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)

***********************************************************************

Reproductims supplied by EDRS are the best that can be madefrom the original document.

******************************w****************************************

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

1(a

) A

t lea

st o

ne e

lem

enta

ry s

choo

l in

a sc

hool

dis

tric

t in

a co

w*,

who

se2

popu

latio

n is

35,

000

or m

ore

but l

ess

than

100

,000

, the

boa

rd o

f tru

stee

s of

3th

e sc

hool

dis

tric

t sha

ll de

sign

ate

one

elem

enta

ry s

choo

l in

the

scho

ol d

istr

ict

4in

whi

ch a

pro

gram

of s

choo

l-bas

ed d

ecis

ion

mak

ing

mus

t be

carr

ied

out.

5(b

) A

t lea

st o

ne e

lem

enta

ry s

choo

l, on

e m

iddl

e or

juni

or h

igh

scho

ol a

nd6

one

high

sch

ool i

n a

scho

ol d

istr

ict i

n a

coun

ty w

hose

pop

ulat

ion

is 1

00,0

007

or m

ore,

the

boar

d of

trus

tees

of t

he s

choo

l dis

tric

t sha

ll de

sign

ate

one

8el

emen

tary

sch

ool,

one

mid

dle

or ju

nior

hig

h sc

hool

and

one

hig

h sc

hool

in9

the

scho

ol d

istr

ict i

n w

hich

a p

rogr

am o

f sch

ool-b

ased

dec

isio

n m

akin

g m

ust

10be

car

ried

out.

113.

If a

sch

ool i

s th

e on

ly e

lem

enta

ry s

choo

l, m

iddl

e or

juni

or h

igh

scho

ol,

12or

hig

h sc

hool

in a

sch

ool d

istr

ict,

it m

ust n

ot b

e de

sign

ated

by

a bo

ard

of13

trus

tees

pur

suan

t to

subs

ectio

n 2.

14S

ec. 4

. I. E

rcep

t as

othe

rwis

e pr

ovid

ed in

sub

sect

ion

2, o

n or

bef

ore

July

151,

1995

, the

boa

rd o

f tru

stee

s of

a s

choo

l dis

tric

t in

a co

unty

who

se16

popu

latio

n:17

(a)

Is le

ss th

an 3

5,00

0, s

hall

subm

it to

the

supe

rinte

nden

t of p

ublic

inst

ruc-

18tio

n th

e na

me

of a

t lea

st o

ne p

ublic

sch

ool i

n th

e sc

hool

dis

tric

t; an

d19

(b)

Is 3

5,00

0 or

mor

e, s

hall

subm

it to

the

supe

rinte

nden

t of p

ublic

inst

ruc-

20lio

n th

e na

mes

of n

ot le

ss th

an o

ne-t

hird

of t

he s

choo

ls in

the

scho

ol d

is*r

ict,

21in

whi

ch n

ot le

ss th

an tw

o-th

irds

of th

e te

ache

rs a

ssig

ned

to te

ach

a; th

e22

scho

ol h

ave

vote

d in

favo

r of

ado

ptin

g a

prog

ram

of s

choo

l-bas

ed d

ecis

ion

23m

akin

g.24

2.lf,

on

or b

efor

e Ju

ly 1

, 199

5, th

e te

ache

rs a

ssig

ned

to te

ach

at th

e25

scho

ol h

ave

not v

oted

in fa

vor

of a

dopt

ing

a pr

ogra

m o

f sch

ool-b

ased

dec

i-26

sion

mak

ing

in:

27(a

) A

t lea

st o

ne s

choo

l in

a sc

hool

dis

tric

t in

a co

unty

who

se p

opul

atio

n is

28le

ss th

an 3

5,00

0, th

e bo

ard

of tr

uste

es o

f the

sch

ool d

istr

ict s

hall

desi

gnat

e29

one

scho

ol in

the

scho

ol d

istr

ict i

n w

hich

a p

rogr

am o

fsch

ool-b

ased

dec

isio

n30

mak

ing

mus

t be

carr

ied

out.

31(b

) A

t lea

st o

ne-t

hird

of t

he s

choo

ls in

a s

choo

l dis

tric

t in

a co

unty

who

se32

popu

latio

n is

35,

000

or m

ore,

the

boar

d of

trus

tees

of t

he s

choo

l dis

tric

t sha

ll33

desi

gnat

e at

leas

t one

-thi

rd o

f the

sch

ools

in th

e sc

hool

dis

tric

t in

whi

ch a

34 p

rogr

am o

f sch

ool-b

ased

dec

isio

n m

akin

g m

ust b

e ca

rrie

d ou

t.35

3. If

a s

choo

l is

the

only

ele

men

tary

sch

ool,

mid

dle

or ju

nior

hig

h sc

hool

,36

or h

igh

scho

ol in

a s

choo

l dis

tric

t, ii

'mis

t not

be

desi

gnat

ed b

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