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K GA U s e of Di stri ct P erso n al P r o pert y a nd Eq ui pme nt K GA



R e qu ests f or us e o f dist r i c t e qui p me nt b y i ndi vi dua l s or o utsi de o r gani zati on s sh a l l b e s ub mit t ed t o t h e s up er i n t en de nt . An y r e qu est sha l l be gr a nte d or d eni ed pu r s uan t t o guid e l i nes f or u s i n g e qui p men t de vel op e d b y t he a d min i s t r a t or a nd a pp ro ve d b y t h e bo ard . T h e superi nte nd ent ma y e s t abli sh a d ep osit for use of s ch o ol eq ui p men t be for e i t i s r e mo ve d f rom t h e s ch ool gro un ds o r ot her dis t r i c t prope r t y . T he de pos i t will be pai d t o t he su pe r i nt en de nt or c l er k o f t h e b oar d a nd will be r efu nd ed w hen t he e qui p me nt i s r e t ur ne d
i n w or ki n g o rd er .

L o st, S tol en , or D a ma ge d Pr op ert y o r Eq ui p men t
N o r eq ues t f or u se of sch oo l eq uip me nt s hall b e gr ant ed unt i l
t he r eq uest or e xe cut es a u se a gr ee me nt s pe c i f yin g s uc h pe r s on will a gr ee t o p a y t he d i s t r i c t f a i r ma r ke t va l ue f or a n y eq uipme n t t hat ha s b een l ost ,
s t ole n , or has s uff ere d i r r e par abl e d a ma ge whil e i n t h e r e qu est or ' s pos ses s i o n . For t he p ur- po ses of t his polic y , " i r r epa r a ble dama ge " sh a l l i n c l u de a n y da ma ge se ver e e no u gh t h a t t he c ost t o r e pair su ch e qu i pme n t wo uld be mo r e t ha n t he f a i r ma r ket va l ue o f t h e e qui p men t . I f s ch ool eq uipme n t i s r e t ur ned da ma ge d b e yon d
n or mal w e ar a nd t ea r o f ac ce pta ble us e , t h e r e que s t o r s hall be r es po nsi ble fo r
t h e c ost t o r epa i r su ch eq ui p m ent . T he distric t ma y a l s o r e quir e t he p ur cha se of i nsu r an ce

P er so nal Use
N o dist r i c t eq uip me nt s hal l be us ed b y s t a f f fo r pe r s ona l r ea so ns a t
s chool o r a wa y f r o m i t s de s i gn a t ed s t a t i on .

A p pr o ve d: K A SB Rec o mme n d a t i o n 3 / 00 ; 1 2 / 0 9 ; 0 9 / 1 1 ; a me nd e d 9 / 1 2



R et ur n t o Se ctio n K In d e x

B a c k to Ma ster In d ex




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