assigned school can be accepted and acted upon by the board at any time; however, decisions regarding transfers among attendance centers within a district will be based upon policies consistent with resident/nonresident transfers.

1. The application may be withdrawn by the applicant prior to the approval of the request and upon notification of the district to which the student applied.

1. Once approved by the Lead-Deadwood School District, the applicant’s intent to enroll obligates the student to attend school in the receiving non-resident district or non-assigned school for the next school year, unless the two boards agree in writing to allow a student to return the original district or assigned school or if the parent, guardian, or student changes resident to another district.

1. Once enrolled in a non-resident district or non-assigned school, the enrollment will continue unless a bona fide change of resident occurs or a subsequent transfer application is received.

1. A non-resident district will accept credits granted for any course successfully completed in another accredited district.  The non-resident district may award a diploma to a non-resident student only if the student satisfactorily meets the graduation requirements of the non-resident district.

1. Transportation to school of non-resident students is the responsibility of the applicant.  Both the resident and non-resident districts may provide transportation to non-resident students if approved.

1. SPECIAL EDUCATION STUDENTS

Both state and federal law requires that the resident district be responsible for providing a free and appropriate public education for students in need of special education and related services.  All applications for transfer of a special education student will first be considered by a placement committee, and the placement committee will include representatives of both the resident and non-resident districts.  In addition to the other consideration of the 1997 Open Enrollment Act, the following additional considerations will apply.

1. An individualized education program team consisting of representative from both the resident and non-resident district will determine if the non-resident district can provide appropriate instructional programs and facilities, including transportation, to meet the needs of the student.

1. If the request to transfer is granted the non-resident district is responsible for the provision of a free appropriate public education for the student in need of special education or special education and related services.

1. Notwithstanding the provision of 13-28-45, the individualized education program team shall determine whether the student in need of special education requires transportation as a related service.  If so, the non-resident district shall provide or ensure the provision of transportation within the boundaries of the attendance center to which the student is assigned.

1. Return of the non-resident special education student to the resident district will be subject to the approval of the individualized education program team.

1. No separate dates will be in effect for notification and decision making with respect to special education students.

1. Students on an IEP who are home schooled will not receive special education services unless they are enrolled in the Lead-Deadwood School District for the amount of time that is specified in their IEP for such services.

1. CRITERIA FOR MAKING TRANSFER DETERMINATIONS

Discrimination based upon race, gender, religious affiliation or disability is prohibited.  All members of the same family residing in the same household will be treated the same and the application of a sibling of a student currently open enrolled in a school district has priority over all other open enrollment applications received by the district.

1. The standards will be established based on the capacities of each of the following elements within the district in any approvals:

1. Programs
2. Classes
3. Grade levels
4. Buildings
5. Pupil/teacher ratio

1. The Department of Education has authority to promulgate rules setting for procedural and administrative requirements of the open enrollment program.  The school district will follow any and all such rules and procedures.

1. The board may deny applications for any of the following reasons:

1. The standards established in paragraph C-1 above are violated;
2. The applicant is under suspension or expulsion;
3. The application has been convicted of possession, use, or distribution of any controlled substance, including marijuana and is under suspension pursuant SDCL 13-32-43;
4. The applicant has been convicted of a weapons charge relating to the schools and is under suspension pursuant to SDCL 13-32-43.

1. MISSCELLANEOUS PROVISIONS

1. The board will assign all students among the schools within the district, pursuant to SDCL 13-28.

1. The district will make relevant information about the district, schools, programs, policies and procedures available to all interested people.

1. Appeals from board action under the 1997 Open Enrollment Act can be made under SDCL 13-46 and the court will conduct a de novo review.

1. The time for appeal under SDCL 13-46 is within ninety days from the date of decision.

LEGAL REFS: SDCL 13-13-10.1; 13-15-8.1; 13-15-9; 13-15-11; 13-15-21;
13-15-21.1; 13-15-23; 13-15-24; 13-28-9; 13-28-10; 13-28-10.1;
13-28-11; 13-28-19; 13-28-19.1; 13-28-21; 13-28-22; 13-28-23;
13-28-30; 13-28-34; 13-28-40; through 13-28-47; 13-32-4.3;
13-37-35; 13-46 Repealed July 1, 1998; 13-28-28; 13-28-22;
13-23-23; 13-28-38
CROSS REFS: IGBA, Programs for Handicapped Students
LB, Relations with Other Schools and School Districts

Approved: September 9, 1997
Revised:  August 12, 2014

JECBA

ADMISSION OF EXCHANGE AND FOREIGN STUDENTS

Foreign students must meet all district entrance requirements i.e., age, place of residence, immunizations.  The District does not provide any financial contribution to the students.  The student is responsible for all other fees.  The Board assumes no responsibility or control over items such as travel, living accommodations, funding, insurance, etc., which remain the responsibility of the sponsor and/or student.  Students who are citizens of a foreign country will be considered residents if they meet one of the following requirements:

1.         The student resides with his/her parent(s) or legal guardian.

2.         The student is a participant in a foreign exchange program approved by the school board.

3.         The student is accepted as a resident under SDCL 13-28-01.

4.         The student is in the Untied States with appropriate documentation (Form 1-20) from the United States Department of Justice, Immigration and Naturalization Services.

Lead-Deadwood High School may accept up to four foreign exchange students per year.  The Board reserves the right to withdraw approval and to regulate the number of students participating.

1.         Students must be between the ages of 14 and 18 years.  Their 14th birthday must fall prior to September 1 of the year they are to attend Lead-Deadwood High School.

2.         Approved programs must have a local coordinator who resides within the district and does not receive compensation for student placement.  Approved programs must be approved by the Council on Standards for International Education Travel.

3.         The local coordinator for the approved programs must contact the high school principal by June 1 with the number of students that will be sponsored.  The names of the students and the names of the host families must also be provided at that time.  Acceptance of students after June 1 will be on a first-come basis.

4.         The exchange students will be evaluated by the teachers on the regular grading schedule, unless the teacher and the administration opt to initiate a pass/fail system.

5.         Exchange students must meet a required proficiency level in English.

1. Proper 1-20 forms and other required papers must be processed by the district, the student and the sponsoring organization before an international student can be formally admitted to Lead-Deadwood High School.

Adopted:  April 11, 2006
JECC-R

ASSIGNMENT OF STUDENTS TO SCHOOL

The Board has the legal authority to determine which school a child will attend.  Generally, students will be required to attend school in the attendance area in which they reside, unless special permission has been granted by the superintendent or designee.
The Board, with benefit of administration recommendations, will determine attendance boundaries and/or class size adjustments that assure maintaining equivalent class size within the district and each class within a grade level.

ELEMENTARY CLASS SIZE ADJUSTMENT

It is understood that appropriate class size is subject to many variables.  The building principal will recommend appropriate measures for each boundary and class size adjustment situation.  It is recommended that adjustment volunteers be considered for re-assignment first, then new enrollers and/or bus students should be considered for re-assignment.

EXISTING TEACHER ASSISTANT TIME

Existing teacher assistant time will be focused upon classes experiencing larger class size as described above.  Additional teacher assistant time may be obtained, when necessary, with Board of Education approval.

PERSONAL TRANSFER REQUSTS TO DIFFERENT ATTENDANCE CENTERS

A request for transfer of an elementary school child to a different attendance center may be considered for approval where class size permits additional enrollment.  Personal transfer requests may be considered by the principals as soon as accurate enrollment information is known but should not exceed two weeks from the time school starts.

Due consideration, however, will be given to those students who have been recommended for placement outside the home school attendance area by appropriate school district personnel, community mental health agencies, physicians, or when necessitated, by the location of specific programs to accommodate students who qualify under P.S. 94-142.

Adopted:  February 11, 1986
Approved:  February 10, 1997

JECC-R

ADDITIONAL PARAPROFESSIONAL CRITERION

Teachers who request paraprofessionals shall be required to present a written statement of need to the building principal at the beginning of the school year, but no later than the last day of September.  Requests after this date shall not be considered except under extraordinary circumstances.

The statement of need shall specify the type of duties the paraprofessional will perform—clerical, paraprofessional or tutorial—and shall list the expected benefits to students.

The building principal shall make no commitment to the teacher making the request, but shall refer it to the superintendent, who shall review it with the administrative staff.

The following factors shall be considered:
            a.         Class size
            b.         Diversity of grade levels
            c.         Diversity of student capabilities
            d.         Age and maturity of students
            e.         Safety
            f.          Availability of parental or other volunteer help
            g.         Alternatives
            h.         Budget... emphasis upon primary grades if budget restraints
i.          Other pertinent information to include suggested teacher, paraprofessionals, student ratio guidelines.

The order of factors does not indicate priority.

The group reviewing the request shall present its recommendation to the Board.  The Board shall direct the superintendent to present the decision in writing to the teacher making the request.

The need for paraprofessionals for Special Services shall be considered separately as circumstances arise.

Adopted:  December 1984
Revised:  February 10, 1997
Revised:  March 10, 2009

JECE

CHECKING OUT OR WITHDRAWING FROM SCHOOL

All students checking out or withdrawing from school for any reason will check out with the principal or assistant principal.

Revised:  February 10, 1997

JECE-R

CHECK-OUT SLIP

Before a student will be formally checked out of school, he/she will circulate a check-out slip to all of his/her teachers who will give him/her a grade.  He/She will check out his/her book at the same time.

Revised:  February 10. 1997

JFAC

ANTI-HARASSMENT POLICY

The Lead-Deadwood School District is committed to providing a learning and working environment free of unlawful harassment based on an individual’s race, color, religion, creed, ancestry, gender, sexual orientation, national origin, disability, age, or other basis prohibited by law.  Any behavior that creates or contributes to an intimidating, hostile, or offensive environment is absolutely prohibited and will result in disciplinary action.

It shall be a violation of this policy for any student or any school personnel of the School District to harass a student, any school personnel, or any visitor through conduct or communication of a sexual nature or communication disparaging a person’s race, color, religion, creed, ancestry, national origin, gender, sexual orientation, disability, or age.  For the purpose of this policy, “school personnel” includes School Board members, all school employees and agents, volunteers, contractors, or persons subject to the supervision and control of the School District.  This policy applies on all School District property and to all School District sponsored, approved, or related activities at any location.

The School District will act to investigate all complaints of harassment and will discipline or take appropriate action against any student or other school personnel who is found to have violated this policy.

At the beginning of every school year building principals shall review this policy and its regulation with the school personnel and students in his/her building in a manner deemed appropriate for the age of the students within the building.

Legal References:
            Title VII of the Civil Rights Act of 1964
            Title IX of the Education Amendments of 1972
            South Dakota Executive Order 81-08

Harassment Defined

Harassment consists of unwelcome conduct, whether verbal, physical, or visual.  Harassment includes conduct that denigrates or shows hostility or aversion toward an individual because of his or her protected status or that of his or her relatives, friends, or associates and has the purpose of effecting or creating an intimidating, hostile, or offensive working or educational environment, or has the purpose or effect of substantially or unreasonably interfering with a student’s educational performance which deprives the student access to educational opportunities.  The District believes that every student has the right to a learning environment free from all harassment.

Sexual Harassment Defined

Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitutes sexual harassment when submission to or rejection of this conduct explicitly or implicitly affects an individual’s  employment, unreasonably interferes with an individual’s work performance, or creates an intimidating, hostile or offensive work environment or learning environment.  Sexual Harassment is of two types:  They are:

1. Quid Pro Quo – Quid pro quo harassment involves a student/employee being pressured to submit to unwelcome sexual advances that explicitly or implicitly affects an individual’s employment, unreasonably interferes with an individual’s work performance, or creates an intimidating, hostile or offensive work environment or learning environment.
2. Hostile Work/Learning Environment – Hostile environment harassment occurs when a student or employee is subjected to unwelcome conduct based on gender that is sufficiently pervasive or severe to alter the terms or conditions of the victim’s employment or education and create an abusive or hostile work/educational environment.  A hostile environment can be created by administrators, supervisors, co-workers, teachers, students or even non-employees, such as customers, vendors or parents.  To rise to the level of hostile environment sexual harassment, the conduct must unreasonably interfere with an individual’s work or learning performance or create an intimidating, hostile, or offensive working or educational environment.

Sexual harassment is any unwelcome sexual advance(s), request(s) for sexual favors, and/or other verbal, physical and/or visual contact(s) of a sexual nature, or communication of a sexual nature when:

1. submission to such conduct or communication is made, either explicitly or implicitly, a term or condition of an individual’s employment or education;
2. submission to or rejection of such conduct or communication by an individual is used as the basis for educational or employment decisions affecting the individual, or
3. submission to or rejection of the conduct or communication by the individual is used as the basis for any decision affecting the individual regarding benefits and services, honors, programs, or activities available at or through the school; or
4. such conduct is so severe, pervasive, and objectively offensive that such conduct or communication has the purpose or effect of interfering with an individual’s educational or professional performance or creating an intimidating, hostile, or offensive employment or educational environment.

Sexual harassment may include, but is not limited to, the following conduct when such conduct is severe, pervasive, and objectively offensive:

1. unwelcome verbal harassment or abuse based upon gender;
2. unwelcome pressure for sexual activity;
3. unwelcome, gender motivated, or inappropriate patting, pinching, or physical contact, other than necessary restraint of pupils by teachers, administrators, or other school personnel to avoid physical harm to persons or property;
4. unwelcome behavior or words, based upon gender, including demands for sexual favors, accompanied by implied or overt threats concerning an individual’s educational or employment status, or
5. unwelcome behavior or words, based upon gender, including demands for sexual favors, accompanied by implied or overt promises of preferential treatment with regard to an individual’s educational or employment status.

Reporting Incidents of Harassment

Any student or school personnel who believe he or she has been the victim of harassment as defined above by a student or by school personnel of the School District shall report the alleged acts immediately to the building principal or the Title IX Officer (Superintendent).  The report shall be on a form available from the principal of each building or the Title IX Officer (Superintendent).  Whenever a complaint or problem is offered directly to the Board of Education as a whole or an individual Board member, the individual will be advised to take the issue to the Superintendent.  All reported incidents will be investigated.  Confidentiality consistent with due process will be maintained.
      1.   Designated Personnel.  The building principal is the person designated by the School District for receiving written reports of harassment at each school building.  Upon receipt of a written report of harassment, the principal shall immediately notify and forward the written report form to the Title IX Officer.  Failure to forward any harassment report or complaint as provided herein will result in disciplinary action.  If the complaint involves the building principal, the complaint shall be filed directly with the Title IX Officer.
      2.   District wide.  The School Board hereby designates the Superintendent as the School District’s Title IX Officer to receive reports or complaints of harassment from any individual, employee, or victim of harassment and also from the building principal.
      3.   Submission of a complaint or report of harassment.  Submission of a complaint or report of harassment will not affect the student’s educational or work assignment of the school personnel’s employment.
      4.   Confidentiality.  The School District will make attempts to respect the confidentiality of the complainant and the individual(s) against whom the complaint is filed as much as possible consistent with the School District’s legal obligations and the necessity to investigate allegations of harassment and take disciplinary action when the conduct has occurred.
      5.   Procedure.  The complainant will be asked to put the facts surrounding the conduct in writing on a form provided by the School District that includes the following:  Complainant’s name and address; date of the incident; type of harassment; description of the incident; name of any witnesses; what action, if any, has been taken, and signature of the complainant.
      6.   Required Reporting.  If the accusations include possible criminal activity such as molestation, sexual battery, or similar contact, the Title IX Officer shall comply with all mandatory state reporting requirements including, but not limited to, contact with the State Department of Social Services.

Investigation

Upon receipt of a written report alleging harassment, the Title IX Officer shall immediately authorize an investigation.  This investigation may be conducted by School District officials or by a third party designated by the School District.  The investigating party shall provide a written report of the status of the investigation within ten (10) working days to the Superintendent/Title IX Officer.

In determining whether alleged conduct constitutes harassment, the School District should consider the surrounding circumstances, the nature of the advances, relationships between the parties involved, and the context in which the alleged incidents occurred.

The investigation may consist of personal interviews with the complainant, the individual(s) against whom the complaint is filed, and others who may have knowledge of the alleged incident(s) or circumstances giving rise to the complaint.  The investigation may also consist of any other methods and documents deemed pertinent by the investigating party.

In addition, the School District may take immediate steps, at its discretion, to protect the complainant, students, and school personnel pending completion of an investigation of alleged harassment.

During the investigation all parties directly involved in the complaint may have legal or other representation.  If any party elects to be represented at any step of the complaint procedure, the name of the representative must be declared in writing to the Title IX Officer.

School District Action
      1.   Upon receipt of the recommendation that the allegations of the complaint constitute a violation of School District policy, the School District will take such action as appropriate based upon the results of the investigation.
      2.   The results of the investigation of each complaint will be reported in writing and kept on file with the Title IX Officer.  The report shall include findings of fact and will document the disciplinary action taken, if any, as a result of the complaint.
      3.   The complainant will be advised of the District decision in writing on a form supplied by the School District.
      4.   If either party is not satisfied with the written decision rendered by the School District he or she may appeal the decision in writing to the School Board within (10) working days following receipt of the decision.  The appeal must include a written statement as to the reason for appeal.
      5.   The School Board will review the material submitted, investigate the circumstances, and respond in writing within fourteen (14) working days of the appeal with a determination to uphold, modify, or reverse the District decision.  At the School Board’s discretion, an additional investigation may be conducted, including interviews with the complainant, the individual(s) against whom the complaint is filed, and others who may have knowledge of the alleged incident(s) or circumstances giving rise to the complaint.  The appeal may also include any other methods or documents deemed pertinent by the School Board.
      6.   The School Board will render a decision in writing within fourteen (14) working days of the hearing.

Prohibition against Retaliation

The School District strictly prohibits and will discipline any individual who retaliates against any person who reports alleged harassment or who retaliates against any person who testifies, assists, or participates in any investigation, proceeding, or hearing related to a harassment complaint.

During the investigation all parties directly involved in the complaint may have legal or other representation.  If any party elects to be represented at any step of the complaint procedure, the name of the representative must be declared in writing to the Title IX Officer.

Retaliation includes, but is not limited to, any form of intimidation, reprisal, or harassment.  Retaliation is itself a violation of federal and state laws prohibiting discrimination and may lead to separate disciplinary action against an individual.

If any student or school personnel who has filed a complaint or has testified, assisted or participated in the investigation of harassment believes that he or she has been  retaliated against because of his or her participation, he or she should follow the procedures set forth above.

False Charges

Charges found to have been intentionally dishonest or made maliciously without regard for truth may subject complainants to disciplinary action.

Uncomfortable Situations

Whether a particular action or incident is a personal, social relationship without a discriminatory employment or educational effect requires a determination based on all the facts and surrounding circumstances.  False accusations can have a serious detrimental effect on innocent parties.

Discipline

Any School District action taken pursuant to this policy will be consistent with requirements of applicable School District policies.  The School District will take such disciplinary action it deems necessary and appropriate, including but not limited to, warning, suspension, or immediate discharge to end harassment and prevent its recurrence.

Adopted:  August 14, 2007
             

HARASSMENT GRIEVANCE FORM
(To be used by designated contact person)

Name of Complainant                                                                                                           

Address of Complainant                                                                                                        

Date of Complaint                                                                                                                 

Date and Place of Incident(s)                                                                                               

Type of Harassment                                                                                                                

Description of the Incident(s)                                                                                                 

Witnesses                                                                                                                                

What action, if any, has been taken                                                                                     

Other Comments or Information                                                                                            

I agree that all the information on this form is accurate and true to the best of my knowledge.

Signature (optional)                                                                             Date                          

JFC

ASSAULT ON A SCHOOL EMPLOYEE

A student shall not intentionally cause or attempt to cause physical injury or intentionally behave in such a way as could reasonably cause physical injury to a school employee.

1.         on the school grounds during and immediately before or immediately after school hours;
2.         on the school grounds at any other time when the school is being used by a school group, or
3.         off the school grounds at a school activity, function, or event.

Neither self-defense or action undertaken on the reasonable belief that is necessary to protect some other person is to be considered an intentional act under this rule.

Revised:  February 10, 1997

JFCA

PHYSICAL ABUSE OF A STUDENT OR OTHER PERSON NOT
EMPLOYED BY THE SCHOOL

A student shall not intentionally do serious bodily injury to any person

1.         on the school grounds during and immediately before or after school hours or,
2.         on the school grounds at any other time when the school is being used by a school group, or
3.         off the school grounds at a school activity, function, or event.

Neither self-defense or action undertaken on the reasonable belief that it was unnecessary to protect some other person is to be considered an intentional act under this rule.

Revised:  February 10, 1997
JFCB

OFF-CAMPUS MISCONDUCT

1.         Application of disciplinary code to off-campus misconduct.

The Student Disciplinary Code and all penalties shall apply to aggressive or violent conduct off school grounds that disrupts school or that affects a health or safety factor of the school or its programs.

2.         Examples of off-campus misconduct subject to discipline.
           
Examples of such conduct include, but are not limited to:  Illegal activity involving violence or aggression, threats of violence or aggression to persons or property, fighting, hazing, using technology to harass and/or intimidate, or other violent or aggressive offenses against persons or property.

3.         Full range of disciplinary penalties.

Students may be subject to the full range of disciplinary penalties for off-campus misconduct, including, but not limited to:  suspension, expulsion, detention, Saturday School, as well as removal from participation in extracurricular activities such as interscholastic sports teams, club sports, student government positions, class trips, class proms, and graduation ceremonies.

4.         Confirmation

Confirmation of off-campus misconduct by the school administration can occur through the following methods:

1. Admission from the student participant or the student’s parent or guardian;

1. Notification by law enforcement that may establish such misconduct.

1. Verification by the County State’s Attorney’s office or a member of the Unified Judicial System that there has been an adjudication, conviction, suspended imposition, informal adjustment or court approved juvenile diversion of the student for said misconduct; or

1. Observation of such misconduct or other verification by a school administrator.

Legal reference:  SDCL 13e-32-1

Adopted:  March 13, 2007
Revised:  May 8, 2007
JFCD

SCHOOL THREAT ASSESSMENT RESPONSE

MISSION STATEMENT:  The purpose behind this protocol is to provide for a mechanism to assure that threats of violence in a school environment are addressed, whenever possible, before they occur.  The protocol is designed specifically for those violence issues that affect schools and the students who attend those schools.  It is intended to identify credible threats of violence and address those threats and the individual making the threat before the threat is carried out.

EDUCATION:  On an ongoing basis, the School District will attempt to educate the community, parents, teachers, staff and students concerning the serious nature of threatening behavior at school and toward the school or its students and staff.  Such behavior is unacceptable and will not be tolerated.  Students who may be deemed “at-risk” (i.e., anger control problems but prior to actual threats) may be referred for counseling.
PROCEDURE:  The following procedure regarding actual threats is separated into several sections in order to reflect those instances where a threatened act of violence may be received by specific individuals.

      I.    Any Lead-Deadwood Area School student, parent or guardian upon receiving information that a person is threatening to commit an act of violence, should:
            A.   Assume the threat is serious;
            B.   Immediately report the threat to a parent or guardian, school staff member, school administrator or law enforcement officer;
            C.  Be available and cooperative in providing a written statement of the threat and any other pertinent information, with the understanding that the information source (the student) will remain anonymous to the greatest extent possible.
     
II.    Any Lead-Deadwood Area School staff member, upon receiving information that a person is threatening to commit an act of violence, shall:
            A.   Assume the threat is serious;
            B.   Immediately report the threat to the school administrator or their designee
            C.  Be available and cooperative in providing a written statement of the threat and any other pertinent information with the understanding that the information source (the staff member) will remain anonymous to the greatest extent possible.
                 
      III.   Any Lead-Deadwood Area School administrator, upon receiving information that a person is threatening to commit an act of violence, shall:
            A.   Assume the threat is serious;
            B.   Cause the student making the threat, if said student is on campus, to be immediately removed from the classroom and segregated into a secured area pending further investigation;
            C.  Immediately notify the SRO and provide the team member with complete information regarding the threat received;
            D.   Secure a written statement from the school staff member, regarding the information received.
     
      IV.  The SRO, upon being notified that a threat to commit an act of violence has occurred, shall:
            A.   Assume the threat is serious;
            B.   Immediately conduct an assessment interview of the subject making the threat.  This assessment interview will include the SRO and the administrator or his/her designee.  The primary purpose of the interview is to engage in an assessment of the available information in an attempt to determine the veracity of the threat, in order to decide what level of follow-up action is needed and appropriate.
     
      V.   Once the assessment is complete, the SRO and administrator shall consider options for follow-up action.  If it is agreed that the threat is credible, the following actions may be taken.
            A.   The SRO will contact local law enforcement to take whatever is necessary including referral to the Lawrence County States Attorney and the South Dakota Department of Social Services;
            B.   The subject’s parent(s) or guardian will be contacted for input and assistance, including the potential voluntary committal of the subject making the threat.
            C.  The school administrator will impose school sanctions;
            D.   The student will be referred for treatment/counseling to provide support.  In some cases, the student may be required to complete treatment/counseling before returning to school;
     
      VI.  If it is agreed that the threat is not credible, or does not require application of the options listed in Section VI, the school administrator shall assume responsibility to institute any further action deemed necessary.

1. Once an option is chosen and initiated, the SRO and administrator shall engage in fulfilling the reporting requirements associated with the action taken.

Adopted:  January 13, 2009   

JFCE

FIRE ALARMS

Any student who willfully or knowingly gives or aids or assists in giving any false alarm of fire by any means, shall be subject to long-term suspension or expulsion.

Adopted:  December 1974
Revised:  February 10, 1997

JFCF

HAZING

The purpose of this policy is to maintain a safe learning environment for students and staff that are free from hazing.  Hazing activities of any type are inconsistent with the educational goals of the school district and are prohibited at all times.

General Statement of Policy:

1. No student, teacher, administrator, volunteer, contractor or other employee of the school district shall plan, direct, encourage, aid or engage in hazing.

1. No teacher, administrator, volunteer, contractor or other employee of the school district shall permit, condone or tolerate hazing.

1. Apparent permission or consent by a person being hazed does not lessen the prohibitions contained in this policy.

1. This policy applies to behavior that occurs on or off school property and during and after school hours.

1. A person who engages in an act that violates school policy or law in order to be initiated into or affiliated with a student organization shall be subject to discipline for that act.

1. The school district will act to investigate all complaints of hazing and will discipline or take appropriate action against any student, teacher, administrator, volunteer, contractor or other employee of the school district who is found to have violated this policy.

Definitions:

1. “Hazing” means committing an act against a student, or coercing a student into committing an act, that creates a substantial risk of harm to a person, in order for the student to be initiated into or affiliated with a student organization, or for any other purpose.  The term hazing includes, but is not limited to:

1. Any ritual activity that ranges from causing mild embarrassment to bodily injury.  It can include harassment, threats, intimidation and physical harm.  It is often an act directed at fellow students for the purpose of initiation, affiliation, or belonging to a particular group.  Soliciting, aiding participating in or encouraging this type of conduct is prohibited.

1. Any type of physical brutality such as whipping, beating, paddling, striking, branding, electronic shocking or placing a harmful substance on the body.

1. Any type of physical activity such as sleep deprivation, exposure to weather, confinement in a restricted area, calisthenics or other activity that subjects the student to an unreasonable risk of harm or that adversely affects the mental or physical health or safety of the student.

1. Any activity involving the consumption of any alcoholic beverage, drug, tobacco product or any other food, liquid, or substance that subjects the student to an unreasonable risk of harm or that adversely affects the mental or physical health or safety of the student.

1. Any activity that intimidates or threatens the student with ostracism, that subjects the student to extreme mental stress, embarrassment, shame or humiliation, that adversely affects the mental health or dignity of the student or discourages the student from remaining in school.

Adopted:  October 11, 2005

JFCG

TOBACCO FREE SCHOOLS

It is the policy of the Lead-Deadwood School District to provide a healthy, clean environment for all students and staff.  Therefore, effective July l1, 1993 and January 14, 1997, all school district buildings and vehicles will be tobacco free.

1.         As educators we have influence on children outside the formal curriculum.  A tobacco free school can provide a good model to the students.
2.         Evidence suggests that tobacco free rules at school influence the effectiveness of tobacco prevention programs.  Tobacco education programs implemented in schools that prohibit tobacco use appear to be more effective than an identical program implemented in schools with less restrictive policies.

• Evidence also suggests that not using tobacco promotes a healthier lifestyle.

Adopted:  July 11, 1993
Revised:  February 10, 1997

JFCJ

POSSESSION OR USE OF WEAPONS ON SCHOOL PROPERTY

The Board of Education recognizes that the presence of weapons in school not only creates unacceptable risks of injury or death, but also creates a climate that undermines the educational purposes of schools.  Accordingly it is the policy of the Board to forbid the possession, custody, and use of weapons by students and other unauthorized persons on school premises or school-sponsored transportation or to any school function at any time of the day or year.

This policy is enacted to implement the requirements of the federal Gun Free Schools Act of 1994, 33 U.S.C. § 3351 (a) (1) and the provisions of SDCL 13-32-7 prohibiting the possession of firearms and air guns on or around any school property.  It is, therefore, the intention of the Board that this policy is to be interpreted to conform to provisions of those referenced laws.

• Definitions

a.   Weapon:  For purposes of this policy, a “weapon” is any firearm, air gun, knife, explosive, or other object, even if manufactured for a nonviolent purpose, that has a potentially violent use, or any “look-a-like” object that resembles an object that has a potentially violent use, if, under the surrounding circumstances, the purpose of keeping or carrying the object is for use, or threat of use, as a weapon.  This definition does not apply to normal school supplies such as pencils or compasses.
b.   Firearm:  For purposes of this policy, and for purposes of compliance with the federal Gun Free Schools Act, a “firearm” is defined as any weapon, including a starter gun, which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; the frame or receiver of any such weapon; any firearm muffler or firearm silencer, or any destructive device as defined in 18 U.S.C. 921.

• Prohibitions and Exceptions

No person, including students, shall bring a weapon onto any school premises and no student shall carry or keep any weapon while attending or participating in any school activity, including during transportation to or from such activity or otherwise use or possess a weapon brought there by another.  This ban does not apply to starting guns while in use at athletic events; firearms or air guns at firing ranges, gun shows, and supervised schools or sessions for training in the use of firearms; or to the ceremonial presence of unloaded weapons at color guard ceremonies.

• Enforcement and Disciplinary Measures

a.   Any student found to be in violation of this policy due to possession of any weapon shall be subject to discipline including short-term suspension up to ten (10) school days, long-term suspension up to ninety (90) school days, or expulsion.
b.   However, any student who is found to be in violation of this policy due to the intentional possession of a firearm, air gun, or other destructive device, as defined in this policy, shall be expelled from school for a period of not less than one calendar year, provided that the Board of Education may modify such disciplinary measure in their discretion.
c.   In addition to administrative and school board disciplinary action, any student who has brought a firearm, air gun, or other destructive device onto school premises or to any school activity or onto any vehicle used to transport to or from any such activity, shall be reported to local law enforcement authorities.

• This Policy Shall be Interpreted in a Manner Consistent with the Individuals with Disabilities Education Act (IDEA)

a.   In accordance with the provisions of 20 U.S.C § 141e(3)(B) of the IDEA, a child with a disability who is determined to have brought a weapon to a school under the jurisdiction of the school district may be placed in an interim alternative educational setting as specified by the IEP team.
b.   If the parent or guardian requests a due process hearing, the child shall remain in the alternative educational setting during the pendency of such proceedings, unless the parents and school officials agree otherwise.

Guidance Concerning State and Local Responsibilities Under the Gun-Free Schools Act

I.   Introduction

This guidance provides information concerning State and local responsibilities under the Gun-Free School Act (GFSA), which was reauthorized by the No Child Left Behind (NCLB) Act of 2001 (Public Law 107-110), as Section 4141 of the Elementary and Secondary Education Act of 1965 (ESEA).  This guidance addresses changes made as a result of the NCLB reauthorization.

II.  Background

As originally enacted on March 31, 1994, as part of the Goals 2000: Educate America Act (Public Law 103-227), and reauthorized on October 20, 1994, as part of the Improving America’s Schools Act of 1994 (Public Law 103-382), the GFSA required each State receiving ESEA funds to have in effect a State law requiring local educational agencies (LEAs) to expel from school for a period of not less than one year a student who was determined  to have brought a weapon to school.  The GFSA also required that a State’s law allow the chief administering officer of the LEA in question to modify the expulsion requirement on a case-by-case basis.  The U.S. Department of Education (Department) provided nonregulatory guidance on previous GFSA provisions to Governors and Chief State School Officers on August 1, 1994; January 20, 1995; November 3, 1995; and October 2, 2000.

III. Summary of the New Law

A.   What stayed the same?
LEAs are still required to have an expulsion policy consistent with the required State law to be eligible to receive ESEA funds.  LEAs must have a policy requiring referral to the criminal justice or juvenile delinquency system of any student who brings a firearm to a school under the control and supervision of an LEA.  In accordance with the GFSA, no ESEA funds may be made available to an LEA unless that LEA has the required referral policy.

The GFSA still must be construed in a manner consistent with the Individuals with Disabilities Education Act (IDEA).  By using the case-by-case exception, LEAs will be able to discipline students with disabilities in accordance with the requirements of Part B of the IDEA and Section 504 of the Rehabilitation Act (Section 504) and maintain eligibility for Federal financial assistance.  The Department has issued separate, more detailed guidance on discipline of students with disabilities, which includes clarification on the implementation of the GFSA consistent with IDEA and Section 504.  More information can be found at www.ed.gov/offices/OSERS/Policy/IDEA/Discipline_qa.doc

B.   What changed?
Under the NCLB, certain statutory provisions were clarified to ensure that States and LEAs comply fully with the intent of the GFSA.  Clarifications to the GFSA include:
(1)  That the existing one-year expulsion requirement in each State’s law include students who are determined to have possessed a firearm at school;
(2)  A requirement that the chief administering officer of the LEA develop a written record of any case-by-case modifications of the one-year expulsion requirement;
(3)  That the GFSA does not apply to a firearm that is lawfully stored inside a locked vehicle on school property, or if is for activities approved and authorized by the local educational agency (LEA), so long as the LEA adopts appropriate safeguards to ensure student safety.

Although States are not required to revise their State laws as a result of these clarifications, a State or LEA may consider implementing or revising its policies to address the revised GFSA requirements.

The Department has prepared the following questions and answers to assist States, State educational agencies (SEAs), and LEAs in implementing the GFSA requirements.  Please note that most of the questions and answers have been revised as a result of the reauthorized GFSA.

IV.   Questions and Answers

Q1.    What entities do the provisions of the GFSA affect?

A1.    Each State, as well as its SEA and LEAs, has responsibilities under the GFSA.

Q2.    Are private schools subject to the requirements of the GFSA?

A2.    Private schools are not subject to the provisions of the GFSA, but private school students who participate in LEA programs or activities are subject to the one-year expulsion requirement to the extent that such students are under the supervision and control of the LEA as part of their participation in the LEA’s programs.  For example, a private school student who participates in a Federal program, such as Title I, is subject to a one-year expulsion, from participating in any Federal program funded under the ESEA, not a one-year expulsion from the private school.  Of course, nothing prohibits a private school from imposing a similar expulsion from the private school on a student who brings a weapon to school or possesses a weapon at school.                                  

Q3.    Is compliance with the requirements of the GFSA a condition for the receipt of Federal financial assistance under the ESEA?                            

A3.    Yes,  compliance with the requirements of the GFSA is a condition for the receipt of funds made available to the State under the ESEA (and also under Title VII of the McKinney-Vento Homeless Assistance Act).

Q4.    Will failure to comply with the requirements of the GFSA result in the termination or withholding of funds made available to the State under ESEA?

A4.    Under the provisions of the General Education Provisions Act, failure to comply with the requirements of the GFSA could result in the withholding of funds made available to the State under the ESEA (and under Title VII of the McKinney-Vento Homeless Assistance Act).

Q5.    Does the GFSA’s one-year expulsion requirement preclude any due process proceedings?

A5.    No.  Students facing expulsion from school are entitled under the U.S. Constitution and most State constitutions to the due process protection of notice and an opportunity to be heard.  If, after due process has been accorded, a student is found to have brought a firearm to school, or to have possessed a firearm at school, the GFSA requires an expulsion for a period of not less than one year (subject to the case-by-case exception discussed below).

Q6.    What does the GFSA require of States?

A6.    The GFSA requires that each State receiving Federal funds under the ESEA: (1) have in effect a State law requiring LEAs to expel from school for a period of not less than one year a student who is determined to have brought a firearm to school, or to have possessed a firearm at school; (2) have in effect a State law allowing an LEA’s chief administering officer to modify the expulsion requirement on a case-by-case basis, if such modification is in writing; and (3) report to the Secretary on an annual basis concerning information submitted by LEAs to the SEA.  SEAs must also ensure that no ESEA funds are made available to an LEA that does not have a referral policy consistent with Section 4141(h) of the GFSA.  Details on these requirements follow. 

One-Year Expulsion Requirement

Each State’s law must require LEAs to comply with a one-year expulsion requirement; that is, subject to the exception discussed below, any student who brings a firearm to school, or possesses a firearm at school, must be expelled for not less than one year.

Case-By-Case Exception
Each State’s law must allow the chief administering officer of an LEA to modify the one-year expulsion requirement on a case-by-case basis, but only if the modification is in writing.  For children with disabilities, the provisions of IDEA apply.  The GFSA must be construed in a manner consistent with IDEA.

Annual Reporting
Each State must report annually on LEA compliance with the one-year expulsion requirement, and on the circumstances surrounding any expulsions imposed under the State law, including the number of students expelled in each LEA and the types of firearms involved.

Q7.    What does the GFSA require of LEAs?

A7.    The GFSA requires that LEAs (1) comply with the State law requiring the one-year expulsion; (2) provide an assurance of compliance to the SEA; (3) provide descriptive information to the SEA concerning the circumstances surrounding any LEAs’ expulsions; and (4) adopt a referral policy for students who bring a firearm to school or possess a firearm at school.  Details follow.

One-Year Expulsion Requirement
LEAs must comply with the State law requiring a one-year expulsion; that is, subject to the case-by-case exception, and for children with disabilities, the requirements of IDEA, any student who brings a firearm to school, or possesses a firearm at school, must be expelled for not less than one year.  A case-by-case exception must be in writing and may include children with disabilities in order to meet the requirements of IDEA.

LEA Assurance
An LEA must include in its application to the SEA for ESEA assistance an assurance that the LEA is in compliance with the State law requiring the one-year expulsion.

Descriptive Report to SEA
An LEA must include in its application for ESEA assistance a description of the circumstances surrounding expulsions imposed under the one-year expulsion requirement, including:
(A)    the name of the school concerned;
(B)     the number of students expelled from the school; and
(C)    the type of firearms concerned.

Referral Policy
LEAs must also implement a policy requiring referral to the criminal justice of juvenile delinquency system of any student who brings a firearm to school or possesses a firearm at school.

Q8.    In annual compliance reports, must LEAs and SEAs include information about an infraction under the GFSA even if the case-by-case modification provisions are used and no penalty is imposed?

A8.    Information about any incidents covered by the GFSA must be included in annual reports furnished by LEAs and SEAs.  Each incident in which a student is found to have brought a firearm (meeting the definition at 18 U.S.C. 921) to school, or to have possessed a firearm at school, must be reported as an infraction, even if the chief administering officer elects to shorten the expulsion or impose no penalty.  Any incidents in which a student covered by the provisions of the IDEA brings a firearm to school must also be included, even if it is determined that the incident is a manifestation of the student’s disability and that the GFSA penalties should be modified or not imposed.  Modifications of the one-year expulsion requirement must also be reported.

Q9.    When must an LEA submit the required assurance?

A9.    In its application to the SEA for ESEA funds, the LEA must include an assurance that the LEA is in compliance with the State law.  The assurance must be included each time the LEA files such an application.

Q10.  What is the role of the SEA in determining whether an LEA is in compliance with the GSFA?

A10.  The GFSA requires States to report to the Secretary on an annual basis concerning LEA compliance.  Therefore, before awarding any ESEA funds to an LEA, the SEA must ensure that the LEA has: (1) implemented a policy requiring referral to the criminal justice or juvenile delinquency system of any student who brings a firearm to school; and (2) included in its application for ESEA funds the assurance and other information required by the GSFA.  SEAs must ensure that the LEA application contains:
(1)     an assurance that the LEA is in compliance with the State law requiring the one-year expulsion; and
(2)     a description of the circumstances surrounding expulsions imposed under the one-year expulsion requirement, including:
(A)    the name of the school concerned
(B)     the number of students expelled from the school; and
(C)    the type of firearms concerned.

Q11.  Who is an LEA’s “chief administering officer”?

A11.  The GFSA allows only the LEA’s chief administering officer to modify the one-year expulsion requirement on a case-by-case basis.  However, the term “chief administering officer” is not defined by the GFSA.  Each LEA should determine, using its own legal framework, which officer or authority (e.g. Superintendent, Board, etc.) is the chief administering officer under the GFSA and has the power to modify the expulsion requirement.

Q12.  May any individual or entity other than the LEA’s “chief administering officer” modify the one-year expulsion requirement on a case-by-case basis?

A12.  No.  While, the chief administering officer may allow another individual or entity to carry out preliminary information-gathering functions and prepare a recommendation for the chief administering officer, the chief administering officer retains the responsibility for the final decision.

Q13.  What procedural requirements must the LEA’s chief administering officer follow in modifying the one-year expulsion requirement?

A13.  Modifications of the one-year expulsion requirement must be issued in writing by the chief administering officer.

Q14.  Is it permissible for an LEA to use the case-by-case exception to avoid compliance with the one-year expulsion requirement?

A14.  No, this exception may not be used to avoid over-all compliance with the one-year expulsion requirement.

Q15.  How is the term “firearm” defined?

A15.  For the purposes of the GFSA, the term “firearm” is defined in Section 921(a) of Title 18 of the United States Code.
According to Section 921(a), the following are included within the definition:
--any weapon (including a starter gun) that will be, or is designed to or may readily be, converted to expel a projectile by the action of an explosive
--the frame or receiver of any weapon described above
--any firearm muffler or firearm silencer
--any destructive device, which includes:
(a)    any explosive, incendiary, or poison gas, including a
(1)     bomb,
(2)     grenade,
(3)     rocket having a propellant charge of more than four ounces,
(4)     missile having an explosive or incendiary charge of more than one-quarter ounce,
(5)     mine, or
(6)     similar device
(b)    any weapon that will, or that may be readily converted to, expel a projectile by the action of an explosive or other propellant, and that has any barrel with a bore of more than one-half inch in diameter
(c)     any combination or parts either designed or intended for use in converting any device into any destructive device described in the two immediately preceding examples, and from which a destructive device may be readily assembled.
According to Section 921, antique firearms are not included in the definition.  In addition, we have been advised by the Bureau of Alcohol, Tobacco, and Firearms that Class-C common fireworks are not included in the definition of firearm.  For additional information about whether a particular weapon is a “firearm” under this definition, contact the Safe and Drug-Free Schools Program at (202) 260-3954 for a referral to the nearest Bureau of Alcohol, Tobacco and Firearms field office.

Q16.  Does the GFSA preclude classes such as hunting safety or military education, or activities such as before- or after-school hunting, or rifle clubs, that may involve the handling or use of weapons?

A16.  No.  The statute specifically states that the requirements of the GFSA do not apply to a firearm lawfully stored inside a locked vehicle on school property, or to activities approved and authorized by an LEA, provided that the LEA has adopted appropriate safeguards to ensure student safety.
The Secretary interprets the GFSA not to forbid school districts from allowing firearms at school when students intend to use firearms solely for before- or after-school hunting purposes, provided the school district’s determination to permit firearms is made and disseminated in advance, as part of LEA policy, and is consistent with the intent and purposes of the GFSA to prevent violence and create an environment conducive to learning.  For example, if a local school district approves an extra-curricular program such as a rifle club, or allows students to bring firearms solely for before- or after-school hunting, the activities would not violate the GFSA if the school district:
--determines that the activity is consistent with the intent and purposes of the GFSA;
--provides notice as part of its GFSA policy that the activities are approved and authorized; and
--adopts appropriate safeguards to ensure student safety.
If any firearms are to be allowed for these limited purposes, local school districts are cautioned to consider all applicable local, State, and Federal laws pertaining to the possession of firearms.  In particular, school districts should be aware that Federal and some State laws prohibiting juveniles from possessing handguns may be applicable.  School districts that permit students to bring firearms to school for these limited purposes must adopt appropriate safeguards to ensure student safety, consistent with the purposes of GFSA.

Q17.  Are knives considered firearms under the GFSA?

A17.  No, for the purposes of the GFSA, the definition of firearm does not include knives.

Q18.  What is meant by the term “expulsion”?

A18.  The term “expulsion” is not defined by the GFSA; however, at a minimum, expulsion means removal from the student’s regular educational program. 
Expulsion does not mean merely moving a student from a regular program in one school to a regular program in another school.  Care should be taken by local officials to ensure that a student who is determined to have brought a firearm to school, or to have possessed a firearm at school, is effectively removed from that setting.

Q19.  Is a State, SEA, or LEA required to provide alternative educational services to students who have been expelled for bringing a firearm to school?

A19.  The GFSA neither requires nor prohibits the provision of alternative educational services to students who have been expelled.  Other Federal, State, or local laws may, however, require that students receive alternative educational services in certain circumstances.

Q20.  What is an ‘alternative setting” for the provision of educational services to an expelled student?

A20.  An alternative setting is one that is clearly distinguishable from the student’s regular school placement.  Alternative settings are typically established for students who have been removed from the regular school program.

Q21.  Is Federal funding available to provide educational services in alternate settings?

A21.  Yes, formula grants awarded under the Safe and Drug-Free Schools and Communities Act (SDFSCA) may be used for alternative educational services.  However, SDFSCA funds may be used only to supplement, and not supplant, existing funds that support such activities.  In addition, other Federal funds may be available for alternative educational services, consistent with each program’s statutory and regulatory requirements.

Q22.  Do the requirements of the GFSA conflict with requirements that apply to students with disabilities?

A22.  No.  Compliance with the GFSA may be achieved consistent with the requirements that apply to students with disabilities, so long as discipline of those students is determined on a case-by-case basis in accordance with the IDEA and Section 504.  The Department has issued separate, more detailed guidance on discipline of students with disabilities, which includes clarification on the implementation of the GFSA consistent with IDEA and Section 504 www.ed.gov/offices/OSERS/Policy/IDEA/Discipline_qa.doc

Q23.  Is it permissible to expel a student for a school year rather than a year?

A23.  No.  The statute explicitly states that expulsion shall be for a period of not less than one year.

Q24.  Does the expulsion requirement apply only to violations occurring in the school building?

A24.  No.  The one-year expulsion requirement applies to students who bring firearms to, or possess firearms at, any setting that is under the control and supervision of the LEA.

Adopted:  March 9, 2010

JFCK

LEAD-DEADWOOD EXTRA-CURRICULAR ACTIVITY TRAINING RULES

Philosophy and Purpose

The Lead-Deadwood School District recognizes the use of mood-altering chemicals as a significant health problem for many adolescents resulting in negative effects on behavior, learning and the total development of each individual.  The use of mood-altering chemicals for some adolescents affects extra-curricular participation and development of related skills.  Others are affected by the misuse and abuse of family, team members or other significant persons in their lives.  The close contact in Lead-Deadwood School District activities of advisors and coaches provides them with a unique opportunity to observe, confront and assist young people.  Lead-Deadwood School District supports education and awareness training in adolescent chemical use programs including the symptomatology of chemical dependency and special issues affecting Lead-Deadwood School District activities for administrators, athletic directors, coaches, advisors, participants and their families.

Statement of Purpose
     
      1.   To provide consistency with the Lead-Deadwood School District #40-1 co-curricular activities program philosophy:  “That provides opportunities and experiences that make a contribution to the general growth and development of each supporting community.”
      2.   To emphasize the school’s concerns for the health of students in areas of safety while participating in activities and the long-term physical and emotional effects of chemical use on their health.
      3.   To promote equity and a sense of order and discipline among students.
      4.   To conform to and support existing state laws which restrict the use of such mood altering chemicals.
      5.   To establish standards of conduct for those students who are leaders and standard-bearers among their peers.
      6.   To assist students who desire to resist peer pressure which directs them toward the use of mood-altering chemicals.
      7.   To assist students who should be referred for assistance or evaluation regarding their use of mood-altering chemicals.

Marijuana and Other Drug Adjudications, Convictions, Diversions, or Suspended Sentences
First Violation

SDCL 13-32-9 states that any person adjudicated, convicted, the subject of an informal adjustment or court-approved juvenile diversion program, or the subject of a suspended imposition of sentence for possession, use, or distribution of controlled drugs or substances or marijuana as defined in SDCL 22-42, or for ingesting, inhaling, or otherwise taking into the body any substances as prohibited by SDCL 24-42-15, is ineligible to participate in any extracurricular activity at any secondary school accredited by the Department of Education for one calendar year from the date of adjudication, conviction, diversion, or suspended imposition of sentence.  The one-year suspension may be reduced to sixty school days if the person participates in an assessment with a certified chemical dependency counselor or completes an accredited intensive prevention or treatment program.  If the assessment indicates the need for a higher level of care, the student is required to complete the prescribed program before becoming eligible to participate in extracurricular activities.

Subsequent Violations

SDCL 13-32-9 states that upon a subsequent adjudication, conviction, diversion, or suspended imposition of sentence for possession, use, or distribution of controlled drugs or substances or marijuana as defined in SDCL 22-42, or for ingesting, inhaling, or otherwise taking into the body any substances as prohibited by SDCL 22-42-15, by a court of competent jurisdiction, that person is ineligible to participate in any extracurricular activity at any secondary school accredited by the Department of Education.

Non-SDCL 13-32-9 Violations

      Co-Curricular Regulations

During the calendar year (defined as January 1st through December 31st),  regardless of quantity a student shall not have in possession, use, or have been charged by law enforcement with possession, use with consumption of a beverage containing alcohol; have in possession, use, or have been charged by law enforcement with possession, use, or consumption of tobacco products; or have in possession, use, or have been charged by law enforcement with possession, use, or consumption of an illicit drug as defined by law.

Categories of Activities

No distinction will be made between any of the extracurricular activities sponsored by this school district.  Violations will not carry over from middle school to high school unless the student participant participates at the high school level as a 7th or 8th grader.  Students who are on suspension for having violated co-curricular regulations may practice during the first violation, but cannot participate in extracurricular activity competitions or performances during their suspension.

Confirmation

Confirmation of a co-curricular regulation violation by the school administration can occur through the following methods:
      1.   Admission from the student participant or the student’s parent or guardian;
      2.   Release of names to the school district from law enforcement of students charged with an alcohol/drug/tobacco violation;
      3.   A school district administrator has factual proof that a violation has occurred.

Penalties and Recommendations

a.   First Violation:
      After confirmation, by the school administration, of the first violation, the student shall lose eligibility from competition for 50% of the regularly scheduled season of games, tournaments, or contests.  If less than 50% of the season is left at the time of the violation, the appropriate number of post season games will be applied to the suspension to complete the 50%.  Suspensions will be carried over from one sport to the next sport season if the entire suspension has not been served.

      The student may attend and participate in practice but is not allowed to compete while on suspension.  Said suspension may be reduced to 25% of the regularly scheduled season of games, tournaments, or contests if the student chooses to enroll in a chemical health awareness assistance program through a certified chemical dependency counselor.  Evidence of said enrollment must be verified by school administration before suspension will be reduced.  The student and or family will be responsible for costs associated with programs.

b.   Second Violation:
      After confirmation by the school administration of the second violation the student shall lose eligibility from activities for up to full season.  This suspension may be reduced to 50% of the season (scheduled events) if the student completes an assessment for chemical abuse, misuse, or dependency from a certified chemical dependency counselor.  If less than 50% of the season is left at the time of the violation, the appropriate number of post season games will be applied to the suspension to complete the 50%.  Suspensions will be carried over from one sport to the next sport season if the entire suspension has not been served.  The student must comply with the coordinator’s recommendations.  The student will be responsible to cover costs of the program.  If the violation is a tobacco related incident the student must complete an approved Tobacco cessation class.  Classes are typically 4-6 weeks in length.  The student and or family will be responsible for costs associated with programs.  The student may attend practices during the suspension; however, he or she is ineligible for competition until after the suspension is completed.

      c.   Third Violation
After confirmation by the school administration of the third violation the student shall lose eligibility for the remainder of their high school career.  It is recommended that the student complete an out-patient or in-patient treatment program.
     

      d.   Guidelines and Clarification:
            1.   Violations and penalties apply to each activity in which the student participates.
            2.   All disciplinary actions may be appealed to the Superintendent of Schools.
            3.   Offenses are cumulative over the high school career.
            4.   School Administrator reserves the right to review each situation on a case-by-case basis.
            5.   When serving a suspension a student must complete the season.  The student athlete must finish the season for the suspension to be recognized.  Suspensions will be carried over from one sport to the next sport season if the entire suspension has not been served.

Adopted:  March 13, 2007
Revised:  March 12, 2013

JFCL

CONCUSSION POLICY

The Lead-Deadwood School District desires the safe return to activity for all student/athletes participating in extracurricular physical activities following an injury, but particularly after a concussion.  The goal of this policy is to ensure that coaches, school staff, volunteers, student/athletes, and their parents or guardian are aware of the short-term and long-term effects of concussions.  That concussed student/athletes are identified, removed from play or practice immediately, and given proper medical attention.  Finally, this policy is set so concussed student/athletes can return to play only after receiving appropriate medical care, which may include taking the ImPACT test, given time to heal, and are symptom free.

Parents/Guardians, along with all student/athletes in grades 7-12 who participate in SDHSAA sanctioned extracurricular activities will be required to sign concussion awareness forms each year.  If they do not, they may not participate.

Any student/athlete who suffers a concussion will be required to have a “Return to Competition, Practice Form” signed by a health care professional, their parents/guardian, and a school administrator before returning to action.  A healthcare provider trained and experienced in the evaluation, management, and care of concussions includes a M.D., P.A., N.P., or an Athletic Trainer certified in ImPACT testing. The ImPACT test will continue to be a key component in determining a base line for our athletes if they do suffer a possible concussion.  Student athletes who do not participate in the ImPACT test will not receive care related to concussions, other injury related care, or preventive care from the Regional Certified Athletic Trainer regardless of when or where the concussion or other injury occurs.  Student athletes who do not participate in the ImPACT testing, will still be subject to all other requirements of this policy.

Adopted:  July 12, 2011
Revised:  April 14, 2015
Also adopted: July 12, 2011 
  Policy JFCL-R(1), Return to Competition, Practice or Training
  Policy JFCL-R(2), Concussion Fact Sheet for Athletes
  Policy JFCL-R(2), Concussion Fact Sheet for Parents

JFCL-R(1)

RETURN TO COMPETITION, PRACTICE OR TRAINING

This form is to be used after a youth athlete is removed from, and not returned to, competition, practice, or training after exhibiting concussion symptoms.  The youth athlete should not be returned to competition, practice, or training until written authorization is obtained from an appropriate health care professional and the parent/guardians.  A licensed health care provider is a person who is (1) Registered, certified, licensed, or otherwise recognized in law by the State of South Dakota to provide medical treatment; and (2) Trained and experienced in the evaluation, management, and care of concussions.  This form should be kept on file at the school and need not be forwarded to the SDHSAA Office.

Athlete:                                                                   School:                                                    Grade:                                   

Sport:                                                                                       Date of Injury:                                                                       

REASON FOR ATHLETE’S INCAPACITY

Guidelines for returning to competition, practice, or training after a concussion

Note: Each step should be completed with no concussion symptoms before proceeding to the next step.

• No activity, complete rest with no symptoms.
• Light exercises: walking or stationary cycling with no symptoms.
• Sport specific activity without body contact and no symptoms.
• Practice without body contact and no symptoms.  Resume resistance training.
• Practice with body contact and no symptoms.
• Return to game play with no symptoms.

Note:

• If symptoms return at any time during the rehabilitation process, wait until asymptomatic for 1 full day, then re-start at the previous step.
• Never return to competition with symptoms.
• Do not use “smelling salts”.
• When in doubt, sit them out.

HEALTH CARE PROFESSIONAL’S ACTION

I have examined the named student-athlete following this episode and determined the following:
       
          Permission is granted for the athlete to return to competition, practice, or training.

          Permission is not granted for the athlete to return to competition, practice, or training.

COMMENT:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            

                                                                                                                Date:                                                                      
Health Care Professional

                                                                                                                Date:                                                                      
Parent/Guardian

                                                                                                                Date:                                                                      
School Administrator
CONCUSSION FACT SHEET FOR ATHLETES

What is a concussion?
A concussion is a brain injury that:

• Is caused by a bump, blow, or jolt to the head or body
• Can change the way your brain normally works
• Can occur during practices or games in any sport or recreational activity
• Can happen even if you haven’t been knocked out
• Can be serious even if you’ve just been “dinged” or “had your bell rung”

All concussions are serious.  A concussion can affect your ability to do schoolwork and other activities (such as playing video games, working on a computer, studying, driving, or exercising).  Most people with a concussion get better, but it is important to give your brain time to heal.

What are the symptoms of a concussion?
You can’t see a concussion, but you might notice one or more of the symptoms listed below or that you “don’t feel right” soon after, a few days after, or even weeks after the injury.

• Headache or “pressure” in head
• Nausea or vomiting
• Balance problems or dizziness
• Double or blurry vision
• Bothered by light or noise
• Feeling sluggish, hazy, foggy, or groggy
• Difficulty paying attention
• Memory problems
• Confusion

What should I do if I think I have a concussion?

• Tell your coaches and your parents.  Never ignore a bump or blow to the head even if you feel fine.  Also, tell your coach right away if you think you have a concussion or if one of your teammates might have a concussion.
• Get a medical check-up.  A doctor or other health care professional can tell if you have a concussion and when it is OK to return to play.
• Give yourself time to get better.  If you have a concussion, your brain needs time to heal.  While your brain is still healing, you are much more likely to have another concussion.  Repeat concussions can increase the time it takes for you to recover and may cause more damage to your brain.  It is important to rest and not return to play until you get the OK from your health care professional that you are symptom-free.

How can I prevent a concussion?
Every sport is different, but there are steps you can take to protect yourself.

• Use the proper sports equipment, including personal protective equipment.  In order for equipment to protect you, it must be:
• The right equipment for the game, position, or activity
• Worn correctly and the correct size and fit
• Used every time you play or practice
• Follow your coach’s rules for safety and the rules of the sport
• Practice good sportsmanship at all times

It’s better to miss one game than the whole season.

Student’s Signature:                                                                                                               Date:                                      

Parent’s/Guardian’s Signature:                                                                                              Date:                                      

THIS FORM MUST BE SIGNED ANNUALLY AND MUST BE AVAILABLE FOR INSPECTION AT THE SCHOOL.

JFCL-R(2)

CONCUSSION FACT SHEET FOR PARENTS

What is a concussion?
A concussion is a brain injury.  Concussions are caused by a bump, blow, or jolt to the head or body.  Even or what seems to be a mild bump or blow to the head can be serious.

What are the signs and symptoms?
You can’t see a concussion.  Signs and symptoms of concussion can show up right after the injury or may not appear or be noticed until days after the injury.  If your teen reports, one or more symptoms of concussion listed below, or if you notice the symptoms yourself, keep your teen out of play and seek medical attention right away.

How can you help your teen prevent a concussion?
Every sport is different, but there are steps your teens can take to protect themselves from concussion and other injuries.

• Make sure they wear the right protective equipment for their activity.  It should fit properly, be well maintained, and be worn consistently and correctly.
• Ensure that they follow their coaches’ rules for safety and the rules of the sport.
• Encourage them to practice good sportsmanship at all times.

What should you do if you think your teen has a concussion?

• Keep your teen out of play.  If your teen has a concussion, her/his brain needs time to heal.  Don’t let your teen return to play the day of the injury and until a health care professional, experienced in evaluating for concussion, says your teen is symptom-free and it’s OK to return to play.  A repeat concussion that occurs before the brain recovers from the first – usually within a short period of time (hours, days, or weeks) – can slow recovery or increase the likelihood of having long-term problems.  In rare cases, repeat concussion can result in edema (brain swelling), permanent brain damage, and even death.
• Seek medical attention right away.  A health care professional experienced in evaluating for concussion will be able to decide how serious the concussion is and when it is safe for your teen to return to sports.
• Teach your teen that it’s not smart to play with a concussion.  Rest is key after a concussion.  Sometimes athletes wrongly believe that it shows strength and courage to play injured.  Discourage others from pressuring injured athletes to play.  Don’t let your teen convince you that s/he’s “just fine”.
• Tell all of your teen’s coaches and student’s school nurse about ANY concussion.  Coaches, school nurses, and other school staff should know if your teen has ever had a concussion.  Your teen may need to limit activities while s/he is recovering from a concussion.  Things such as studying, driving, working on a computer, playing video games, or exercising may cause concussion symptoms to reappear or get worse.  Talk to your health care professional, as well as your teen’s coaches, school nurse, and teachers.  If needed, they can help adjust your teen’s school activities during her/his recovery.

Parent’s/Guardian’s Signature                                                                              Date                                                       

THIS FORM MUST BE SIGNED ANNUALLY AND MUST BE AVAILABLE FOR INSPECTION AT THE SCHOOL.

JFG

INTERROGATIONS, SEARCHES AND SEIZURE

School Districts are charged with the safety of all students under their care and supervision through the promotion and enforcement of rules and regulations in the interest of health, welfare, and safety of all students, staff, and administration.

School lockers, desks, textbooks and equipment are school property, loaned or rented for the student’s convenience and legitimate purposes.  School officials, therefore, have not only the right, but duty to inspect school lockers, facilities and grounds periodically or on an ad hoc basis in making the school a “safe” environment.  Said inspections may include the use of law enforcement canine units trained in the detection of illegal drugs and chemical substances.

Illegal items, including drugs and weapons, or other possessions prohibited by law or school policy, or which constitutes a threat to the safety or security of the building and/or its occupants may be seized by school authorities at any time.

When there is reasonable basis for school authorities to believe that: 1) a student may be under the influence of alcohol or a chemical substance; 2) is in possession or an item(s) which is prohibited by law or school policy or which constitutes a threat to the health, welfare, or safety of others or the facilities themselves; or 3) have knowledge of a criminal act or violation of a school rule, a search of the student (no strip searches allowed), the student’s belongings, and/or his/her school properties may be conducted.

It is the responsibility of school officials to make an effort to protect each student’s rights with respect to interrogations or searches by law enforcement officials.  Therefore, prior to any questioning of a student or search of a student, the student’s belongings, and/or his/her school properties by law enforcement officials, the parent/guardian will be contacted by school officials.  If the situation warrants, immediate “action” by law enforcement officials the school officials may proceed in a reasonable manner.

Adopted:  June 9, 1997
Revised:  August 11, 1997

JFI-R

DISRUPTION OF SCHOOL

A student shall not by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance or any other conduct intentionally cause the substantial and material disruption or obstruction of an lawful mission, process, or function of the school.

Neither shall he/she engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonably certain to result.

Neither shall he/she urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if a substantial and material disruption nor obstruction is reasonably certain to result from his/her urging.

While this list is not intended to be exclusive, the following acts—when done for the purpose of causing a substantial and material disruption or obstruction of any lawful mission, process or function of the school—illustrate the kinds of offenses encompassed here:

• Occupying any school building, school grounds, or part thereof with intent to deprive others of its use;
• Blocking the entrance or exit of any school building or corridor or room therein with intent to deprive others of lawful access to or from, or use of, the building or corridor or room;
• Setting fire to or substantially damaging any school building or property;
• Possessing, firing, displaying, or threatening use of firearms, explosives, knives or other weapons on the school premises for any purpose;
• Prevention of or attempting to prevent by physical act the convening of continued functioning of any school, class or activity or of any lawful meeting or assembly on the school campus;
• Preventing students from attending a class or school activity;
• Except under the direct instruction of the principal, blocking normal pedestrian or vehicular traffic on a school campus; and
• Continuously and intentionally making noise or acting in a manner so as to interfere seriously with the teacher’s ability to conduct his/her class.

Revised:  February 10, 1997

JFI-R2

BULLYING

The aim of the anti-bullying policy is to ensure that students learn in a supportive, caring and safe environment without fear of being bullied.  Bullying is anti-social behavior and affects everyone; it is unacceptable and will not be tolerated.  Bullying is defined as deliberately hurtful behavior, repeated over a period of time, where it is difficult for those being bullied to defend himself/herself.  The three main types of bullying are:

• Physical (hitting, kicking, theft)
• Verbal (name calling, racist remarks)
• Indirect (spreading rumors, excluding someone from social groups)

The school district staff will be alert to the signs of bullying and act promptly and firmly against it.  If bullying is suspected, observed or reported, the staff member who recognizes it or is alerted to it will be expected to deal with the incident immediately.  After the initial act(s) of bullying are suppressed, the staff member will record the incident and give documentation to the Principal.  The Principal will then investigate the situation further and take appropriate measure and disciplinary action (detention, Saturday School, or suspension).  Parents/Guardians will be kept informed.

Students who have been bullied will be supported and have the opportunity to speak to a teacher, a counselor, a peer tutor if appropriate and/or an administrator about the event.  Students will be reassured that this type of behavior is not acceptable and will not be tolerated.

Within the curriculum, the school district will raise the awareness of the nature of bullying through class lessons, assemblies and other appropriate methods of instruction in an attempt to eradicate such behavior.  The school district will review this policy annually and assess it implementation and effectiveness.  The policy will be promoted and implemented throughout the school district.

Adopted:  November 8, 2005

JFI-R3

DISRUPTION OF SCHOOL

A person, whether pupil or not, who intentionally disturbs a public or nonpublic school when in session or who intentionally interferes with or interrupts the proper order or management of a public or nonpublic school by acts of violence, boisterous conduct, or
threatening language, so as to prevent the teacher or any pupil from performing their duty, is guilty of a Class 2 misdemeanor.  (SDCL 13-32-6)

Adopted:  December 12, 2006

JFI-R4

CYBER BULLYING

The Board is committed to providing a positive and productive learning and working environment.  Any form of harassment using electronic devices, commonly known as “cyber bullying” by students or staff or third parties is prohibited and will not be tolerated in the district.

“Cyber bullying” is the use of any electronic communication device to convey a message in any form (text, image, audio or video) that defames, intimidates, harasses or is otherwise intended to harm, insult or humiliate another in a deliberate, repeated or hostile and unwanted manner under a person’s true or false identify.  Students will refrain from using personal communication devices or district property to harass or stalk another.  The district will take any report of cyber bullying seriously and will investigate credible reports promptly.  Students are encouraged to report an incident immediately to a teacher or principal, who will take appropriate action.  Students who make a report are expected, but not required, to preserve evidence of cyber bullying.

The district may revoke the privilege of a student, staff or third party, who uses district equipment or electronic communication system to engage in cyber bullying to use any district electronic equipment.  The district may revoke the privilege of a student, staff or third party, who uses a personal communication device to engage in cyber bullying to bring any personal communication device on district property or district-sponsored activities.
Students whose behavior is found to be in violation of this policy will be subject to loss of privileges, discipline, up to and including expulsion.   Staff and third parties whose behavior is found to be in violation of this policy will be subject to appropriate sanctions as determined and imposed by the Superintendent or Board as provided in Lead-Deadwood School District Personnel Policy and Procedures Manual and in district policy KGB.

The district may also report individuals to law enforcement if necessary.

Students and staff will be responsible for complying with the district’s “Acceptable Use Agreement” to ensure awareness of and compliance with district use policies.

Adopted:  December 11, 2007

JGA

CORPORAL PUNISHMENT

Corporal punishment may not be administered in the Lead-Deadwood School District #40-1.

Adopted:  May 14, 1990
Revised:  February 10, 1997

STUDENT INCIDENT INTERVENTION STRATEGIES

The Lead-Deadwood School Board recognizes that school staff may need to intercede in situations where students display physically violent behavior.  District policy prohibits the use of excessive force, or cruel and unusual punishment, regarding student management and discipline, but employees may use, within the scope of their employment, such physical restraint as may be reasonable and necessary to protect themselves, students, or others from physical injury; to obtain possession of a weapon or other dangerous object under the control of a student; or to protect property from serious harm.

USE OF NONVIOLENT CRISIS INTERVENTION STRATEGIES

• Appropriate use of nonviolent crisis intervention strategies, include:
• the use of de-escalation techniques;
• physical assists; and
• physical restraints.

• The Lead-Deadwood School District will train specific staff members (Pre-K through Grade 12) with nonviolent crisis intervention strategies that may include:
• Crisis prevention and verbal and non-verbal de-escalation techniques are the preferred methods and must be used first to manage behavior.  All specified staff will be trained in de-escalation techniques.  This training is documented in each specified staff member’s personnel file.
• Appropriate use of physical assists occurs when staff members physically aid, support or redirect youth who are not physically resisting.  Physical assists include staff guiding him or her by the hand or elbow, or placing a hand on the youth’s back.  If a youth resists reasonable staff direction, staff must assess whether the use of physical restraint is warranted.
• Physical restraint must be used to safely control a youth until he or she can regain control of his or her own behavior.  Physical restraint must only be used in the following circumstances:
• when the youth has failed to respond to de-escalation techniques and/or physical assists;
• when necessary to prevent harm to the youth or others, or to prevent the substantial destruction of property; or
• when a youth’s behavior puts himself/herself or others at substantial risk of harm.
• Physical restraint must be used only until the youth has regained control
• Physical restraint may be used only by employees documented to have been specifically trained in nonviolent crisis intervention techniques.
• Lead-Deadwood School District requires documentation of:
• the behavior which required the physical restraint;
• the specific attempts to de-escalate the situation before using physical restraint;
• the length of time the physical restraint was applied including documentation of the time started and completed;
• the identity of the specific staff member(s) involved in administering the physical restraint;
• the type of physical restraint used;
• any injuries to the youth resulting from the physical restraint; and
• the debriefing completed with the staff and youth involved in the physical restraint.

• The Lead-Deadwood School District shall train all specified staff members (Pre-K through 12) in the therapeutic de-escalation of crisis situations provided through a nationally recognized training system to ensure the protection and safety of the

maintenance of necessary skills.

Adopted:  March 12, 2013
Revised:  January 14, 2014
Revised:  June 13, 2017

STUDENT INCIDENT INTERVENTION FORM

Student Name:                                                            Date:                                      

Name and title of staff members involved:                                                                           

                                                                                                                                               
Time of Incident: ___:___ AM/PM to ___:___ AM/PM

Describe the precipitating incident(s) that necessitated the nonviolent physical intervention, the student’s behavior before/after the restraint occurred and the outcome of the incident:

Describe the least restrictive methods that were utilized before the nonviolent physical intervention:

Document the time that the parent was notified about the incident:  ___:___ AM/PM
*Parent must be verbally notified before the end of the day the physical intervention used*

Person completing the report:                                                           

Principal’s Signature:                                                                          

Original – Student’s file                        Copy 1 – Parent

Adopted:  March 12, 2013
Revised:  January 14, 2014
Revised:  June 13, 2017

JGD

SUSPENSION/EXPULSION

Students may be suspended or expelled from the Lead-Deadwood School District #40-1.

Revised:  February 10, 1997
JGD-R

SUSPENSION AND EXPULSION OF STUDENTS

Serious breaches of standards of behavior may result in suspensions or expulsions from school.   A principal is authorized to suspend pupils for not more than ten school days and  a Superintendent is authorized to suspend pupils for not more than 90 days.  The period of expulsion may extend beyond the semester in which the violation, insubordination, or misconduct occurred.  Any expulsion for consumption or possession of beer or alcoholic beverages may not extend beyond ninety school days. 
 
Any student bringing a firearm, or air gun, whether or not the firearm or air gun is designed, adapted, used, or intended primarily for imitative or noisemaking purposes, or any dangerous weapon to school, except as authorized by law, shall be expelled for not less than twelve months and will be referred to law enforcement authorities.  The Superintendent shall have the authority to decrease the length of expulsion on a case-by-case basis.  This policy shall be implemented in a manner consistent with IDEA and Section 504.

A suspension may be imposed, but is not limited to, when a student's behavior creates a threat to his own or other's safety or imposes a threat to property or premises or creates a serious disruption of the school environment.  Behavior such as fighting or committing an assault on another; stealing; vandalism; possessing weapons, explosives or other prohibited materials; making a false alarm or terroristic threat; lewd or threatening behavior or language; possession of drugs; or possession of beer or alcoholic beverages on the school premises or at school activities may result in suspensions.  

Hearing procedures as established by state regulations will be followed for all students who receive long-term suspensions or expulsion.
In case of a suspension by the Superintendent for more than ten school days, the Superintendent will schedule a hearing before the Board of Education and the hearing shall be scheduled within ten (10) school days of the first day of the student’s suspension.
Additional procedures mandated by state and federal law apply to special education students.
NOTE:  Statute states that no school board may impose a lesser consequence than those established in SDCL 13-32-9 but may by board policy adopt more strict consequences for adjudication, conviction, informal adjustment or court-approved diversion program, or a suspended imposition of sentence or suspended adjudication of delinquency, for possession, use, or distribution of controlled drugs or substances or marijuana.  Statute also says the suspension “may” be reduced and the student “may” be allowed to practice during the period of suspension.  To avoid discriminatory application, it is ASBSD’s recommendation that the Board decide, for policy purposes, if the suspension period is to be reduced upon the student meeting the requirements, and if reduced to what extent, and whether the student may participate in practice during a period of suspension.

Suspension from Extra-Curricular Activities:

If a student is adjudicated, convicted, the subject of an informal adjustment or court-approved diversion program, or the subject of a suspended imposition of sentence or suspended adjudication of delinquency, for possession, use, or distribution of controlled drugs or substances or marijuana, or for ingesting, inhaling, or otherwise taking into the body any substance as prohibited by statute, the student shall be suspended as follows:

First offense:  The student shall be suspended one year which shall be reduced to thirty calendar days if the student participates in an assessment with a certified licensed addiction counselor.  If a suspension for a first offense is reduced to 30 calendar days, the student is ineligible for a minimum of two South Dakota High School Activities Association sanctioned events.  If two sanctioned events for which the student is ineligible do not take place within the reduced suspension period, the student's suspension remains in effect until two sanctioned events for which the student is ineligible have taken place.  Students who are ineligible to participate in activity events, competitions, and performances shall be allowed to participate in practices.

Second offense:  The student shall be suspended one year. The one year suspension for a second offense shall be reduced to 60 calendar days if the student completes an accredited intensive prevention or treatment program. If the suspension for a second offense is reduced, the student is ineligible for a minimum of six South Dakota High School Activities Association sanctioned events.  If a suspension is reduced pursuant to § 13-32-9, a suspension for a second offense shall make the student ineligible for a minimum of six South Dakota High School Activities Association sanctioned events. If six sanctioned events for which the student is ineligible do not take place within the reduced suspension period, the student's suspension remains in effect until six sanctioned events for which the student is ineligible have taken place.  Students who are ineligible to participate in activity events, competitions, and performances shall be allowed to participate in practices.

A suspension begins on:

The day following the notification to a school administrator by the Unified Judicial System that a student has been adjudicated, convicted, the subject of an informal adjustment or court approved diversion program, or the subject of a suspended imposition of a sentence or a suspended adjudication of delinquency for possession, use, or distribution of controlled drugs, substances, or marijuana as defined in chapter 22-42, or for ingesting, inhaling, or otherwise taking into the body any substance prohibited by § 22-42-15 and the school administrator gives notice to the South Dakota High School Activities Association and the students; or
The day following the student's admission to a school administrator that the student committed an offense enumerated in subdivision (1), which shall be made with the student's parent or guardian present if the student is an unemancipated minor, and the school administrator gives notice to the South Dakota High School Activities Association.
A suspension that is reduced pursuant to this policy is only in effect during the South Dakota High School Activities Association's activity year, which begins on the first day of its first sanctioned event and concludes on the last day of its last sanctioned event.

A reduced suspension that is not completed by the end of one activity year shall carry over to the next activity year.

In order for events to count toward the minimum number of events for which the student is ineligible following a reduction in the suspension for a first or second offense, the student must participate in the entire activity season.  Failure of a student to complete the entire activity season results in the student being ineligible for one year from the date of adjudication, conviction, the subject of an internal adjustment or court approved diversion program, or subject of a suspended imposition of sentence or suspended adjudication of delinquency. A suspension that is not completed by the student during one activity season carries over to the next activity season in which the student participates.

Third offense:  Upon a third or subsequent adjudication, conviction, diversion, or suspended imposition of sentence for possession, use, or distribution of controlled drugs or substances or marijuana, or for ingesting, inhaling, or otherwise taking into the body any substances as prohibited by statute, by a court of competent jurisdiction, the student is ineligible to participate in any extracurricular activity.

Adopted:  June 13, 2017

Form JGD-R1

NOTICE OF SUSPENSION

                                                                                    Date                                                   

Dear                                                   

As we discussed on                                                     ,                                                has
been suspended from school for                                 school days.

                  Beginning Date                                                    

The grounds for suspension and a summary of the situation are outlined below:

I thank you for your support in this matter.  Should you have any questions regarding this matter, please feel free to call me at                                .

Sincerely,

cc:                                          

BEFORE THE BOARD OF EDUCATION
OF LEAD-DEADWOOD SCHOOL DISTRICT 40-1
LAWRENCE COUNTY, SOUTH DAKOTA

IN THE MATTER OF:                                                 BY REGISTERED MAIL
                                                                                    RETURN RECEIPT REQUESTED
                                                                       

NOTICE OF HEARING

TO:                                                                 

            PLEASE TAKE NOTICE                                             , the,                                      

day of                                      , 2         , at                                o’clock, at                             

                                                                                                .

                        , South Dakota, a hearing will be held before the Board of Education, Lead-Deadwood School District 40-1, Lead, South Dakota, for the following purpose:

The act, transaction or occurrence which is the basis of the action being proposed before the Board is as follows:

The District Policy allegedly violated by the act, transaction or occurrence described above is as follows:

In the hearing, you will have the following rights:

• An opportunity to be heard in opposition to the proposed action and to present any evidence or testimony in opposition thereto; and

• To have counsel or representative present, at your expense, to examine witnesses and to present evidence and testimony; and

• To present witness(es) to testify on your behalf; and

• The opportunity to confront the witness(es) who propose or support the action to    be taken; and

• A written decision by the Board within a reasonable period of time after the conclusion of the hearing; and

• The decision of the Board to be based solely upon the evidence presented at the hearing to include a summary of the evidence and the reason(s) for the decision.

You are further notified that you also have the following rights:

• The records of the student in question are available at the Business Office of Lead-Deadwood School District 40-1 for examination by you or your authorized representative.

• You may waive the right to a hearing.

IN CASE OF YOUR FAILURE TO APPEAR OR ANSWER it will be presumed that you consent to the action proposed to be taken.

DATED this                                             day of                                     , 2         .

                                                                        LEAD-DEADWOOD SCHOOL DISTRICT 40-1
                                                                        LEAD, SOUTH DAKOTA

                                                                        By:                                                                   
                                                                                    CEO/Superintendent of Schools

Copy to:

STUDENT SUSPENSION/EXPULSION WAIVER

I hereby waive my right to a hearing in the matter of potential suspension or expulsion from school for the alleged misconduct of                                                                        .

Said hearing was set for the                 day of                                                 . 2         .

Dated this                                             day of                                                 , 2         .

                                                                                   
Student

                                                                                      Date:                                    
Parent, Guardian or other Responsible Person

                                                                                      Date:                                    
Witness

Revised:  June 13, 2017

JHC

WELLNESS PLAN

The Mission of the Wellness Program is to promote and enhance the health and well being of the students and staff of the Lead-Deadwood School District.  The program works to improve the health and well-being of students and staff and the educational achievement of high school students by providing coordinated health, mental health, and other support services.

Goal 1  Nutrition Education

1.   Teachers consistent scientifically-based nutrition message throughout the school classroom, cafeteria, home, community and media and as part of health education classes and/or stand alone courses.
2.   Uses the SD Health Education Standards and addresses nutrition concept progressively in grades K through 12.
3.   Offers information to families that encourages them to teach their children about health and nutrition and provide nutritious meals for their families.
4.   Staff who are responsible for nutrition education will be adequately prepared and should participate in professional development activities to effectively deliver an effective program.

Goal 2  Physical Activity

1.   All high school students will be required to have 1.0 credit of Health/PE to graduate.
2.   All students in grades K-8 will receive daily physical education for the entire school year beginning in the fall of 2007.  Students with disabilities, special health-care needs and in alternative educational settings will be included.
3.   Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.
4.   The Lead-Deadwood School District Health and PE curriculum will be aligned with the SD State Content Standards.
5.   Student involvement in other activities involving physical activity (e.g. interscholastic or intramural sports) will be promoted and supported.
6.   All elementary school students will have at least 20 minutes a day of supervised recess, preferably outdoors, during which students are encouraged (verbally and through the provision of space and equipment) to engage in moderate to vigorous physical activity.
7.   All elementary, middle and high school students will be offered extra-curricular physical activity programs, such as physical activity clubs or intramural programs.
8.   All high schools and middle schools as appropriate, will offer interscholastic sports programs.
9.   All schools will offer activities that meet the needs, interests and abilities of all students including boys, girls, students with disabilities and students with special health-care needs.
10.  Schools will educate and encourage participating in community or club activities.
11.  When appropriate, the district will work together with local public works, public safety and/or police departments in an effort to assess and to the extent possible make needed improvements to make it safer and easier for students to walk and bike to school.

Other School-Based Activities

1.   The district will educate students and staff regarding: eating disorders, drugs, alcohol and tobacco, bullying, harassment, and hazing; violence against self and others, depression, anxiety; stress; and suicide prevention.
2.   Family and parenting courses will be made available to staff and students.
3.   The high school peer helper program will be supported and continued.
4.   Indoor air quality issues will be investigated.
5.   Facilities will be safe, clean and orderly.
6.   Weapons violations will be addressed and reduced.
7.   A district-wide crisis plan will be created followed and practiced.
8.   Staff will be encouraged to participate in wellness activities.
9.   Students will be provided with lessons in hygiene.
10.  Students and staff will have adequate space to eat meals in clean, safe, pleasant surroundings and will have adequate time scheduled as near the middle of the school day as possible to eat, relax and socialize.
11.  Safe drinking water and convenient access to facilities for hand washing and oral hygiene will be available during all meal periods.
12.  Cholesterol checks, blood pressure checks and flu shots will be made available for staff.

Nutrition Standards

1.   Food pricing strategies shall be designed to encourage students to purchase nutritious items.
2.   Procedures shall be in place for providing to families, on request, information about the ingredients and nutritional values of the foods served.
3.   The school food service program shall operate in accordance with the National School Lunch Act and the Child Nutrition Act of 1996 as amended and applicable laws and regulations of the State of South Dakota.  All school will comply with USDA regulations and state policies.
4.   Schools shall offer varied and nutritious food choices that are consistent with the federal government’s Dietary Guidelines for Americans.  For the purpose of this policy, “Dietary Guidelines for Americans” refers to the current set of recommendations of the federal government that are designed to help people choose diets that will meet nutrient requirements, promote health, support active lives and reduce chronic disease risks.
5.   Menus should be planned with input from students, family members, and other school personnel and should take into account students’ cultural norms and preferences.
6.   Students with special dietary needs will be accommodated as required by USDA regulation.
7.   School Food service departments shall not sell extra portions of desserts, French fries, and/or ice cream.
8.   Schools will encourage fundraising activities that promote physical activity and make available a list of ideas for acceptable fundraising activities and when fund raising activities involve food, nutritional standards will be followed.
9.   Healthy choices of food and beverages will be offered at school-sponsored events outside. 
10.  All foods sold in the ala carte program will be reviewed and nutritional standards will be followed.  Healthy snacks will include fresh fruits, vegetables and nutritional beverages.
11.  Only vending machines containing healthy choices of food and beverages will be available to elementary or middle level students.
12.  No vending services containing unhealthy choices of food and beverages will be available to high school students until after lunch.
13.  The “Middle School Store” will provide only healthy choices of food and beverages.
14.  Healthy choices should meet the percentage requirements of less than 35 percent fat calories, less than 10 percent saturated fat calories, less than 35 percent sugar by weight.  Nuts, seeds, fruits, vegetables, low-fat or non-fat yogurt, low-fat cheese sticks and items that have natural sugar will be allowed.  Milk that is 1 percent fat and no more than 360 calories per container is okay, as are fruit and vegetable juices, plain and colored water, noncarbonated drinks with fewer than 20 grams of carbohydrates per 8 ounces, tea and other sport beverages.

Adopted:  May 9, 2006

JHCC

STUDENT COMMUNICABLE DISEASES

Students who are afflicted with a communicable contagious, and/or infectious disease and who are infected with communicable parasites or who are liable to transmit such a disease or parasite may be excluded from school attendance.

The board recognizes the need and right of all children to receive free and appropriate education.  The board further recognizes its responsibility to provide a healthy environment for all students and school employees.

A determination of whether an infected student be excluded from the classroom or school activities shall be made on a case-by-case basis, under the direction of the principal/building administrator or designee.  SDCL 13-28-7.3

In situations where the decision requires additional expertise and knowledge, the building administrator will refer the case to an advisory committee for assistance in the decision making.

The advisory committee may be composed of:

• a representative from the State Health Department; SDCL 34-10-14.2
• the student’s physician;
• the student’s parents or guardian(s);
• the school principal or designee;
• the school health service’s supervisor/county health officer; SDCL 13-28-7.3
• the superintendent or designee; and
• primary teacher(s).