100 Mission and Philosophy
MISSION AND PHILOSOPHY
MISSION
The mission of the H-M-S Community School District is to nurture and prepare students to become responsible citizens, equipped to meet the challenges of an ever-changing world.
PHILOSOPHY
The Board of Education believes that all children can learn. However, the board recognizes the fact that not all children have the same abilities, motivations and interests. For this reason, the board believes that so far as is economically feasible, the district’s program must be sufficiently broad to effectively meet the needs of all students, and also believes that teaching materials and methodologies must be of a nature so as to provide maximum learning opportunities for all students.
The board believes that students learn best and teachers teach most effectively in an environment that includes a clear sense of purpose, high expectations of individuals and the schools, effective instructional and administrative leadership, frequent monitoring of progress, sense of personal safety and security and comfortable surroundings. Therefore, the district will always strive to assure that these conditions exist in its schools.
Finally, the board recognizes that the schools are an important part of the vitality of the communities which they serve. Furthermore, the board knows that the schools need the communities for support and as learning resources. Therefore, it is imperative that the communities are involved and committed to the pursuit and maintenance of educational excellence in the Hartley-Melvin-Sanborn Community School District.
Adopted: August 12, 1985
Reviewed: November 14, 1988
April 19, 1993
March 20, 2000
November 22, 2004
May 16, 2011
June 13, 2016
Revised: January 9, 1989
July 15,1996
101 Educational Objectives
EDUCATIONAL OBJECTIVES
I. OUR FRAME OF REFERENCE
We believe that the school as a public institution should provide insofar as possible:
1. A well-qualified and efficient corps of teachers of such character that if a child should become like any one of the teachers, the parents and others would still be proud of the child.
2 A physical plant and equipment adequate to meet the most exacting needs of every learner, the likes of which separate families could not provide.
3. Experiences for effective learning, the likes of which the best home alone could not provide.
4. An educational leadership which courageously and ably lead to continuous improvement of the school.
II. OBJECTIVES OF EDUCATION IN THE SCHOOL DISTRICT
The School District is looked upon as an ever-changing social community where young people live. Here they are provided opportunities to determine and work toward goals that are purposeful and significant to them. They are given experiences designed to develop their talents and characteristics, experiences essential to a wholesome child life. Subject matter is thought of in terms of units of living and learning.
We believe that in every experience the whole child must be considered: the whole mental, physical, moral, spiritual, emotional, and social being.
In teaching, as in parenthood, we must start where the child is. We must provide challenges for the child according to his/her abilities. We should not expect all children to develop at the same rate. The school program must be adjusted to the child’s needs, interests, abilities, and rate of growth.
A. OBJECTIVES OF HUMAN RELATIONSHIPS
In order to develop in children attitudes and proficiencies for wholesome human relationships, it is essential:
1. To develop in them an understanding of cooperative effort in work and play with others.
2. To provide for them enjoyable experiences that will produce wholesome, sincere friendships.
3. To develop in them the realization that family relationships influence the manner in which an individual conducts himself/herself in a group, since consideration for others is the core of good living.
4. To help them cultivate an appreciation and regard for the interrelationships of individuals and groups in the home, the schools, the community, the state, the nation, and the world in preparing for the democratic way of life.
B. OBJECTIVES OF SELF-REALIZATION
In order that our children may become all that their talents promise for them, it is essential:
1. To provide them with experiences that will give them a desire to learn and a desire to search for truth.
2. To teach them how to read and write effectively, and to speak the English language clearly.
3. To assist them in developing logical thinking ability in order to solve mathematical problems and problems of daily living.
4. To help them cultivate their ability to observe and listen.
5. To help them understand the basic facts of health and disease.
6. To assist them in cultivating an appreciation for beauty and an appreciation of our cultural heritage.
7. To guide them in learning to make worthwhile use of their leisure time.
8. To assist them in acquiring a scientific attitude toward living forms and resources in their environment.
9. To foster in them an understanding of the interrelationship between man and his environment.
10. To inspire them to determine worthy goals for living and guide them toward achievement of those goals.
C. OBJECTIVES OF CIVIC RESPONSIBILITY
In order that our children may learn that liberty with security demands civic responsibility, it is essential:
1. To give immediate and continuing attention to the promotion of peace.
2. To lead them to acquire attitudes of tolerance and desire for understanding.
3. To offer them opportunities to develop, and help in developing, qualities of good leadership.
4. To help them develop the ability to carry out responsibilities without constant direction.
5. To assist them in learning to operate in groups as a working democracy where students can be taught respect for law, for civic duties, and for honest difference of opinion.
6. To give them practice in the procedures of democracy so that as citizens they may have courage, unselfishness, and a fine sense of honor.
7. To help them comprehend and practice the basic elements of world understanding, tolerance, and good will.
D. OBJECTIVES OF ECONOMIC EFFICIENCY
In order that young people may acquire a sense of economic accountability and productive efficiency, it is essential for the school:
1. To provide training for them to become intelligent consumers as well as efficient producers.
2. To help them understand the requirements and opportunities of various occupations.
3. To lead them to feel the dignity of labor in all fields.
4. To help them feel the satisfaction that comes from good workmanship.
5. To provide them guidance in choosing an occupation best suited to their individual aptitudes and potential, and to give them the skills with which they can achieve, maintain, and improve efficiency.
6. To provide them the opportunity to receive training for college entrance or employment in the home, agriculture, industry, science, or business.
7. To help them gain an appreciation of the interdependence of workers and of what their work means to other people.
8. To assist them in planning the economics of their own lives.
Cross Reference:
500 Statement of Guiding Principles for Student Personnel
600 Statement of Guiding Principles for the Educational Program
Adopted: August 12, 1985
Reviewed: April 19, 1993
March 20, 2000
November 22, 2004
May 16, 2011
June 13, 2016
102 Long-Range Needs Assessment
LONG-RANGE NEEDS ASSESSMENT
Long-range needs assessment enables the school district to analyze assessment data, get feedback from the community about its expectations of students and determines how well students are meeting student learning goals. The board shall conduct on-going and in-depth needs assessment, soliciting information from business, labor, industry, higher education and community members, regarding their expectations for adequate student preparation as responsible citizens and successful wage earners.
In conjunction with the in-depth needs assessment of the school district, the board shall authorize the appointment of a committee, representing administrators, employees, parents, students and community members, to make recommendations and assist the board in determining the priorities of the school district in addition to the basic skills areas of the education program.
The district will seek out community, staff and student participation in building and district goal development through broad representation in the strategic planning process, building level teams and multiple client surveys.
It shall be the responsibility of the superintendent to ensure the school district community is informed of student’s progress on state and locally determined indicators. The superintendent shall report annually to the board about the means used to keep the community informed.
As a result of the board and committee’s work, the board shall determine major educational needs and rank them in priority order; develop long-range goals and plans to meet the needs; establish and implement short-range and intermediate-range plans to meet the goals and to attain the desired levels of student performance; evaluate progress toward meeting the goals and maintain a record of progress under the plan that includes reports of student performance and results of school improvement projects; and annually report the school district’s progress made under the plan to the committee, community and Iowa Department of Education.
Adopted: August 12, 1985
Reviewed: January 9, 1989
April 19, 1993
November 22, 2004
May 16, 2011
June 13, 2016
Revised: February 13, 1989
March 20, 2000
103 Equal Educational Opportunity
EQUAL EDUCATIONAL OPPORTUNITY
The board will not discriminate in its educational activities on the basis of race, color, national origin, creed, socio-economic status, religion, sex, disability, sexual orientation, gender identity or marital status.
The board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the school district to subscribe to all applicable federal and state laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity.
The board is committed to the policy that no otherwise qualified person will be excluded from educational activities on the basis of race, color, national origin, creed, religion, sex, marital status, sexual orientation, gender identity or disability. Further, the board affirms the right of all students and staff to be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment.
Legal Reference: 20 U.S.C. §§ 1221 et seq. (2010).
20 U.S.C. §§ 1681 et seq. (2010).
20 U.S.C. §§ 1701 et seq. (2010).
29 U.S.C. § 794 (2010).
42 U.S.C. §§ 12101 et seq. (2010).
34 C.F.R. Pt. 100 (2010).
34 C.F.R. Pt. 104 (2010)
Iowa Code §§ 216.9; 256.11, 280.3 (2011).
281 I.A.C. 12.
Cross Reference: 101 Educational Philosophy of the School District
401.1 Equal Employment Opportunity
500 Objectives for Equal Educational Opportunities for Students
506.1 Student Records
Approved: July 17, 1995
Reviewed: March 20, 2000
November 22, 2004
May 16, 2011
June 13, 2016
Revised: July 16, 2007
January 22, 2013
103.E1 Notice of Nondiscrimination
NOTICE OF NONDISCRIMINATION
Students, parents, employees and others doing business with or performing services for the Hartley-Melvin-Sanborn Community School District are hereby notified that this school district does not discriminate on the basis of race, color, age (except students), religion, national origin, creed, sex, marital status, sexual orientation, gender identity or disability in admission or access to, or treatment in, its programs and activities.
The school district does not discriminate on the basis of race, color, age (except students), religion, national origin, creed, sex, sexual orientation, gender identity or disability in admission or access to, or treatment in, its hiring and employment practices. Any person having inquiries concerning the school district's compliance with the regulations implementing Title VI, Title VII, Title IX, the Americans with Disabilities Act (ADA), § 504 or Iowa Code § 280.3 is directed to contact:
Mark Dorhout, HMS Middle School, 509 Main St., Sanborn, IA 51248 (712) 930-3281
who has been designated by the school district to coordinate the school district's efforts to comply with the regulations implementing Title VI, Title VII, Title IX, the ADA, § 504 and Iowa Code § 280.3.
103.E4 Section 504 Student and Parental Rights
SECTION 504 STUDENT AND PARENTAL RIGHTS
The Hartley-Melvin-Sanborn Community School District does not discriminate in its educational programs and activities on the basis of a student's disability. It has been determined that your child has a qualifying disability for which accommodations may need to be made to meet his or her individual needs as adequately as the needs of other students. As a parent, you have the right to the following:
- participation of your child in school district programs and activities, including extracurricular programs and activities, to the maximum extent appropriate, free of discrimination based upon the student's disability and at the same level as students without disabilities;
- receipt of free educational services to the extent they are provided students without disabilities:
- receipt of information about your child and your child's educational programs and activities in your native language;
- notice of identification of your child as having a qualifying disability for which accommodations may need to be made and notice prior to evaluation and placement of your child and right to periodically request a re-evaluation of your child;
- inspect and review your child's educational records including a right to copy those records for a reasonable fee; you also have a right to ask the school district to amend your child's educational records if you feel the information in the records is misleading or inaccurate; should the school district refuse to amend the records, you have a right to a hearing and to place an explanatory letter in your child's file explaining why you feel the records are misleading or inaccurate;
- hearing before an impartial hearing officer if you disagree with your child's evaluation or placement; you have a right to counsel at the hearing and have the decision of the impartial hearing officer reviewed.
Inquiries concerning the school district's compliance with the regulations implementing Title VI, Title IX, the Americans with Disabilities Act (ADA), § 504 or Iowa Code § 280.3 should be directed to: Mark Dorhout, HMS Middle School, Sanborn, IA 51248, phone 712-930-3281, who has been designated by the school district to coordinate the school district's efforts to comply with the regulations implementing Title VI, Title IX, the ADA, § 504 and Iowa Code § 280.3.
103.R1 Grievance Procedure
GRIEVANCE PROCEDURE
Students, parents of students, employees, and applicants for employment in the school district will have the right to file a formal complaint alleging discrimination under federal or state regulations requiring non-discrimination in programs and employment.
Level One - Principal, Immediate Supervisor or Personnel Contact Person
(Informal and Optional - may be bypassed by the grievant)
Employees with a complaint of discrimination based upon their gender, race, national origin, color, creed, religion, age, socioeconomic status, sexual orientation, gender identity or disability are encouraged to first discuss it with their immediate supervisor, with the objective of resolving the matter informally. An applicant for employment with a complaint of discrimination based upon their gender, race, national origin, color, creed, religion, age, socioeconomic status, sexual orientation, gender identity or disability are encouraged to first discuss it with the personnel contact person. This paragraph is for employees and “marital status” isn’t a protected class for employees.
A student, or a parent of a student, with a complaint of discrimination based upon their gender, race, national origin, color, creed, religion, marital status, socioeconomic status, sexual orientation, gender identity or disability are encouraged to discuss it with the instructor, counselor, supervisor, building administrator, program administrator or personnel contact person directly involved.
Level Two - Compliance Officer
If the grievance is not resolved at Level One and the grievant wishes to pursue the grievance, the grievant may formalize it by filing a complaint in writing on a Grievance Filing Form, which may be obtained from the Compliance Officer. The complaint will state the nature of the grievance and the remedy requested. The filing of the formal, written complaint at Level Two must be within 15 working days from the date of the event giving rise to the grievance, or from the date the grievant could reasonably become aware of such occurrence. The grievant may request that a meeting concerning the complaint be held with the Compliance Officer. A minor student may be accompanied at that meeting by a parent or guardian. The Compliance Officer will investigate the complaint and attempt to resolve it. A written report from the Compliance Officer regarding action taken will be sent to the involved parties within a reasonable time after receipt of the complaint.
Level Three - Superintendent/Administrator
If the complaint is not resolved at Level Two, the grievant may appeal it to Level Three by presenting a written appeal to the superintendent within five working days after the grievant receives the report from the Compliance Officer, the grievant may request a meeting with the Superintendent. The superintendent may request a meeting with the grievant to discuss the appeal. A decision will be rendered by the superintendent within a reasonable time after the receipt of the written appeal. If, in cases of disability grievances at the elementary and secondary level, the issue is not resolved through the grievance process, the parents have a right to an impartial hearing to resolve the issue.
This procedure in no way denies the right of the grievant to file formal complaints with the Iowa Civil Rights Commission, the U.S. Department of Education Office for Civil Rights or Office of Special Education Programs, the Equal Employment Opportunity Commission, or the Iowa Department of Education for mediation or rectification of civil rights grievances, or to seek private counsel for complaints alleging discrimination.
Level Four - Appeal to Board
If the grievant is not satisfied with the superintendent's decision, the grievant can file an appeal with the board within five working days of the decision. It is within the discretion of the board to determine whether it will hear the appeal.
The Compliance Officer is:
Name: Mark Dorhout
Office Address: HMS Middle School, 509 Main St., Sanborn, IA 51248
Phone Number: 712-930-3281
Office Hours: 8:00 a.m. - 4:00 p.m.
104 Legal Status of the School District
LEGAL STATUS OF THE SCHOOL DISTRICT
Iowa law authorizes the creation of a Common Schools System. As part of this Common Schools System, this school district isa school corporation created and organized under Iowa law. This school district is known as the Hartley-Melvin-Sanborn Community School Disrict.
This school corporation is located in O'Brien County, and its affairs are conducted by elected school officials, the HMS Community School District Board of Directors. This school corporation has exclusive jurisdiction over school matters in the territory of the school district.
Legal Reference: Iowa Code 2741, .2, .6, .7; 278.1(9); 279.8; 594A (2001).
Cross Reference: 201.2 Legal Status of the Board
Adopted: November 18, 2002
Reviewed: November 22, 2004
May 16, 2011
June 13, 2016
Revised: