602 Programs of Instruction
602.1 Multicultural/Gender Fair Education
MULTICULTURAL/GENDER FAIR EDUCATION
Students will have an equal opportunity for a quality education without discrimination, regardless of their race, religion, creed, socioeconomic status, color, sex, marital status, national origin, sexual orientation, gender identity or disability.
The education program is free of discrimination and provides equal opportunity for the students. The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society. Special emphasis is placed on Asian-Americans, African-Americans, Hispanic-Americans, American Indians, European-Americans, and persons with disabilities. It will also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.
Further, no student shall, on the basis of sex, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any educational program or activity conducted by the district.
Legal Reference: Iowa Code §§ 216.9; 256.11 (2011).
281 I.A.C. 12.5(8).
Cross Reference: 103 Equal Educational Opportunity
600 Statement of Guiding Principles for the Educational Program
Approved: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
Revised: January 22, 2013
602.1E Nondiscrimination on the Basis of Sex or Handicap
See attachment
602.1R Nondiscrimination on the Basis of Sex or Handicap
NONDISCRIMINATION ON THE BASIS OF SEX OR HANDICAP
Public laws provide for the resolution of complaints brought by patrons, students or staff of the school district toward any activities sponsored or undertaken by the school district.
Complaints will be investigated and resolved within ten (10) days of receipt of same, unless exceptional circumstances exist. Where special circumstances exist, the resolution shall not exceed thirty (30) days.
The complaint form is to be filed with the building administrator. In the event the complainant is not satisfied with the resolution at the building level, an appeal may be made to the district complaint officer.
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
Revised: Jan. 22, 2013
602.2 Elementary Curriculum
ELEMENTARY CURRICULUM
The program of instruction in the regular elementary schools shall include: (1) the language arts, embracing reading, writing, spelling, listening and oral and written expression: (2) the social studies, embracing history, geography and civics; (3) arithmetic; (4) science; (5) physical education; (6) health; (7) music; (8) arts and crafts; (9) family and consumer education; (10) career education; (11) technology education; and (12) human growth and development. Each of these subjects’ fields shall -- insofar as practicable -- embrace in the materials used and in the teaching procedures employed instruction in study and work habits, library usage, safety, thrift, conservation, health and hygiene, citizenship, the establishment of purpose, and the development of character and morality. Provisions shall be made for the inculcation of ideals of group and individual behavior, and to this end organized play, intramural sports and games, hobby groups, and other organized student activities shall be fostered.
Special curriculum guides shall be prepared whenever it is felt that such guides will be of assistance in the instructional program. These guides shall be designed to provide a consistent approach to instructional problems and to furnish information about supplementary materials and related activities.
In all instances, the elementary curriculum shall meet the educational requirements established by state statute and the State Department or Public Instruction, and shall be free from any material that would promote discrimination on the basis of race, color, national origin, gender (sex), sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed.
LEGAL REFS.: Iowa Administrative Code 3.5(1), (4), (6)
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
Revised: June 8, 1992
December 8, 1997
January 22, 2013
602.3 Middle School Curriculum
MIDDLE SCHOOL CURRICULUM
The middle school shall provide instruction in the following fields: (1) English - including literature, reading, writing, spelling, listening and oral and written expression; (2) mathematics - including arithmetic, algebra and general mathematics; (3) general science; (4) social studies - including history, geography and civics; (5) music; (6) art; (7) physical education; (8) health; (9) family and consumer education; (10) career education; (11) technology education; and (12) human growth and development and (13) actions that would be considered harassment and the consequences of such behavior.
Special curriculum guides shall be prepared whenever it is felt that such guides will be of assistance in the instructional program. These guides shall be designed to provide a consistent approach to instructional problems and to furnish information about available supplementary materials and related activities.
In all instances, the middle school curriculum shall meet the educational requirements as established by state statute and the State Department of Public Instruction, and shall be free from any material that would promote discrimination on the basis of race, color, national origin, gender (sex), sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed.
LEGAL REFS.: Iowa Administrative Code 3.5(1); 3.5(4); 3.5(6)
Adopted: November 11, 1985
Reviewed: March 11,1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
Revised: June 8, 1992
Dec. 8, 1997
Jan. 22, 2013
602.4 Senior High School Curriculum
SENIOR HIGH SCHOOL CURRICULUM
The comprehensive senior high school shall offer work in each of the subject fields listed for middle schools, with the addition of driver education, but in each field there shall be a greater variety of courses and more specialized instruction. The specific courses shall include instruction in the subjects for college preparatory, comprehensive, and vocational career training approved from time to time by the Board of Directors.
Special curriculum guides shall be prepared whenever it is felt that such guides will be of assistance in the instructional program. These guides shall be designed to provide a consistent approach to instructional problems and to furnish information to available supplementary materials and related activities.
In all instances, the senior high school curriculum shall meet the educational requirements established by state statute and the State Department of Public Instruction, and shall be free from any material that would promote discrimination on the basis of race, color, national origin, gender (sex), sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed.
LEGAL REFS.: Iowa Administrative Code 3.5(1); 3.5(4); 3.5(6)
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
Revised: Dec. 8, 1997
Jan. 22, 2013
602.6 Special Education
SPECIAL EDUCATION
The board recognizes some students have different educational needs than other students. The board will provide a free appropriate public education program and related services to students identified in need of special education. The special education services will be provided from birth until the appropriate education is completed, age twenty-one or to maximum age allowable in accordance with the law. Students requiring special education will attend general education classes, participate in nonacademic and extracurricular services and activities and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student. The appropriate education for each student is written in the student's Individualized Education Program (IEP).
Special education students is required to meet the requirements stated in board policy or in their IEPs for graduation. It is the responsibility of the superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.
Children from birth through age 2 and children age 3 through age 5 are provided comprehensive special education services within the public education system. The school district will work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age 2. This is done to ensure a smooth transition of children entitled to early childhood special education services.
Legal Reference: Board of Education v. Rowley, 458 U.S. 176 (1982).
Springdale School District #50 v. Grace, 693 F.2d 41 (8th Cir. 1982).
Southeast Warren Comm. School District v. Dept. of Public Instruction, 285 N.W.2d 173 (Iowa 1979)
20 U.S.C. §§1400 et seq. (1994).
34 C.F.R. Pt. 300 et seq. (1996).
Iowa Code §§ 256.11(7); 256B; 273.1, .2, .5, .9(2)-(3); 280.8 (2001).
281 I.A.C. 41.
Cross Reference: 503 Student Discipline
505.5 Graduation Requirements
506 Student Records
507.2 Administration of Medication to Students
507.8 Student Special Health Services
601.2 School Calendar
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
Revised: February 17, 2003
602.7 Career Education
CAREER EDUCATION
The Board shall provide a comprehensive career education program. Curricular and cocurricular teaching and learning experiences from the kindergarten level through grade twelve shall be provided for all students. The career program shall be infused into the total educational program. The program shall include, but need not be limited to, awareness of self in relation to others and the needs of society; exploration of employment opportunities; experiences in personal decision making; and experiences to help students integrate work values and work skills into their lives.
LEGAL REFS.: Iowa Code 256.11, 280.9(1989)
670 Iowa Admin. Code 3.5(9)
281 Iowa Admin. Code 12.5(7) (New Standards)
Adopted: Feb. 13, 1989
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.8 Provisions for At-Risk Students
PROVISIONS FOR AT-RISK STUDENTS
It is recognized that some students require additional assistance in order to graduate from a regular education program. The board shall ensure that provisions exist to identify and provide special assistance to students who have difficulty mastering the language, academic, cultural and social skills necessary to reach the educational levels of which they are capable.
It shall be the responsibility of the superintendent to develop and recommend to the board a program and regulations to implement this policy. Upon development and adoption, a written description of said program shall be incorporated into board policy as regulations and exhibit.
LEGAL REFS.: Iowa Code 256.9, 261C, 262.71, 280.19, 442.51-.54
670 Iowa Admin. Code 58
281 Iowa Admin. Code 12.5(13) (new standards)
Adopted: June 12, 1989
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.9 Alternative Programs
ALTERNATIVE PROGRAMS
Requests to the Board to develop and implement alternative school programs should include the following information:
1. Need. A narrative statement should give the reasons for the request.
2. Objectives. Immediate and long-range objectives should be stated, according to the purposes of the request and the course content.
3. Expected Goals. At the end of a specific trial period, the alternative program should be evaluated and its further use should be projected.
4. Personnel Involved in Planning. A listing should include members of the professional staff and the community.
5. Implementation Procedures. Steps for implementing the program should be listed, including plans for developing the program once it is started.
6. Plans for Evaluation. Based on the stated objectives and goals, program evaluation plans should be provided, including a listing and type(s) of possible assessment instruments. The continuation of any program beyond its stated trial period could occur only after a positive evaluation which considers all aspects of the program.
The Board will carefully consider plans for alternative programs, and will weigh the counsel provided by the professional staff and the superintendent. However, the Board’s primary responsibilities remain the overseeing of the regular school program and the administration of the district’s finances. These primary responsibilities will be kept in mind as the Board reaches a decision.
LEGAL REFS.: Iowa Code Section 280.12
Iowa Administrative Code 3.5(7); 3.5(10); 3.5(14)
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.10 Community Education
COMMUNITY EDUCATION
Because it recognizes that learning is a life-long activity, the Board of Directors supports the concept of community education. Because school facilities belong to the people, they will be made available whenever they are not being used for the district’s regular program and as long as the facilities are being used in compliance with other sections of Board Policy.
LEGAL REFS.: Iowa Code Chapter 276
CROSS REFS.: 602.11, Adult Education
1004, Use of School Facilities, and Subcodes
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.11 Adult Education
ADULT EDUCATION
The Board of Directors of the district recognizes that the general objective of post-high school and adult education programs are the same as those of other levels of public education: preparing individuals for democratic citizenship, providing individuals with means for economic improvement and cultural development, and enriching of the personal lives of all who participate.
The physical facilities of the school district shall be made available for use in these programs when there is no conflict with regular school activities.
Recommendations for extension of adult education programs shall be made along the prescribed lines of authority and shall be presented to the Board of Directors by the superintendent of schools.
LEGAL REFS.: Iowa Code Sections 276; 288.1
CROSS REFS.: 602.10, Community Education
1004, Use of School Facilities, and Subcodes
Adapted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.12 Instruction at a Post-Secondary Educational Institution
INSTRUCTION AT A POST-SECONDARY EDUCATIONAL INSTITUTION
The following factors shall be considered in the board’s determination of whether a student will receive academic or vocational-technical credit toward the graduation requirements set out by the board for a course at a post-secondary educational institution:
* The course is taken from a public or accredited private post-secondary educational institution:
* a comparable course is not offered in the school district. A comparable course is one in which the subject matter or the purposes and objectives of the course are similar, in the judgment of the board, to a course offered in the school district;
* the course is in the discipline areas of mathematics, science, social sciences, humanities, vocational-technical education, or a course offered in the community college career options programs;
* the course is a credit-bearing course that leads to a degree;
* the course is not religious or sectarian; and
* the course meets any other requirements set out by the board.
Students in grades eleven and twelve who take courses, other than courses taken under an agreement between the school district and the postsecondary educational institution, shall be responsible for transportation without reimbursement to and from the location where the course is being offered.
Ninth and tenth grade talented and gifted students and all students in grades eleven and twelve, will be reimbursed for tuition and other costs directly related to the course up to $250. Students who take courses during the summer months when school is not in session shall be responsible for the costs of attendance for the courses.
The superintendent shall be responsible to annually notify students and parents of the opportunity to take courses at post-secondary educational institutions in accordance with this policy. The superintendent shall also be responsible for developing the appropriate forms and procedures for implementing this policy.
LEGAL REFS.: Iowa Code §§ 256.11, .11A; 261C; 278.8; 280.3, .14 (1991)
Iowa Code Ch. 261C (Iowa Acts 1991, 1992).
281 I.A.C. 12, 22.
Adopted: Oct. 19, 1992
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.13 Co-Curricular Activities
CO-CURRICULAR ACTIVITIES
The Board of Directors believes that a dynamic program of student activities is vital to the complete development of the student. Such activities offer opportunity to serve the institution, to assist in the development of fellowship and social goodwill, to promote self realization and all-around growth, and to encourage good citizenship qualities.
To assist in the administration of a student activities program, and to provide a framework of communication and review, the administration will develop a detailed structure of the activities program.
LEGAL REFS.: Iowa Code Section 280.13
Iowa Administrative Code 3.5(2); 3.6(1-8)
CROSS REFS.: 504 Student Activities
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.14 Curriculum Development and Implementation
CURRICULUM DEVELOPMENT AND IMPLEMENTATION
Curriculum development is an ongoing process in the school district and consists of both research and design. Research is the studious inquiry and critical investigation of the various content areas for the purpose of revising and improving curriculum and instruction based on relevant information pertaining to the discipline. This study is conducted both internally (what and how we are currently doing at the local level) and externally (what national standards, professional organizations, recognized experts, current research, etc. tell us relative to the content area). Design is the deliberate process of planning and selecting the standards and instructional strategies that will improve the learning experiences for all students.
Careful research, design, and articulation of the curriculum serves several purposes:
• Focus attention on the content standards of each discipline and ensures the identified learnings are rigorous, challenging, and represent the most important learnings for our students.
• Increases the probability that students will acquire the desired knowledge, skills and dispositions and that our schools will be successful in providing appropriate learning experiences.
• Facilitates communication and coordination.
• Improves classroom instruction.
The curriculum coordinator shall be responsible for curriculum development and for determining the most effective method of conducting research and design activities. A curriculum framework shall describe the processes and procedures that will be followed in researching, designing, and articulating each curriculum area. This framework will, at a minimum, describe the processes and procedures for the following curriculum development activities to:
• Study the latest thinking, trends, research, and expert advice regarding the content/discipline;
• Study the current status of the content/discipline (what and how well students are currently learning);
• Identify content standards, benchmarks, and grade level expectations for the content/discipline;
• Describe the desired learning behaviors, teaching, and learning environment related to the content/discipline;
• Identify differences in the desired and present program and develop a plan for addressing the differences;
• Communicate with internal and external publics regarding the content area;
• Involve staff, parents, students, and community members in curriculum development decisions;
• Verify integration of local, state and/or federal mandates(MCNS, school-to-work, etc.)
• Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level.
It shall be the responsibility of the curriculum coordinator to keep the board apprised of necessary curriculum revisions, progress of each content area related to curriculum development activities, and to develop administrative regulations for curriculum revisions, progress of each content area related to curriculum development activities, and to develop administrative regulations for curriculum development including recommendations to the board.
CURRICULUM IMPLEMENTATION
Without careful and continuing attention to implementation, planned changes in curriculum and instruction rarely succeed as intended. How change is put into practice, to a large extent, determines how well it fares.
Implementation refers to what actually happens in practice as compared to what was supposed to happen. Curriculum implementation includes the provision of organized assistance to staff in order to ensure that the newly developed curriculum and the most powerful instructional strategies are actually delivered at the classroom level. There are two components of any implementation effort that must be present to guarantee the planned changes in curriculum and instruction succeed as intended:
• Understanding the conceptual framework of the content/discipline being implemented; and,
• Organized assistance to understand the theory, observe exemplary demonstrations, have opportunities to practice, and receive coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level.
The curriculum coordinator shall be responsible for curriculum implementation and for determining the most effective way of providing organized assistance and monitoring the level of implementation. A curriculum framework shall describe the processes and procedures that will be followed to assist all staff in developing the knowledge and skills necessary to successfully implement the developed curriculum in each content area. This framework will, at a minimum, describe the processes and procedures for the following curriculum implementation activities to:
• Study and identify the best instructional practices and materials to deliver the content;
• Describe procedures for the purchase of instructional materials and resources
• Identify/develop examples that demonstrate the learning behaviors, teaching, and learning environment to deliver the content;
• Study the current status of instruction in the content area (how teachers are teaching);
• Compare the desired and present delivery system, identify differences (gap analysis) and develop a plan for addressing the differences;
• Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps);
• Provide ongoing professional development related to instructional strategies and materials that focuses on theory, demonstration, practice and feedback;
• Regularly monitor and assess the level of implementation;
• Communicate with internal and external publics regarding curriculum implementation;
• Involve staff, parents, students, and community members in curriculum simplementation decisions.
It shall be the responsibility of the curriculum coordinator to keep the board apprised of curriculum implementation activities, progress of each content area related to curriculum implementation activities, and to develop administrative regulations for curriculum implementation including recommendations to the board.
CURRICULUM EVALUATION
Regular evaluation of the total curriculum is necessary to ensure that the written and delivered curriculum is having the desired effect for students.
Curriculum evaluation refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting information to aid in understanding what students know and can do. It refers to the full range of information gathered in the School District to evaluate student learning and program effectiveness in each content area.
Curriculum evaluation must be based on information gathered from a comprehensive assessment system that is designed for accountability and committed to the concept that all students will achieve at high levels, is standards-based, and informs decisions which impact significant and substantial improvements in teaching and student learning.
The curriculum coordinator shall be responsible for curriculum evaluation and for determining the most effective way of ensuring that assessment activities are integrated into instructional practices as part of school improvement with a particular focus on improving teaching and learning. A curriculum framework shall describe the procedures that will be followed to establish an evaluation process that can efficiently and effectively evaluate the total curriculum. This framework, will, at a minimum, describe the procedures for the following curriculum evaluation activities:
• Identify specific purposes for assessing student learning;
• Develop a comprehensive assessment plan;
• Select/develop assessment tools and scoring procedures that are valid and reliable;
• Identify procedures for collecting assessment data;
• Identify procedures for analyzing and interpreting information and drawing conclusions based on the data (including analysis of the performance of various sub-groups of students)
• Identify procedures for establishing at least three levels of performance (specific to the content standard and the assessment tool when appropriate) to assist in determining whether students have achieved a satisfactory level (at least two levels describe performance that is proficient or advanced and at least one level describes students who are not yet performing at the proficient level);
• Identify procedures for using assessment information to determine long-range and annual improvement goals;
• Identify procedures for using assessment information in making decisions focused on improving teaching and learning (data based decision making);
• Provide support to staff in using data to make instructional decisions;
• Define procedures for regular and clear communication about assessment results to the various internal and external publics (mandatory for communication about students receiving special education services);
• Define data reporting procedures;
• Verify that assessment tools are fair for all students and are consistent with all state and federal mandates;
• Verify that assessment tools measure the curriculum that is written and delivered;
• Identify procedures for deciding when multiple assessment measures are necessary for making good decisions and drawing appropriate conclusions about student learning;
• Identify roles and responsibilities of key groups;
• Involve staff, parents, students, and community members in curriculum evaluation;
• Ensure participation of eligible students receiving special education services in district-wide assessments.
It shall be the responsibility of the curriculum coordinator to keep the board apprised of curriculum evaluation activities, the progress of each content area related to curriculum evaluation activities, and to develop administrative regulations for curriculum evaluation including recommendations to the board.
Legal Reference: 20 U.S.C. å 123h (1994)
34 C.F.R. pt. 98 (1996)
Iowa Code åå 216.9 256.7, 279.8, 280.3-.14 (1999)
281 I.A.C. 12.8(1)(c)(1)
Adopted: Nov. 11, 1985
Reviewed: November 14, 1988
March 11, 1996
November 21, 2005
May 16, 2011
June 13, 2016
Revised: January 9, 1989
April 15, 1996
March 20, 2000
602.14E1 Curriculum Development and Implementation
See attachment.
602.15 Religion and Public Schools
RELIGION AND PUBLIC SCHOOLS
Since the contribution of religions to civilization is one of the crucial keys to understanding human history and development, the study of religious history and traditions should be part of the school curriculum, and can play a vital role in enhancing an understanding among people of different religious backgrounds and beliefs. Such study should give neither preferential nor derogatory treatment to any single religion or to religion in general, and should not be introduced or utilized for devotional purposes. Furthermore, no religious belief or non-belief should be promoted by the school district or its employees.
Criteria used to guide academic inquiry in the study of religion should seek the same objectivity and educational effectiveness expected in other areas of the curriculum. In addition, materials and activities should be sensitive to America’s pluralistic society and should educate rather than indoctrinate. All instructional and other school-sponsored activities should meet the three-part test established by the Supreme Court to determine constitutionality: (1) the activity must have a secular purpose; (2) the activity’s principal or primary effect must be one that neither advances or inhibits religion; and (3) the activity must not foster an excessive governmental entanglement with religion.
Written guidelines should be provided for use in planning and conducting studies and activities that have a relationship to religion. The guidelines should be general enough to allow flexibility, yet specific enough to encourage consistency.
Adopted: November 11, 1985
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.15R1 Religion and Public Schools
RELIGION AND PUBLIC SCHOOLS
Religious Holidays
The historical and contemporary significance of religious holidays may be included in the program of education provided that such instruction is presented in an unbiased and objective manner. The selection of holidays to be recognized or studied shall take into account major celebrations of several world religions, not just those of a single religion. Holiday related activities shall be educationally sound and sensitive to religious differences, and shall be selected carefully to avoid the excessive or unproductive use of school time. Teachers shall be especially discriminating in planning activities that are to take place immediately preceding or on a religious holiday.
Music, art, literature, and drama having religious themes (including traditional carols, seasonal songs, and classical music) shall be permitted if presented in an objective manner without sectarian indoctrination. The emphasis on religious themes shall be only as extensive as necessary for a balanced and comprehensive study or presentation. Religious content included in student performances shall be selected on the basis of its independent educational merit, and shall seek to give exposure to a variety of religious customs, beliefs, and forms of expression. Holiday programs, parties, or performances shall not become religious celebrations, or be used as a forum for religious worship, such as the devotional reading of sacred writings, or the recitations of prayers. Student participations in a program or performance which involves personally offensive religious material or expression shall be voluntary.
The use of religious symbols (e.g. a cross, menorah, crescent, Star of David, lotus blossom, nativity scene, or other symbol that is part of a religious ceremony) shall be permitted as a teaching aid, but only when such symbols are used temporarily and objectively to give information about a heritage associated with a particular religion. The Christmas tree, Santa Claus, Easter eggs, and Easter bunnies are secular, seasonal symbols and as such can be displayed in a seasonal context.
Expressions of belief or non-belief initiated by individual students shall be permitted in composition, art forms, music, speech, and debate. However, teachers may not require projects or activities which are indoctrinational or force students to contradict their personal religious beliefs or non-beliefs. In instances where many students might naturally choose to make a religious expression, alternate activities shall be offered.
602.16 Equivalent Instruction
EQUIVALENT INSTRUCTION
The Board of Directors believes that Iowa’s public education system provides its children with an excellent opportunity to obtain a sound basic education which is essential to a child’s future economic success and personal happiness. However, the Board does recognize that not all of Iowa’s children can attend public school, and that some parents do not wish their children to attend public school. In the event that a child cannot attend or the child’s parents wish the child to not attend public school, the child must receive equivalent instruction from a certified teacher elsewhere.
The Board of Directors shall be responsible to annually make the final determination as to what constitutes equivalent instruction provided to a resident child not attending an approved public or private school. It shall be the responsibility of the superintendent of schools, with the Board’s approval, to develop guidelines in accordance with the laws of Iowa and Board policy for determining equivalent instruction. It shall also be the responsibility of the superintendent of schools to report to the Board the names and ages of resident students not attending an approved public or private school and sufficient other information to enable the Board to determine whether the child is receiving equivalent instruction from a certified teacher.
The Board may seek proof of satisfactory student progress by requiring documentation of course work or test results, or by any other reasonable method. In making a determination of the equivalency of an educational program, the Board may approve an instructional program which provides less time of instruction than that in a public school day by considering such factors as pupil-teacher ratio, pupil ability and needs. The hours designated for instruction shall not exceed the hours in a public school day.
If the Board receives information indicating that a child not enrolled in the public schools has been evaluated as being in need of special education, the Board or its designee shall notify the child’s parent or guardian of the results of the evaluation and request a meeting with the parent or guardian to assess the child’s instructional program. A Board’s prior approval, based upon a finding of equivalency under these standards, may be withdrawn in light of the child’s need for special education.
LEGAL REFS.: Iowa Code Secs. 257.25, 279.10, 279.11, 299.1-6, 299.11, 299.15 and 299.24 (1985 & Supp. 1985)
670 Iowa Administrative Code Chapter 63
Johnson v. Charles City Community School’s Board of Education
368 N.W. 2nd 74 (Iowa 1985)
CROSS REFS.: 501. Student Attendance
501.3 Student Compulsory Attendance Requirements
601.2 School Calendar
601.3 School Day
602.6 Special Education
Adopted: January 12, 1987
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.16R Equivalent Instruction
EQUIVALENT INSTRUCTION
The following criteria will be used by the Board of Directors in determining equivalency of instruction for children not enrolled in the public schools.
Nonpublic Department of Education-approved schools.
If the instruction provided is in a nonpublic school, the superintendent shall contact the Iowa Department of Education. If the private school is approved by the Iowa Department of Education, the board of directors will consider its program as meeting the equivalency standards.
Nonpublic, non-Department of Education-approved schools.
If the nonpublic, non-Department of Education-approved school is located within the school district, the secretary of the school district shall serve notice on the principal of such school, once during each school year and at any time when requested in individual cases, to furnish to the secretary a certificate and a report in duplicate of the following information:
1. Names of pupils
2. Ages of pupils
3. Number of days attendance of each pupil over 7 and under 16 years of age.
4. The course of study pursued by each pupil.
5. The test(s) used.
6. The names of teachers during the preceding year and from the time of the last preceding report to present time.
The secretary shall retain one of the reports and file the other with the secretary of the area education agency. The superintendent shall then evaluate the instruction of such school, after securing any additional information needed, taking into consideration the guidelines listed at the end of this regulation, and make a recommendation to the Board of Directors whether equivalent instruction is being provided by a certified teacher.
If the nonpublic, non-Department of Education-approved school is located in another district, the superintendent shall contact the secretary of the district within which the nonpublic, non-Department of Education school is located and request the above information from that district’s secretary. A letter from the superintendent of the district in which the nonpublic, non-Department of Education-approved school is located certifying that such district has determined that the school is providing equivalent instruction by a certified teacher may be accepted by the inquiring district.
Private instruction
If the superintendent becomes aware of a student of compulsory education age who is receiving private instruction not in a regularly conducted school, the superintendent shall require the board secretary to request from the person having control of the child a certificate with the following information:
1. Name and age of such child.
2. Period of time during which such child has been under said private instruction.
3. The details of such instruction and the name of the instructor.
The superintendent shall then evaluate the instruction of such pupil, after securing any additional information needed, taking into consideration the guidelines listed at the end of this regulation, and make a recommendation to the board of directors whether equivalent instruction is being provided by a certified teacher.
GUIDELINES FOR DETERMINING EQUIVALENT INSTRUCTION
For determining compliance with the compulsory education requirements of Iowa law and Board policy, the following standards shall be applied:
Required minimum curriculum - grades one through six. The following subjects shall be taught to children whose ages correspond to those of pupils in grades one through six:
a. Art;
b. English-language arts, including oral and written English, handwriting, literature, reading, and spelling;
c. Health and physical education, including the effects of alcohol, tobacco, drugs and poisons on the human body, and the characteristics of communicable diseases;
d. Mathematics;
e. Music;
f. Science, including environmental awareness and conservation of natural resources;
g. Social studies, including geography, Iowa and United States history, cultures of other nations, and national, state, and local government in the United States;
h. Traffic safety, including bicycle and pedestrian safety procedures;
i. Career education, including awareness of self in relation to others and the needs of society.
Required minimum curriculum - grades seven and eight. The following subjects shall be taught to children whose ages correspond to those of pupils in grades seven and eight:
a. Art;
b. English-language arts, including reading, spelling, grammar, oral and written composition;
c. Health and physical education, including the effects of alcohol, tobacco, drugs and poisons on the human body and the characteristics of communicable diseases, including venereal diseases and current health issues;
d. Mathematics;
e. Music;
f. Science, including environmental awareness and conservation of natural resources;
g. Social studies, including cultures of other nations, and American citizenship;
h. Career education, including exploration of employment opportunities and the concepts inherent in a work-oriented society.
Medium of instruction. All subjects shall be taught in the English language, except when the use of foreign language is deemed appropriate in the teaching of any subject or when the student is non-English speaking.
Minimum attendance requirements and allocation of instructional time. Instruction shall be given for a minimum of one hundred twenty days per year. The authorities in charge of a private instructional program or the certified teacher who provides private instruction shall allocate instructional time as appropriate to the needs of the pupil. In making this allocation of instructional time on a daily basis, the pupil’s needs and abilities, as reflected in available school records or diagnostic tests, and the total number of hours in the usual school day in this district should be considered.
Private Instruction:
Duties of the certified teacher. The following provisions shall be applied to the certified teacher providing private instruction to a pupil.
Proof of certificate. Upon request of the board, the teacher designated as providing instruction to that pupil shall furnish proof of a valid Iowa teacher’s certificate with the appropriate endorsements and approvals.
Teacher’s duties defined. The teacher’s duties shall include, but not be limited to, the following:
a. Diagnosing prescribing, evaluating, and directing the pupil’s educational program;
b. Setting goals and objectives for the educational growth of the pupil;
c. Providing instruction and utilizing instructional materials that are at a level appropriate to the pupil’s age, abilities, and needs;
d. Maintaining records of attendance, course work, and evaluations; and
e. Seeking a professional evaluation of a pupil who may be in need of special education, by a referral to the director of special education of the appropriate area education agency.
Duties not delegable. The certified teacher providing private instruction shall not delegate the responsibility for the duties defined in the preceding paragraph. The teacher shall provide others may provide supplemental instructional assistance. Supervision or consultation by the teacher shall not be construed as a sufficient substitute for the instructional duties delineated above.
The superintendent of schools shall make a recommendation to the Board of Directors as to whether each resident child of compulsory school age who is not enrolled in the public schools is receiving equivalent instruction by a certified teacher.
602.17 Global Education
GLOBAL EDUCATION
It shall be the policy of this school district to incorporate appropriate themes, concepts, and topics into the total education program that relate to intercultural relations and understanding, the global environment, the global economy and other related topics.
The normal curriculum development and evaluation procedures and schedule as identified in Policy 602.14-Curriculum Development/Revision shall be the procedures and timelines for implementation of this policy.
LEGAL REFS.: Iowa Code 256.11 (1989)
281 Iowa Admin. Code 12.5(11) (New Standards)
CROSS REFS.: 602.14, Curriculum Development and Evaluation
602.14E, Schedule for Curriculum Development and Evaluation (Exhibit)
Adopted: April 11, 1989
Reviewed: March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016
602.18 Citizenship
CITIZENSHIP
Being a citizen of the United States, of Iowa and of the school district community entitles students to special privileges and protections as well as requiring the students to assume civic, economic and social responsibilities and to participate in their country, state and school district community in a manner that entitles them to keep these rights and privileges.
As part of the education program, students will have an opportunity to learn about their rights, privileges, and responsibilities as citizens of this country, state and school district community. As part of this learning opportunity students are instructed in the elements of good citizenship and the role quality citizens play in their country, state and school district community.
Legal Reference: Iowa Code §§ 256.11, .11A (2007)
281 I.A.C. 12.3(8
Cross Reference: 100 Mission and Philosophy
502 Student Rights and Responsibilities
503 Student Discipline
Approved: November 19, 2007
Reviewed: May 16, 2011
June 13, 2016