EXHIBIT Descriptor Code: GAAC-E1

KINDRED PUBLIC SCHOOLS REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL RESOURCES Material Information Author: __________________________________________________________

Title: ____________________________________________________________

Publisher or Producer: ______________________________________________

Copyright Date: ___________________________________________________

Type of Material: Library book Periodical Movie Textbook Other learning aid: ______________________________________________

Requestor’s Information Name: __________________________________________________________

Telephone numbers Home: __________________________________________________________ Work: ___________________________________________________________ Cell: ____________________________________________________________

Address: _________________________________________________________

City: ____________________________________________________________

Requestor represents: Self Group/organization: _____________________ Reason for Request

I do not feel material is educationally suitable for the following reasons.

I do not feel the material is age-appropriate for the following reasons.

The material is part of the curriculum, and I feel it violates students’ rights for the following reasons.

I feel that the material is vulgar. Explain. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Familiarity with Material Did you read, listen, or view the work in its entirety? If not, what parts?

Yes _________ No: ____________________________________________

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

What are the benefits to be derived from study of this material? ___________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

What do you believe is the theme of this material? ______________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Are you aware of the judgment of this material by professional critics? If yes,

explain.

Yes No: ______________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Proposed Remedies What would you like the school to do about this material? Do not assign/lend it to my child Withdraw it from all students Other: ________________________________________________________ ________________________________________________________________ ________________________________________________________________ In its place, what material of equal literary or scientific value would you recommend that would convey as valuable a picture and perspective of the subjects treated? _ _______________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Signature of Requestor: _____________________________________________ Date: ____________________________________________________________

FORM MUST BE RETURNED TO THE BUILDING PRINCIPAL

End of Kindred School District #2 Exhibit GAAC-E1

EXHIBIT Descriptor Code: GAAC-E2

LIBRARY BILL OF RIGHTS The American Library Association Affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services. 1. Books and other library resources should be provided for the interest, information,

and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.

2. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.

3. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.

4. Libraries should cooperate with all persons and groups concerned with resisting abridgement of free expression and free access to ideas.

5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.

6. Libraries that make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on a equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.

End of Kindred School District #2 Exhibit GAAC-E2

EXHIBIT Descriptor Code: GAAC-E3

ACCESS TO RESOURCES AND SERVICES IN THE SCHOOL LIBRARY MEDIA PROGRAM An Interpretation of the LIBRARY BILL OF RIGHTS:

The school library media program plays a unique role in promoting intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem-solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shapes the resources and services of a school library media program, the principals of the Library Bill of Rights apply equally to all libraries, including school library media programs.

School library media professionals assume a leadership role in promoting the principals of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School library media professionals work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.

School library media professionals cooperate with other individuals in building collections of resources appropriate to the development and maturity levels of students. These collections provide resources, which support the curriculum and are consistent with the philosophy, goals, and objectives of the School District. Resources in school library media collections represent diverse points of view on current as well as historical issues.

While English is, by history and tradition, the customary language of the United States, the languages in use in any given community may vary. Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language. To support these efforts, and to ensure equal access to resources and services, the school library media program provides resources, which reflect the linguistic pluralism of the community.

Members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School library media professionals resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access via electronic means.

Major barriers between students and resources include but are not limited to: imposing age or grade level restrictions on the use of resources, limiting the use of interlibrary loan and access to electronic information, charging fees for information in specific formats, requiring permission from parents or teachers, establishing restricted shelves or closed

collections, and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information.

The School Board adopts policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing and assure that procedures are applied equitably to all expressions of concern. School library media professionals implement district policies and procedures in the school.

End of Kindred School District #2 Exhibit GAAC-E3

EXHIBIT Descriptor Code: GAAC-E4

HATCH AMENDMENT SAMPLE LETTER [Date]

Dear [Name]:

This letter is written in response to your request that your child not be involved in certain school activities or in the use of certain instructional materials without your prior review and written consent. This request has been submitted to us under the terms of 20 U.S.C. 1232h, Protection of Student Rights, commonly referred to as the "Hatch Amendment."

It is the policy of the School District that parents and other members of the public have the right to inspect instructional materials used or being considered for use in the schools and to comment upon these materials. The establishment of curriculum and the decision to include or remove particular materials within the curriculum are the legal responsibilities of the School Board, acting as the representative of the local community.

The School District has a procedure for parental complaints about curriculum and instructional materials. If there are specific matters which you believe are improper or objectionable, you may submit a complaint through these procedures. However, the law does not give each parent the right to condition his or her child's attendance at school or any particular activity upon prior approval of the content or teaching technique used.

The School District acknowledges and complies with the Hatch Amendment requirement for parental consent prior to psychiatric or psychological examination, testing or treatment in any program funded by the United States Department of Education. The School District does not construe this provision to require parental consent to ordinary classroom activities or teaching techniques.

The public schools are not interested in undermining the efforts of parents or in manipulating the beliefs of their children. All aspects of the curriculum are open to inquiry and discussion by concerned members of the community. However, the schools are charged with the duty of providing an educational program and, in fulfilling that duty, are empowered with significant discretion in setting curriculum.

The request set forth in your correspondence cannot be granted. This is not to say that any of the described activities occur at the schools, but merely recognizes that the request fails to account for the public interest and function of the schools as a community institution and overstates the purpose and effect of the Hatch Amendment.

End of Kindred School District #2 Exhibit GAAC-E4

EXHIBIT Descriptor Code: GABC-E

SEX EDUCATION LAW 20 U.S.C. 7906 Prohibitions

None of the funds authorized under this chapter shall be used:

1. To develop or distribute materials, or operate programs or courses of instruction directed at youth, that are designed to promote or encourage sexual activity, whether homosexual or heterosexual;

2. To distribute or to aid in the distribution by any organization of legally obscene materials to minors on school grounds;

3. To provide sex education or HIV-prevention education in schools unless that instruction is age appropriate and includes the health benefits of abstinence; or

4. To operate a program of contraceptive distribution in schools. Local control

Nothing in this section shall be construed to:

5. Authorize an officer or employee of the Federal Government to mandate, direct, review, or control a State, local educational agency, or school’s instructional content, curriculum, and related activities;

6. Limit the application of the General Education Provisions Act [20 U.S.C.1221 et seq.]; 7. Require the distribution of scientifically or medically false or inaccurate materials or

to prohibit the distribution of scientifically or medically true or accurate materials; or 8. Create any legally enforceable right. End of Kindred School District #2 Exhibit GABC-E

EXHIBIT Descriptor Code: GBAA-E

TEACHING ABOUT RELIGION CHECKLIST NOTE: Any “No” Answer Reflects Potential Difficulty, Either with Establishment Clause or Community Relations

1. Is the topic included in state or locally adopted curricular standards? 2. Do the curricular standards have a secular, non-religious purpose intended to teach

about religion, such that, in context, curriculum reflects no appearance of endorsement of religious beliefs?

3. Does the teacher use sound instructional techniques consistent with state or locally adopted standards?

4. In context, do instructional techniques reflect no appearance of endorsement of religious beliefs? a. Are techniques consistent with those used for other aspects of the curriculum?

b. Are techniques divorced from a “right and wrong” perspective and focused on

teaching about religion rather than truth in religion?

c. Is there a “critical thinking” approach to controversial topics, separating a teacher

from his or her perspective? Is this approach used for other controversial topics

with a secular, non-religious purpose?

d. Is the focus on explicit curricular goals?

5. Does the teacher use materials approved by the state or consistent with local policy? Are local board policies regarding approval of materials up to date?

6. In context, do instructional materials reflect no appearance of endorsement of religious beliefs? a. Are the materials prepared by school publishers for instructional purposes

consistent with adopted curricular standards?

b. Is the selection of materials or intended to present a balanced and objective

viewpoint?

c. Are multiple viewpoints presented?

7. Does the teacher provide notice to the administration of curricular and instructional decisions made before they are implemented? a. Does district policy require notice and approval of instructional materials?

b. Does district policy require notice of potentially controversial topics?

8. Has the Board been involved with the issue? a. In preparation of relevant policies?

b. Updated with potential for controversy and media exposure?

c. Aware of instructional and curricular decisions?

9. Does the District prepare the community and parents for the decisions being made? How?

10. Does the District have a policy on religion in schools? a. Was the community involved in its preparation?

11. Are students given the opportunity to opt out of instruction not consistent with religious views?

12. Does the District have a policy for responding to media inquiry on controversial subjects? a. Does the policy designate a single district spokesperson?

b. Does staff know about the policy?

End of Kindred School District #2 Exhibit GBAA-E

Descriptor Code: GCAA-AR

GRADE PROMOTION, RETENTION & ACCELERATION PROCEDURE Procedure for Determining Promotion & Retention

If a teacher believes retention is a possibility, s/he shall contact the student’s parent(s) and inform the building principal as early as possible. The principal shall inform the parents of remediation options. Advancement to the next grade may be made conditional upon successful remediation or demonstrated proficiency within a timeframe established by the principal.

Teachers, in consultation with parents, are responsible for making promotion and retention recommendations based on promotion and retention criteria contained in policy. Recommendations shall be submitted to the building principal for approval.

A parent who is dissatisfied with the principal’s decision may appeal to the Superintendent. The Superintendent’s decision shall be final. Appeals must be initiated within 30 days of receiving notice of the principal’s promotion or retention decision. Failure to timely present the appeal shall be deemed to be a waiver of the appeal process.

Promotion & Retention of Special Education Students

The decision to promote or retain a special education student shall be made by the Individual Education Program (IEP) team in accordance with applicable law. Parents wishing to appeal the IEP’s decision shall follow appeal procedures under the Individuals with Disabilities Education Act.

Acceleration

Decisions regarding acceleration shall be made by the principal in consultation with the student’s parent(s)/guardian(s), teacher(s) and guidance counselor. The principal’s decision shall be binding but may be reversed by the principal should new evidence indicate such a need.

End of Kindred School District #2 Administrative Regulation GCAA-AR

EXHIBIT Descriptor Code: GCC-E

MODEL NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) PPRA affords parents certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to:

1. Consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED):

a. Political affiliations or beliefs of the student or student’s parent; b. Mental or psychological problems of the student or student’s family; c. Sex behavior or attitudes; d. Illegal, anti-social, self-incriminating, or demeaning behavior; e. Critical appraisals of others with whom respondents have close family

relationships; f. Legally recognized privileged relationships, such as with lawyers, doctors, or

ministers; g. Religious practices, affiliations, or beliefs of the student or parents; or h. Income, other than as required by law to determine program eligibility.

2. Receive notice and an opportunity to opt a student out of:

a. Any other protected information survey, regardless of funding; b. Any non-emergency, invasive physical exam or screening required as a condition

of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and

c. Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others.

3. Inspect, upon request and before administration or use:

a. Protected information surveys of students; b. Instruments used to collect personal information from students for any of the

above marketing, sales, or other distribution purposes; and c. Instructional material used as part of the educational curriculum.

These rights transfer from parents to a student who is 18 years old or an emancipated minor under State law.

Kindred School District has developed and adopted policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes.

Kindred School District will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. Kindred School District will also directly notify, such as through U.S. Mail or email, parents of students who are scheduled to participate in the specific activities or surveys noted below and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey. Kindred School District will make this notification to parents at the beginning of the school year if the District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys listed below and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys.

Following is a list of the specific activities and surveys covered under this requirement:

1. Collection, disclosure, or use of personal information for marketing, sales or other distribution.

2. Administration of any protected information survey not funded in whole or in part by ED.

3. Any non-emergency, invasive physical examination or screening as described above. Parents who believe their rights have been violated may file a complaint with:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, D.C. 20202-8520

End of Kindred School District #2 Exhibit GCC-E