600 Statement of Guiding Principles for the Educational Program

STATEMENT OF GUIDING PRINCIPLES FOR THE EDUCATIONAL PROGRAM

 

The Board of Directors recognizes its obligation and duty to provide an educational program equally available to all young people of the school district.    The Board of Directors believes that all children should have the opportunity to be educated to the full extent of their abilities, aptitudes, and interests through a program that recognizes and provides for the individual needs of each child.  Innovation and change--based upon thorough research, study, deliberation, and evaluation--shall be encouraged.

 

 

LEGAL REF.:              Iowa Code Section 280.3

 

CROSS REFS.:            100,  Educational Philosophy
101,  Educational Objectives
500,  Student Personnel:  Statement of Guiding Principles

 

 

Adopted:  November 11, 1985               

 

Reviewed:  March 11, 1996   
March 20, 2000       
November 21, 2005
May 16, 2011
June 13, 2016

600.1 Multicultural and Nonsexist Education

MULTICULTURAL AND NONSEXIST EDUCATION

 

The education program shall foster knowledge of, respect and appreciation for, the historical and contemporary contributions of diverse cultural groups as well as men and women to society.  Special emphasis shall be placed on Asian Americans, African Americans, Hispanic Americans,  Native Americans, and a person living  with a  disability.

 

The district’s curriculum structure, content, instructional materials and teaching methodologies shall reflect the contributions and perspectives of women and men and diverse racial/ethnic groups.  If sex and/or cultural-racial stereotyping are found to exist in necessary instructional materials, it shall be brought to the attention of the students and staff and supplemental materials shall be used to offset the stereotyping.  The offending materials shall be replaced as soon as economically feasible to do so.

 

The board directs that the Multicultural, Nonsexist Education Plan originally developed and approved during the 1977-78 school year be reviewed, updated and incorporated into the board’s policies as an exhibit and regulation.

 

The board further directs that the administration annually establish a Multicultural, Nonsexist Education Advisory Committee.  It is recommended that this committee be made up of a balance of males and females, and that provision be made for input to the committee from minority  and persons living  with a disability  populations.  The committee shall:

 

     *    meet at least annually;

     *    Review recommended new textbooks for evidence of compliance with Board Policy     600.1,  Multicultural, Nonsexist Education,

     *    Review the district’s Multicultural, Nonsexist Education Plan,

     *    Serve as a resource for reacting to the district’s programs and practices as they relate

          multicultural, nonsexist education issues;

     *    Make recommendations to the school board and administration related to multicultural,nonsexist education issues.

 

 

 

LEGAL REFS.:            Iowa Code 256.11,  279.8,  280.3 - .14,  601A.9
670 Iowa Admin. Code 3.3(6),  3.5,  .5(5)
281 Iowa Admin. Code 12.1(1),  .5(8) (new standards)

 

CROSS REFS.:            100,  Mission and Philosophy
101,  Educational Objectives
103,  General Equity Policy 
602.1,  Nondiscrimination on the basis of sex or handicap

 

 

 

Adopted:  Jan. 9, 1989                 

 

Reviewed: March 20, 2000          
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised: January 19. 2009

                                         

600.1R&E1

MULTICULTURAL, NONSEXIST EDUCATION PLAN
Hartley-Melvin-Sanborn Community Schools
Adopted 1977-78
 
I.    Program Goal
 
     Hartley-Melvin-Sanborn Community School District, in accordance with local, state and           federal regulations and guidelines, will implement educational programs which incorporate              Multicultural Nonsexist ideals and practices.
 
II.   Objectives with timelines.
 
     1.  Board policy and administrative regulations and/or guidelines will be reviewed and           revised to meet Multicultural Nonsexist guidelines.
 
     2.  The staff of Hartley-Melvin-Sanborn Community School District will receive inservice        training in the principles and practices of Multicultural Nonsexist education.
    
          A.  Time - Ongoing
 
     3.  Programs and staff evaluation will include a determination of the implementation of       Multicultural Nonsexist guidelines.
 
          A.  Ongoing
 
     4.  The educational programs of the district, both curricular and co-curricular, will be           reviewed and revised to meet Multicultural Nonsexist guidelines.  (Time line and revision         cycle in attached appendix)
 
     5.  The district will provide the opportunity for systematic input by men and women,           minority groups, handicapped and the aged in the implementation of Multicultural Nonsexist guidelines and programs on an annual basis.
 
          A.  Ongoing
 
 
III.  Strategies for Implementation
 
     1.  Objectives:     Inservice
 
          A.  Administration
               1)  Workshop
               2)  Topics
                    a.        state guidelines
                    b.        awareness regarding Multicultural Nonsexist education
                    c.        review local school plan
                    d.        develop inservice for staff
B.  Staff - all inclusive
               1)  Awareness inservice
                    a.        for teachers, associates, nurses
                    b.        other staff
 
     2.  MC/NS application in the classroom
         
          A.  Review and possibly update staff evaluation instruments to include MC/NS                     competencies.
          B.  Review and revise, if needed, the criteria used to evaluate instructional material and/or programs.
 
     3.  Objective:  Educational Programs
 
          A.  Student services and policies
 
               *    Look at grading procedures, disciplinary procedures, honors programs, and organizations and if need be, remedy any inequities and develop programs which meet MC/NS standards.
               *    Should be done by Spring of 1981
 
          B.  Student Grouping and Enrollment Patterns
 
               *    Look at patterns of assignment of students and staff, how resources are allocated - if specialized programs are equally available to all members of society regardless of sex, race, creed, or handicap.
               *    Should be done by Spring of 1981
 
          C.       Counseling and Guidance
 
               *    Look at testing programs as well as educational, personal and vocational counseling.  Remedy inequities if any are found so that anyone regardless of sex, ethnic origin or handicap will be treated equally.
 
          D.  Physical Education and Competitive Sports
              
               *    Study physical education requirements at all levels, facilities and equipment used in physical education programs, participation in and scheduling of physical education programs and intramural activities as well as the opportunities for  participation in co-curricular sports and support of these programs.
               *    Done by Spring 1980
 
          E.   Curriculum and Instructional Materials
               *    Study instructional materials, teaching strategies and curriculum content in all subject areas.
               *    First cycle finished by Spring of 1984.  (Cycle of review will follow pattern of attached appendix)
                                                                                                            
     4.  Objective:  Policies and Regulations
 
          A.  Review and update Board Policies to meet MC/NS guidelines.
          B.  Review and update any employment practices to meet MC/NS guidelines.
 
     5.  Objective:  Advisory Committee
 
          A.  Committee established in Fall of 1979-80
          B.  The advisory committee will meet annually with the school employee designated as MC/NS director.  They will formulate input if needed, to be reported  to the Board of Education.
 
 
IV.       Evaluation
 
     1.  Self evaluation, in terms of MC/NS guidelines, of the Hartley-Melvin-Sanborn School                District periodically.  The first evaluation was in the Fall of 1978 in the needs  assessment.
 
     2.  Objectives will be reviewed at the anniversary date of their completion.
 
     3.  By the Spring of 1982 the MC/NS plan will be reviewed for possible adjustments to meet current needs.
 
     4.  By the Spring of 1984 the present plan will be evaluated for possible revision and                further implementation.
 
                                                                                              
MULTICULTURAL NONSEXIST GRIEVANCE PROCEDURE
 
Any resident or employee of the school district may formally challenge instructional materials, board decisions, administrative decisions or any other situations that they deem contrary to the scope and intent of the Multicultural Nonsexist section of Iowa Code.
 
If any resident or employee of the school district chooses to formally challenge instructional materials on the basis of Multicultural or Nonsexist grounds;  this challenge of instructional materials shall be made through the procedure established for the Reconsideration of Materials Committee as set forth in statement of board policy.
 
Should a challenge be made regarding an administrative decision or a Board of Education decision in the area of Multicultural of Nonsexist concern, it will be necessary for the grievant to discuss the complaint with the principal who has the responsibility of the building in which  the decision is being carried out.
 
The administrator shall explain the reasons for the decision.  If the administrator is acting in accordance with a Board of Education directive, the administrator will refer the grievant to the Board of Education representative so that the grievance may be aired at the next regular meeting of the Board.
 
If the challenge is directed at an administrative decision, an informal conference with the administrator to explore reasons and explain circumstances will be the first step.  Should this step end in dissatisfaction, the grievant must within ten(10) days refer to the MCNS Advisory Committee, in writing, the complaint and  summary of the conference with the administrator.
 
Should the MCNS Advisory Committee rule in favor of the administrator, the challenge may be taken to the Board of Education at the next regular meeting.  If a satisfactory conclusion is not reached at this point, the grievant may appeal to the State Department of Education.
         
 
    
 

601 General Organization

 
 

601.1 Types of School Organizatioin

TYPES OF SCHOOL ORGANIZATION

 

The schools shall be organized into levels of instruction as follows:

 

     1.  Elementary school:  the elementary school shall consist of kindergarten and grades 1 through 4.

 

     2.  Middle school:  these schools shall consist of grades 5 through 8.

 

     3.  Senior high schools:  the senior high school shall consist of grades 9 through 12.

 

 

LEGAL REFS:   Iowa Code 256.11,  275.11,  280.14
670 Iowa Admin. Code 3.1,  3.2(1) - .2(8)
281 Iowa Admin. Code 12.1,  12.3(11), 12.5 (new standards)

 

 

Adopted:  September 11, 1985                                                  

 

Reviewed:  Nov. 14, 1988            
March 11, 1996
March 20, 2000             
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  Jan. 9, 1989
May 15, 1995

601.2 School Calendar

SCHOOL CALENDAR

 

The Board believes the district’s calendar should reflect the educational philosophy of the district and provide an equal opportunity for all students to participate in a quality educational program.

 

The superintendent of schools shall have the responsibility for developing a school calendar for recommendation, approval, and adoption by the Board each year prior to the time of issuance of personnel contractors for the year for which the calendar was adopted.  The adopted official school calendar shall comply with the legal requirements pertaining to the starting date, length of the school year, inservice training for personnel, and any other areas designated by Iowa law.

 

The Board shall have the prerogative to amend the official school calendar when the Board considers the change to be in the best interests of the district’s educational program.

 

 

LEGAL REFS.:            Iowa Code Secs. 20.9 and 279.10 (1985 & Supp. 1985)
670 Iowa Administrative Code Sec. 3.2(11) and 3.3(5).

 

CROSS REFS.:            501.1 Student Attendance                                
504.7 Emergency School Closings
601.3 School Day

 

 

Adopted:  June 13, 1988                                                                

 

Reviewed: Jan 9, 198             
March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised: Feb 13, 1989

601.3 School Day

SCHOOL DAY

 

The student school day for grades one through twelve shall consist of a minimum of five and one- half hours, not including the lunch period.  The school day consists of the schedule of class instruction and class activities as established and sponsored by the school district.  Time during which students are released from school for parent/teacher conferences may be counted as part of the student’s instructional time.  The minimum school day shall meet the requirements as established for the operation of accredited schools.

 

The board may define the number of days kindergarten will be held and the length of each school day for the students attending kindergarten.  The school day shall consist of a schedule as recommended by the superintendent and approved by the board. 

 

The school district may also record a day of school with less than the minimum instructional hours if the total hours of instructional time for grades one through twelve in any five consecutive school days equals a minimum of twenty-seven and one-half hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the instructional staff or parent-teacher conferences have been scheduled beyond the regular school day.  If the total hours of instructional time for the first four consecutive days equal at least twenty-seven and one-half hours because parent-teacher conferences have been scheduled beyond the regular school day, the school district may record zero hours of instructional time on the fifth consecutive school day as a school day.  Schedule revisions and changes in time allotments will be made by the superintendent.

 

When the school is forced to close due to weather or other emergencies, that part of the day during which school was in session will constitute a school day.

 

It shall be the responsibility of the superintendent to inform the board annually of the length of the school day.

 

 

LEGAL REFS.:            Iowa Code § 279.8 (1995)
281  I.A.C. 12.(2),  .2(3),  .2(6)

 

CROSS REFS.:            601.1 School Calendar

 

 

Adopted: Sept. 11, 1985              

 

Reviewed: March 11, 1996          
March 20, 2000
November 21, 2005
May 16, 2011      
June 13, 2016        

 

Revised:  Aug. 12, 1996

601.4 Instructional Time Audit

INSTRUCTIONAL TIME AUDIT

 

The administration shall provide the board an annual report on the availability of instructional time available for students.  Considerations in the time audit and subsequent reports shall include patterns of employment and assignment of instructional professional staff; the relationship of the school organization and instructional methods to the availability of instructional time; identification of the responsibility for organizing and managing the instructional program; and the effect of cocurricular and extracurricular activity programs on availability of instructional time.

 

 

Legal Reference:                 Iowa Code 256.11 (1989)
281 Iowa Admin. Code 12.3(3), 3(5)  (New Starndards)

 

 

Adopted:                           

 

Reviewed: March 11, 1996              
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  October 10, 1994

601.41 Open Enrollment

OPEN ENROLLMENT

 

SENDING DISTRICT

Parents, legal guardians, or legal custodians requesting open enrollment to another school district must notify the district no later than the close of the regular school day of January 1   preceding the first year desired for open enrollment.  Notice shall be made on forms provided by the Department of Education.

 

Parents, legal guardians, or legal custodians of children who will begin kindergarten are exempt from the January 1 deadline.  Requests for students who will begin kindergarten must file in the same manner as above by June 30 prior to the beginning of the child’s kindergarten year.

 

Parents, legal guardians, or legal custodians who meet the “good cause” criteria set forth in the law and/or implementation rules are also exempt from the January 1 deadline and may make open enrollment application at any time in the same manner as set forth above.

 

The superintendent will approve applications filed by January 1 before February 1; incoming kindergarten applications filed by June 30; good cause applications filed by June 30; or continuation of an educational program application filed by the third Thursday of the following September.

 

The board will approve all other open enrollment requests according to the timelines established by law.  The parents may withdraw the open enrollment request prior to the start of the school year.  The superintendent shall notify the parents by mail within three days of the superintendent’s action to approve or the board’s action to deny the open enrollment request.  Approved open enrollment requests shall be transmitted by the superintendent to the receiving district within five days after the superintendent’s action on the open enrollment request.

 

All other policy, practice or procedure not specifically addressed here shall be in compliance with applicable law and Department of Education regulation.  The board does not waive any rights or discretion available to it under this applicable law and/or regulation.

 

RECEIVING DISTRICT

The superintendent will consider request for open enrollment into this district at any time.  Requests shall be acted on within five (5) days following receipt.   Only the board may deny an application. Within 15 days of the superintendent’s or board’s action the superintendent shall notify the parent/guardian, resident district, and Department of Education of its action.

 

In the event that a request is approved, the board shall have complete discretion to determine the attendance center of the student attending under open enrollment.

 

Open enrollment requests that, if denied would result in students from the same nuclear family being enrolled in different school districts will be given highest priority.  Other requests shall be considered in the order received  with the first request given a higher priority than the second and so forth.

 

Open enrollment requests will not be approved if the student is under suspension or expulsion order by the resident district, the enrollment would adversely affect court ordered desegregation orders, or if there is insufficient classroom space.  Insufficient classroom space will be determined to exist when conditions exist that would adversely affect the implementation of the educational philosophy and program of the district.  Insufficient classroom space will be determined on a case by case basis. 

Criteria to be considered shall include but not necessarily be limited to available personnel, grade level(s), physical space, unique ability level groupings by class, equipment availability, materials availability, finances, sharing agreements in place, collective bargaining agreements in place, and the districts goals and objective.

 

All other policy, practice, or procedure not specifically addressed here shall be in compliance with applicable law and Department of Education regulation.  The board does not waive any rights or discretion available to it under applicable law and/or regulation.

 

Generally, students in grades ten through twelve open enrolling into the school district shall not be eligible for participation in interscholastic athletics during the first ninety days of open enrollment in to the school district.  Such students may be eligible to participate if:

 

  •   The school district and the sending district participate jointly in the sport;
  •   The sport in which the pupil wishes to participate is not offered in the sending district;
  •   The sending district was dissolved and merged with one or more contiguous school districts for failure to meet the accreditation standards;
  •   The student is open enrolling because the sending district has entered into a whole grade sharing agreement with another school district for the students grade:
  •   The student’s parent is an active member of the armed forces and resides in permanent housing on government property provided by a branch of the armed services;
  •   The student paid tuition for one or more years to the school district prior to open enrolling into the school district; or
  •   The student attended the school district under a sharing or mutual agreement between the school district and the sending district for one or more years prior to open enrolling into the school district.
  •  
  • PAYMENT
  • The district of residence must pay the receiving district the state per pupil cost of the  previous year, plus moneys received as a result on non-English speaking weighting and Phase III money.  Payment shall be made on a quarterly basis.
  •  
  • TRANSPORTATION
  • The parent/guardian of a student who is accepted for open enrollment is responsible to transport their pupil without reimbursement to and from a point on a regular bus route of this district unless they meet the economic eligibility requirement established and publicized annually by the Department of Education, and  the receiving district is contiguous to the resident district.  If a pupil qualifies under the economic eligibility requirements the resident district has the option of actually transporting the pupil to a designated stop on a regular bus route of a contiguous receiving district, or as an alternative, the resident district can pay the parent/guardian for providing this transportation.  The resident district is not obligated to expend more than the average cost per pupil transported amount established for that district for the previous school year.

 

OPEN ENROLLMENT OUT OF THE SCHOOL DISTRICT TO AN ALTERNATIVE RECEIVING DISTRICT

Parents of students attending the school district under open enrollment may make an open enrollment request to a different public school district, an alternative receiving district, within the time period of the original open enrollment request.  This open enrollment request shall be filed in the same manner as other open enrollment requests no later than January 1 in the year preceding the first year desired for open enrollment in the alternative receiving district.

 

It shall be within the complete discretion of the board to approve or deny the open enrollment request to an alternative receiving district.  In exercising that discretion, the board may consider several factors including, but not limited to, the potential impact of the transfer on the student, the effectiveness of the education program, the financial situation of the school district and other factors deemed relevant by the superintendent and the board.  The board shall take action on the open enrollment request to the alternative receiving district at the next regular board meeting.  Prior to the board’s action, parents may withdraw the open enrollment request.

 

The superintendent shall notify the parents by mail within five days of the board’s action to approve or deny the open enrollment request to an alternative receiving district.  Approved open enrollment requests shall be transmitted by the superintendent to the alternative receiving district chosen by the parents within five days after the board’s action on the open enrollment request.

 

Approved open enrollment requests to an alternative receiving district shall be effective the following semester or at the beginning of the next school year.  It shall be within the discretion of the board to make the open enrollment request to an alternative receiving district effective immediately based upon the circumstances of the open enrollment request and with mutual agreement of the alternative receiving district.

 

An open enrollment request out of the school district from parents of a special education student shall be reviewed on a case-by case basis.  The determining factor for approval of such an open enrollment request will be whether the special education program available in the receiving school district is appropriate for the student’s needs.  The area agency director of special education serving the receiving district shall determine whether the program is appropriate.  The special education student shall remain in the school district until the final determination is made.

 

It shall be the responsibility of the superintendent to maintain open enrollment request applications and notice forms.  It shall also be the responsibility of the superintendent to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.

 

 

OPEN ENROLLMENT INTO THE SCHOOL DISTRICT AS AN ALTERNATIVE RECEIVING DISTRICT

 

The board shall take action on the open enrollment request to the school district as an alternative receiving district within fifteen days of receipt of the open enrollment request.  The superintendent shall notify the parents of the board’s action to approve or deny the open enrollment request at the next regular meeting of the board.  If the open enrollment request is approved, the Iowa Department of Education will be notified.

                                                                                                   

Open enrollment requests into the school district as an alternative receiving district shall be effective the following semester or at the beginning of the next school year.  It shall be within the discretion of the board to make the open enrollment request into the school district as an alternative receiving district effective immediately based upon the circumstances of the open enrollment request and with the mutual agreement of the board of the school district the student is attending.  The superintendent shall notify the parents of the effective date of the open enrollment into the school district as an alternative receiving district within fifteen days of the mutual agreement.

 

Attendance center assignments, athletic eligibility and transportation of students open enrolling into the school district as an alternative receiving school district shall be handled in the same manner as students open enrolled into the school district as a receiving district.

 

An open enrollment request into the school district from parents of a special education student shall be reviewed on a case-by case basis.  The determining factors for approval of such an open enrollment request will be whether the special education program available in the school district is appropriate for the student’s needs and whether the enrollment of the special education student will cause the class size to exceed the maximum allowed.  The area education agency director of special education serving the  school district shall determine whether the program is appropriate.  The special education student shall remain in the sending district until the final determination is made.

 

The policies of the school district shall apply to students attending the school district under open enrollment.

 

It shall be the responsibility of the superintendent to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.

 

 

CROSS REFS.:            501.11    Student Transfers In
501.12    Student Transfers Out or Withdrawls
501.13    Open Enrollment Transfers – Procedures as a Sending District
506        Student Records
507        Student Health and Well-Being

 

 

Adopted:  July 10, 1989         

 

Reviewed:  March 11, 1996                
March 20, 2000                  
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  Dec. 9, 1991
July 15, 1996

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

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.

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

602.16E1 Equivalent Instruction

See attachment.

Attachment: 

602.16E2 Equivalent Instruction

See attachment.

Attachment: 

602.16E3 Equivalent Instruction

See attachment.

Attachment: 

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 Reference100 Mission and Philosophy
502 Student Rights and Responsibilities
503 Student Discipline

 

 

Approved: November 19, 2007         

 

Reviewed:  May 16, 2011     
June 13, 2016

603 Instructional Arrangements

603.1 Class Size

CLASS SIZE

 

The size of each class shall depend upon the type of instruction needed to assist each student to develop his/her academic and occupational capacities to the utmost.  Effective use of staff shall also be considered in organizing and scheduling classroom instruction. The administrators of each school shall determine class size for each school unit, within the general policy established for class size by the Board of Education.

 

Class size for special education students is established by state statute and AEA (Area Education Agency) guidelines.

 

The superintendent of schools and his/her administrative staff are instructed to investigate new approaches for organizing and scheduling classroom instruction.

 

 

Adopted:  November 11, 1985                                                         

 

Reviewed:  March 11, 1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.2 Field Trips and Excursions

FIELD TRIPS AND EXCURSIONS

 

The Board of Directors recognizes that a properly planned,  well-conducted, and carefully supervised field trip is a vital part of the curriculum of any classroom. As such, student trips of significant educational value are to be encouraged.

 

Field trips shall have the prior approval of the building principal.  Advance consent of the students’ parents or guardians is required for any excursion involving the use of public or private transportation.  When the district provides transportation, the cost must be deducted from the yearly transportation costs.

 

Field trips outside the state must have the approval of the superintendent or the superintendent’s designated representative.

 

Excursions outside the United States must have the recommendation of the administration and the approval of the Board of Directors.

 

 

LEGAL REFS.:            Iowa Administrative Code 22.9 (285)

 

 

Adopted:  November 11, 1985                                                         

 

Reviewed: March 11, 1996                    
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.3 Homework

HOMEWORK

 

Homework should be an integral and relevant part of every student’s instructional program.  It should be used consistently throughout the grades and classes.

 

Homework is defined to be the extra-class activities and assignments which may properly be considered as extensions and enrichment of the regular classroom instructional program.

 

The purpose of carefully assigned homework should be:

 

          1.  practicing research and exploratory activities,

 

          2.  sharing and discussing ideas,

 

          3.  reviewing and summarizing materials studied,

 

          4.  becoming acquainted with references and resource materials,

 

          5.  organizing students’ thoughts and thinking processes in preparation for classroom activities, and

 

          6.  making up incomplete course or subject assignments.

 

The Superintendent is directed to develop rules and regulations for the assignment of homework for students in grades K-12.

 

 

Adopted:  November 11, 1985             

 

Reviewed: March 11, 1996        
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.4 Instructional Materials Selection

INSTRUCTIONAL MATERIALS SELECTION

 

The board has sole discretion to approve instructional materials for the school district.  This authority is delegated to licensed employees to determine which instructional materials, other than textbooks, will be utilized by and purchased by the school district.

 

In reviewing current instructional materials for continued use and in selecting additional instructional materials, licensed employees will consider the current and future needs of the school district as well as the changes and the trends in education and society.  It is the responsibility of the superintendent to report to the board the action taken by licensed employees.

 

In the case of textbooks, the board will make the final decision after receiving a recommendation from the superintendent.  The criteria stated above for selection of other instructional materials will apply to the selection of textbooks.  The superintendent may develop another means for the selection of textbooks.  Textbooks are reviewed as needed and at least every 7 years.

 

Education materials given to the school district must meet the criteria established above.  The gift must be received in compliance with board policy.

 

 

Legal Reference:           Iowa Code §§ 279.8; 280.3, .14; 301 (2011).
281 I.A.C. 12.3(12).

 

 

Cross Reference:           208       Ad Hoc Committees
505       Student Scholastic Achievement
602       Curriculum Development
605       Instructional Materials

 

 

Adopted:  November 11, 1985                                                         

 

Reviewed: March 11, 1996           
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  October 10, 1996
January 22, 2013

603.4R Selection of Instructional Materials

SELECTION OF INSTRUCTIONAL MATERIALS

 

I.         Responsibility for Selection of Instructional Materials

 

          A.  The Board of Directors is legally responsible for all matters relating to the operation of the Hartley-Melvin-Sanborn School District.

 

          B.  The responsibility for the selection of instructional materials is delegated to the professionally trained and certificated staff employee by the school system.  For the purpose of this rule the term “instructional materials” includes printed and audiovisual materials (not equipment), whether considered text materials or media center materials (media).

 

          C.  While selection of materials involves many people (principals, teachers, students, supervisors, community persons and media specialists), the responsibility for coordinating the selection of most instructional materials and making the recommendation for purchase rests with certificated media personnel.  For the purpose of this rule the term “media specialist” includes librarians, school media specialists or other appropriately certificated persons responsible for selection of media.

 

          D.  Responsibility for coordinating the selection of text materials for distribution to classes will rest with the appropriate department chairperson or with the textbook evaluation committee.  For the purpose of this rule the term “text materials” includes textbooks and other print and non-print material provided in multiple copies for use of a total class or a major segment of such a class.

 

II.        Material selected for use in the libraries and classrooms shall meet the following guidelines:

          A.  Religion - Material shall represent all major religions in a factual, unbiased manner.  The primary source material which advocates rather than informs, or is designed to sway reader judgment regarding religion shall not be included in the school libraries or classrooms.

 

          B.  Racism - Material shall present a diversity of race, custom, culture, and belief as a positive aspect of our nation’s heritage and give candid treatment to unresolved intercultural problems in the Untied States, including those which involve prejudice, discrimination, and the undesirable consequences of withholding rights, freedom, or respect from any individual.

 

          C.  Sexism - Material shall reflect a sensitivity to the needs, rights, traits and aspirations of men and women without preference or bias.

 

          D.  Age - Material shall recognize the diverse contributions of various age groups and portray the continuing contributions of maturing members of society.

 

          E.   Ideology - Material shall present basic primary and factual information on any ideology or philosophy of government which exerts or has exerted a strong force,  either favorably or unfavorably, over any civilization or society, past or present.  This material shall not be selected with the intention of swaying a reader’s judgment in any way and shall be related to the maturity level of the intended audience.

 

  1. Profanity and Sex - Material shall be subjected to a test of literary merit and reality by the media specialists and teachers, who will take into consideration their reading public and community standards of morality.

 

In all cases, the selection decision should be made on the basis of whether or not the material presents an accurate representation of society and culture, whether or not the circumstances depicted are realistically portrayed, or whether or not the material has literary or social value.

 

These guidelines shall not be construed in such a manner as to preclude materials which accurately represent the customs, manners, culture, modes, or society of a different time or a different place.

 

III.       Procedure for Selection

 

          A.  Material purchased for school libraries shall be recommended for purchase by the professional personnel of the library, in consultation with administrative staff, instructional staff, and students.  All material recommended for purchase shall be approved by the appropriate building administrator.

 

          1.  All materials selected shall support stated objectives of school library service.

               a.   To acquire materials and provide service consistent with the demands of the curriculum;

               b.   To develop in students skills and resourcefulness in the use of libraries and learning resources;

               c.   To effectively guide and counsel students in the selection and use of materials and libraries;

               d.   To foster in students a wide range of significant interests;

               e.   To provide opportunities for aesthetic experiences and development of appreciation of the fine arts;

               f.   To provide materials to motivate students to examine their own attitudes and behaviors and to comprehend their own duties and responsibilities as citizens in a pluralistic democracy:

               g.   To encourage life-long education through the use of the library;

               h.   To work cooperatively and constructively with the instructional and administrative staff in the school.

 

          2.  All materials selected shall be consistent with stated principles of selection.  These principles are:

               a.   To select material, within established standards, which will meet needs and find use;

               b.   To consider the educational characteristics of the school community in the selection of materials within a given category:

               c.   To present the sexual, racial, religious, and ethnic groups in our community and our society in such a way as to build positive images, with mutual understanding and respect:

                    1.  Portray people, both men and women, adults and children, whatever their ethnic, religious,or social class identity, as human and recognizable, displaying a familiar range of emotions, both negative and positive,

                    2.  Place no constraints on individual aspirations and opportunity,

                    3.  Give comprehensive, accurate, and balanced representation to minority groups and women - in art and science, history and literature, and in all other fields of life and culture,

                    4.  Provide abundant recognition of minority groups and women by showing them frequently in positions of leadership and centrality.

               d.   To intelligently, quickly, and effectively anticipate and meet needs through awareness of subjects of local, national, and international interest and significance.

               e.   To strive for impartiality in all aspects of the selection process.

 

          3.  All material selection shall meet stated specific selection criteria.  These criteria are:

               a.   Authority - Author’s qualification - his/her education, the professional organizations with which he/she is identified, his/her experience, previously published works;

               b.   Scope of the material;

               c.   Reliability

                    1.  Accuracy

a.  Expose and discredit “myths” which have misrepresented minority groups and women or have served to inaccurately explain any aspect of social development in the United States,

b.   Portray historical “heroes” on the basis of historical accuracy and/or openly admitted value judgments,

c.   Correct historical interpretations of the past which did not explicitly and thoroughly discuss the extent to which United States growth and development was inconsistent with values considered by many to be basic to the American political system.

 

                    2.  Recency

                    a.   Present content which is consistent with the finding of recent and authoritative research concerning minority groups, women, and the elderly in our culture,

                    b.   Areas in which recent and current developments are important shall be represented by up-to-date material.

               d.   Treatment of Material;

                    1.  Purpose,

                    2.  Evidence of theoretical, sexual, racial, religious, age, or ethnic bias or prejudice,                

                    a.   Does not describe the same behavior or characteristics differently depending on the sex or other group identification of the person concerned,

                    b.   Does not assign stereotyped roles to men and women,

                    c.   Does not assign stereotyped roles to elderly persons,

                    d.   Does not omit reference to participation by women or minorities in historical events or to the impact of these events upon them,

                    e.   Does not give a condescending estimate of a foreign people when discussing other nations,

                    f.   Does not give a condescending estimate of the poor or more recently arrived immigrant groups in the U.S.,

                    g.   Does not treat the statement or act of an individual as representative of the  entire group to which he/she belongs,

 

               3.  Level - scholarly, technical, general

         

               e.   Language;

                    1.  Vocabulary

                    a.   Does not indicate bias by the use of words which may result in negative value judgments about groups of people,

                    b.   Does not use “man” or similar limiting word usages in generalizations or ambiguities which may cause women to feel excluded or dehumanized.

                    2.  Sentence length, structure

                    3.  Use of language in an aesthetic manner while presenting information

 

               f.   Subject interest

 

               g.   Format:

               1.  Book

                    a.   Adequate and accurate index

                    b.   Paper of good quality and color

                    c.   Print adequate and well spaced

                    d.   Adequate margins

                    e.   Firmly bound

                    f.   Cost

               2.  Non-book

                    a.   Flexibility, adaptability,

                    b.   Curricular orientation or of significant interest to students,

                    c.   Appropriate for audience,

                    d.   Accurate authoritative presentation,

                    e.   Good production qualities (fidelity, aesthetically adequate),

                    f.   Durability,

                    g.   Cost

               3.  Illustrations of book and non-book materials should:

                    a.   Depict instances of fully integrated (including men and women) grouping and settings to indicate equal status and non-segregated social relationships,

                    b.   Make clearly apparent the identity of minority individuals,

                    c.   Contain pertinent and effective illustrations.

 

               h.   Special features;

                    1.  Bibliographies,

                    2.  Experiments, projects,

                    3.  Glossary,

                    4.  Charts, maps, etc.

 

               i.    Potential use;

                    1.  Will it meet the requirement of reference work?

                    2.  Will it help students with personal problems and adjustments?

                    3.  Will it serve as a source of information for teachers and librarians?

                    4.  Does it offer understanding of cultures other than the student’s own and is it free of racial, religious, ethnic, and sexual stereotypes?

                    5.  Will it expand students’ sphere of understanding and help them to understand the ideas and beliefs of others?

                    6.  Will it help students and teachers keep abreast of and understand current events?

                    7.  Will it foster and develop hobbies and special interests?

                    8.  Will it help develop aesthetic tastes and appreciation?

                    9.  Will it serve the needs of students with special problems?

                    10. Does it have inspirational value?

 

          4.  Gifts of library or instructional material may be accepted only if the gift meets existing criteria for library and instructional materials.  The acceptance and placement of such gift shall  be their prerogative of appropriate administrative personnel.

 

          5.  In order to always provide a current, highly usable collection of materials in every library, librarians shall provide for constant and continuing renewal of the collection, not only by the addition of up-to-date materials, but by the judicious elimination of materials which no longer meet needs or find use.

 

The process of weeding will be done according to established and accepted standards for determining the relevance and value of materials in a given context.

 

          B.  Text Material

         

          1.  Text materials committees shall be appointed at the time that text adoption areas are determined. Appropriate subject area, instructional level, and media personnel shall be included in each committee.

 

  1. Criteria for text materials consistent with the general criteria for materials selection noted in Section II shall be developed by the text materials evaluation committee.

         

          3.  The committee shall present its recommendation(s) to the superintendent or other designated administrator.

              

          4.  The superintendent or the superintendent’s designee and the text materials committee shall present the recommendation(s) to the Board.

 

 

Adopted:  November 11, 1985            

 

Reviewed:  March 11, 1996
March 20, 2000                 
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised: Jan. 22, 2013

                                                     

603.5 Objection to Instructional Materials

OBJECTION TO INSTRUCTIONAL MATERIALS

 

Members of the school district community may object to the instructional materials utilized in the school district and ask for their use to be reconsidered.

 

It is the responsibility of the superintendent, in conjunction with the principals, to develop administrative regulations for reconsideration of instructional materials.

 

 

Legal Reference:           Iowa Code §§ 279.8; 280.3, .14; 301 (2011).
281 I.A.C. 12.3(12).

 

 

Cross Reference:           213       Public Participation in Board Meetings
402.5    Public Complaints About Employees
602       Curriculum Development
605       Instructional Materials

 

 

Approved:  November 11, 1985         

 

Reviewed:  March 11, 1996            
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  January 22, 2013          

 

 

603.5E1 Instructions to the Reconsideration Committee

INSTRUCTIONS TO THE RECONSIDERATION COMMITTEE
 
The policy of this school district related to selection of learning materials states that any member of the school district community may formally challenge instructional materials used in the district's education program.  This policy allows those persons in the school and the community who are not directly involved in the selection of materials to make their own opinions known.  The task of the reconsideration committee is to provide an open forum for discussion of challenged materials and to make an informed recommendation on the challenge.  The meetings of the committee may be subject to the open meetings law.
 
The most critical component of the reconsideration process is the establishment and maintenance of the committee's credibility in the community.  For this purpose, the committee is composed of community members.  The community should not, therefore, infer that the committee is biased or is obligated to uphold prior professional decisions.  For this same reason, a community member will be selected to chair the committee.
 
The reconsideration process, the task of this committee, is just one part of the selection continuum.  Material is purchased to meet a need.  It is reviewed and examined, if possible, prior to purchase.  It is periodically re-evaluated through updating, discarding, or re-examination.  The committee must be ready to acknowledge that an error in selection may have been made despite this process.  Librarians and school employees regularly read great numbers of reviews in the selection process, and occasional errors are possible.
 
In reconsidering challenged materials, the role of the committee, and particularly the chairperson, is to produce a climate for agreement.  The committee should begin by finding items of agreement, keeping in mind that the larger the group participating, the greater the amount of information available and, therefore, the greater the number of possible approaches to the problem.
 
If the complainant chooses, the complainant may make an oral presentation to the committee to expand and elaborate on the complaint.  The committee will listen to the complainant, to those with special knowledge, and any other interested persons.  In these discussions, the committee should be aware of relevant social pressures which are affecting the situation.  Individuals who may try to dominate or impose a decision must not be allowed to do so.  Minority viewpoints expressed by groups or individuals must be heard, and observers must be made to feel welcome.  It is important that the committee create a calm, nonvolatile environment in which to deal with a potentially volatile situation.  To this end, the complainant will be kept informed of the progress of the complaint.
 
The committee will listen to the views of all interested persons before making recommendations.  In deliberating its recommendation, the committee should remember that the school system must be responsive to the needs, tastes, and opinions of the community it serves.  Therefore, the committee must distinguish between broad community sentiment and attempts to impose personal standards.  The deliberations should concentrate on the appropriateness of the material.  The question to be answered by the committee is, "Is the material appropriate for its designated audience at this time?"
 
The committee's final recommendation will be (1) to remove the challenged material from the total school environment, (2) to take no removal action, or (3) to agree on a limitation of the educational use of the materials.
 
The committee chairperson will instruct the secretary to convey the committee's recommendation to the office of the superintendent.  The recommendation should detail the rationale on which it was based.  A letter will be sent to the complainant outlining the outcome.

603.5E2 Reconsideration Request Form

See attachement.

Attachment: 

603.5E3 Sample Letter to Individual Challenging Instructional Materials

See attachment.

Attachment: 

603.5R1 Reconsideration of Instructional Materials Regulation

RECONSIDERATION OF INSTRUCTIONAL MATERIALS REGULATION
 
A.    A member of the school district community may raise an objection to instructional materials used in the school district's education program despite the fact that the individuals selecting such material were duly qualified to make the selection and followed the proper procedure and observed the criteria for selecting such material.
 
        1.       The school official or employee receiving a complaint regarding instructional materials will try to resolve the issue informally.  The materials generally will remain in use pending the outcome of the reconsideration procedure.
 
                  a.       The school official or employee initially receiving a complaint will explain to the individual the board's selection procedure, criteria to be met by the instructional materials, and qualifications of those persons selecting the material.
                  b.       The school official or employee initially receiving a complaint will explain to the individual the role of the objected material in the education program, its intended educational purpose, and additional information regarding its use.  In the alternative, the employee may refer the individual to the teacher-librarian who can identify and explain the use of the material.
 
        2.       The employee receiving the initial complaint will advise the building principal of the initial contact no later than the end of the school day following the discussion with the individual, whether or not the individual has been satisfied by the initial contact.  A written record of the contact is maintained by the principal in charge of the attendance center.  Each building principal shall inform employees of their obligation to report complaints.
 
        3.       In the event the individual making an objection to instructional materials is not satisfied with the initial explanation, the individual is referred to the principal or to the teacher-librarian of the attendance center.  If, after consultation with the principal or teacher-librarian, the individual desires to file a formal complaint, the principal or teacher-librarian will assist in filling out a Reconsideration Request Form in full and filing it with the superintendent.
 
B.     Request for Reconsideration
 
        1.       A member of the school district community may formally challenge instructional materials on the basis of appropriateness used in the school district's education program.  This procedure is for the purpose of considering the opinions of those persons in the school district and the community who are not directly involved in the selection process.
       
        2.       Each attendance center and the school district's central administrative office will keep on hand and make available Reconsideration Request Forms.  Formal objections to instructional materials must be made on this form.
 
        3.        The individual will state the specific reason the instructional material is being challenged.  The Reconsideration Request Form is signed by the individual and filed with the superintendent. 
 
        4.       The superintendent will promptly file the objection with the reconsideration committee for re-evaluation.
 
        5.       Generally, access to challenged instructional material will not be restricted during the reconsideration process.  However, in unusual circumstances, the instructional material may be removed temporarily by following the provisions of Section B.6.d. of this rule.
 
        6.       The Reconsideration Committee
                  a.       The reconsideration committee is made up of eight members.
                              (1)    One licensed employee designated annually, as needed, by the superintendent.
 (2)    One teacher-librarian designated annually by the superintendent.
                              (3)    One member of the administrative team designated annually by the superintendent.
                              (4)    Three members of the community appointed annually, as needed, by the board.
                              (5)    Two high school students, selected annually by the high school principal.
 
                  b.       The committee will select their chairperson and secretary.
 
                  c.       The committee will meet at the request of the superintendent.
 
                  d.       Special meetings may be called by the board to consider temporary removal of materials in unusual circumstances.  A recommendation for temporary removal will require a two-thirds vote of the committee.
 
                  e.       Notice of committee meetings is made public through appropriate publications and other communications methods.
 
                  f.        The committee will receive the completed Reconsideration Request Form from the superintendent.
 
                  g.       The committee will determine its agenda for the first meeting which may include the following:
                            (1)    Distribution of copies of the completed Reconsideration Request Form.
                            (2)    An opportunity for the individual or a group spokesperson to talk about or expand on the Reconsideration Request Form.
                            (3)    Distribution of reputable, professionally prepared reviews of the challenged instructional material if available.
                            (4)    Distribution of copies of the challenged instructional material as available.
 
                  h.       The committee may review the selection process for the challenged instructional material and may, to its satisfaction, determine that the challenge is without merit and dismiss the challenge.  The committee will notify the individual and the superintendent of its action.
 
                  i.        At a subsequent meeting, if held, interested persons, including the individual filing the challenge, may have the opportunity to share their views.  The committee may request that individuals with special knowledge be present to give information to the committe.                       

 
                  j.        The individual filing the challenge is kept informed by the reconsideration committee secretary on the status of the Reconsideration Request Form throughout the reconsideration process.  The individual filing the challenge and known interested parties is given appropriate notice of meetings.
 
                  k.       At the second or a subsequent meeting the committee will make its final recommendation.  The committee's final recommendation may be to take no removal action, to remove the challenged material from the school environment, or to limit the educational use of the challenged material.  The sole criterion for the final recommendation is the appropriateness of the material for its intended educational use.  The written final recommendation and its justification are forwarded to the board, the individual and the appropriate attendance centers.  The superintendent my also make a recommendation but if so, it should be independent from the committee’s.
 
                            Following the superintendent’s decision with respect to the committee's recommendation, the individual or the chairperson of the reconsideration committee may appeal the decision to the board for review.  Such appeal must be presented to the superintendent in writing within five days following the announcement of the superintendent's decision.  The board will promptly determine whether to hear the appeal. 
 
                  l.        A recommendation to sustain a challenge will not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the material.
 
                  m.      Requests to reconsider materials which have previously been reconsidered by the committee must receive approval of two-thirds of the committee members before the materials will again be reconsidered. 
 
                  n.       If necessary or appropriate in the judgment of the committee, the committee may appoint a subcommittee of members or nonmembers to consolidate challenges and to make recommendations to the full committee.  The composition of this subcommittee will approximate the representation of the full committee.
 
                  o.       Committee members directly associated with the selection, use, or challenger of the challenged material are excused from the committee during the deliberation of the challenged instructional materials.  The superintendent may appoint a temporary replacement for the excused committee member, but the replacement must be of the same general qualifications as the member excused.
 
p.        Persons dissatisfied with the decision of the board may appeal to the Iowa Board of Education pursuant to state law.
 
 
 

603.6 Outside Resource People

OUTSIDE RESOURCE PEOPLE

 

The Board of Directors recognizes that the people of the community are one of the greatest resources of the school system, and that they have special knowledge and particular talents to contribute to the school program.  The Board of Directors therefore encourages the use of community resources and citizens to assist in furthering the educational program.  Use of outside personnel and resources shall be under regulations approved by the superintendent of schools.

 

As a matter of courtesy, the classroom teacher shall notify the building principal of a visiting speaker before the expected visit.

 

 

CROSS REFS.:            1003.4,  Citizen Assistance to School Personnel

 

 

Adopted:  November 11, 1985            

 

Reviewed: March 11, 1996        
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.7 Teaching Controversial Issues

TEACHING CONTROVERSIAL ISSUES

 

A “controversial issue” is a topic of significant academic inquiry about which substantial groups of citizens of this community, this state, or this nation hold sincere, conflicting points of view.

 

It is the belief of this Board that controversial issues should be fairly presented in a spirit of honest academic freedom, so that students may recognize the validity of other points of view but can also learn to formulate their own opinions based upon dispassionate, objective, unbiased study and discussion of the facts related to the controversy.

 

It shall be the responsibility of the instructor to present full and fair opportunity and means for students to study, consider, and discuss all sides of controversial issues, including but not limited to political philosophies.

 

It shall be the responsibility of the instructor to protect the right of the student to study pertinent controversial issues within the limits of good taste, and to allow the student to express personal opinions without jeopardizing his/her relationship with the instructor of the school.

 

It shall be the responsibility of the instructor to refrain from advocating partisan causes, sectarian religious views, or selfish propaganda of any kind through any classroom or school device; however, an instructor shall not be prohibited from expressing a personal opinion as long as students are encouraged to reach their own decisions independently.

 

It shall be the policy of this school system to encourage full discussion of controversial issues, in a spirit of academic freedom that shows students that they have the right to disagree with the opinions of others, but that they also have the responsibility to base the disagreement on facts and to respect the right of others to hold conflicting opinions.

 

 

CROSS REFS.:            603.4  Instructional Materials Selection and Inspection
603.5  Reconsideration of Instructional Materials

 

 

Adopted:  November 11, 1985              

 

Reviewed: March 11, 1996        
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.8 Shared-Time Staff

SHARED-TIME STAFF

 

The administration may enter into a shared-time contract with another school district, or other public educational institution according to Chapter 28E, Iowa Code, to allow certificated staff to fill a vacant or newly created part-time position where none of the current staff members are available or do not possess the necessary certification and/or qualifications as determined by the Board.

 

The school district shall consider proposals of other public educational institutions to share certificated staff members where the arrangements may be mutually beneficial to the institutions, personnel and students involved.

 

All shared-time contracts shall be made on a voluntary basis with the teacher or administrator to be shared between the institutions.

 

 

LEGAL REF.:              Iowa Code Chapter 28E,  Section 280.15

 

(NOTE:  Transfer and recall procedures of the master contract language or board policy must be reviewed before adopting the language of this policy and before implementation of a share-time agreement.)

 

 

Adopted:  November 11, 1985                                                         

 

Reviewed: March 11, 1996                
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.9 Shared-Time Enrollment

SHARED-TIME ENROLLMENT

 

The Board of Directors is obligated and charged by the State of Iowa to supply educational opportunity to all who qualify and enroll in its schools.  The Board will permit the  education of private school students on a  part-time basis, provided this is consistent with the rules developed by the Iowa legislature, and provided that such students are enrolled in the public school for sufficient times and courses of study as administrators determine to be in the best interests of all concerned.

 

 

LEGAL REFS.:            Iowa Code Section 257.26
Attorney General Rulings:  May 9, 1972

 

CROSS REFS.:            501.8,  Shared-Time Students

 

 

Adopted:  November 11, 1985              

 

Reviewed: March 11, 1996     
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.10 Right to Inspect Instructional Materials: Research or Experimentation Projects

RIGHT TO INSPECT INSTRUCTIONAL MATERIALS:

RESEARCH OR EXPERIMENTATION PROJECTS

 

In addition to any other rights with respect to the inspection of instructional materials, the parent or guardian of a child enrolled or engaged in any research or experimentation program or project which is funded by the United  States Department of Education shall be entitled to inspect all instructional materials which will be used in conjunction with such program or project.

 

As used herein, the term “research or experimentation program or project” means any program or project designed to explore or develop new or unproven teaching methods or techniques.  The designation of any program or project as a research or experimentation program or project shall be made  by the Superintendent of Schools.

 

 

LEGAL REFS.:            Hatch Act Amendments

 

CROSS REFS.:            1003.3,  Citizens’ Complaints

 

 

Adopted:  May 12, 1986                       

 

Reviewed: March 11, 1996               
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.11 Technology in the Curriculum

TECHNOLOGY IN THE CURRICULUM

 

The board supports and encourages the efficient effective use of current technology in the delivery of instruction.  The administration and staff will investigate efficient and effective ways to utilize multi-media, computers, and other technologies as a part of the curriculum.

 

It shall be the responsibility of the superintendent to report to the board annually regarding current utilization of technology and regarding possible plans for future enhancements.

 

 

LEGAL REFS.:            Iowa Code 256.17,  279.8,  282.14 (1989)
670 Iowa Admin. Code 3.5(21), .5(10)
670 Iowa Admin. Code 4.5(10)  (New Standards)

 

 

Adopted:  April 10, 1989                 

 

Reviewed: March 11, 1996     
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  January 18, 2013

603.12 Internet - Appropriate Use

INTERNET - APPROPRIATE USE

                                                                                                                                                                            

Because technology is a vital part of the school district curriculum and the Internet will be made available to employees and students as resources permit.  Appropriate and equitable use of the Internet will allow employees and students to access information resources unavailable through traditional means.

 

Students will be able to access the Internet through their teachers.  Individual student accounts and electronic mail addresses will not be issued to students.  If a student already has an electronic mail address, the student shall not be permitted to use the address to send and receive mail at school.

 

The Internet can provide a vast collection of educational resources for students and employees.  It is a global network which makes it impossible to control all available information.  Because information appears, disappears and changes constantly, it is not possible to predict or control what students may locate.  The school district makes no guarantees as to the accuracy of information received on the Internet.  Although students will be under teacher supervision while on the network, it is not possible to constantly monitor individual students and what they are accessing on the network.  Filtering software will be used, but it may still be possible for some students to encounter information that may not be of educational value.  Student Internet records and access records are confidential records treated like other student records.

 

Employees and students will be instructed on the appropriate use of the Internet.  Parents will be required to sign a permission form to allow their students to access the Internet.  Students will sign a form acknowledging they have read and understand the Internet Acceptable Use policy and regulations, that they will comply with the policy and regulations and understand the consequences for violation of the policy or regulations.

 

 

Legal References:                        Iowa Code §§ 279.8 (1995).

 

 

Cross References:                        502     Student Rights and Responsibilities
506     Student Records
605.5  Media Center

 

 

Approved:  Jan 15, 1996             

 

 

Reviewed:  Mar 11, 1996          
Mar 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  November 19, 2001

603.12E1 Internet Access Permission Letter to Parents

See attachment.

Attachment: 

603.12E2 Internet Appropriate Use Violation Notice

See attachment.

Attachment: 

603.12R1 Internet - Appropriate Use Regulation

INTERNET - APPROPRIATE USE REGULATION
 
I.         Responsibility for Internet Appropriate Use.
 
          A.  The authority for appropriate use of electronic Internet resources is delegated to the licensed employees.  For the purpose of this policy, Internet is defined as:
 
          A collection of more than 20,000 interconnected computer networks involving an estimated 1.5 million computers and 25 million users around the world.  It is a collaboration of private, public, educational, governmental and industrial sponsored networks whose operators cooperate to maintain the network infrastructure.
 
          B.  Instruction in the proper use of the Internet system will be available to employees who will then provide similar instruction to their students.
 
          C.  Employees are expected to practice appropriate use of the Internet, and violations may result in discipline up to, and including, discharge.
 
II.        Internet Access.
 
          A.  Access to the Internet is available to teachers and students as a source of information and a vehicle of communication.
 
          B.  Students will be able to access the Internet through their teachers.  Individual student accounts and electronic mail addresses will not be issued to students at this time.
 
          1.  Making Internet access available to students carries with it the potential that some students might encounter information that may not be appropriate for students.  However, on a global network, it is impossible to control all materials.  Because information on the Internet appears, disappears and changes, it is not possible to predict or control what students may locate.
 
          2.  It is a goal to allow teachers and students access to the rich opportunities on the Internet, while we protect the rights of students and parents who choose not to risk exposure to questionable material.
 
          3.  The smooth operation of the network relies upon the proper conduct of the end users who must adhere to strict guidelines which require efficient, ethical and legal utilization of network resources.
 
          4.  To reduce unnecessary system traffic, users may use real-time conference features such as talk/chat/Internet relay chat only as approved by the supervising teacher.
                                                                                                                                                                                                                                                                                       
          5.  Transmission of material, information or software in violation of any board policy or regulation is prohibited.
 
          6  .System users will perform a virus check on downloaded files to avoid spreading computer viruses.
 
          7.  The school district makes no guarantees as to the accuracy of information received on the Internet.
 
 
 
III.       Permission to Use Internet - Annually, parents shall grant permission for their student to use the Internet using the prescribed form.
 
 
IV.       Student Use of Internet.
 
          A.  Equal Opportunity - The Internet shall be available to all students within the school district through teacher access.  The amount of time available for each student may be limited by the number of available terminals and the demands for each terminal.
 
          B.  On-line Etiquette.
 
          1.  The use of the network is a privilege and may be taken away for violation of board policy or regulations.  As a user of the Internet, students may be allowed access to other networks.  Each network may have its own set of policies and procedures.  It is the user’s responsibility to abide by the policies and procedures of these other networks.
 
          2.  Students should adhere to on-line protocol:
          a.  Respect all copyright and license agreements.
          b.  Cite all quotes, references and sources.
          c.  Remain on the system long enough to get needed information, then exit the system.
          d.  Apply the same privacy, ethical and educational considerations utilized in other forms of communication.
 
          3.  Student access for electronic mail will be through the supervising teacher’s account.  Students should adhere to the following guidelines:
          a.  Others may be able to read or access the mail so private messages should not be sent.
          b.  Delete unwanted messages immediately.
          c.  Use of objectionable language is prohibited.
          d.  Always sign messages.
          e.  Always acknowledge receipt of a document or file.
                                                                                                                                                                                                                                                                       
          C.  Restricted Material - Students shall not intentionally access or download any text file or picture or engage in any conference that includes material which is obscene, libelous, indecent, vulgar, profane or lewd; advertises any product or service not permitted to minors by law; constitutes insulting or fighting words, the very expression of which injures or harasses others; or presents a clear and present likelihood that, either because of its content or the manner of distribution, it will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or the violation of lawful school regulations.
 
          D.  Unauthorized Costs - If a student gains access to any service via the Internet which has a cost involved or if a student incurs other types of costs, the student accessing such a service will be responsible for those costs.
 
 
 
V.       Student Violations--Consequences and Notifications.
 
          Students who access restricted items on the Internet shall be subject to the appropriate action described in board policy or regulations or the following consequences:
 
          1.  First Violation - A verbal and written “Warning” notice will be issued to the student.  The student may lose Internet access for a period of up to ten (10) school days at the discretion of the supervising teacher.  A copy of the notice will be mailed to the student’s parent and a copy provided to the building principal.
 
2.  Second Violation - A verbal and written “Second Violation” notice will be issued to the student.  A copy of the notice will be sent to the student’s parent and a copy provided to the building principal.  The student shall forfeit all Internet privileges for a minimum period of twenty (20) school days.                 .
 
3.  Third  Violation - A verbal and written “Third Violation” notice will be issued to the student.  A copy of the notice will be sent to the student’s parent and a copy provided to the building principal.  The student shall forfeit all Internet privileges for the balance of the school year.
 
 
 

603.13 Creation and Maintenance of Internet Web Pages

CREATION AND MAINTENANCE OF INTERNET WEB PAGES

 

The Internet provides a valuable learning tool for students and staff and offers another communications vehicle for informing the public about school programs and activities.  In order to take advantage of the opportunities the Internet provides, the Board authorizes the creation of school and/or District web pages on the Internet for the following purpose(s):

            a.      Customer Service - intended to communicate information about the school and the                      district to students, staff, parents and the world at large.

            b.      Library Media and Communication - intended to provide links to internet resources for students and staff in the district.

            c.      Instructional Technology - intended to respond to the instructional technology needs of students and staff and to reflect their participation in the development of the page.              

 

Only those web pages specifically approved by the Board and maintained in accordance with board policy and established procedures shall be recognized as official representations of the District or individual schools.  No advertising shall be permitted on the district or school web page(s).

 

The District Superintendent shall designate an individual(s) to be responsible for maintaining the official District web page(s) and monitoring all District web page activity [hereinafter referred to as web page manager(s)].  The building principal shall make such designation for the school’s official web page(s).

 

Information may only be placed on or linked with the official District and/or school web pages if it meets the following general requirements:

            *       The information has been carefully reviewed and approved by the web page manager(s).

 

            *       The information is an accurate and factual representation of official school and/or Board policies, programs and positions.  No personal, non-education-related material may be placed on official District and/or school web pages.

 

            *       The information does not contain any confidential material or other material in violation of laws, regulations or established Board policies.  Copyrighted material may not be used without appropriate permission.

 

            *       The information is written so that it can be clearly understood and meets proper standards of grammar, spelling, punctuation, etc.

 

            *       The information is reviewed on a regular basis to ensure that it remains accurate and up-to-date.

 

  • The information is also made available to the public in other formats such as newsletters and news releases as appropriate.

 

The web page manager(s) shall be responsible for web page design, style and content.  Safeguards shall be put in place as necessary to provide for compliance with this policy, to protect the integrity of the information on the web page, and to protect school district equipment.

 

 

Adopted:  November 11, 1997                    

 

Reviewed: March 11, 1996                    
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

603.13R1 Administrative Regulations Regarding Home Pages on the World Wide Web

ADMINISTRATIVE REGULATIONS REGARDING HOME PAGES ON THE WORLD WIDE WEB

 

 

The Board recognizes that many K-12 school districts, colleges and universities, technical schools and businesses have home pages on the World Wide Web.  Home pages allow an international audience to visit the institution or business electronically.  Therefore, the construction and ongoing maintenance of a home page that represents the Hartley-Melvin-Sanborn School District is to be viewed as a public information vehicle and the following guidelines should be applied:

 

               1.  A building committee of interested individuals should be formed to develop a school’s home page.  The committee could include but not necessarily be limited to: students, teachers, parents, representatives from the library media staff, computer education staff, technology education staff, and the administrative staff.

 

               2.  A school’s initial home page product must be demonstrated to the district Quality Support Council and approved by the Curriculum and Technology Coordinators prior to any public release on the World Wide Web.

 

               3.  Each building should develop a written procedure for making future changes to their home page.  The written procedure should include the composition of the building level committee responsible for monitoring and changing the home page, as well as a clear delineation of the approval process for changes.

 

               4.  Caution:  During construction of a home page, careful thought and attention must be given to copyright and privacy issues.  For example:

              

*  Student photographs of individuals may have reserved copyrights.

*  Student directory information may not be published if parents have requested that it be withheld. 

*  Staff members also have the right to request that their directory information be withheld.

 

               5.  Only the home pages created under the auspices of these administrative regulations will be official representations of the Hartley-Melvin-Sanborn School District.

 

 

Adopted:   November 11, 1997             

 

Reviewed: March 11, 1996               
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

604 Services

604.1 Guidance and Counseling

GUIDANCE AND COUNSELING

 

The number of guidance personnel shall conform to the standards for approved schools for the State of Iowa.  The guidance department shall function within the framework of written statements of the objectives of the service.  Such objectives shall be approved by the Board of Directors.

 

 

LEGAL REFS.:            Iowa Code Sections 257.25(9);  622.10
Iowa Administrative Code 3.5(16-17);  15.24(257)

 

 

Adopted:  November 11, 1985            

 

Reviewed: March 11, 1996            
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

604.2 Health Services

HEALTH SERVICES

 

Students are required to be in good health, as certified by their physician, prior to admission into school.  Thereafter, the board retains the authority to deny continued enrollment if the student has not complied with the minimum immunization requirements as stated by the State Department of Health and to require at any time a certification of good health for any student.

 

Health services shall be coordinated with the health education and physical education curriculum and the guidance and counseling services.  The goal of the health services provided by the school district is to help each student protect, improve, and maintain physical, emotional, and social well-being.

 

Nurses, other medical personnel, or other health services personnel employed by or requested to conduct services for the board shall hold and maintain a current Iowa license.

 

In addition to the health services provided in the curriculum, the school district will provide at a minimum, the following district-wide health services:

         

1.       Annual vision screening  - K through 6 and grade 9.

 

2.       Annual hearing screening -  grades 1, 3, 6, and 9.

 

3.       Annual height and weight measurement - K through 6.

 

4.       Collection and documentation of required immunization information.

 

5.       Counseling and/or referral for health related problems on an as needed basis.

 

6.       Health History documented for special education student prior to placement in Special                                              Education instructional programs/classes.

 

LEGAL REFS.:            Iowa Code Sections 139.9,  143
641 Iowa Admin. Code 7
670 Iowa Admin. Code 3.4(8)
281 Iowa Admin. 12.3(9)  (New Standards)

 

CROSS REFS.:            501.2  Entrance - Admission
507.1  Student Health and Immunization Certificates
507.3  Communicable Diseases - Students
602.6  Special Education

 

Adopted:  Nov. 11, 1985                    

 

Reviewed: Jan. 9,1989         
March 11,1996
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised: Feb. 13, 1989

605 Evaluation

605.1 Student Progress Reports and Conferences

STUDENT PROGRESS REPORTS AND CONFERENCES

 

 

Students shall receive a progress report at the end of each nine-week grading period.  Students, who are doing poorly, and their parents, shall be notified prior to the end of the semester in order to have an opportunity to improve their grade.  The board encourages the notification of students who have made marked improvement prior to the end of the semester.

 

Parent-teacher conferences will be held a minimum of twice a year at all buildings to keep the parents informed.  The conferences at the high school may be scheduled or unscheduled as deemed effective by the site team.

 

Parents, teachers, or principals may request a conference for students in grades kindergarten through twelve in addition to the scheduled conference time.  Parents and students are encouraged to discuss the student’s progress or other matters with the student’s teacher.

 

 

LEGAL REFS.:       Iowa Code §§ 256.11,.11A; 280 (1999)
Iowa Code §§ 256E.1(1)(b)(1)(Supp. 1999)
281.1 A.C. 12.3(6), .3(7), .5(16)

 

CROSS REFS.:       505 Student Scholastic Achievement
506 Student Records
605.3,  Promotion of Students

 

 

Adopted:  November 11, 1985            

 

Reviewed:  June 8, 1992          
March 11, 1996      
March 20, 2000   
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  June 8, 1992
October 18, 1999

605.2 Testing Program

TESTING PROGRAM

 

A Comprehensive testing program shall be established and maintained to evaluate the education program of the school district and to assist in providing guidance or counseling services to students and their families.

 

No student shall be required, as part of a program funded by the United States Department of Education, to submit, without prior written consent from the students’ parent, to surveys, analysis or evaluation which reveals information concerning:

 

 

      •  political affiliations;

 

      •  mental and psychological problems potentially embarrassing to the student or the student’s family;

 

      •  sex behavior and attitudes;

 

      •  illegal, anti-social, self-incriminating and demeaning behavior;

 

      •  critical appraisals of other individuals with whom students have close family relationships;

 

      •  legally recognized, privileged and analogous relationships, such as those of lawyers, physicians and ministers; or

 

      •  income, but not including income required by law to determine eligibility for participation in a program or for receiving financial assistance under such program.

 

It shall be the responsibility of the superintendent, in conjunction with the principal, to develop administrative regulations regarding this policy.

 

It shall be the responsibility of the board to review and approve the evaluation and testing program.

 

 

LEGAL REFS.:  Goals 2000:  Educate America Act, Pub. L. No. 103-227, 108
Stat. 125  (1994)
20 U.S.C. § 1232h  (1988).
Iowa Code §§ 280.3; 256B; 282.1, .3, .6 (1993)
281  I.A.C. 12.5 (13), .5(21).

 

CROSS REFS.:  Student Scholastic Achievement
Student Records
Student Health and Well-Being

 

 

Approved: May 12, 1986                      

 

Reviewed: March 11, 1996                
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  Oct. 10, 1994

605.3 Promotion of Students

PROMOTION OF STUDENTS

 

The objective of promotion practices in the school district is that the student be placed in that particular learning environment where his or her maximum development will take place.

 

When, in the judgment of the professional staff, a student is to be retained in the same grade or class for another year, parents shall be informed as early in the year as possible, so that possible extra help can be discussed.  Retentions should never come as a surprise to parents or students.

 

 

CROSS REFS.:            605.1,  Progress Reports of Students
605.4,  Graduation Requirements

 

 

Adopted:  November 11, 1985               

 

Reviewed: March 11, 1996    
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

605.4 High School Graduation Requirements

HIGH SCHOOL GRADUATION REQUIREMENTS

 

Students must have successfully completed the courses required by the board for graduation.  Students who receive a passing grade in a semester course receive one "credit".  A minimum of 54 academic credits and 40 community service hours will be required for graduation.

 

Academic credits granted for the successful completion of the following courses shall be required to be included in the minimum graduation requirements:

        *   Four units (8 credits) of English.

        *    Four units (8 credits) of Social Sciences to include two units (4 credits) of American History, and one half unit (1 credit) of government.

        *    Three units (6 credits) of science.

        *    Three units (6 credits) of math.

        *    One half unit (1 credit) of world of work/life skills

        *   Two units (4 credits) of physical education.

 

Classification By Credits - Students will be classified by earned academic credits.
      Classification                                                          Normal Progress
      Entering Senior:  at least 40 credits                               42 - 48 credits
      Entering Junior:  at least 25 credits                                28 - 32 credits
      Entering Soph:  at least 12 credits                                 14 - 16 credits

 

GAINING CREDITS FROM OUTSIDE SOURCES - A student may wish to take high school courses not offered by our school, or may wish to make up failed subjects in order to graduation with his/her graduating class.  All such courses must be scheduled through the guidance department and approved by the principal.

 

Graduation requirements for special eduction students will be in accordance with the prescribed course of study as described in their Individualized Education Program (IEP).  Each student's IEP will include a statement of the projected date of graduation at least 18 months in advance of the projected date and the criteria to be used in determining whether graduation will occur.  Prior to the special education student's graduation, the IEP team will determine whether the graduation criteria have been met.

 

ALTERNATIVE HIGH SCHOOL - Students must earn the following credits to complete the graduation requirements for the alternative high school:
English - 7 credits
Mathematics - 4 credits
Science - 4 credits
US History - 2 credits
Government - 1 credit
Elective classes - 18 credits

 

EARLY GRADUATION

Students who have completed all of the requirements for graduation may elect early graduation, and if so electing, will receive their diploma at that time.  Early graduates may elect to participate in the graduation ceremonies at the conclusion of the regular school year after which they normally would have graduated.  Students electing early graduation will not be eligible to participate in any extracurricular activities after their early graduation.

 

(Notes:  The educational standards and requirements set by law and the Iowa Department of Education will be strictly observed. There is a need to differentiate between and define “Unit” and “Credit”.  A Unit is granted for a course that is taught for at least 200 minutes per week for 36 weeks, or for a course that is taught for the equivalent of 120 hours of instruction, or is taught as a part of an innovative program filled as prescribed in subrule 12.1(6).  One-half Unit is equivalent of one Credit.)

 

 

LEGAL REFS.:  Iowa Code 256.11,  279.8, 280.3
670 Iowa Admin. Code 3.2,  3.3(12)
670 Iowa Admin. Code 4.2,  4.3(7), 4.5 (new standards)

 

Adopted:  Nov. 11, 1985                    

 

Reviewed: March 11, 1996     
March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

 

Revised:  Feb. 10, 1997
July 27, 2015

605.5 Media Centers

MEDIA CENTERS

 

The school district will maintain a media center in each building for use by employees and by students during the school day.

 

Materials for the centers will be acquired according to board policy, "Instructional Materials Selection."

 

It is the responsibility of the principal of the building in which the media center is located to oversee the use of materials in the media center.

 

It is the responsibility of the superintendent to develop procedures for the selection and replacement of both library and instructional materials, for the acceptance of gifts, for the weeding of library and instructional materials, and for the handling of challenges to either library or classroom materials.

 

 

Legal Reference:           Iowa Code §§ 279.8; 280.14; 256.7(24); 301 (2001).
281 I.A.C. 12.3(11).

 

 

Cross Reference:           602       Programs of Instruction
603       Instructional Arrangements

 

 

Adopted: November 18, 2002              

 

Reviewed: November 21, 2005            
May 16, 2011      
June 13, 2016           

605.6 Internet - Appropriate Use

INTERNET - APPROPRIATE USE

 

Because technology is a vital part of the school district curriculum, the Internet will be made available to employees and students. Appropriate and equitable use of the Internet will allow employees and students to access resources unavailable through traditional means.

 

Students will be able to access the Internet through their teachers. Individual student accounts and electronic mail addresses may be issued to students. If a student already has an electronic mail address, the student may be permitted to use the address to send and receive mail at school.

 

The Internet can provide a vast collection of educational resources for students and employees. It is a global network which makes it impossible to control all available information. Because information appears, disappears and changes constantly, it is not possible to predict or control what students may locate. The school district makes no guarantees as to the accuracy of information received on the Internet. Although students will be under teacher supervision while on the network, it is not possible to constantly monitor individual students and what they are accessing on the network. Some students might encounter information which may not be of educational value. Student Internet records and access records are confidential records treated like other student records. Students’ Internet activities will be monitored by the school district to ensure students are not accessing inappropriate sites that have visual depictions that include obscenity, child pornography or are harmful to minors. The school district will use technology protection measures to protect students from inappropriate access, including sites that include obscenity, child pornography or are harmful to minors.

 

The school district will monitor the online activities of students and will educate students about appropriate online behavior, including interacting on social networking sites and chat rooms. Students will also be educated on cyberbullying, including awareness and response. Employees will provide age appropriate training for students who use the Internet. The training provided will be designed to promote the school district’s commitment to:

 

  • The standards and acceptable use of Internet services as set forth in the Internet Safety Policy;
  • Student safety with regard to:
  • safety on the Internet;
  • appropriate behavior while on online, on social networking Web sites, and
  • in chat rooms; and
  • cyberbullying awareness and response.
  • Compliance with the E-rate requirements of the Children’s Internet Protection Act

 

Employees and students will be instructed on the appropriate use of the Internet. Parents will be required to sign a permission form to allow their students to access the Internet. Students will sign a form acknowledging they have read and understand the Internet Acceptable Use policy and regulations, that they will comply with the policy and regulations, and that they understand the consequences for violation of the policy or regulations

 

In compliance with federal law, this policy will be maintained at least five years beyond the termination of funding under the Children’s Internet Protection Act (CIPA) or E-rate.

 

 

Legal References:          Iowa Code § 279.8 (2011).

 

 

Cross References:          104       Anti-Bullying/Harassment
502       Student Rights and Responsibilities
506       Student Records
605.5    School Library

 

 

Approved:   June 18, 2012     

 

Reviewed:  June 13, 2016               

 

605.7 ICN - Appropriate Use

ICN - APPROPRIATE USE

 

As technology is a vital part of the school district curriculum, the ICN facilities and programs will be made available to employees, students, community members and organizations.  Appropriate and equitable use of the ICN will allow employees, students, community members, and organizations to access resources unavailable through traditional means.

 

The ICN provides a collection of educational opportunities for students, employees, community members and organizations.  It is a statewide network which provides a wide array of information for post secondary group projects and regular classroom use,  as well as community, staff and job development inservices.  Students will be supervised while utilizing the ICN programs and facilities; although it is not possible to constantly monitor individual students and what they are accessing on the ICN network at all times.  Most post secondary/classroom presentations are screened to eliminate, as much as possible, inappropriate information.  Student ICN records are confidential records and shall be treated like other student records.

 

Employees and students will be informed of the availability of the ICN programs.  Parents may be required to sign a permission form to allow their students to utilize the ICN.  Students will sign a form acknowledging they have read and understand the ICN Use Policy and regulations, that they will comply with the policy and regulations, and that they understand the consequences of a violation of the policy or administrative regulations.

 

 

LEGAL REFS.:            Iowa Code §279.8 (1995)

 

CROSS REFS.:            ICN Room Use Regulation  1004.1 R-2

 

 

Approved:  March 10, 1997             

 

Reviewed:  March 20, 2000
November 21, 2005
May 16, 2011
June 13, 2016

605.7E2 ICN Appropriate Use Violation Notice

See attachment.

Attachment: 

605.7R1 ICN - Appropriate Use Regulation

ICN - APPROPRIATE USE REGULATION

 

I.         ICN Appropriate Use Responsibility.

 

          A.  The Authority for appropriate use of electronic ICN programs and facilities is delegated to the authorized employees and students, community members and organizations.  For the purpose of this policy, ICN is defined as:

 

A collection of interconnected computer networks involving numerous computers, classrooms and thousands of users in Iowa and the United States.  It is a collaboration of private, public, educational, governmental and industrial sponsored educational experiences whose staff and/or directors cooperate to maintain the network’s infrastructure.

 

          B.  Instruction in the proper use of the ICN system will be available to employees who will then provide similar instruction to fellow employees, students, community members and organizations on an as-needed basis.

 

          C.  Employees, students, and community members are expected to practice appropriate use of the ICN programs and the serving equipment.  Any violations may result in discipline for misuse or damage as determined by the supervisor, building principal or superintendent.

 

 

II.        ICN Access

 

          A.  Access to the ICN facilities is available to employees, students, community members and organizations as a source of information for post secondary and high school courses and as a vehicle of communication from numerous entities who are scheduled on the monthly ICN schedule and as a staff development or personnel inservice vehicle.

 

          1.  It is the expectation of the Hartley-Melvin-Sanborn Community School to allow employees, students, community members and organizations access to the numerous opportunities on the ICN network, while the District protects the rights of students to the primary access to the facilities and programs.  All other groups will be scheduled on a space available basis and the availability of an ICN supervisor.  Related cost shall be assigned to the organizations as delegated by the sender and for the cost of the ICN supervisor.

 

          2.  The optimum operation of the network relies upon the proper conduct of the end users who must adhere to strict guidelines which require efficient, ethical and legal utilization of network resources and facilities.

 

          3.  Transmission of material, information, programs or software in violation of any board policy or regulation is prohibited.

 

          4.  The Hartley-Melvin-Sanborn Community School District provides no assurances or guarantees as to the accuracy or transferability of information received on the ICN or the viability of the post secondary or high school course work provided as it may relate to content or transferability.

 

 

III.       Authorized Use of ICN - Annually, parents may be required to grant permission for their student to use the ICN on a prescribed form.

 

          A.  Post-Secondary Course Guideline:                                      

 

          1.  The number of courses a student may take in any one (1) semester as a talented and gifted student, or as an 11th - 12th grader, would be limited to not more than six (6) college credits or two (2) courses each semester.

 

          2.  Courses may not be taken on the ICN which are offered in the regular high school program.

 

          3.  Students are required to take at least four (4) high school courses in conjunction with the post secondary courses.

 

4.  All students who apply for post secondary courses must have a 2.95 GPA prior to signing up for the post secondary course.

 

          5.  All students who select post secondary courses in a core course area must have maintained a 2.95 in the related high school core classes.

 

          6.  Talented and gifted students (9-12) may take the post secondary courses but must take at least four (4) high school classes, two (2) of which must be academic core courses, and must meet the GPA standards outlined.

 

          7.  The post secondary student must meet the entrance standards of the post secondary institution without the option of a waiver by the district.

 

          8.  A three (3) credit post secondary course shall be computed as one (1) high school course (three (3) credits = one (1) high school course) with the grade computed into the high school GPA.  The course shall be a dual credit course recorded on the student’s high school transcript.

 

  1. A student (or his/her parents) who drops a post secondary course or fails the course shall reimburse the District for all course expenses.  Failure to pay these expenses shall disqualify the student from further enrollment in any ICN course.

 

IV.       Employee and Student Use of ICN facilities and program.

 

          A.  Equal Opportunity - The ICN facilities and programs shall be available to all District employees, students, community members and organizations within the school district.  The amount of time available for each entity may be limited by the number of available learning stations, the demands for each station, the programs available, classroom space or student, staff and community member’s schedules, the time sequence or the availability of an ICN supervisor.  Cost for program and ICN use shall be assumed by the user organization.

 

          B.  ICN Etiquette.

 

          1.  The use of the ICN facilities/programs is a privilege and may be revoked for violation of board policy or regulations.  As a user of the ICN, students, patrons, and organizations may be allowed access to available programs.  Each program may have its own set of policies and procedures.  It is the user’s responsibility to abide by the policies, regulations and procedures of these programs.

 

          2.  Students should adhere to on-site protocol:

               a.  Respect all copyright and license agreements.

               b.  Cite all quotes, references and sources.

c. Apply the same privacy, ethical and educational considerations utilized in other forms of communication.

               d.  Be respectful of other users in the facility.

e.  Exit the site by the most direct route being attentive to other activities in the building.

               f.  Respect and care for the facilities and leave them in good condition.

 

          C.  Restricted Material - Staff, students and community members shall not intentionally access or download any program or engage in any conference that includes material which is:  1) obscene, libelous, indecent, vulgar, profane or lewd,  2) constitutes insulting or fighting words, the very expression of which injures or harasses others, or 3) presents a clear and present likelihood that, either because of its content or the manner of distribution, it will cause a material and substantial disruption of the proper and orderly operation and discipline of the Hartley-Melvin-Sanborn Community School or school activities or will cause the commission of unlawful acts or the violation of lawful District regulations.

 

          D. Financial Responsibility - If a student or community member accesses any program via the ICN which has a cost involved or if a student or community members incur other types of costs as a result of ICN usage, the individual(s) accessing such programs or student’s parents will be responsible for those costs.

 

V.       Student Violations - Consequences and Notifications.

 

          Students who misuse equipment or materials on the ICN shall be subject to the following   consequences:

 

          1.  First Violation - A verbal and written “Warning” notice will be issued to the student and his/her parent(s).  The student may be denied ICN access for a period of ten (10) school days at the discretion of the immediate supervisor and/or the student’s immediate principal.  A copy of the notice will be mailed to the student’s parent and a copy provided to the building principal or superintendent.

 

          2.  Second Violation - A verbal and written “Final Violation” notice will be issued to the student by the student’s immediate principal.  A copy of the notice will be sent to the student’s parent and a copy provided to the supervising staff member and/or effected staff.  The student shall forfeit all ICN privileges for the balance of the school year and lose any course credits which have not been finalized and assume all expenses incurred for the programs/courses not completed or failed.

 

 

Adopted:  March 10, 1997                 

 

Reviewed: March 20, 2000            
November 21, 2005
May 16, 2011
June 13, 2016

 

605.8 Use of Information Resources

Use of Information Resources

 

In order for students to experience a diverse curriculum, the board encourages employees to supplement their regular curricular materials with other resources.  In so doing, the board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes.  Severe penalties may be imposed for plagiarism, unauthorized copying or using of media, including, but not limited to, print, electronic and web-based materials, unless the copying or using conforms to the "fair use" doctrine.  Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research providing that all fair use guidelines are met. 

 

While the school district encourages employees to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of employees to abide by the school district's copying procedures and obey the requirements of the law.  In no circumstances shall it be necessary for school district staff to violate copyright requirements in order to perform their duties properly.  The school district will not be responsible for any violations of the copyright law by employees or students.  Violation of the copyright law by employees may result in discipline up to, and including, termination.  Violation of the copyright law by students may result in discipline, up to and including, suspension or expulsion.

 

Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the school district received permission to perform a copyrighted work does not mean outsiders can copy it and re-play it.  Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure the copyright law is followed.  The school district is not responsible for outsiders violating the copyright law or this policy.

 

Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with the school district's procedures or is permissible under the law should contact the principal, teacher or teacher-librarian  who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.

 

It is the responsibility of the superintendent, in conjunction with the principal, teacher or teacher-librarian, to develop administrative regulations regarding this policy.

 

 

Legal References:          17 U.S.C. § 101 et al. (2010)
281 I.A.C. 12.3(12).

 

 

Cross References:          605.6    Internet Appropriate Use

 

 

Approved:  February 18, 2013               

Reviewed:  June 13, 2016

 

605.8R1 Use of Information Resources Regulation

Use of Information Resources Regulation
 
Employees and students may make copies of copyrighted materials that fall within the following guidelines. Where there is reason to believe the material to be copied does not fall within these guidelines, prior permission shall be obtained from the publisher or producer with the assistance of the principal, teacher, teacher-librarian.  Employees and students who fail to follow this procedure may be held personally liable for copyright infringement and may be subject to discipline by the board.
 
Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research.  Under the fair use doctrine, each of the following four standards must be met in order to use the copyrighted document:

  • Purpose and Character of the Use – The use must be for such purposes as teaching or scholarship.
  • Nature of the Copyrighted Work – The type of work to be copied.
  • Amount and Substantiality of the Portion Used – Copying the whole of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.
  • Effect of the Use Upon the Potential Market for or value of the Copyrighted Work – If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement, and making multiple copies presents the danger of greater penalties.

 
Authorized Reproduction and Use of Copyrighted Material Reminders:
 

  • Materials on the Internet should be used with caution since they may, and likely are, copyrighted.
  • Proper attribution (author, title, publisher, place and date of publication) should always be given.
  • Notice should be taken of any alterations to copyrighted works, and such alterations should only be made for specific instructional objectives.
  • Care should be taken in circumventing any technological protection measures.  While materials copied pursuant to fair use may be copied after circumventing technological protections against unauthorized copying, technological protection measures to block access to materials may not be circumvented.

 
In preparing for instruction, a teacher may make or have made a single copy of:

  • A chapter from a book;
  • An article from a newspaper or periodical;
  • A short story, short essay or short poem; or,
  • A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper.

 
A teacher may make multiple copies not exceeding more than one per pupil, for classroom use or discussion, if the copying meets the tests of “brevity, spontaneity and cumulative effect” set by the following guidelines.  Each copy must include a notice of copyright.
 

  • Brevity
    • A complete poem, if less than 250 words and two pages long, may be copied; excerpts from longer poems cannot exceed 250 words;
    • Complete articles, stories or essays of less than 2500 words or excerpts from prose works less than 1000 words or 10% of the work, whichever is less may be copied; in any event, the minimum is 500 words;
    • Each numerical limit may be expanded to permit the completion of an unfinished line of a poem or prose paragraph;

 

  • One chart, graph, diagram, drawing, cartoon or picture per book or periodical issue may be copied.  “Special” works cannot be reproduced in full; this includes children's books combining poetry, prose or poetic prose.  Short special works may be copied up to two published pages containing not more than 10 percent of the work.
  • Spontaneity – Should be at the “instance and inspiration” of the individual teacher when there is not a reasonable length of time to request and receive permission to copy.
  • Cumulative Effect – Teachers are limited to using copied material for only one course for which copies are made.  No more than one short poem, article, story or two excerpts from the same author may be copied, and no more than three works can be copied from a collective work or periodical column during one class term. Teachers are limited to nine instances of multiple copying for one course during one class term.  Limitations do not apply to current news periodicals, newspapers and current news sections of other periodicals.

 
Copying Limitations
 
Circumstances will arise when employees are uncertain whether or not copying is prohibited.  In those circumstances, the principal, teacher or teacher-librarian should be contacted.  The following prohibitions have been expressly stated in federal guidelines:

  • Reproduction of copyrighted material shall not be used to create or substitute for anthologies, compilations or collective works.
  • Unless expressly permitted by agreement with the publisher and authorized by school district action, there shall be no copying from copyrighted consumable materials such as workbooks, exercises, test booklets, answer sheets and the like.
  • Employees shall not:
  • Use copies to substitute for the purchase of books, periodicals, music recordings, consumable works such as workbooks, computer software or other copyrighted material. Copy or use the same item from term to term without the copyright owner's permission;
  • Copy or use more than nine instances of multiple copying of protected material in any one term;
  • Copy or use more than one short work or two excerpts from works of the same author in any one term;
  • Copy or use protected material without including a notice of copyright.  The following is a satisfactory notice: NOTICE: THIS MATERIAL MAY BE PROTECTED BY COPYRIGHT LAW.
  • Reproduce or use copyrighted material at the direction of someone in higher authority or copy or use such material in emulation of some other teacher's use of copyrighted material without permission of the copyright owner.
  • Require other employees or students to violate the copyright law or fair use guidelines.

 
Authorized Reproduction and Use of Copyrighted Materials in the Library
 
A library may make a single copy or three digital copies of:

  • An unpublished work in its collection;
  • A published work in order to replace it because it is damaged, deteriorated, lost or stolen, provided that an unused replacement cannot be obtained at a fair price.
  • A work that is being considered for acquisition, although use is strictly limited to that decision.  Technological protection measures may be circumvented for purposes of copying materials in order to make an acquisition decision.

 
A library may provide a single copy of copyrighted material to a student or employee at no more than the actual cost of photocopying.  The copy must be limited to one article of a periodical issue or a small part of other material, unless the library finds that the copyrighted work cannot be obtained elsewhere at a fair price.  In the latter circumstance, the entire work may be copied.  In any case, the copy shall contain the notice of copyright and the student or staff member shall be notified that the copy is to be used only for private study, scholarship or research.  Any other use may subject the person to liability for copyright infringement.
 
Authorized Reproduction and Use of Copyrighted Music or Dramatic Works
 
Teachers may:

  • Make a single copy of a song, movement, or short section from a printed musical or dramatic work that is unavailable except in a larger work for purposes of preparing for instruction;  
  • Make multiple copies for classroom use of an excerpt of not more than 10% of a printed musical work if it is to be used for academic purposes other than performance, provided that the excerpt does not comprise a part of the whole musical work which would constitute a performable unit such as a complete section, movement, or song;
  • In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance when the purchased copies have been lost, destroyed or are otherwise not available.
  • Make and retain a single recording of student performances of copyrighted material when it is made for purposes of evaluation or rehearsal;
  • Make and retain a single copy of excerpts from recordings of copyrighted musical works for use as aural exercises or examination questions; and,
  • Edit or simplify purchased copies of music or plays provided that the fundamental character of the work is not distorted.  Lyrics shall not be altered or added if none exist.

 
Performance by teachers or students of copyrighted musical or dramatic works is permitted without the authorization of the copyright owner as part of a teaching activity in a classroom or instructional setting.  The purpose shall be instructional rather than for entertainment. 
 
Performances of nondramatic musical works that are copyrighted are permitted without the authorization of the copyright owner, provided that:

  • The performance is not for a commercial purpose;
  • None of the performers, promoters or organizers are compensated; and,
  • Admission fees are used for educational or charitable purposes only.

 
All other musical and dramatic performances require permission from the copyright owner.  Parents or others wishing to record a performance should check with the sponsor to ensure compliance with copyright.
 
Recording of Copyrighted Programs
 
Television programs, excluding news programs, transmitted by commercial and non-commercial television stations for reception by the general public without charge may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by a school for a period not to exceed the first forty-five (45) consecutive calendar days after date of recording.  Upon conclusion of this retention period, all off-air recordings must be erased or destroyed immediately.  Certain programming such as that provided on public television may be exempt from this provision; check with the principal, teacher or teacher librarian  or the subscription database, e.g. unitedstreaming.
 
Off-air recording may be used once by individual teachers in the course of instructional activities, and repeated once only when reinforcement is necessary, within a building, during the first 10 consecutive school days, excluding scheduled interruptions, in the 45 calendar day retention period.  Off-air recordings may be made only at the request of and used by individual teachers, and may not be regularly recorded in anticipation of requests.  No broadcast program may be recorded off-air more than once at the request of the same teacher, regardless of the number of times the program may be broadcast.  A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers.  Each additional copy shall be subject to all provisions governing the original recording.
 
After the first ten consecutive school days, off-air recordings may be used up to the end of the 45 calendar day retention period only for evaluation purposes, i.e., to determine whether or not to include the broadcast program in the teaching curriculum.  Permission must be secured from the publisher before the recording can be used for instructional purposes after the 10 day period.
 
Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content.  Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or compilations.  All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
 
Authorized Reproduction and Use of Copyrighted Computer Software
 
Schools have a valid need for high-quality software at reasonable prices.  To assure a fair return to the authors of software programs, the school district shall support the legal and ethical issues involved in copyright laws and any usage agreements that are incorporated into the acquisition of software programs.  To this end, the following guidelines shall be in effect: 

  • All copyright laws and publisher license agreements between the vendor and the school district shall be observed;
  • Staff members shall take reasonable precautions to prevent copying or the use of unauthorized copies on school equipment;
  • A back-up copy shall be purchased, for use as a replacement when a program is lost or damaged.  If the vendor is not able to supply a replacement, the school district shall make a back-up copy that will be used for replacement purposes only;
  • A copy of the software license agreement shall be retained by the  technology director; and,
  • A computer program may be adapted by adding to the content or changing the language.  The adapted program may not be distributed.

 
Fair Use Guidelines for Educational Multimedia
 
Students may incorporate portions of copyrighted materials in producing educational multimedia projects such as videos, Power Points, podcasts and web sites for a specific course, and may perform, display or retain the projects. 
 
Educators may perform or display their own multimedia projects to students in support of curriculum-based instructional activities.  These projects may be used:

  • In face-to-face instruction;
  • In demonstrations and presentations, including conferences;
  • In assignments to students;
  • For remote instruction if distribution of the signal is limited;
  • Over a network that cannot prevent duplication for fifteen days, after fifteen days a copy may be saved on-site only; or,
  • In their personal portfolios.

Educators may use copyrighted materials in a multimedia project for two years, after that permission must be requested and received.
 
The following limitations restrict the portion of any given work that may be used pursuant of fair use in an educational multimedia project:

  • Motion media: ten percent or three minutes, whichever is less;
  • Text materials: ten percent or 1,000 words, whichever is less;
  • Poetry: an entire poem of fewer than 250 words, but no more than three poems from one author or five poems from an anthology.  For poems of greater than 250 words, excerpts of up to 250 words may be used, but no more than three excerpts from one poet or five excerpts from an anthology;
  • Music, lyrics and music video: Up to ten percent, but no more than thirty seconds.  No alterations that change the basic melody or fundamental character of the work;
  • Illustrations, cartoons and photographs: No more than five images by an artist, and no more than ten percent or fifteen images whichever is less from a collective work;
  • Numerical data sets: Up to ten percent or 2,500 field or cell entries, whichever is less;

 
Fair use does not include posting a student or teacher’s work on the Internet if it includes portions of copyrighted materials.  Permission to copy shall be obtained from the original copyright holder(s) before such projects are placed online.  The opening screen of such presentations shall include notice that permission was granted and materials are restricted from further use.
 
 
 

607 Services

607.1 Student Guidance and Counseling Program

STUDENT GUIDANCE AND COUNSELING PROGRAM

 

The board will provide a student guidance and counseling program.  The guidance counselor will be certified with the Iowa Department of Education and hold the qualifications required by the board.  The guidance and counseling program will serve grades kindergarten through twelve.  The program will assist students with their personal, educational, and career development.  The program is coordinated with the education program and involve licensed employees.

 

 

Legal Reference:           Iowa Code § 280.14; 256.7(24); 622.10 (2001).
281 I.A.C. 12.3(6); .5(21).

 

 

Cross Reference:           506       Student Records
603       Instructional Arrangements
602.8    Provisions for At-Risk Students

 

 

Adopted: November 18, 2002         

 

Reviewed:  November 21, 2005      
May 16, 2011        
June 13, 2016         

607.2 Student Health Services

STUDENT HEALTH SERVICES

 

Health services are an integral part of comprehensive school improvement, assisting all students to increase learning, achievement, and performance.  Health services coordinate and support existing programs to assist each student in achievement of an optimal state of physical, mental and social well being.  Student health services ensure continuity and create linkages between school, home, and community service providers.  The school district’s comprehensive school improvement plan, needs, and resources determine the linkages.

 

The superintendent, in conjunction with the (school nurse, health advisory committee, public health nurse, school health team, etc.) will develop administrative regulations implementing this policy.  The superintendent will provide a written report on the role of health services in the education program to the board annually.

 

 

Legal Reference:     42 U.S.C. §§ 12101 et  seq. (1997).
20 U.S.C. 1232g § 1400 6301 et seq. (1997).
29 U.S.C. § 794(a)(1988)
28 C.F.R. 35
34 C.F.R. pt. 99, 104, 200, 300 et seq. (1999)
Iowa Code §§ 22.7, 139A.3. .8, .21; 143.1, 152, 256.7(24), .11, 280.23 (2001).
281 I.A.C. 12.3(4), (7), (11); 12.4(12); 12.8; 41.12(11), .96.
282 I.A.C. 15.3(14); 22.
641 I.A.C. 7.
655 I.A.C. 6, 6.3(1), 6.3(6), 6.6(1), 7.

 

 

Cross Reference:     501.2          Entrance - Admission
507.1          Student Health and Immunization Certificates

 

 

Adopted: November 18, 2002              

 

Reviewed:  November 21, 2005           
May 16, 2011
June 13, 2016

607.2R1 Student Health Services Regulation

STUDENT HEALTH SERVICES REGULATION
 
Student Health Services Administrative Regulations
 

  1. Student Health Services  - Each school building may develop a customized student health services program within comprehensive school improvement based on its unique needs and resources. Scientific advances, laws, and school improvement necessitate supports to students with health needs to receive their education program.

 
Supports to improve student achievement include:

  • qualified health personnel
  • school superintendent, school nurse, and school health team working collaboratively
  • family and community involvement
  • optimal student health services program with commitment to its continuing improvement

 
Components provided within a coordinated school health program include:
 

  • health services
  • health education
  • nutrition
  • physical education and activity
  • healthy, safe environment
  • counseling, psychological, and social services
  • staff wellness
  • family and community involvement

 
 
Student health services are provided to identify health needs; facilitate access to health care; provide for health needs related to educational achievement; promote health, well-being, and safety; and plan and develop the health services program.
 

  1. Student Health Services Essential Functions
  1. Identify student health needs:

1.    Provide individual initial and annual health assessments
2.    Provide needed health screenings
3.    Maintain and update confidential health records
4.    Communicate (written, oral, electronic) health needs as consistent with confidentiality laws

  1. Facilitate student access to physical and mental health services:

1.    Link students to community resources and monitor follow through
2.    Promote increased access and referral to primary health care financial resources such as Medicaid, HAWK-I, social security, and community health clinics
3.    Encourage appropriate use of heath care

  1. Provide for student health needs related to educational achievement:

1.    Manage chronic and acute illnesses
2.    Provide special health procedures and medication including delegation, training, and supervision of qualified designated school personnel
3.    Develop, implement, evaluate, and revise individual health plans (IHPs) for all students with special health needs according to mandates in the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act (Section 504), and American with Disabilities Act (ADA)
4.    Provide urgent and emergency care for individual and group illness and injury
5.    Prevent and control communicable disease and monitor immunizations
6.    Promote optimal mental health
7.    Promote a safe school facility and a safe school environment
8.    Participate in and attend team meetings as a team member and health consultant

  1. Promote student health, well-being, and safety to foster healthy living:
    1.   Provide developmentally appropriate health education and health counseling for individuals and groups

2.    Encourage injury and disease prevention practices
3.    Promote personal and public health practices
4.    Provide health promotion and injury and disease prevention education
E.        Plan and develop the student health services program collaboratively with the superintendent, school nurse, and school health team:
1.    Gather and interpret data to evaluate needs and performance
2.    Establish health advisory council and school health team
3.    Develop health procedures and guidelines
4.    Collaborate with staff, families, and community
5.    Maintain and update confidential student school health records
6.    Coordinate program with all school health components
7.    Coordinate with school improvement
8.    Evaluate and revise the health service program to meet changing needs
9.    Organize scheduling and direct health services staff
10.  Develop student health services annual status report
11.  Coordinate information and program delivery within the school and between school and major constituents
12.  Provide health services by qualified health professionals to effectively deliver services, including multiple levels of school health expertise such as registered nurses, physicians, and advanced registered nurse practitioners
13.  Provide for professional development for school health services staff
 

  1. Expanded Health Services

These additional health services address learning barriers and the lack of access to health care. Examples include school-based services in the school, school-linked services connected to the school, primary care, mental health, substance abuse, and dental health.