DOCUMENT RESUME ED 360 706 AUTHOR Reil, David; …AUTHOR Reil, David; Soderman, John D. TITLE...
Transcript of DOCUMENT RESUME ED 360 706 AUTHOR Reil, David; …AUTHOR Reil, David; Soderman, John D. TITLE...
DOCUMENT RESUME
ED 360 706 EA 025 150
AUTHOR Reil, David; Soderman, John D.TITLE Decisions! Decisions! Decisions! Shared Governance: A
Blessing for Implementing Year-Round Schooling.PUB DATE 93NOTE 19p.; Paper presented at the Annual Meeting of the
National Association for Year-Round Education (24th,Las Vegas, NV, February 6-11, 1993).
PUB TYPE Reports Descriptive (141)Legal/Legislative/Regulatory Materials (090)Speeches/Conference Papers (150)
EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Decentralization; *Decision Making; Educational
Improvement; Educational Policy; ElementaryEducation; Governance; *Participative DecisionMaking; *Policy Formation; *School BasedManagement
IDENTIFIERS *Douglas County School District NV
ABSTRACTThis paper describes the process undertaken by the
Meneley Elementary School in Douglas County, Nevada, to develop aplan for shared governance. In 1989, the school became a participantin the Nevada School Improvement Project (SIP). The new governanceplan established a Decision Making Council (DMC), composed ofrepresentatives from each grade level, special services, classifiedpersonnel, the Parent Advisory Committee chairperson, and oneadministrator, who based their decisions on consensus. The programhas helped the school make the transition from a traditional to ayear-round calendar, rerouted teacher-principal grievances, andincreaser; -)c.,n;-.rship and accountability. However, the school is
currently experiencing issues involved in moving from schoolimprovement to school-based management. Problems include a lack ofdistrict guidelines and support, training, and .alignment betweenschool site and district goals. Another difficulty lies indetermining council membership. A conclusion is that school-basedmanagement should be developed site by site, not through top-downlegislation with a fixed set of rules. A list of council decisionsrelated to the implementation of the year-round calendar and a copyof Senate Bill 91, which allows school-based management in Nevada,are included. (LMI)
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Reproductims supplied by EDRS are the best that can be madefrom the original document.
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DECISIONS! DECISIONS! DECISIONS!!!
SHARED GOVERNANCE: A BLESSING FOR
IMPLEMENTING YEAR-ROUND SCHOOLING.
byDAVID REIL, 5TH GRADE TEACHERJOHN D. SODERMAN, PRINCIPAL
Meneley Elementary School, Douglas County, NV.
Consider the following words of wisdom:
"Productivity is a we thing, not a me thing." (Roger andDavid Johnson)
"It's not the absence of problems that makes an effectiveschool, it's the ability to address them." (Nancy Aronson 1990)
"If a school is to foster educated citizenship for a
democracy, then the school itself must be an example of a
democracy The substance of a school democracy is thedecisions that improve the education of students, both collectivelyand individually, and the quality of educational life for theentire school community." (Carl Glickman 1993)
"Two heads are better than one." (Your Mom)
Wisdom and common sense tell us that decisions based on sharedvalues and made by the stakeholders in those decisions who areresponsible for acting are going to have more commitment and chanceof success than those that don't. Along with common sense, thereis a good deal of research both in and out of schools thatcorroborates this basic tenet (Glickman 1993, Peters and Waterman1982, Sergiovani 1992). Although there is little empiricalresearch on site-based management, some researchers claim thatschools are unlikely to make meaningful changes without greatersite autonomy (David 1985).
BEST COP AVAIILLE2
U.S. DEPARTMENT Of EDUCATIONOffice of Educabomo Rosos/ch and ImprOvmont
Et) CAT1ONAL RESOURCES INFORMATIONCENTER (ERIC)
This document hat teen riproclucid atroccvld from th person Or orgenizationOogouttng d.
0 AfinOr changes have Poen made to irnprovereproduction Quality
Points ot oew or opmions stated en trees docu-mord dO not neicemerity riOrsaint OttecillOERI position Or pohcy
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
HISTORY OF OUR INVOLVEMENT
IN SHARED GOVERNANCE
The following is an explanation as to how we at Meneley ElementarySchool developed a plan for shared governance. We will present abrief description of our history and experience with sharedgovernance; the specific details of our decision making process;some of the decisions that have been made; and finally speculationas to the future of our efforts at shared governance.
In 1989 the staff at C. C. Meneley Elementary School decided tobecome involved with th...? Nevada School Improvement Project (SIP) inan effort to assess our collective strengths and areas of growth.We felt as if we were a good school that would always have room forimprovement.
In the spring of 1990 we were provided with an in-service on theschool improvement process by Carolyn Simpvon from the Nevada StateDepartment of Education. Following the in-service a s..,:ff votedecided to follow through with school improvement. The SchoolImprovement Project is based on the research of Pon Edmonds andLarry Lezotte and facilitated by the Nevada State Department ofEducation.
In the fall of 1990, we selected our SIP Study Team. The teamconsisted of a representative from each grade, kindergarten through6th, special services, classified, and administration. This grouplater became known as the Decision Making Council (DMC). The staffboth certificated and classified, as well as students, were part ofa needs assessment. Once the survey results were back we wereinvolved in a two day in-service to develop a mission statement andanalyze the data to develop goals.
By December of 1990 we developed a mission statement, "Throughcaring and co-operation, the C. C. Meneley Elementary Schoolcommunity empowers individuals to be exceptional. Exceptionalindividuals possess the life skills to be successful now and in thefuture." We also developed three broad goals, one relating tostaff development, including higher level thinking; another relatedto promoting interaction between school and the community, andincreasing parental involvement; and the third major goal was topromote and celebrate respect, responsibility, and learning.Although it wasn't our express intent, we now had a representativedecision-making body and the beginning of a shared vision. We wereat the threshold of a powerful site-based method of sharedgovernance.
Next it became clear to us that we needed to find, now that we hadthe goals, what we would do about them specifically, and how wewould generate staff-wide support. Consequently, we needed todevelop a site-based decision making plan or a set of decision-
making by-laws. In doing so we relied heavily on the work of CarlGlickman from the University of Georgia. He had visited Nevadaseveral times through LEAD Conferences and written a monograph(Glickman 1989) which provided a basis for our plan. A plan fordecision making was put into writing. It is interesting that theplan was brought to the School Improvement Committee a half a dozentimes or more until, after much discussion and many changes, it wasapproved. Staff members now knew 11,>w we would decide, and exactlywhat was at stake once decisions were made. At this point theSchool Improvement Committee became the DMC.
As will be stated later in an examination of the plan, staffmembers were very clear about the fact that anything the DecisionMaking Council decided would be the way we would do business.Dissenting opinions had to be dealt with prior to, not followingdecisions by the DMC.
MENELEY DECISION MAKING PROCESS
The Decision Making Council's objectives are to:improve learning opportunities;insure ownership of goals;problem identification and solution, andschool-wide support.
The Decision Making Council has representatives from each gradelevel, special services, classified, the school's Parent AdvisoryCommittee chairperson or their designee, and an administrator.Each group selects their representative. The Council has anobligation to make, communicate, and evaluate decisions. Achairperson is selected who establishes an agenda and conducts themeetings. The administrator is the secretary. Any decision thatwould improve teaching or learning and affects all staff members ispurview of the Decision Making Council. Any staff member on or offthe DMC who has an idea that would enhance teaching or learning,forms a task force. The task force develops a written plan forpresentation to the DMC.
Some important guidelines for staff members regarding DMC or anytask force are the following:
anyone can attend any meeting, at any time.- eve7y staff member is expected to be involved, and/or at the
least, informed.
- approval of a plan by the DMC makes that plan policy and allstaff must follow that policy until the project expires oris changed by another DMC vote.
A task force brings a written plan to the Decision Making Council.Upon sharing the plan, members of the Council can ask questions orexpress concerns, but they must vote to accept or reject the plan
as is. In order for a plan to become policy, it requires a ten tozero vote on the first ballot. Anyone voting NO must be specificas to how the plan could be improved. In the event it is
unsuccessful, it may be brought back to the DMC any time afterthree working days for a re-vote. At that time a seven to threevote will carry the issue.
A summary of the highlights of the plan is attached.
MORE DECISIONS!
Generally votes result in consensus because the task force hasincorporated the feedback from any DMC member voting NO into theirplan. One task force working on a grading policy came back to theDMC a half a dozen times even though they had enough votes to passthe issue at tt.,e second meeting. They chose to work towardconsensus.
SHARED DECISIONS
One would have predicted that such a decision making process wouldinhibit action. Just the contrary has been true. Teachers seem totake action on issues that are important to them.
DMC was especially important as we made the transition from atraditional to a year-round calendar. This was a majorrestructuring effort that involved classroom space, furnitureneeds, storage needs, currir.ulum issues, parent communication, roomcontracts, tracking of students, etc.
In August we made a list of all the issues we thought wereimportant, calendared those, and decided on them one at a timethrough the DMC process. Consequently our transition to year-roundwas extremely smooth.
An interesting development was the task force related to storage ina year-round school. That task force was allocated $10,000 tostudy the problem, visit schools, obtain catalogs, price whatneeded to be purchased, and survey teachers. In the end they wereunder budget with a plan that worked for the entire staff.
Another interesting development was a curricular issue that a
teacher had intended to "grieve" the principal concerning the useof videos. The principal told the teacher he couldn't be "grieved"for monitoring instruction, but if there could be an Improvement inthe video policy, it should be taken to the DMC. In taking this
policy to the DMC, a compromise was reached and the video policywas changed to meet the needs of teachers, as well as others. Thechange also ensured that administration would be able to monitorthe curriculum.
Several of the decisions related directly back to the goals weestablished from our school improvement experience. We celebratestudents now with a "Superstar of the Day" program. We arecurrently working on students as Conflict Managers and haveinstituted "Student Theme Day".
In terms of our community relations, we have a volunteerrecognition program which encourages and recognizes our volunteersin a more sophisticated manner. We also have a "Career Day" everyother year which brings in community members from a variety ofcareers to explain their work. We have a School-BusinessPartnership with McDonald's and do several activities with themincluding clean-up of a two mile stretch of highway with theiremployees.
By way of improving our talents, we had two staff-wide in-serviceson the Talents Thinking Program. The first one was in 1990/91.The second was in 1992/93, an in-service on resiliency thatprovided us with more ways to meet the needs of our students atrisk. We are now redesigning our approach to students at risk asa result of that in-service.
Fifty-four issues came before the DMC. Most of the decisions havebeen what Glickman (1993) would term "zero" or "minimal impact"decisions that dealt with adult concerns or had less directinfluence on student learning. A few were "core-impact"decisions", those that dealt more fundamentally with teaching andlearning over the long term. Nineteen were related to year-round.Although they have not all been of earth-shaking importance, we arepoi4ed and ready to take on Any issue including budget, staffing,and other issues considered "comprehensive-impact decisions". Thenature of the decisions made were evidence of the developmentalnature of the shared governance process.
Teachers comment that the democratic running of our school haspromoted ownership and accountability in the school. It encouragesteacher involvement and voicing of opinions. This tool. the DMC,gives staff a %ay to change and improve. It has made our planningand follow through time effective. It has become an efficientmeans toward moving us to core impact decisions that have theability to dramatically affect teaching and learning at our school.
The development and use of a site-based decision making plan isclearly a growth process. Our actual plan, as Written in theappendix of this document, has changed several times. Mostrecently we changed it as the result of a year-round calendar whichhas one-fourth of the staff gone at any given point in time.Initially it was difficult to get one volunteer per grade level tobe involved with the school improvement team. After the first year
of making decisions when the staff saw the power of the group andthe importance, there was competition in grade levels for who wouldbe the representative. The plan also changed in that anyone not inattendance at DMC meetings was considered an automatic YES vote.DMC members felt that if a task force is formed, a written plandeveloped on their time and with their own energy for theimprovement of the school, it behooved DMC members to be inattendance to vote on those plans. On several occasions the staffhas seen that decisions did not go the administrator's way. Thismade it clear to the staff that the Decision Making Council was forreal and not just a clever way for the principal to have things hisway.
We are still learning, adapting our plan, and just beginning to seethe potential of what can be done when we develop a shared visionand have a way to make decisions related to seeing that visionbecome reality.
WHERE DO WE GO FROM HERE?
Although we wouldn't say we are all dressed up with no where to go,we're getting dressed, and not sure where we're headed. There isstill much we could do at the site level and we intend to do so.We are currently experiencing some of the issues described byothers who have gone from school improvement to site-basedmanagement (Harrison, et al. 1989). We are somewhere betweenschool improvement and true site-based management. The Distzicthasn't defined where site-based management fits into its overallplan. We need more training.
At the district level in Douglas County we have no guidance,encouragement, discouragement, policy, and little conversationrelated to site based decision making. On the other hand, in theState of Nevada there was an interest in mandating site-basedmanagement with the introduction of Senate Bill 91 and AssemblyBill 291. After being involved for two and half years at thehands-on level, we feel we've earned the right to make comments inboth areas.
Currently Douglas County is looking at a strategic plan. We canonly hope that our strategic plan will address the issue of site-based decision making which will proliferate regardless of districtsupport.
We are all still working towards the same goals, so it would beprudent to develop guidelines, parameters, policies, training, etc.to make site-based governance in alignment with district goals. Ifthis doesn't happen, there will certainly be times when unnecessaryconflicts develop. A case in point involved intramural stipends.Each school gets five stipends that must be used in prescribedways. We simply asked that we get the funding for five stipends so
61
we could allocate the money according to tLe needs of our site.Instead of having a computer club, if there were not an interest onthe part of students, we could have a fine arts club or any otheractivity that teachers would propose and the DMC would support.
At the state level, with the advent of SB91, we have a top-downdirective about a bottom-up initiative. In addition to thatconflict at the onset, there are several others. A site-based planneeds to be developed at the site. They must determine theirconstituents, voting procedure, meetings, and what the range ofcouncil decisions would be. For example, at our site, although wehave offered, there has been no interest on the part of the staffin taking over the school budget. Teachers prefer thatadministrators handle budget.
Some specific criticisms and questions raised by SB91 include themake-up of the Council. Is one administrator, three teachers, andthree parents the best representative group? Is it necessary forthe principal to chair it? Does having three parents on thezommittee assume that parents have the expertise to make decisionsabout the day-to-day operations at school? Our council is biasedwith more classroom teachers than any other group because the jobof teaching gets done between the teacher and the class. Some ofthe power that site councils under SB91 are probably beyond whatthey would be ready to tackle initially. For example, hiring.Would a council then have the obligation to observe, evaluate, anddetermine post-probationary status or not? If they were voting ontext books and the complexion of the council changed, where wouldthe money come from to buy the newly adopted texts? How wouldthere be co-ordination between schools in a district if each schooldetermined its own curriculum? Is a one year membership on thesite-council long enough to make significant changes?
Finally, we think it is interesting that the state would requireindividual sites to do something that districts don't do.Districts aren't expected to have a clearly defined procedure fordecision making.
The law does recognize however, that school sites are whereteaching and learning are taking place. It takes advantage of thefact that decisions about the work to be done should be made asclose to the job as possible. The law, if one is to be written,simply ought to say that, "Each site will develop a decision makingplan that makes use of input from staff, students, parents, andcommunity members and submit their plan to the statesuperintendent." Those plans will then be developed, change, andgrow to meet the needs of that site and that community, as well asthe readiness of those involved.
SUIIMARIT
As a staff we have just begun to realize the potentigovernance. There is much to learn and do. We arethreshold. It's a movement that is going to have tosite by site, not by top down legislated prescriptibased management is not a fixed set of rules. It isof prescription; in fact, by definition it operatesfrom one district to the next and from one school tofrom one year to the next." (David 1989) From ourthese represent further words of wisdom.
al of sharedjust on thebe developedons. "Site-the oppositedifferentlythe next andexperience,
o al
EFERENCES
Aronson, N. (1990). "Developing Consensus in Schools."Presentation at Project Lead Conference March 30, 1990 Reno, NV.
David, J. L. (1989). "Synthesis of Research on School BasedManagement." Educational Leadershiv 46: 52, 45-53.
Glickman, C. D. (1989). Shared Governance at Oglethorpe HighSchool. Athens, Ga.: Monographs in Education.
Glickman, C. D. (1993). Renewing America's Schools A Guide forSchool Based Action. San Francisco, CA: Jossey-Bass. p 32.
Harrison, C. R., J. P. Killion, and J. E. Mitchell. (1989)."Site-Based Management: The Realities of Implementation."Educational Leadership 46: 55-58.
Paslov, E. T. (1990) Nevada School Improvement Project. NevadaDepartment of Education. (A Handbook for Schools).
Peters, T. J., and R. H. Waterman (1982). In Search of Excellence.New York: Harper Collins.
Sergiovanni, T. J. (1992). Moral Leadership. Getting to the Heartof School Improvement. San Francisco, CA.: Jossey-Bass.
10 I
LIST OF DECISIONS
RELATING TO YEAR-ROUND
- Double Tracking Tracking of Students
Rainbow Day Track Appeal
Storage Schedules
- Roving No Dtc:y for Roving Teachers
- Room Contracts - Attendance at National/RegionalYRE Conferences
Class Balance - Discussion Parent Meetings
- Changing of DMC Members Staff Communication to Off-TrackOff-Track Alternates Teachstrs
School Summer Hours DMC Plan Becomes Policy for All
Intersession - Student Volunteer Program
YRE Event Calendar Career Day
- Recognition of Volunteers - Shade Awnings(1,200 hours +)
Superstar of the Day Costume Day (Book/Nevada History)
Raley's Receipts for Books Learn-a-Thon Fund Raiser
- Use of I, W, N Grading - DEAR Reading Time
InserviceTalentsResiliency
1990-911992-93
- DMC Representative to HelpSelect Vice Principal
Staff Communication - Texts/Supplies
- Personal/Grade Level
Yearly Calendar- Assemblies- Events
- Reading Incentive Programs
- Special Ed/Reading Schedule
- Oldest Child Only - Homework Club (Advisory)
- Adopt a Business,McDonald's
Bulletin Board- Celebrate Employees
Ronald McDonald HouseFood DriveFund Raiser
- Adopt a Highway
- Student Theme Days
- Conflict Managers
School Hours
Use of Videos
Student Folders
Help Lo Hurricane Andrew Victims
Management by Teaching Around
- 3:00 P.M. Traffic Problems
ill
S. B. 91
SENATE BILL No. 91SENATORS ADLER, TOWNSEND, BROWN, CALUSTER, COF-FIN, GLOMB, HICKEY, NEVIN, RAWSON, RHOADS AND SMITH
JANUARY 21, 1993
Referred to Committee on Human Resources and Facilities
SUMMARYAllows school.based dccision making in public schools. (BOR 34-259)
TISL AI. NOTE: Effect on Local Government: No.Effect on the State or on Industrial Insurance: No.
AtbEXII.ANAT10.71Maner in italics is Pl..; nada in brackets ( I is material m be mined.
AN ACT relating to education; allowing school-based decision making in a public school uponthe approval the teachers of that school; requiring the board of trustees of eachschool district under certain circumstances to chsignate the schools in which school-based decision making must be carried out; requiring the board of trustees of eachschool district to prescribe rules relating to school-based decision making; requiringthe creation of a school council in certain schools; allowing school councils to selectthe employees of and the textbooks to be used in the school; and providing othermatters properly relating thereto.
1HE PEOPLE OF THE r:ATE OF NEVADA. REPRESENTED IN SENATEAND ASSEMBLY, DO ENACT AS FOLLOWS:
1 Section I. Chapter 386 of NRS is hereby amended by adding thereto the2 provisions set forth as sections 2 to 14, inclusive, of this act.3 Sec. 2. In any public school in this state in which not less than two-thirds4 of the teachers assigned to teach at the school have voted in favor of adopting5 a program of school-based decision making, the board of trustees of the6 school district in which the school is located and the principal of the school7 shall cause such a program to be carried out.8 Sec. 3. 1. Except as otherwise provided in subsection 2, on or before9 July 1, 1994, the board of trustees of a school district in a county whose
10 population:11 (a) Is 35,000 or more but less than 100,000, shall submit to the superinten-12 dent of public instruction the name of at least one elementary school; and13 (b) Is 100,000 or more, shall submit to the superintendent of public14 instruction ,he names of at least one elementary school, one middle or junior15 high school and one high school,16 in which not less than two-thirds of the teachers assigned to teach at the17 school have voted in favor of adopting a program of school-based decision18 making.19 2. lf, on or before July I, 1994, the teachers assigned to teach at the20 school have not voted in favor of adopting a program of school-based deci-21 sion making in:
3
2
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) A
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or h
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113.
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an tw
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ased
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i-26
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27(a
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one
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the
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31(b
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popu
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35,
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or m
ore,
the
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he s
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desi
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leas
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-thi
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in th
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34 p
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ased
dec
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akin
g m
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e ca
rrie
d ou
t.35
3. If
a s
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the
only
ele
men
tary
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or ju
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,36
or h
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a s
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be
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y a
boar
d of
37tr
uste
es p
ursu
ant t
o su
bsec
tion
2.38
Sec
. 5. T
he b
oard
of t
rust
ees
of e
ach
scho
ol d
istr
ict s
hall
pres
crib
e ru
les
39re
latin
g to
the
crea
tion
and
adm
inis
trat
ion
of a
pro
gram
of s
choo
l-bas
ed40
deci
sion
mak
ing
at th
e sc
hool
s w
ithin
the
scho
ol d
istr
ict.
The
rul
es m
ust
41pr
ovid
e:42
/. F
or th
e cr
eatio
n of
a s
choo
l cou
ncil
and
the
elec
tion
of it
s m
embe
rs;
432.
For
the
inte
ract
ion
of p
aren
ts a
nd o
ther
mem
bers
of t
he c
omm
unity
with
44th
e sc
hool
cou
ncil;
453.
The
req
uire
men
ts fo
r re
cord
keep
ing
by th
e sc
hool
cou
ncil;
464.
The
pro
cedu
res
for
appe
alin
g a
deci
sion
of t
he s
choo
l cou
ncil;
475.
The
pro
cedu
res
for
a sc
hool
to o
btai
n a
wai
ver
of th
e ru
les
of th
e sc
hool
48di
stric
t;
14
3
16.
A m
etho
d fo
r th
e de
term
inat
ion
of th
e pr
ogre
ss o
f a p
upil;
27.
A m
etho
d fo
r th
e re
port
ing
of th
e pr
ogre
ss o
f a p
upil
to th
at p
upil,
his
3pa
rent
s or
gua
rdia
ns, t
he b
oard
of t
rust
ees
and
the
stat
e bo
ard;
48.
Pla
ns fo
r th
e im
prov
emen
t of t
he s
choo
ls w
ithin
the
sclio
ol d
istr
ict;
and
59.
A m
etho
d fo
r th
e al
loca
tion
of m
oney
to s
choo
ls th
at h
ave
adop
ted
a6
prog
ram
of s
choo
l-bas
ed d
ecis
ion
mak
ing
and
for
the
adm
inis
trat
ion
of m
e7
budg
et o
f the
sch
oJ d
istr
ict.
8S
ec. 6
. 1. T
h pr
inci
pal o
f a s
choo
l in
whi
.: : a
pro
gram
of s
choo
l-bas
ed9
deci
sion
mak
ing
is r
equi
red
to b
e ca
rrie
d ou
t pur
suan
t to
sect
ions
2 to
14.
10in
clus
ive,
of t
his
act,
shal
l cre
ate
a sc
hool
cou
ncil,
con
sist
ing
of th
e fo
lluvs
mg
11m
embe
rs:
12(a
) T
hree
par
ents
;13
(b)
Thr
ee te
ache
rs; a
nd14
(c)
The
prin
cipa
l of t
he s
choo
l or
his
desi
gnat
ed r
epre
sent
ativ
e.15
2. E
ach
pare
nt a
nd te
ache
r w
ho is
a m
embe
r of
the
scho
ol m
ined
sha
ll16
serv
e fo
r a
term
of I
yea
r.17
3. A
teac
her
who
is a
mem
ber
mus
t be
elec
ted
by th
e te
ache
rs a
ssig
ned
to18
teac
h at
the
scho
ol. A
par
ent w
ho is
a m
embe
r m
ust b
e el
ecte
d by
the
votin
g19
mem
bers
of t
he p
aren
t-te
ache
r as
soci
atio
n of
the
scho
ol o
r its
func
tiona
l20
equi
vale
nt.
214.
The
prin
cipa
l of t
he s
choo
l or
his
desi
gnat
ed r
epre
sent
ativ
e sh
all s
erte
12as
cha
irmar
of t
he s
choo
l cou
ncil,
and
sha
ll de
term
ine
the
freq
uenc
y of
and
23se
t the
age
nda
for,
its
mee
tings
.24
5. A
mem
ber
who
is a
par
ent m
ust n
ot b
e:25
(a)
An
empl
oyee
of t
he s
choo
l dis
tric
t;26
(b)
A r
elat
ive
with
in th
e th
ird d
egre
e of
con
sang
uini
ty o
r af
finity
of a
n27
empl
oyee
of t
he s
choo
l dis
tric
t;28
(c)
A m
embe
r of
the
boar
d of
trus
tees
of t
he s
choo
l dis
tric
t; or
29(d
) T
he s
pous
e of
a m
embe
r of
the
boar
d of
trus
tees
of t
he s
choo
l dus
tric
t.30
Sec
. 1. T
he c
hairm
an o
f a s
choo
l cou
ncil
may
app
oint
teac
hers
hho
are
31as
sign
ed to
teac
h at
the
scho
ol to
var
ious
com
mitt
ees
of th
e sc
hool
cou
ncd
32E
ach
com
mitt
ee m
ay s
ubm
it re
com
men
datio
ns fo
r co
nsid
erat
ion
to th
e sc
hool
33co
unci
l. E
ach
conu
nitte
e sh
all e
lect
a c
hairm
an w
lio s
hall:
34I.
Ser
ve fo
r a
tern
of I
yea
r; a
nd35
2. D
eter
min
e th
e fr
eque
ncy
of, a
nd s
et th
e ag
enda
fur,
the
mee
ting
of th
e36
com
mitt
ee.
37S
ec. E
s. S
ubje
ct to
the
tenn
s of
any
evi
stin
g iv
rinen
con
trac
t tha
t has
bee
n38
ente
red
into
by
the
boar
d of
trus
tees
of t
he s
choo
l dis
tric
t:39
I. A
sch
ool c
onne
d sh
all d
eter
min
e th
e nu
mbe
r of
per
sons
to b
e em
ploy
ed40
in e
ach
job
clas
sific
atio
n at
the
scho
ol, a
fter
rece
ivin
g no
tific
atio
n fr
om th
e41
boar
d of
trus
tees
reg
ardi
ng th
e m
oney
ava
ilabl
e to
the
scho
ol fo
r th
e sc
hool
42 y
ear.
432.
A s
choo
l cou
ncil
may
sel
ect t
he te
ache
rs, p
rinci
pals
and
oth
er n
eces
44sa
ry e
mpl
oyee
s to
be
empl
oyed
by
the
boar
d of
trus
tees
to fi
ll an
y va
canc
ies
45th
at o
ccur
at t
he s
choo
l afte
r th
e sc
hool
cou
ncil
is c
reat
ed.
46S
ec. 9
. A s
choo
l cou
ncil
shal
l pre
scrib
e th
e nd
es to
be
eafo
rced
by
the
47 p
rinci
pal o
f the
sch
ool r
egar
ding
the:
481.
Cur
ricul
um a
nd c
ours
es o
f stu
dy fo
r th
e pu
pils
of t
he s
choo
l;
1r)
- 4
-1
2. A
ssig
nmen
t of t
he h
ours
of e
mpl
oym
ent o
f tea
cher
s an
d ot
her
empl
oyee
s2
of th
e sc
hool
dis
tric
t;3
3. A
ssig
nmen
t of p
upils
to c
lass
es a
nd p
rogr
ams;
44.
Sch
edul
e of
the
hour
s du
ring
whi
ch th
e sc
hool
will
be
in s
essi
on, s
ubj-e
t5
to th
e sc
hedu
le p
rovi
ding
a m
inim
um o
f 180
day
s of
sch
ool a
s es
tabl
ishe
d by
6th
e bo
ard
of tr
uste
es p
ursu
ant t
o N
RS
388
.090
;7
5. U
se o
f cla
ssro
oms
and
othe
r pr
oper
ty o
f the
sch
ool;
86.
Pra
ctic
es o
f ins
truc
:ton
to b
e us
ed b
y te
ache
rs;
97.
Dis
cipl
ine
of p
upils
; and
108.
Ext
racu
rric
ular
pro
gram
s to
be
offe
red
by th
e sc
hool
and
the
qual
tfica
-11
lions
for
part
icip
atio
n by
pup
ils in
suc
h pr
ogra
ms.
12S
a. 1
0. 1
. Exc
ept a
s ot
herw
ise
prov
ided
in s
ectio
n .1
1 of
this
act
, a13
scho
ol c
ounc
il m
ay s
elec
t the
text
book
s, in
stru
ctio
nal m
ater
ials
, equ
ipm
ent
14an
d su
pplie
s th
at m
ust b
e us
ed in
the
scho
ol.
152.
Sub
ject
to a
vaila
ble
reso
urce
s, th
e bo
ard
of tr
uste
es o
f a s
choo
l dis
tric
t16
shal
l allo
cate
mon
ey to
eac
h sc
hool
that
is a
dequ
ate
to m
eet t
he c
osts
rel
atin
g17
to te
xtbo
oks,
inst
ruct
iona
l mat
eria
ls, e
quip
men
t and
sup
plie
s th
at h
ave
been
18se
lect
ed b
y th
e sc
hool
cou
ncil.
19S
ec. 1
1. T
he o
ffice
rs o
f a s
choo
l dis
tric
t may
pro
hibi
t a s
choo
l cou
ncil
20 fr
om s
elec
ting
or a
llow
ing
the
use
of te
xtbo
oks
or in
stni
ctio
nal m
ater
ials
of a
21se
ctar
ian
or d
enom
inat
iona
l cha
ract
er to
avo
id th
e fo
rfei
ture
of t
he s
choo
l22
dist
rict's
rig
ht to
rec
eive
mon
ey fo
r pu
blic
sch
ools
pur
suan
t to
the
prov
isio
ns23
of N
RS
388
.150
.24
See
. 12.
I. A
sch
ool m
ay s
ubm
it, fo
r th
e ap
prov
al o
f the
boa
rd o
f tru
stee
s25
of th
e sc
hool
dis
tric
t and
the
stat
e bo
ard,
a m
odel
pro
gram
of s
choo
l-bas
ed26
deci
sion
mak
ing
that
diff
ers
from
the
stru
ctur
e se
t for
th in
sec
tions
6 to
10,
27in
clus
ive,
of t
his
act.
282.
The
mod
el p
rogr
am s
ubm
itted
to th
e bo
ard
of tr
uste
es a
nd th
e st
ate
29bo
ard
mus
t:30
(a)
Incl
ude
a de
scrip
tion
of th
e m
embe
rshi
p, o
rgan
izat
ion,
dut
ies
and
31re
spon
sibi
litie
s of
the
scho
ol c
ounc
il.32
(b)
Be
acco
mpa
nied
by
evid
ence
sho
win
g th
at:
33(1
) P
aren
ts, p
upils
, tea
cher
s an
d ad
min
istr
ator
s of
the
scho
ol h
ave
par-
34tic
ipat
ed in
the
deve
lopm
ent o
f the
mod
el p
rogr
am; a
nd35
(2)
Not
less
than
two-
third
s of
the
teac
hers
ass
igne
d to
teac
h at
the
36sc
hool
hav
e vo
ted
in fa
vor
of th
e m
odel
pro
gram
.37
3. A
mod
el p
rogr
am th
at is
app
rove
d by
the
boar
d of
trus
tees
of t
he s
choo
l38
dist
rict a
nd th
e st
ate
boar
d m
ay h
e ca
rrie
d ou
t by
the
scho
ol in
lieu
of t
he39
pro
gram
des
crib
ed in
sec
tions
6 to
10,
incl
usiv
e, o
f thi
s ac
t.40
Sec
. 13.
1. A
sup
erin
tend
ent,
mem
ber
of a
boa
rd o
f tru
stee
s or
em
ploy
ee41
of a
sch
ool d
istr
ict s
hall
not i
nten
tiona
lly in
terf
ere
with
the
func
tioni
ng o
f a42
pro
gram
of s
choo
l-bas
ed d
ecis
ion
mak
ing.
432.
A p
erso
n w
ho h
as b
een
prev
ente
d fr
om p
artic
ipat
ing
in a
pro
gram
of
44sc
hool
-bas
ed d
ecis
ion
mak
ing
beca
use
of a
vio
latio
n of
sub
sect
ion
1 m
ay fi
le a
45w
ritte
n co
mpl
aint
with
the
boar
d of
trus
tees
of t
he s
choo
l dis
tric
t in
whi
ch th
e46
scho
ol is
loca
ted.
The
boa
rd o
f tru
stee
s sh
all i
nves
tigat
e th
e co
mpl
aint
and
, if
47it
finds
the
com
plai
nt to
be
wel
l fou
nded
, sha
ll fo
rwar
d th
e m
atte
r to
the
stat
e48
boar
d.
- 5
-1
The
sta
te b
oard
sha
ll es
tabl
ish
a he
arin
g pr
oces
s fo
r co
mpl
aint
s fo
r2
viol
atio
ns o
f the
pro
visi
ons
of s
ubse
ctio
n 1
that
pro
vide
s th
e pe
rson
who
h3
alle
ged
to h
ave
viol
ated
thos
e pr
ovis
ions
with
rea
sona
ble
notic
e of
the'
hear
4in
g an
d an
opp
ortu
nity
to r
espo
nd a
nd p
rese
nt e
vide
nce
and
argw
nent
.5
4. U
pon
a fin
ding
of a
firs
t vio
latio
n of
the
prov
isio
ns o
f sub
sect
ion
I. th
i6
stat
e bo
ard
may
adm
onis
h th
e su
perin
tend
ent,
mem
ber
of a
boa
rd o
f mak
e.7
or e
mpl
oyee
of c
sch
ool d
istr
ict.
For
sub
sequ
e.::
viol
atio
ns o
f sub
sect
ion
18
the
stat
e bo
ard
may
dis
mis
s th
e su
perin
tend
ent,
mem
ber
of a
boa
rd o
f tru
stee
9or
em
ploy
ee o
f a s
choo
l dis
tric
t on
the
grou
nds
of w
illfu
l neg
lect
of d
uty.
10S
ec. 1
4. T
he p
rovi
sion
s of
NR
S 3
85.1
10, 3
89.0
10. 3
89.0
20 to
389
180
11in
clus
ive,
and
390
.005
to 3
90.2
30. i
nclu
sive
, do
not a
pply
to a
ny p
ublu
12sc
hool
in w
hich
a p
rogr
am o
f sch
ool-b
ased
dec
isio
n m
akin
g is
req
uire
d to
hi
13ca
rrie
d ou
t pur
suan
t to
sect
ions
2 to
14,
incl
usiv
e, o
f thi
s ac
t.14
Sec
. 15.
NR
S 3
85.0
07 is
her
eby
amen
ded
to r
ead
as fo
llow
s:15
385.
007
As
used
in th
is T
itle,
unl
ess
the
cont
ext o
ther
wis
e rr
quire
s:16
1. "
Dep
artm
ent"
mea
ns th
c de
part
men
t of e
duca
tion.
172.
"P
ublic
sch
ools
" m
eans
all
kind
erga
rten
s an
d ek
men
ory
scho
ols,
jun.
18io
r hi
gh s
choo
ls a
nd m
iddl
e sc
hool
s, h
igh
scho
ols
and
any
othe
r sc
hool
s19
clas
ses
and
educ
atio
nal p
rogr
ams
whi
ch r
ecei
ve th
eir
supp
ort t
hrou
gh p
uhlis
20ta
xatio
n an
d w
hose
text
book
s an
d co
urse
s of
stu
dy a
rc u
nder
the
cont
rol o
21th
e st
ate
boar
d [.]
or
the
scho
ol c
ounc
il of
a s
choo
l in
whi
ch a
pro
gram
o.
22sc
hool
-bas
ed d
ecis
ion
mak
ing
is b
eing
cur
ried
out p
ursu
ant t
o se
ctio
n, 2
n23
14, i
nclu
sive
, of t
his
act.
243.
"S
tate
boa
rd"
mea
ns th
e st
ate
boar
d of
edu
catio
n.25
Sec
. 16.
NR
S 3
88.0
20 is
her
eby
amen
ded
to r
ead
as fo
llow
s:26
388.
020
1. A
n el
emen
tary
sch
ool i
s a
publ
ic s
choo
l in
whi
ch n
o gr
ade
27w
ork
is g
iven
abo
ve th
at in
clud
ed in
the
eigh
th g
rade
, acc
ordi
ng to
the
28[r
egul
arly
ado
pted
sta
te] c
ours
e of
stu
dy (
.1 p
resc
ribed
and
app
rove
d by
du
29st
ate
boar
d or
the
scho
ol c
ounc
il of
a s
choo
l in
whi
ch a
pro
gram
of s
choo
l30
base
d de
cisi
on m
akin
g is
bei
ng c
arrie
d ou
t pur
suan
t to
sect
ions
2 to
14,
31in
clus
ive,
of t
his
act.
322.
A ju
nior
hig
h or
mid
dle
scho
ol is
a p
ublic
sch
ool i
n w
hich
the
sixt
h33
seve
ntri,
eig
hth
and
nint
h gr
ades
arc
taug
ht u
nder
a c
ours
e of
stu
dy p
resc
ribe(
34an
d ap
prov
ed h
y th
e st
ate
boar
d (o
f edu
catio
n.)
or a
sch
ool c
ounc
il. T
hi35
scho
ol is
an
elem
enta
ry o
r se
cond
ary
scho
ol fo
r th
e pu
rpos
e of
teac
hers
36ce
rtifi
catio
ns.
373.
A h
igh
scho
ol is
a p
ublic
sch
ool i
n w
hich
sub
ject
s ab
ove
the
eigh
tt38
grad
e f,]
may
be
taug
lu a
ccor
ding
to th
e [s
tate
] cou
rse
of s
tudy
[. m
ay b
e39
taug
ht.]
pres
crib
ed a
nd a
ppro
ved
by th
e st
ate
boar
d or
a s
choo
l cou
ncil.
Thc
40sc
hool
is a
sec
onda
ry s
choo
l for
the
purp
ose
of te
ache
rs' c
ertif
icat
ions
.41
4. A
spe
cial
sch
ool i
s an
org
aniz
ed u
nit o
f ins
truc
tion
oper
atin
g w
42ap
prov
al o
f the
sta
te b
oard
of e
duca
tion.
43S
ec. 1
7. N
RS
388
.030
is h
ereb
y am
ende
d to
rea
d as
follo
ws:
4438
8.03
0 T
he b
oard
of t
rust
ees
of a
sch
ool d
istr
ict m
ay O
ivid
e th
c pu
blic
45sc
hool
s w
ithin
the
scho
ol d
istr
ict i
nto
kind
erga
rten
, ele
men
tary
, hig
h sc
hool
46an
d ot
her
perm
issi
ble
depa
rtm
ents
, and
sha
ll em
ploy
com
pete
nt a
nd le
gall>
47qu
alifi
ed te
ache
rs fo
r th
e in
stru
ctio
n of
the
diffe
rent
dep
artm
ents
, if:
6
11.
The
div
isio
n in
to d
epar
tmen
ts is
in a
ccor
danc
e w
ith th
e [s
tate
] cou
rses
2of
stu
dy p
resc
ribed
and
app
rove
d by
the
stat
e bo
ard
or a
sch
ool c
ounc
il an
d3
with
the
regu
latio
ns o
f the
sta
te b
oard
; [o
f edu
catio
n:] a
nd4
2. T
here
is m
oney
for
all o
f the
dep
artm
ents
, or
if m
oney
is n
ot a
vaila
ble
5fo
r al
l of t
he d
epar
tmen
ts, t
he d
ivis
ion
is m
ade
in th
e or
der
in w
hich
the
6de
part
men
ts a
re n
amed
in th
is s
ectio
n.7
Sec
. 18.
NR
S 3
91.2
63 is
her
eby
amen
ded
to r
ead
as fo
llow
s:8
391.
260
Eve
ry te
ache
r in
the
publ
ic s
choo
ls s
hall
enfo
rce
the
[cou
rse]
9co
urse
s of
stu
dy a
s pr
escr
ibed
by
law
[,1
or s
elec
ted
by a
sch
ool c
ounc
il, th
e10
use
of [i
egan
), a
utho
rized
text
book
s,] t
extb
ooks
that
hav
e be
en a
ppro
ved
by11
the
stat
e bo
ard
or a
sch
ool c
ounc
il, a
nd th
e ru
les
and
regu
latio
ns p
resc
ribed
12fo
r te
ache
rs a
nd s
choo
ls.
13S
ec. 1
9. N
RS
392
.463
is h
ereb
y am
ende
d to
rea
d as
follo
ws:
1439
2.46
31.
[Eac
h] E
xcep
t as
othe
rwis
e pr
ovid
ed in
sub
sect
ion
2, e
ach
15sc
hool
dis
tric
t sha
ll pr
escr
ibe
writ
ten
rule
s of
beh
avio
r re
quire
d of
and
pro
-16
hibi
ted
for
pupi
ls a
ttend
ing
scho
ol w
ithin
[the
ir] th
e di
stric
t and
sha
ll pr
e-17
scrib
e ap
prop
riate
pun
ishm
ents
for
viol
atio
ns o
f the
rul
es.
182.
Ir a
sch
ool i
n w
hich
a p
rogr
am o
f sch
ool-b
ased
dec
isio
n m
akin
g is
19be
ing
. .:r
ried
out p
ursu
ant t
o se
ctio
ns 2
to 1
4, in
clus
ive,
of t
his
act,
the
20sc
hool
-2u
ncil
may
pre
scrib
e th
e ru
les
and
puni
shm
ents
app
licab
le to
the
21pu
pils
enr
olle
d in
that
sch
ool.
223.
If su
spen
sion
or
expu
lsio
n is
use
d as
a p
unis
hmen
t for
a v
iola
tion
of th
e23
rule
s, th
e sc
hool
dis
tric
t or
scho
ol c
ounc
il sh
all f
ollo
w th
e pr
oced
ures
in N
RS
2439
2.46
7.25
[2.]
4. A
cop
y of
the
appl
icab
le r
ules
of b
ehav
ior,
pre
scrib
ed p
unis
hmen
ts26
and
proc
edur
es to
be
follo
wed
in im
posi
ng p
unis
hmen
ts m
ust b
e di
strib
uted
to27
each
pup
il at
the
begi
nnin
g of
the
scho
ol y
ear
and
to e
ach
new
pup
il w
ho28
ente
rs s
choo
l dur
ing
the
year
. Cop
ies
of a
sch
ool d
istr
ict's
rul
es, p
unis
hmen
ts29
and
proc
edur
es m
ust a
lso
be m
ade
avai
labl
e fo
r in
spec
tion
at e
ach
scho
ol30
loca
ted
in th
at d
istr
ict w
hich
has
not
pre
scrib
ed it
s ow
n ru
les
purs
uant
to31
subs
ectio
n 2,
in a
n ar
ea o
n th
e gr
ound
s of
the
scho
ol w
hich
is o
pen
to th
e32
publ
ic.
33S
ec. 2
0. N
RS
392
.464
is h
ereb
y am
ende
d to
rea
d a-
, fol
low
s:34
392.
464
1. [T
he] E
xcep
t as
othe
rwis
e pr
ovid
ed In
sub
sect
ion
2, th
e35
boar
d of
trus
tees
of e
ach
scho
ol d
istr
ict s
hall
adop
t and
enf
orce
mea
sure
s fo
r36
disc
iplin
ing
any
pupi
l who
is fo
und
in p
osse
ssio
n of
an
alco
holic
bev
erag
e or
37a
cont
rolle
d su
bsta
nce,
whi
le o
n th
e pr
emis
es o
f any
pub
lic s
choo
l in
its38
dist
rict.
392.
In a
sch
ool i
n w
hich
a p
rogr
am o
f sch
ool-b
ased
dec
isio
n m
akin
g is
40be
ing
carr
ied
out p
ursu
ant t
o se
ctio
ns 2
to 1
4, in
clus
ive,
of t
his
act,
the
41sc
hool
cou
ncil
may
pre
scrib
e th
e di
scip
linar
y m
easu
res
appl
icab
le to
the
42 p
upils
enr
olle
d in
that
sch
ool.
433.
As
used
in th
is s
ectio
n, "
alco
holic
bev
erag
e" h
as th
e m
eani
ng a
scrib
ed44
to it
in N
RS
202
.015
.45
Sec
. 21.
NR
S 3
93.1
70 is
her
eby
amen
ded
to r
ead
as fo
llow
s:46
393.
170
1. T
he b
oard
of t
rust
ees
of a
sch
ool d
istr
ict s
hall
purc
hase
all
47 n
ew li
brar
y bo
oks
and
supp
lies,
all
new
text
book
s an
d su
pple
men
tary
sch
ool-
48bo
oks
whi
ch a
re n
eces
sary
and
hav
e be
en a
ppro
ved
by th
e st
ate
boar
d of
7
1ed
ucat
ion
[,] o
r a
scho
ol c
ounc
il, a
nd s
choo
l sup
plie
s ne
cess
ary
to c
arry
out
2th
e m
anda
tes
of th
e va
rious
sch
ool [
curr
icul
um] c
urric
ula
to b
e us
ed b
y th
e3
pupi
ls o
f the
sch
ool d
istr
ict.
The
cos
t of t
he b
ooks
and
sup
plie
s is
a le
gai
4ch
arge
aga
inst
the
scho
ol d
istr
ict f
und.
52.
All
book
s pu
rcha
sed
by th
e bo
ard
of tr
uste
es m
ust b
e he
ld a
s pr
oper
ty6
of th
e sc
hool
dis
tric
t [,]
and
mus
t be
loan
ed to
the
pupi
ls o
f the
sch
ool i
n th
e7
scho
ol d
istr
ict w
hile
pur
suin
g a
cour
se o
f stu
dy th
erei
n.8
3. T
he p
aren
ts a
nd g
uard
ians
of p
upils
are
res
pons
ible
for
all b
ooks
and
9[a
ny a
nd a
ll] o
ther
mat
eria
l or
equi
pmen
t loa
ned
to th
e ch
ildre
n in
thei
r10
char
ge, a
nd s
hall
pay
to th
e cl
erk
of th
e bo
ard
of tr
uste
es, o
r to
any
oth
er11
pers
on a
utho
rized
by
the
boar
d to
rw
eive
the
sam
e, th
e fu
ll pu
rcha
se p
rice
oi12
all s
uch
book
s, m
ater
ial o
r eq
uipm
ent d
estr
oyed
, los
t or
so d
amag
ed a
s to
13m
ake
them
unf
it fo
r us
e by
oth
er p
upils
.[s
ucce
edin
g to
thei
r cl
asse
s.] T
he14
boar
d of
trus
tees
sha
ii es
tabl
ish
reas
onab
le r
ules
and
reg
ulat
ions
gow
rni
ng15
the
care
and
cus
tody
of s
uch
scho
ol p
rope
rty,
and
for
the
paym
ent o
f fin
es fo
r16
dam
age
ther
eto.
174.
Equ
ipm
ent a
nd m
ater
ials
for
use
in m
anua
l tra
inin
g, in
dust
rial t
rain
ing
18an
d te
achi
ng d
omes
tic s
cien
ce m
ay b
e su
pplie
d to
the
pupi
ls in
the
sam
e19
man
ner,
out
of t
he s
ame
fund
, and
on
the
sam
e te
rms
and
cond
ition
s as
20bo
oks.
No
priv
ate
owne
rshi
p m
ay b
e ac
quire
d in
suc
h eq
uipm
ent o
r m
ater
ial.
21un
less
sol
d in
the
man
ner
pres
crib
ed b
y la
w w
hen
such
equ
ipm
ent o
r m
ater
ial
22[a
re] i
s no
long
er u
sed
or r
equi
red
for
the
scho
ols
of th
e sc
hool
dis
tric
t.23
5. A
utho
rized
sup
plem
enta
ry b
ooks
and
des
k bo
oks
for
the
use
of te
ache
rs24
mus
t be
purc
hase
d un
der
NR
S 3
93.1
60 to
393
.210
, inc
lusi
ve, a
nd r
emai
n th
e25
prop
erty
of t
he s
choo
l dis
tric
t for
whi
ch th
ey w
ere
purc
hase
d, u
nles
s so
ld in
26ac
cord
ance
with
the
prov
isio
ns o
f thi
s ch
apte
r.27
6. T
he c
lerk
of t
he b
oard
of t
rust
ees
shal
l tur
n ov
er to
the
coun
ty tr
ea-
28su
rer,
with
in 3
0 da
ys a
fter
rece
ivin
g it,
all
mon
ey [,
] col
lect
ed u
nder
the
29pr
ovis
ions
of t
his
sect
ion
.[,
and
the]
The
mon
ey m
ust b
e cr
edite
d to
the
30sc
hool
dis
tric
t fun
d.31
7. A
ny p
erso
n vi
olat
ing
any
of th
e pr
ovis
ions
of t
his
sect
ion
is g
uiky
of a
32m
isde
mea
nor.
33S
ec. 2
2. O
n or
bef
ore
Janu
ary
1, 1
994,
the
boar
d of
trus
tees
of e
ach
34sc
hool
dis
tric
t sha
ll pr
escr
ibe
rule
s re
latin
g to
sch
ool-b
ased
dec
isio
n m
akin
g35
purs
uant
to th
e re
quire
men
ts o
f sec
tion
5 of
this
act
.36
Sec
. 23.
1. T
his
sect
ion
and
sect
ions
1, 2
, 3, a
nd 5
to 2
2, in
clus
ive,
of
37th
is a
ct b
ecom
e ef
fect
ive
on J
uly
1, 1
993.
382.
Sec
tion
4 of
this
act
bec
omo
effe
ctiv
e on
Oct
ober
1, 1
994,
and
exp
ires
39by
lim
itatio
n on
Oct
ober
1, 1
995.
403.
Sec
tion
3 of
this
act
exp
irta
by li
mita
tion
on O
ctob
er 1
, 199
4.
0