© 1992
Revised
2007
THE POLICY
MANUAL, OR ANY PORTION THEREOF, MAY NOT BE REPRODUCED WITHOUT THE PRIOR WRITTEN
PERMISSION OF THE VIRGINIA SCHOOL BOARDS ASSOCIATION
THE VSBA
POLICY MANUAL IS IN THE PROCESS OF BEING REGISTERED WITH THE LIBRARY OF
CONGRESS
PULASKI COUNTY PUBLIC SCHOOLS
SCHOOL
BOARD POLICY MANUAL
This manual contains the policies of
the Pulaski County School Board.
Policy development in a modern,
forward‑looking school system is a dynamic, ongoing process. New problems, issues, and needs give rise to
the continuing need to develop new policies or to revise existing ones. This is why the Board employs the loose‑leaf
format for this manual. It is easy to
keep up to date.
Each person holding a copy of this
manual is to make a diligent effort to keep it up to date as new policies are
distributed by the Superintendent's office of the Pulaski County Schools. The clerk of the Board will provide up‑to‑date
policies to each person, office, or library holding a copy of this manual.
The Pulaski County Schools operate
according to policies established by the Pulaski County School Board. The Board, which represents the state and
local community, develops policies after careful deliberation and the school
administration implements these policies through specific regulations and
procedures. The Board then evaluates the
effects of its policies and makes revisions as necessary.
In the interests of harmony,
efficiency, uniformity of interpretation, coordination of effort, and in
fairness to all concerned, the Board makes this manual available to all who are
affected by its policies. Copies are to
be maintained in school libraries, public libraries, principals' offices,
teacher lounges, and School Board/Superintendent's office.
Please Note:
All copies of this policy manual are the property of the Pulaski County
Schools.
Codification system is copyrighted by
the National School Boards Association.
Used with permission. No part of
this manual may be reproduced, or transmitted, in any form, without the prior
written permission of the Virginia School Boards Association.
How
the Manual is Organized
The manual is organized according to the
classification system developed by the Educational Policies Services of the
National School Boards Association. The
system provides an efficient means of coding, filing, and finding policies,
regulations, and other documents.
There are
12 major classifications, each bearing an alphabetical code:
A.
FOUNDATIONS AND BASIC COMMITMENTS
B.
SCHOOL BOARD GOVERNANCE AND OPERATIONS
C.
GENERAL SCHOOL ADMINISTRATION
D.
FISCAL MANAGEMENT
E.
SUPPORT SERVICES
F.
FACILITIES DEVELOPMENT
G.
PERSONNEL
H.
NEGOTIATIONS
I.
INSTRUCTIONAL PROGRAM
J.
STUDENTS
K.
SCHOOL‑COMMUNITY RELATIONS
L.
EDUCATION AGENCY RELATIONS
Sub-classification under each heading
is based on logical sequence and alphabetical sub-coding. Each of the 12 major classifications is
tabbed. Following the tab page is a table
of contents for that section.
How
to Find a Policy
Consider where the policy would be
filed among the 12 major classifications.
Turn to the tab and table of contents for that section and glance down
the listing until you find the term that most closely fits the topic that you
are seeking. Use the code letters given
for the term to locate the sheet, which will appear in alphabetical order, by
code within the particular section.
What
if you can't find the policy that you are seeking?
If the policy that you are seeking is not
included, look for a synonymous, more general, or more specific policy
appropriate to the topic.
What
if you can't find the policy and there is no such policy?
This probably means that the school
system has not written policy in the particular area. However, if you are still interested in the
particular area, please contact the Superintendent who will explain the
administration's interpretation of that particular area.
Dates
Wherever possible the original date of
adoption/approval appears immediately following the policy.
Legal
Reference
Pertinent legal references are given
to advise the reader the legal authority for the policy. References direct the reader to Title 22.1 of
the Code of Virginia, the bylaws and regulations of the Board of Education of
the Commonwealth of Virginia (referred to in this manual as “Regulations of the
Virginia Board of Education”), and to some other federal laws, regulations and
cases.
About
Board Policies
Generally, the role of a School Board
is to set policy and the role of the administration is to execute it. The basic distinction as set forth by the
National School Boards Association is as follows:
Policies are
principles adopted by a School Board to chart a course of action. They tell what is to be done and may also
include why and how much. They are broad
enough to indicate a line of action to be taken by the administration in
dealing with day today activities. They
are narrow enough to give the administration clear guidance. Policies are binding.
Regulations are the detailed
directions developed to put policy into practice. They are the administrative procedures. Superintendents may promulgate regulations
without prior School Board approval unless board action is required by law or
unless the board has specifically asked that certain types of regulations be
given prior board approval. The Board
shall be kept informed of all regulations issued by the administration.
Regulations are binding.
Guidelines: set forth best practice and procedures for
implementing policy.
The administration develops guidelines
unless board action is required by law or unless the Board has specifically
asked that certain types of guidelines be given prior Board approval. Guidelines are not binding, they are
discretionary.
These distinctions are serviceable
most of the time. They reflect sound
theory of government and administration.
But the real world does not always conform. For example, often the state and federal
governments require School Boards to make detailed rules; and many regulations
are established by law or by the Virginia Board of Education. Additionally, the public may demand that a
School Board itself, not the administration, establish the specific rules and
procedures in certain sensitive areas.
Thus, the separation of policies and administrative regulations in this
manual follows several rules of thumb in addition to “basic theory” as follows:
1.
All edicts of the Virginia Board of Education are
considered mandated Board policy;
2.
When the School Board has written regulations
required by law or in particularly sensitive areas and has incorporated them in
policy, the entire statement is to be considered Board policy; and
3.
When the School Board has adopted rules (bylaws)
concerning its own operations, (for example, how to conduct meetings), these
statements concerning operations of the Board appear as Board policy.
As long as the administration operates
within the guidelines of policy adopted by a School Board, it may issue
regulations without prior Board approval unless Board action is required by law
or unless the Board has specifically asked that certain types of regulations be
given prior Board approval. The Board,
of course, is kept informed of all school system regulations issued by the
administration, and all are subject to Board review. Also, in the absence of policy thought
necessary, it is the Superintendent's responsibility to recommend policy to the
School Board.
Is
the manual complete?
No. The manual contains all the current written policies
of the School Board. But there is a
continual need to adopt new policies, and revise old ones. Additionally, state and federal laws and
agency regulations change. No matter how
well conceived and well developed, a policy manual can never be 100% complete
and 100% up‑to‑date. Policy
development is a continuing process.
Please contact the Pulaski County School Board located at
Order
of Precedence
School Board policies and regulations
must be read and interpreted in the light of the federal and
It is the
hope of the School Board that this collection of policies will make a greater
harmony and efficiency possible in all areas of school operations. This will enable the Board to devote more
time to its primary duty‑‑the development of long‑range
policies and planning for the future of the school system.