600 EDUCATION PROGRAM

600 GOALS AND OBJECTIVES OF THE EDUCATION PROGRAM

The goals and objectives of the school district are designed to achieve the philosophy statement of the school district.  An advisory committee of representatives of the school district community and the school district is appointed to make recommendations for the goals and objectives of the education program.

 

Short-term and long-term objectives for the education program are established annually by the board.  These objectives will reflect the results of the needs assessment, recommendation of the advisory committee, recommendations from the superintendent, and changes in law.

 

Annually, the board will report to the committee regarding progress toward the achievement of the goals and objectives of the education program

 

 

 

 

 

 

Approved   July 1999                   

Reviewed April 2020            

Revised                   

601 GENERAL ORGANIZATION

601.1 SCHOOL CALENDAR

The school calendar will accommodate the education program of the school district.  The school calendar is for a minimum of 180 days or 1080 hours and include, but not be limited to, the days for student instruction, staff development, in-service days and teacher conferences.

The academic school year for students is for a minimum of 180 days or 1080 hours in the school calendar.  The academic school year for students shall begin no sooner than August 23.  Employees may be required to report to work at the school district prior to this date.

Special education students may attend school on a school calendar different from that of the regular education program consistent with their Individualized Education Program.

The board, in its discretion, may excuse graduating seniors from up to five days or 30 hours of instruction after the school district requirements for graduation have been met.  The board may also excuse graduating seniors from making up days missed due to inclement weather if the student has met the school district's graduation requirements.

It is the responsibility of the superintendent to develop the school calendar for recommendation, approval, and adoption by the board annually.

The board may amend the official school calendar when the board considers the change to be in the best interests of the school district's education program.

 

 

 

 

Legal Reference:         

Iowa Code §§ 20.9279.10280.3299.1(2).

281 I.A.C. 12.1(7); 41.106.

 

Cross Reference:        

501.3   Compulsory Attendance

601.2   School Day

603.3   Special Education

                                   

 

 

Approved   July 1999                   

Reviewed  April 2020    

Revised 

601.2 SCHOOL DAY

The student school day for grades one through twelve will consist of a minimum of six 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 students’ instructional time.  The minimum school day will 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 will 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 thirty 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 thirty 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, the part of the day during which school was in session will constitute a school day.  The superintendent will create administrative regulations necessary to utilize any remote learning opportunities that are available and permitted by law during the period of closure.  Remote learning opportunities will count toward instructional time requirements as allowed by law.  During the time of remote learning, student attendance will be taken, assessments may be administered and grades will count toward students’ cumulative grade point average.  The provision of special education and accommodations for students who have individualized education programs (IEPs) or Section 504 plans during periods of closure will be determined by each respective IEP or Section 504 team.  

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

 

Legal Reference:          34 C.F.R. sec. 300

                                    28 C.F.R. pt. 35

                                    Iowa Code § 256.7, 279.8, .10.

                                    281 I.A.C. 12.1(1), .1(7-10).

 

 

Cross Reference:         601.1   School Calendar

Approved   July 2015

Reviewed   July 2020 

Revised      July 2020

602 CURRICULUM DEVELOPMENT

602.1 CURRICULUM DEVELOPMENT

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.

 

A systematic approach to curriculum development (careful research, design, and articulation of the curriculum) serves several purposes:

  • Focuses attention on the content standards of each discipline and ensure the identified learnings are rigorous, challenging, and represent the most important learning 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 superintendent is responsible for curriculum development and for determining the most effective method of conducting research and design activities.  A curriculum framework will 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 is the responsibility of the superintendent to keep the board apprised of necessary curriculum revisions, progress or each content area related to curriculum development activities, and to develop administrative regulations for curriculum development including recommendations to the board.

 

 

 

Legal Reference:         

20 U.S.C. § 1232h 

34 C.F.R. Pt. 98 

Iowa Code §§ 216.9; 256.7, 279.8; 280.3.

281 I.A.C. 12.5.,.8

 

 

Cross Reference:        

101      Educational Philosophy of the School District

103      Long-Range Needs Assessment

602      Curriculum Development

603      Instructional Curriculum

604.10  On-Line Courses

605      Instructional Materials

 

 

 

Approved July 1999               

Reviewed April 2020

Revised  

602.2 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 superintendent is responsible for curriculum implementation and for determining the most effective way of providing organized assistance and monitoring the level of implementation.  A curriculum framework will 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 (See Policy ____.  Boards should insert the policy number to cross            reference their policy on Instructional Materials Selection);

●        Identify/develop exemplars 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 implementation decisions.

 

It is the responsibility of the superintendent 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.

 

 

 

 

Legal Reference:         

20 U.S.C. § 1232h (2012).

34 C.F.R. pt. 98 (2012).

Iowa Code §§ 216.9, 256.7, 279.8, 280.3-.14.

281 I.A.C.  12.8(1)(c)(1).

 

Cross Reference:        

101      Educational Philosophy of the School District

103      Long-Range Needs Assessment

505      Student Scholastic Achievement

602      Curriculum Development

603      Instructional Curriculum

 

 

Approved July 1999                              

Reviewed April 2020

Revised

 

 

 

 

602.3 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 (make judgments about) 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 sustainable improvements in teaching and student learning.

The superintendent is 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 will 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 at 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 is the responsibility of the superintendent 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. § 1232h.

34 C.F.R. pt. 98.

Iowa Code §§ 216.9, 256.7, 279.8, 280.3.

281 I.A.C.  12.8.

 

Cross Reference:        

101      Educational Philosophy of the School District

103      Long-Range Needs Assessment

505      Student Scholastic Achievement

602      Curriculum Development

603      Instructional Curriculum

 

 

 

 

Approved July 1999                        

Reviewed  April 2020   

Revised     

602.4 PILOT - EXPERIMENTAL - INNOVATIVE PROJECTS

The board welcomes new ideas in curriculum.  Proposals for pilot or experimental projects will first be reviewed and analyzed by the superintendent.  Projects recommended by the superintendent will be considered by the board.  Pilot and experimental projects approved by the board, the Iowa Department of Education, or the U. S. Department of Education may be utilized in the education program.

 

Students, who may be or are asked to participate in a research or experimental project or program, must have their parents' written consent on file prior to participating in the project or program.  A research or experimental program or project requiring parents' prior written consent is a program or project designed to explore or develop new or unproven teaching methods or techniques.  These programs or projects are designated as research or experimental projects or programs.  The educational materials of a program or project designated as a research or experimental program or project may be inspected and reviewed by the parents of the students participating or being considered for participation in the program or project.  The inspection and review by the parents is in accordance with board policy 605.2, "Instructional Materials Inspection."

 

It is the responsibility of the superintendent to develop administrative regulations regarding this policy.

 

 

Legal Reference:         

20 U.S.C. § 1232h.

34 C.F.R. Pt. 98.

Iowa Code §§ 279.8, .10; 280.3.

281 I.A.C. 12.5., .8

 

 

Cross Reference:        

602      Curriculum Development

603      Instructional Curriculum

 

 

Approved   July 1999                   

Reviewed April 2020          

Revised                   

 

 

603 INSTRUCTIONAL CURRICULUM

603.1 BASIC INSTRUCTION PROGRAM

The basic instruction program will include the courses required for each grade level by the State Department of Education.  The instructional approach will be gender fair and multicultural.

 

The basic instruction program of students enrolled in kindergarten is designed to develop healthy emotional and social habits, language arts and communication skills, the capacity to complete individual tasks, character education and the ability to protect and increase physical well-being with attention given to experiences relating to the development of life skills and human growth and development.

 

The basic instruction program of students enrolled in grades one through six will include English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, and visual art.

 

The basic instruction program of students enrolled in grades seven and eight will include English-language arts, social studies, mathematics, science, health, human growth and development, family and consumer, career, technology education, physical education, music, and visual art.

 

The basic instruction program of students enrolled in grades nine through twelve will include English language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), and vocational education (12 units).

 

The board may, in its discretion, offer additional courses in the instruction program for any grade level.

 

Each instruction program is carefully planned for optimal benefit taking into consideration the financial condition of the school district and other factors deemed relevant by the board or superintendent.  Each instruction program's plan should describe the program, its goals, the effective materials, the activities and the method for student evaluation.

 

It is the responsibility of the superintendent to develop administrative regulations stating the required courses and optional courses for kindergarten, grades one through six, grades seven and eight, and grades nine through twelve.

 

 

Legal Reference:         

20 U.S.C. § 1232h.

34 C.F.R. Pt. 98.

Iowa Code §§ 216.9; 256.11; 279.8; 280.3-.14.

281 I.A.C. 12.5.

 

 

Cross Reference:        

102      Equal Educational Opportunity

103      Long-Range Needs Assessment

505      Student Scholastic Achievement

602      Curriculum Development

603      Instructional Curriculum

 

 

Approved   July 1999                   

Reviewed  April 2020      

Revised                   

603.2 SUMMER SCHOOL INSTRUCTION

SUMMER SCHOOL INSTRUCTION

The Winfield Mt. Union School District recognizes the importance of ongoing learning opportunities for students. As such, the district shall offer summer school instruction in accordance with the following:

  • The board, in its discretion, may offer summer school for one or more courses and student activities for students who need additional help and instruction or for enrichment in those areas.  Upon receiving a request for summer school, the board will weigh the benefit to the students and the school district as well as the school district's budget and availability of licensed employees to conduct summer school.
  • If a child who is eligible for special education has been determined to need extended school year services as necessary to receive a free appropriate public education, as determined according to state and federal law, such services shall be provided as described in the child’s individualized education program.
  • In additional instances as provided by law.

 

 

The superintendent may develop administrative regulations regarding this policy.

 

Legal Reference:          Iowa Code §§ 279.8, .11, .68; 280.3; 282.6 

                                    Iowa Admin. Code. r. 281—41.106 

 

 

Cross Reference:        410.2   Summer School Licensed Employees

                                    505.2   Student Promotion – Retention – Acceleration

                                    603      Instructional Curriculum

                                    711.4   Summer School Transportation

 

Approved   July 1999                   

Reviewed  April 2020

Revised                   

603.3 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 non-academic 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 educaton for each student is written in the student’s Individualized Education Program (IEP).

 

Special education students are 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. 

34 C.F.R. Pt. 300 et seq. 

Iowa Code §§ 256.11(7); 256B; 273.1, .2, .5, .9(2)-(3); 280.8.

281 I.A.C. 41.109; 41.404

 

 

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

601.1   School Calendar

603      Instructional Curriculum

 

 

Approved   July 1999                   

Reviewed  April 2020               

Revised                   

603.4 MULTICULTURAL/GENDER FAIR EDUCATION

 

Students will have an equal opportunity for a quality education without discrimination, regardless of their race, religion, creed, 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.

 

 

 

Legal Reference:         

Iowa Code §§ 216.9; 256.11 

281 I.A.C. 12.5(8).

 

 

Cross Reference:        

102      Equal Educational Opportunity

600      Goals and Objectives of the Education Program

 

 

Approved   July 1999                   

Reviewed April 2020         

Revised 

603.5 HEALTH EDUCATION

Students in grade levels one through twelve will receive, as part of their health education, instruction about personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; human growth and development; substance abuse and non-use, including the effects of alcohol, tobacco, drugs and poisons on the human body; human sexuality; self-esteem; stress management; interpersonal relationships; emotional and social health; health resources; prevention and control of disease; and communicable diseases, including acquired immune deficiency syndrome.  The purpose of the health education program is to help each student protect, improve and maintain physical, emotional and social well-being.

The areas stated above are included in health education and the instruction are adapted at each grade level to aid understanding by the students.

Parents who object to health education instruction in human growth and development may file a written request that the student be excused from the instruction.  The written request will include a proposed alternate activity or study acceptable to the superintendent.  The superintendent will have the final authority to determine the alternate activity or study.

 

 

 

 

Legal Reference:         

Iowa Code §§ 256.11; 279.8; 280.3-.14 

281 I.A.C. 12.5.

 

 

Cross Reference:        

502      Student Rights and Responsibilities

603      Instructional Curriculum

607      Instructional Services

 

 

Approved   July 1999                   

Reviewed April 2020   

Revised                   

603.5E1 HUMAN GROWTH AND DEVELOPMENT STUDENT EXCUSE FORM

 

Student Name:

 

 

 

Grade:

 

 

 

 

 

 

 

 

 

Parent/Guardian:

 

 

 

Phone #:

 

 

 

Please list the curricular objective(s) from which you wish to have your child excused and the class or grade in which each is taught.  An example is provided for you to follow.

 

                                    Objective                     Class/Grade

 

Ex.                                                                                                                   To understand the consequences of                                                                                                               Health Education/6

                        responsible and irresponsible sexual

                        behavior.

 

1.

 

2.

 

3.

 

4.

 

5.

 

6.

 

7.

 

8.

 

 

I have reviewed the Human Growth and Development program goals, objectives, and materials and wish my child to be excused from class when these objectives are taught.  I understand my child will incur no penalty but may/will be required to complete an alternative assignment that relates to the class and is consistent with assignments required of all students in the class.

 

 

Signed:

 

Date:

 

 

(Parent or Guardian)

 

 

 

 

 

 

Signed:

 

Date:

 

 

(School Administrator)

 

 

UPLOAD FORM

603.6 PHYSICAL EDUCATION

Students in grades one through twelve are required to participate in physical education courses unless they are excused by the principal of their attendance center.

Students may be excused from physical education courses if the student presents a written statement from a doctor stating that such activities could be injurious to the health of the student or the student has been exempted because of a conflict with the student's religious beliefs.

Students in grades 9-12 may also be excused from physical education courses if:

  • the student is enrolled in academic courses not otherwise available, or
  • the student has obtained a physical education waiver for a semester because the student is actively involved in an athletic program.
  • the student is participating in the Legislative Page Program at the state capitol for a regular session of the general assembly; or
  • the student is enrolled in a junior reserve officer training corps.

Twelfth grade students may also be excused from physical education courses if the student is enrolled in a cooperative, work study or other educational program authorized by the school which requires the student's absence from school.

Students who will not participate in physical education must have a written request or statement from their parents.

 

 

 

 

Legal Reference:        

Iowa Code § 256.11 

281 I.A.C. 12.5.

 

 

Cross Reference:        

504      Student Activities

603      Instructional Curriculum

 

 

Approved   July 1999

Reviewed October 2021  

Revised  October 2021

603.7 CAREER EDUCATION

Preparing students for careers is one goal of the education program.  Career education will be written into the education program for grades kindergarten through twelve.  This education will include, but 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 of integrating work values and work skills into their lives.

 

It is the responsibility of the superintendent to assist licensed employees in finding ways to provide career education in the education program.  Special attention should be given to courses of vocational education nature.  The board, in its review of the curriculum, will review the means in which career education is combined with other instructional programs.

 

 

 

 

Legal Reference:         

Iowa Code §§ 256.11, .11A; 280.9 

281 I.A.C. 12.5(7).

 

Cross Reference:        

603      Instructional Curriculum

 

 

Approved   July 1999                   

Reviewed April 2020         

Revised                   

 

 

603.8 TEACHING ABOUT RELIGION

The school district is required to keep the practice of religion out of the school curriculum.  The board recognizes the key role religion has played in the history of the world and authorizes the study of religious history and traditions as part of the curriculum.  Preferential or derogatory treatment of a single religion will not take place.

It is the responsibility of the superintendent to ensure the study of religion in the schools in keeping with the following guidelines:

  • the proposed activity must have a secular purpose;
  • the primary objective of the activity must not be one that advances or inhibits religion; and
  • the activity must not foster excessive governmental entanglement with religion.

 

 

Legal Reference:         

U.S. Const. amend. I.

Lee v. Weisman. 112 S.Ct. 2649 (1992).

Lemon v. Kurtzman, 403 U.S. 602 (1971).

Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).

Iowa Code §§ 279.8; 280.6

 

Cross Reference:        

603      Instructional Curriculum

604.5   Religious-Based Exclusion from a School Program

606.4   School Ceremonies and Observances

 

 

Approved   July 1999                   

Reviewed  April 2020

Revised                   

603.8R1 TEACHING ABOUT RELIGION REGULATION - RELIGIOUS HOLIDAYS

The historical and contemporary significance of religious holidays may be included in the education program provided that the instruction is presented in an unbiased and objective manner.  The selection of holidays to be studied will take into account major celebrations of several world religions, not just those of a single religion.  Holiday-related activities are educationally sound and sensitive to religious differences and are selected carefully to avoid the excessive or unproductive use of school time.  Teachers are especially careful 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) are permitted if presented in an objective manner without sectarian indoctrination.  The emphasis on religious themes are only as extensive as necessary for a balanced and comprehensive study or presentation.  Religious content included in student performances are selected on the basis of its independent educational merit and will seek to give exposure to a variety of religious customs, beliefs and forms of expression.  Holiday programs, parties or performances will 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.
 
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) are 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, Easter bunnies and Halloween decorations are secular, seasonal symbols and as such can be displayed in a seasonal context.
 
Expressions of belief or nonbelief initiated by individual students are 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 nonbeliefs.  

603.9 ACADEMIC FREEDOM

The board believes students should have an opportunity to reach their own decisions and beliefs about conflicting points of view.  Academic freedom is the opportunity of licensed employees and students to study, investigate, present, interpret, and discuss facts and ideas relevant to the subject matter of the classroom and appropriate to and in good taste with the maturity and intellectual and emotional capacities of the students.

It is the responsibility of the teacher to refrain from advocating partisan causes, sectarian religious views, or biased positions in the classroom or through teaching methods.  Teachers are not discouraged from expressing personal opinions as long as students are aware it is a personal opinion and students are allowed to reach their own conclusions independently.

It is the responsibility of the principal to ensure academic freedom is allowed but not abused in the classroom.

 

 

 

 

Legal Reference:         

Iowa Code §§ 279.8; 280.3, .6

 

Cross Reference:        

502      Student Rights and Responsibilities

603      Instructional Curriculum

903.5   Distribution of Materials

 

 

Approved   July 1999                   

Reviewed   April 2020        

Revised                   

 

 

603.9R1 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 the 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 is 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 is 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 the student's relationship with the teacher.
 
It is the responsibility of the teacher to refrain from advocating partisan causes, sectarian religious views, or selfish propaganda of any kind through any classroom or school device; however, an instructor will not be prohibited from expressing a personal opinion as long as students are encouraged to reach their own decisions independently.
 
The board encourages 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.
 

603.10 GLOBAL EDUCATION

Because of our growing interdependence with other nations in the world, global education is incorporated into the education program for grades kindergarten through twelve so that students have the opportunity to acquire a perspective on world issues, problems, and prospects for an awareness of the relationship between an individual's self-interest and the concerns of people elsewhere in the world. 

 

 

 

 

 

Legal Reference:         

Iowa Code §§ 256.11, .11A 

281 I.A.C. 12.5(11).

 

 

Cross Reference:        

602      Curriculum Development

603      Instructional Curriculum

 

 

Approved   July 1999                   

Reviewed  April 2020              

Revised                   

603.11 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.

281 I.A.C. 12.3(6), 12.5(3)(b)-(5)(b).

 

Cross Reference:        

101      Educational Philosophy of the School District

502      Student Rights and Responsibilities

503      Student Discipline

 

 

Approved   July 1999                   

Reviewed April 2020

Revised                   

604 ALTERNATIVE PROGRAMS

604.1 COMPETENT PRIVATE INSTRUCTION

PRIVATE INSTRUCTION

 

The Winfield Mt. Union School District recognizes that families with students of compulsory attendance age may select alternative forms of education outside the traditional school setting, including private instruction. The applicable legal requirements for private instruction, including, but not limited to those relating to reporting and evaluations for progress, shall be followed.

Except as otherwise exempted, in the event a child of compulsory attendance age as defined by law does not attend public school or an accredited nonpublic school, the child must receive private instruction. Private instruction means instruction using a plan and a course of study in a setting other than a public or organized accredited nonpublic school.

Private instruction can take the form of competent private instruction and independent private instruction. The Iowa Department of Education recognizes three options for delivery of this form of instruction: two options for delivery of competent private instruction and one option for independent private instruction.

Competent private instruction means either private instruction provided on a daily basis for at least one hundred forty-eight days during a school year, to be met by attendance for at least thirty-seven days each school quarter by or under supervision of a licensed practitioner, which results in the student making adequate progress, or private instruction provided by a parent, guardian or legal custodian. 

Independent private instruction means private instruction that meets the following criteria: (i) is not accredited, (ii) enrolls not more than four unrelated students, (iii) does not charge tuition, fees, or other remuneration for instruction, (iv) provides private or religious-based instruction as its primary purpose, (v) provides enrolled students with instruction in mathematics, reading and language arts, science, and social studies, (vi) provides, upon written request from the superintendent of the school district in which the independent private instruction is provided, or from the director of the department of education, a report identifying the primary instructor, location, name of the authority responsible for the independent private instruction, and the names of the students enrolled, (vii) is not a nonpublic school and does not provide competent private instruction as defined herein, and (viii) is exempt from all state statutes and administrative rules applicable to a school, a school board, or a school district, except as otherwise provided by law.

It is the responsibility of the superintendent to develop administrative regulations regarding this policy.

Legal Reference:

Iowa Code §§ 299299A.

281 I.A.C. 31.

Cross Reference:        

501      Student Attendance

502      Student Rights and Responsibilities

504      Student Activities

507.1   Student Health and Immunization Certificates

604.7   Dual Enrollment

604.9   Home School Assistance Program

 

 

Approved   July 1999                   

Reviewed October 2021          

Revised  October 2021

604.1E1 COMPETENT PRIVATE INSTRUCTION REPORT

COMPETENT PRIVATE INSTRUCTION REPORT

Iowa Code § 299.4

20__-20__ School Year

 

 

Form A (Completed by the Parent)                                                               Date when returned___________

Required information:

 

Required Information:  See instructions before completing (pages 4-6).

The following information is required in accordance with Iowa Code section 299A.9.  Parent/Guardian must submit this report in duplicate to the school district of residence.  This report is required if the student is between the ages of 6 years old and 15 by September 15 and does not attend an Iowa public or accredited nonpublic school or is not enrolled in a home school assistance program operated by an Iowa public or accredited nonpublic school.  Return this form to the school district secretary by September 15 or within 14 calendar days of removing the student from a public or accredited nonpublic school or 14 calendar days from moving into the school district.  (If you are enrolled in a home school assistance program, please notify the district if you plan to dual enroll.)

 

1.       Child and Family Information: (Name and birth date of child under competent private instruction.)

 

Name:

Birth Date:

 

 

 

2.       Name and address of person filing report. (Please check the appropriate box after “name”)

 

Name:

 

 

Parent

Guardian

Legal Custodian

 

 

 

 

 

 

Address:

 

City, Zip:

 

 

 

 

 

 

 

 

 

 

 Phone # (optional)

 

 

 

 

 

 

 

3.       Immunization Evidence:  If filing Form A for the 1st time, attach immunization information. 

(Proof of immunization is required of all children receiving CPI, including those enrolled in a HSAP)

 

 

4.       Instructional Program Information:

Outline the course of study on a separate page(s) as shown below.  Attach lesson plans on separate page(s).

Subject:

Text, Publisher, and Author:

Time Spent:

           

 

5.       List number of days of instruction under competent private instruction ____________ 

(Must be at least 148 days per academic year, Iowa Code section 299A.1).

 

 

6.       If an appropriately licensed Iowa teacher will provide or supervise the parent, guardian, or legal custodian in providing the instruction, give the teacher’s name and folder number.

 

Name:

Teacher Folder Number:

 

 

 

Address:

Teacher signature- (optional):

 

 

 

 

 

City, State / Zip:

Phone Number- (optional):

 

 

 

 

7.       If an Iowa licensed teacher is not providing instruction or supervising the parent, guardian, or legal custodian providing instruction the child must take an annual assessment.  (Please see the acceptable annual assessments listed in this Iowa Department of Education handbook:  http://tinyurl.com/52xj2t ).  The school district will notify parents by October 1st of testing dates.)

 

 

 

 

Parent / Guardian / Legal Custodian Signature:

 

The Following Information is Optional….

However, if you want your child to access special education programs or services,

Or if your child plans to participate in any academic or extracurricular activities at your local school district,

Or if you wish to have your child’s annual assessment provided at no charge, complete the following:

 

8.       Is the child currently identified as a child requiring special education pursuant to the rules of special education?  (281-31.2(1)”b”(2).        ______Yes     ______No

 

If the child is currently identified as a child requiring special education, prior approval must be sought from the special education director at the Area Education Agency before the child may receive Competent Private Instruction in IowaIowa Code section 299A.9

 

9.       Do you desire dual enrollment in the public school for the child under competent private instruction?

Yes ___ No ___  (If no, skip to #10.)

Dual enrollment is desired for:   (Check all that apply)

A.      Academic ____ Extra-curricular activities ____ Testing ____ Special Education ______         

       

B.      Grade Level for the 20__-___ school year _________

 

C.      Subjects or Activities you wish your child to dual enroll in:

 

1st Semester:

2nd Semester:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

           

10.    Do you desire to enroll in a Home School Assistance Program if offered?  Yes _____  No  _____

 

Deadline for dual enrollment and/or Home School Assistance Program is September 15th, within 14 calendar days after moving to the district, or within 14 calendar days after removing the child from school.

 

Note: Due to the restrictions as to the number of students who may be served in a Home School Assistance Program, timely filed requests may be denied if the program already serves 20 families or 40 students per teacher.  281-IAC 31.3(3)

Parents with children under competent private instruction need to submit two copies of Form A to the local public school district. After the school district receives and checks the form for completion, one copy of the form should be filed with the local district and the other copy the district sends to the secretary of the AEA.   DO NOT SEND A COPY TO THE Department of Education.  NOTE: If you change your district of residence during the school year, you must also complete this form for your new district of residence.

 

The due date is the first day of school or no more than 14 calendar days after the child has been removed from an Iowa accredited school or after moving into the district,

 

The form is designed to allow the parent to provide the required information, items 1-6.  Items 7 and 8 are informational and items 9 and 10 are optional.  If you plan to dual enroll your child in an academic course or extracurricular activity, complete item 9.  (See the timeline page 8 in the handbook http://tinyurl.com/3vd6aq ) for an explanation of the dual enrollment deadline.)

 

Items 1& 2:  All information must be supplied. Only one child per form.

 

Item 3:   If filing Form A for the first time, attach immunization evidence. A child who begins home schooling/competent private instruction for the first time in Iowa (including children enrolled in a HSAP) must have received the required immunizations unless parents file a doctor’s statement or an affidavit of religious exemption as outlined in section 139A.8, Code of Iowa.  For exemption forms, please call 1-888-398-9696.

 

Item 4:   List the subjects taught, the texts used, the text publisher or author, and the amount of time spent on each subject listed. Parents need to attach the course of study information separately.  Lesson plans may be accepted for the entire year or for shorter periods of time.  The lessons should show evidence of planning.

 

Item 5: The number listed must be at least 148 school days.  Exception: If a child was enrolled in a public or accredited nonpublic school during the current academic year, then switched to home schooling, the number on this line may be the number of days remaining of the 148 school days after subtracting the number of days the child was in attendance in the school.

 

Item 6: In some situations, a person other than the child’s parent, legal guardian, or legal custodian either provides or supervises the instruction for the child. This person must hold a valid Iowa-teaching license appropriate to the age and grade of the child. The teacher’s name, address, and folder number must be provided in this item. The school district will check the licensure of this person by contacting the Bureau of Practitioner Preparation and Licensure, Iowa Department of Education at the following Web site: http://www.boee.iowa.gov/ or by calling (1-515-281-3245). An elementary classroom teacher license is appropriate for teaching or supervising home schooling in grades K-6; a middle school or secondary license is appropriate for grades 5-8, and a secondary classroom teacher license is appropriate for grades 7-12.  If item 6 is blank, and the child is between the ages of 7 and 15, inclusive, during the current school year, the child is subject to the baseline testing/annual assessment requirement. (If parent/guardian/legal custodian is a licensed teacher or working with a licensed teacher who holds a license appropriate to the age and grade of the child or if the child is enrolled in a private school accredited by a regional or national accrediting organization, the child is not required to take an annual assessment. A courtesy test may be requested, see note in item number 7.)

 

Item 7:  Children receiving competent private instruction are subject to the assessment requirement if they fit both of these criteria:

1.   AGE -- the child is between the ages of 7 and 15, inclusive, of the current school year.

2.   TEACHER -- the child’s instruction is not provided or supervised by a person holding a valid Iowa teacher license appropriate to the age and grade of the child.

 

All children fitting both criteria must have a baseline test in their first year of home schooling. Each year after the baseline test, as long as they still fit both criteria, they need an annual assessment of educational progress, which may be conducted using standardized testing, portfolio assessment, or a report card from an accredited correspondence school, Children under or over the age limits by September 15 are not subject to the annual assessment. Likewise, if an appropriately licensed Iowa teacher provides or supervises a parent, guardian, or legal custodian in providing the child’s instruction, the child is not subject to assessment, regardless of age.

 

Subjects that must be assessed:

 

●        For children up through grade 5: Reading, Language Arts, and Mathematics:

●        For children in grades 6-12: Reading, Language Arts, Mathematics, Science, and Social Studies.

 

Home-schooled children subject to the testing requirement must be tested annually in these subjects even if the school district does not test its own students.  National percentile ranks and national grade equivalents must be included on the score report from the test scoring service.

 

A detailed list of tests is in this handbook.  Schools or AEAs providing the testing should attempt to accommodate these preferences. Schools may provide the testing themselves or may delegate it to the AEA. Schools should notify parents by October 1 of the dates, sites, and time of testing. If parents of a dual enrolled student subject to the assessment requirement request testing in their home, it must be provided at that site. If a portfolio is used as an annual assessment, the parent, guardian, or legal custodian identifies the licensed teacher to evaluate the portfolio. The deadline for completing assessments is May 1st of each year and the test administrator or portfolio evaluator must send a copy of the results to the parents and the school district by June 30. An evaluator holding an elementary teaching license is appropriate for evaluating a portfolio for students in grades K-6, a middle school license for grades 5-8, and a secondary classroom teacher license is appropriate for grades 7-12.  281 l.A.C. 31.7(4)

 

Special note about "courtesy testing."  Occasionally, parents of children who are not subject to the baseline/annual assessment requirement may want their child tested anyway.  As when an annual assessment is required, if the child is not dual enrolled, the parents pay the costs.  If the child is dual enrolled, the school or AEA must provide the testing free, but need not provide a test, testing time, or testing site other than the one(s) established by the school for its regular enrollees.

 

Item 8: A child of compulsory attendance age, who is identified as requiring special education under chapter 256B and is receiving Competent Private Instruction, is eligible for placement under Competent Private Instruction with prior approval of the placement by the director of special education of the area education agency of the child’s district of residence. It is the duty of the parent/guardian to send a copy of Form A to the school district and the Area Education Agency Director of Special Education for approval. Iowa Code section 299A.9

Note:    In order for a child who receives CPI to receive special education services, the child must be dual enrolled. (See Item 9)

em numbers 9 and 10 are optional.

 

Item 9: Dual enrolled students may participate in coursework or activities on the same basis as regularly enrolled students. This item is required if parents wish to have their children participate in an academic course, extra curricular activity, or to have the standardized test paid for by the district.  Dual enrollment is also required if the child is to receive special education programs or services.  If parents/guardians/legal custodians want their child dual enrolled in a course or activity the course or activities need to be listed.  Districts need to develop procedures to ensure that dual enrolled students and their parents are given adequate notice of the time and place of the activities they have chosen. 

 

The deadline for dual enrollment is September 1 5 if the parents begin CPI at the start of the school year, 14 calendar days after moving, or 14 calendar days after withdrawing from school.  The district may deny dual enrollment if the request is after the deadline.

 

Item 10:  School districts are not required to offer a home school assistance program.  If your local school district has a program, students will be supervised by a licensed teacher that is hired by the school district.  To participate in courses or activities that are offered by the school, the child must be dual enrolled. (This item is designed to help districts determine if they need to start a program.)

 

SCHOOLS-Please give parents the FERPA notification letter when a Form A is requested.  Districts will determine what directory information is and who the local contact is.  When the parent gives “opt out” instructions to the school, the AEA’s have requested that the LEA send a copy to them.

 

PARENTS/GUARDIANS-Please review the FERPA form and return to the school.

 

UPLOAD FORM.

604.2 INDIVIDUALIZED INSTRUCTION

The board's primary responsibility in the management of the school district is the operation and delivery of the regular education program.  Generally, students attending the school district will receive the regular education program offered by the district.  Only in exceptional circumstances will the board approve students receiving individualized instruction at the expense of the school district.

Recommendations from the superintendent for individualized instruction will state the need for the instruction, the objectives and goals sought for the instruction, the employee requirements for the instruction, the implementation procedures for the instruction and the evaluation procedures and processes that will be used to assess the value of the instruction.

It is the responsibility of the superintendent to develop administrative regulations for individualized instruction.

 

Legal Reference:         

Iowa Code §§ 256.11; 279.8, .10, .11; 280.3, .14; 299.1-.6, .11, .15, .24; 299A (2013).

Cross Reference:        

501.12 Pregnant Students

604.1   Competent Private Instruction

 

 

Approved   July 1999                   

Reviewed August 2020              

Revised                   

604.3 PROGRAM FOR TALENTED AND GIFTED STUDENTS

The board recognizes some students require programming beyond the regular education program.  The school district will identify students with special abilities and provide education programming.

It is the responsibility of the superintendent to develop a talented and gifted program which provides for identifying students, for program evaluation, and for training of employees.

 

 

Legal Reference:         

Iowa Code §§ 257.42-.49.

281 I.A.C. 12.5(12); 59.

 

Cross Reference:        

505       Student Scholastic Achievement

604.6    Instruction at a Post-Secondary Educational Institution

 

 

Approved   July 1999                   

Reviewed August 2020    

Revised 

604.4 PROGRAM FOR AT-RISK STUDENTS

The board recognizes some students require additional assistance in order to graduate from the regular education program.  The board will provide a plan to encourage and provide an opportunity for at-risk students to achieve their potential and obtain their high school diploma.

It is the responsibility of the superintendent to develop a plan for students at-risk which provides for identifying students, for program evaluation, and for the training of employees.

 

 

 

 

Legal Reference:         

Iowa Code §§ 257.38-.41; 280.19, .19A.

281 I.A.C. 12.5(13); 33; 61; 65.

 

 

Cross Reference:        

505      Student Scholastic Achievement

607.1   Student Guidance and Counseling Program

 

 

Approved   July 1999                   

Reviewed August 2020              

Revised                   

604.5 RELIGIOUS-BASED EXCLUSION FROM A SCHOOL PROGRAM

Parents who wish to have their child excluded from a school program because of religious beliefs must inform the superintendent.  The board authorizes the administration to allow the exclusion if it is not disruptive to the education program and it does not infringe on a compelling state or educational interest.  Further, the exclusion must not interfere with other school district operations.  Students who are allowed to be excluded from a program or activity which violates their religious beliefs are required to do an alternate supervised activity or study.

In notifying the superintendent, the parents will abide by the following:

  • The notice is in writing;
  • The objection is based on religious beliefs;
  • The objection will state which activities or studies violate their religious beliefs;
  • The objection will state why these activities or studies violate their religious beliefs; and
  • The objection will state a proposed alternate activity or study.

The superintendent will have discretion to make this determination.  The factors the superintendent will consider when a student requests to be excluded from a program or activity because of religious beliefs include, but are not limited to, staff available to supervise a student who wishes to be excluded, space to house the student while the student is excluded, available superintendent-approved alternative course of study or activity while the student is excluded, number of students who wish to be excluded, whether allowing the exclusion places the school in a position of supporting a particular religion, and whether the program or activity is required for promotion to the next grade level or for graduation.

 

 

 

 

Legal Reference:         

U.S. Const. amend. I.

Lee v. Weisman, 112 S.Ct. 2649 (1992).

Lemon v. Kurtzman, 403 U.S. 602 (1971).

Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).

Iowa Code §§ 256.11(6); 279.8 (2013).

 

 

Cross Reference:        

603      Instructional Curriculum

606.2   School Ceremonies and Observances

 

Approved   July 1999                   

Reviewed August 2020              

Revised                   

 

 

604.6 INSTRUCTION AT A POST-SECONDARY EDUCATIONAL INSTITUTION

In accordance with this policy, students in grades nine through twelve may receive academic or career and technical education credits that count toward the graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions.  Students and parents or guardians shall be made aware of the post-secondary instructional opportunities as part of the development of each student’s individual career and academic plan as required by law.  The Superintendent or designee is responsible for developing the appropriate forms and procedures for implementing this policy and the following post-secondary educational opportunities:   

Concurrent Enrollment

The board may, in its discretion, enter into a contractual agreement with a community college to provide courses for eligible students in grades nine through twelve when comparable courses are not offered by the school district.  Notice of the availability of the concurrent enrollment program shall be included in the school district’s registration handbook, and the handbook shall identify which courses, if successfully completed, generate post-secondary credit.  Students shall not be charged tuition for concurrent enrollment courses and shall not be required to reimburse the school district for tuition if they do not successfully complete a course. Students or their parents or guardians may be required to pay a fee consistent with the school district’s established textbook policy and other materials for the concurrent enrollment course to the extent permitted by law.  Students or their parents or guardians may also be required to provide their own transportation to and from concurrent enrollment courses to the extent permitted by law.  However, transportation shall be the responsibility of the school district for any contracted course that is used to meet school district accreditation requirements.

Students who successfully complete a concurrent enrollment course, as determined by the postsecondary institution, shall receive postsecondary credit in accordance with the institution’s policies and high school credit that will be reflected on their high school transcript.  The Superintendent or designee shall grant to a student who successfully completes a concurrent enrollment course a unit of high school graduation credit for every unit of high school level instruction successfully completed.  

Post-Secondary Enrollment Option

Ninth and tenth grade students who have been identified by the school district as gifted and talented, and eligible eleventh and twelfth grade students, may utilize the Post-Secondary Enrollment Option (“PSEO”) program.  To qualify, a course must be a nonsectarian, credit-bearing course that leads to a degree, and in the areas of:  mathematics, science, social sciences, humanities, career and technical education.  A course is not eligible for PSEO if a comparable course is offered by the school district.  In addition, courses at a community college with which the district has a concurrent enrollment agreement are not eligible for PSEO.  Students shall not be charged for tuition, textbooks, materials, or fees related to a PSEO course with the exception of equipment that becomes the property of the student. 

The school district shall reimburse the post-secondary institution for tuition and other expenses for each PSEO course up to $250.  Students who successfully complete a PSEO course, as determined by the postsecondary institution, shall receive postsecondary credit and high school credit.  The Superintendent or designee shall grant to a student who successfully completes a PSEO course a unit of high school graduation credit for every unit of high school level instruction successfully completed. 

Transportation to and from the postsecondary institution is the responsibility of the student or parent or legal guardian of the student enrolled in a PSEO course.  Eligible students may take up to seven hours of post-secondary credit during the summer months and receive high school credit upon successful completion of a post-secondary course.  However, the student or student’s parent or legal guardian are responsible for all costs associated with courses taken during the summer.   

Students who fail a PSEO course and fail to receive credit are required to reimburse the school district for all costs directly related to the course up to the $250.00 reimbursement maximum.  Prior to registering, students under the age of eighteen are required to have a parent or guardian sign a form indicating that the parent is responsible for the costs of the course should the student fail the course and fail to receive credit.  Reimbursement waivers may be granted by the board if sufficient verification is provided to show that the student was unable to complete the course for reasons outside the student’s control, including but not limited to physical incapacity, a death in the student’s immediate family, or a move out of the school district.   

 

 

Legal Reference:         

Iowa Code §§ 256.7.11258261E279.61280.3280.14

281 I.A.C. 12 and 22

 

Cross Reference:        

505      Student Scholastic Achievement

604.3   Program for Talented and Gifted Students

 

 

Approved   July 1999 

Reviewed May 2023 

Revised   May 2023            

604.7 DUAL ENROLLMENT

The parent, guardian, or custodian of a student receiving competent private instruction may also enroll the student in the school district in accordance with state law and policy. The student is considered under dual enrollment.  The parent, guardian, or custodian requesting dual enrollment for the student should notify the board secretary no later than September 15 of the school year in which dual enrollment is sought on forms provided by the school district. On the form, they will indicate the extracurricular and academic activities in which the student is interested in participating.  The forms are available at the central administration office.

A dual enrollment student is eligible to participate in the school district's extracurricular and academic activities in the same manner as other students enrolled in the school district. The policies and administrative rules of the school district will apply to the dual enrollment students in the same manner as the other students enrolled the school district. These policies and administrative rules will include, but not be limited to, athletic eligibility requirements, the good conduct rule, academic eligibility requirements, and payment of applicable fees.

A dual enrollment student whose parent, guardian, or custodian has chosen standardized testing as the form of the student's annual assessment will not be responsible for the cost of the test or the administration of the test.

 After the student notifies the school district which activities in which they wish to participate, the school district will provide information regarding the specific programs.

 The applicable legal requirements for dual enrollment including, but not limited to those related to reporting and eligibility, shall be followed. It is the responsibility of the superintendent to develop administrative regulations regarding this policy.

 

 

 

Legal Reference:         

Iowa Code §§ 279.8, 299A.

 

 

Cross Reference:        

502      Student Rights and Responsibilities

503      Student Discipline

504      Student Activities

507      Student Health and Well-Being

604.1   Competent Private Instruction

604.9   Home School Assistance Program

 

 

Approved   July 1999                   

Reviewed   August 2020              

Revised                  

 

 

604.8 FOREIGN STUDENTS

Foreign students must meet all district entrance requirements including age, place of residence and immunization.  Foreign students must be approved by the board.  The board reserves the right to limit the number of foreign students accepted.  Students who are citizens of a foreign country will be considered residents if they meet one of the following requirements:

  • The student resides with his/her parents(s) or legal guardian;
  • The student is in the United States with appropriate documentation (Form I-20) from the United States Department of Justice-Immigration and Naturalization Services; or
  • The student is a participant in a recognized foreign exchange program; and
  • The student is physically able to attend school and has provided the school district with such proof, including a current TB test.

       

Legal Reference:         

Iowa Code § 279.8.

 

 

Cross Reference:        

501      Student Attendance

507.1   Student Health and Immunization Certificates

 

 

Approved   July 1999                   

Reviewed  August 2020             

Revised                   

 

 

604.9 APPROPRIATE USE OF ONLINE LEARNING PLATFORMS

It is important to embrace technology that can foster a creative, interactive learning environment for students, and facilitate employee professional development and collaboration.  The use of online platforms to host remote interaction between students and employees and to facilitate learning is encouraged in the district. 

While student and employee instruction and communication using virtual and online platforms provides a wide array of learning opportunities, it is imperative that employees and students recognize that the use of such platforms is a privilege.  Training related to the use of online learning platforms will be provided to employees and students. 

The district shall carefully safeguard the right of students and employees to learn and teach in a respectful environment regardless of the method. All instruction and communication through online learning platforms should be appropriate to the age and ability of the participants.  Students and employees should be aware that online platforms may be monitored by the district.  Verbal and written communication occurring on these platforms may be recorded and stored by the district in accordance with applicable laws.   

Any verbal or written communication on these platforms deemed to be inappropriate will subject the student and/or employee to the same disciplinary measures that would exist if the interaction took place through traditional in-person learning. Students and employees who have concerns about the proper use of these platforms are encouraged to speak with their teachers or building principal. The superintendent will make administrative regulations necessary to enforce this policy. 

 

 

Legal Reference:          

20 U.S.C. §1232g; 34 C.F.R. Part 99

47 U.S.C. §254

20 U.S.C. §6777

Iowa Code §§ 715C

 

 

Cross Reference:          

104       Anti-Bullying/Anti-Harassment

401.13   Staff Technology Use/Social Networking

506.1     Student Records

605.4     Technology in the Classroom

605.6    Internet Appropriate Use

 501.6    Student Transfers In

 

 

Approved  July 2020

Reviewed  July 2020

Revised

605 INSTRUCTIONAL MATERIALS

605.1 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 will be reviewed as needed and at least every seven 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.

 

 

Cross Reference:        

208      Ad Hoc Committees

505      Student Scholastic Achievement

602      Curriculum Development

605      Instructional Materials

 

 

Approved   July 1999                   

Reviewed   August 2020             

Revised                   

605.1R1 SELECTION OF INSTRUCTIONAL MATERIALS

I.          Responsibility for Selection of Instructional Materials

 

A.  The Board is responsible for matters relating to the operation of the Winfield-Mt. Union Community School District.

 

B.   The responsibility for the selection of instructional materials is delegated to the professionally trained and licensed employees of 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.  The board retains the final authority for the approval of textbooks.

 

C.   While selection of materials may involve many people including principals, teachers, students, parents, community members and media specialists, the responsibility for coordinating the selection of most instructional materials and making the recommendation for the purchase rests with licensed employees.  For the purpose of this rule the term "media specialist" includes librarians, school media specialists or other appropriately licensed persons responsible for the selection of media equipment and materials.

 

D.  Responsibility for coordinating the selection of text materials for distribution to classes will rest with the licensed employees, principal and superintendent.  For the purpose of this rule the term 'text materials' includes textbooks and other printed and nonprinted material provided in multiple copies for use of a total class or major segment of a class.

 

E.   If the board appoints an ad hoc committee to make recommendations on the selection of instructional materials, the ad hoc committee shall be formed and appointed in compliance with the board policy on Ad Hoc Committees.

 

                                    1.         The superintendent will inform the committee as to their role and responsibility in the process.

 

                                    2.         The following statement shall be given to the ad hoc committee members:

 

 Bear in mind the principles of the freedom to learn and to read and base your decision on these broad principles rather than on defense of individual materials.  Freedom of inquiry is vital to education in a democracy.

 

Study thoroughly all materials referred to you and read available reviews.  The general acceptance of the materials should be checked by consulting standard evaluation aids and local holdings in other schools.

 

Passages or parts should not be pulled out of context.  The values and faults should be weighed against each other and the opinions based on the material as a whole.

 

Your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of our discussion of the questioned material.

 

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

 

A.  Religion - Material shall represent the major religions in a factual, unbiased manner.  The primary source material of the major religions shall be considered appropriate, but 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 the nation's heritage and give candid treatment to unresolved intercultural problems, including those which involve prejudice, discrimination, and the undesirable consequences of withholding rights, freedom, or respect of an 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 an ideology or philosophy of government which exerts or has exerted a strong force, either favorably or unfavorably, over civilization or society, past or present.  This material shall not be selected with the intention to sway reader judgment and shall be related to the maturity level of the intended audience.

 

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

 

G.  Controversial issues materials will be directed toward maintaining a balanced collection representing various views.

 

The selection decision should be made on the basis of whether the material presents an accurate representation of society and culture, whether the circumstances depicted are realistically portrayed, or whether the material has literary or social value when the material is viewed as a whole.

 

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

 

III.             Procedure for Selection

 

A.  Material purchased for libraries and classrooms shall be recommended for purchase by licensed employees, in consultation with administrative staff, media center staff, students or an ad hoc committee as appointed by the board.  The material recommended for purchase shall be approved by the appropriate building administrator.

 

1.  The materials selected shall support stated objectives and goals of the school  district.  Specifically, the goals are:

 

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

b.  To develop 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 an 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; and,

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

 

2.  Materials selected shall be consistent with stated principles of selection. 

These principles are:

 

a.  To select material, within established standards, which will meet the goals and objectives of the school district;

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

c.  To present the sexual, racial, religious and ethnic groups in the community by:

 

1.  Portraying 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.  Placing no constraints on individual aspirations and opportunity.

3.  Giving 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.Providing abundant recognition of minority groups and women by showing them frequently in positions of leadership and authority.

 

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

e.         To strive for impartiality in the selection process.

 

3.         The materials selected shall meet stated selection criteria.  These criteria are:

 

a.         Authority-Author's qualifications - education, experience, and previously published works;

b.         Reliability:

1.         Accuracy-meaningful organization and emphasis on content, meets the material's goals and objectives, and presents authoritative and realistic factual material.

2.         Current-presentation of content which is consistent with the finding of recent and authoritative research.

 

c.         Treatment of subject-shows an objective reflection for the multi-ethnic character and cultural diversity of society.

d.         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 usage in generalization or ambiguities which may cause women to feel excluded or dehumanized.

 

2.         Compatible to the reading level of the student for whom it is intended.

 

e.  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; and,

f. Cost.

 

2.         Nonbook

a.         Flexibility, adaptability;

b.         Curricular orientation of significant interest to students;

c.         Appropriate for audience;

d.         Accurate authoritative presentation;

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

f.          Durability; and,

g.         Cost.

 

3.         Illustrations of book and nonbook materials should:

a.         Depict instances of fully integrated grouping and settings to indicate equal status and nonsegregated social relationships.

b.         Make clearly apparent the identity of minorities;

 c.         Contain pertinent and effective illustrations;

 

4.         Flexible to enable the teacher to use parts at a time and not follow a comprehensive instructional program on a rigid frame of reference.

 

f.          Special Features:

 

1.         Bibliographies.

2.         Glossary.

3.         Current charts, maps, etc.

4.         Visual aids.

5.         Index.

6.         Special activities to stimulate and challenge students.

7.         Provide a variety of learning skills.

 

g.         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 an understanding of cultures other than the student's own and is it free of racial, religious, age, disability, 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 interest?

8.   Will it help develop aesthetic tastes and appreciation?

605.2 INSTRUCTIONAL MATERIALS INSPECTION

Parents and other members of the school district community may view the instructional materials used by the students.  All instructional materials, including teacher's manuals, films, tapes or other supplementary material which will be used in connection with any survey, analysis, or evaluation as part of any federally funded programs must be available for inspection by parents. 

The instructional materials must be viewed on school district premises.  Copies may be obtained according to board policy.

It is the responsibility of the superintendent to develop administrative regulations regarding the inspection of instructional materials.

 

 

 

 

Legal Reference:         

Goals 2000:  Educate America Act, Pub. L. No. 103-227, 108 Stat. 125 (2004).

Iowa Code §§ 279.8; 280.3, .14; 301.

281 I.A.C. 12.3(12).

 

Cross Reference:        

602      Curriculum Development

605      Instructional Materials

901.1   Public Examination of School District Records

 

 

Approved   July 1999                   

Reviewed  August 2020                    

Revised                   

605.3 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 §§ 279.8280.3.14301.

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   July 1999               

Reviewed August 2020        

Revised 

605.3E1 INSTRUCTIONS TO THE RECONSIDERATION COMMITTEE

The policy of this school district related to selection of learning materials states that any resident of the district 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 meeting 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 disagreement.  However, 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 committee's final decision.
 

605.3E2 RECONSIDERATION OF INSTRUCTIONAL MATERIALS REQUEST FORM

 

RECONSIDERATION REQUEST FORM

 

Request for re-evaluation of printed or audiovisual material to be submitted to the superintendent.

 

 

REVIEW INITIATED BY:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DATE:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Address

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

City/State

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Zip Code

 

 

 

 

 

Telephone

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

School(s) in which item is used

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relationship to school (parent, student, citizen, etc.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BOOK OR OTHER PRINTED MATERIAL IF APPLICABLE:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Author

 

 

 

 

 

 

 

 

 

 

 

 

 

Hardcover

 

 

 

 

 

Paperback

 

 

 

 

Other

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher (if known)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date of Publication

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AUDIOVISUAL MATERIAL IF APPLICABLE:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Producer (if known)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Type of material (filmstrip, motion picture, etc.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PERSON MAKING THE REQUEST REPRESENTS: (circle one)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Self

 

 

 

 

 

 

 

 

 

Group or Organization

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name of group

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Address of Group

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.

What brought this item to your attention?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.

To what in the item do you object?  (please be specific; cite pages, or frames, etc.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.

In your opinion, what harmful effects upon students might result from use of this item?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.

Do you perceive any instructional value in the use of this item?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.

Did you review the entire item?  If not, what sections did you review?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.

Should the opinion of any additional experts in the field be considered?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

yes

 

 

 

no

 

 

 

 

 

 

 

 

 

 

 

 

 

If yes, please list specific suggestions:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7.

To replace this item, do you recommend other material which you consider to be of equal or superior quality for the purpose intended?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7.

Do you wish to make an oral presentation to the Review Committee?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Yes

(a) Please call the office of the Superintendent

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(b) Please be prepared at this time to indicate the approximate length of time your presentation will require.

 

 

 

 

 

 

 

 

 

 

 

minutes.

 

 

 

 

 

 

 

 

 

 

No

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dated

 

 

 

 

Signature

 

 

UPLOAD FORM

605.3E3 SAMPLE LETTER TO INDIVIDUAL CHALLENGING INSTRUCTIONAL MATERIALS

Dear:
 
We recognize your concern about the use of                                                      in our school district.  The school district has developed procedures for selection of instructional materials but realizes that not everyone will agree with every selection made.
 
To help you understand the selection process, we are sending copies of the school district's:
 
                  1.   Instructional goals and objectives,
                  2.   Instructional Materials Selection policy statement, and
                  3.   Procedure for reconsideration of instructional materials.
 
If you are still concerned after you review this material, please complete the Reconsideration Request Form and return it to me.  You may be assured of prompt attention to your request.  If I have not heard from you within one week, we will assume you no longer wish to file a formal complaint.
 
 
 
                                                                                                            Sincerely,
 

605.3R1 RECONSIDERATION OF INSTRUCTIONAL MATERIALS REGULATION

A.    A resident of the school district 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 shall try to resolve the issue informally.  The materials shall remain in use pending the outcome of the reconsideration procedure.

 

                                    a.         The school official or employee initially receiving a complaint, shall 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 shall 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 media specialist who can identify and explain the use of the material.

 

                  2.   The employee receiving the initial complaint shall 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 shall be maintained by the principal in charge of the attendance center.

 

                  3.   In the event the individual making an objection to instructional materials is not satisfied with the initial explanation, the individual shall be referred to the principal or to the media specialist of the attendance center.  If, after consultation with the principal or media specialist, the individual desires to file a formal complaint, the principal or media specialist will assist in filling out a Reconsideration Request Form in full and filing it with the superintendent.

 

B.     Request for Reconsideration

 

                  1.   A resident of the school district 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 shall state the specific reason the instructional material is being challenged.  The Reconsideration Request Form shall be signed by the individual and filed with the superintendent. 

 

                  4.   The superintendent shall promptly file the objection with the reconsideration committee for re-evaluation.

 

                  5.   Generally, access to challenged instructional material shall 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 shall be appointed by the superintendent as needed.

 

                                    b.         The committee shall select their chairperson and secretary.

 

                                    c.         The committee shall meet at the request of the superintendent.

 

                                    d.         Special meetings may be called by the superintendent to consider temporary removal of materials in unusual circumstances.  Temporary removal shall require a two-thirds vote of the committee.

 

                                    e.         Notice of committee meetings shall be made public through appropriate publications and other communications methods.

 

                                    f.          The committee shall receive the completed Reconsideration Request Form from the superintendent.

 

                                    g.         The committee shall 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 committee.

 

                                    j.          The individual filing the challenge shall be 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 shall be given appropriate notice of meetings.

 

                                    k.         At the second or a subsequent meeting the committee shall make its decision.  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 criteria for the final decision is the appropriateness of the material for its intended educational use.  The written recommendation and its justification shall be forwarded to the superintendent for appropriate action, the individual and the appropriate attendance centers.

 

                                                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 shall 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.  Completed and filed Reconsideration Request Forms shall be acted upon by the committee.

 

                                    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 shall approximate the representation of the full committee.

                                    o.         Committee members directly associated with the selection, use, or challenger of the challenged material shall be 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 shall 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.

605.4 TECHNOLOGY AND INSTRUCTIONAL MATERIALS

The board supports the use of innovative methods and the use of technology in the delivery of the education program.  The board encourages employees to investigate economic ways to utilize multi media, computers, and other technological advances as a part of the curriculum.

 

It shall be the responsibility of the superintendent to develop a plan for the use of technology in the curriculum and to evaluate it annually.  The superintendent will report the results of the evaluation and make a recommendation to the board annually regarding the use of technology in the curriculum.

 

 

 

 

Legal Reference:         

Iowa Code § 279.8.

281 I.A.C. 12.5(10), .5(4).

 

 

Cross Reference:        

602      Curriculum Development

605      Instructional Materials

 

 

Approved   July 1999                   

Reviewed  August 2020                    

Revised 

605.5 SCHOOL LIBRARY

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

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

It is the responsibility of the principal of the building in which the school library is located to oversee the use of materials in the library.

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 §§ 256.7(24); 280, .14; 301.

281 I.A.C. 12.3(11)(12).

 

 

Cross Reference:        

602      Curriculum Development

605      Instructional Materials

 

 

Approved   July 1999                   

Reviewed August 2020                    

Revised 

605.6 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.  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, with the permission of the supervising teacher, 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 that may not be of educational value.  Student Internet records and access records are confidential records treated like other student records.  Student 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 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.

 

Cross References:       

104       Anti-Bullying/Harassment

502      Student Rights and Responsibilities

506      Student Records

605.5   Media Centers

 

 

Approved   July 1999                   

Reviewed  August 2020                     

Revised                   

605.6E1 INTERNET ACCESS PERMISSION LETTER TO PARENTS

Your child has access to electronic communication known as the Internet.  The Internet is a collection of more than 20,000 interconnected computer networks.  The vast domain of information contained within Internet's libraries can provide unlimited opportunities to students.
 
Students will be able to access the Internet through their teachers.  Individual student accounts and electronic mail addresses will be issued to students at this time.  If a student already has an electronic mail address, he/she may, with permission of the supervising teacher be permitted to use the address to send and receive mail at school.
 
Students will be expected to abide by the following network etiquette:
 
                        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.  Students will abide by the polices and procedures of these other networks.
 
                        Students will respect all copyright and license agreements.
 
                        Students will cite all quotes, references, and sources.
 
                        Students will only remain on the system long enough to get needed information.
 
                        Students will apply the same privacy, ethical and educational considerations utilized in other forms of communication.
 
                        Student access for electronic mail will be through their own account.  Students should adhere to the following guidelines:
■        Others may be able to read or access the mail, so private messages should not be sent.
■        Delete unwanted messages immediately.
■        Use of objectionable language is prohibited.
■        Always sign messages.
■        Always acknowledge receipt of a document or file.
 
                        Students accessing Internet services that have a cost involved will be responsible for payment of those costs.
 
 
Please sign the form if you would like your child to be granted Internet access and return the permission form to your child's school.
 
 
Student Name__________________________________                  Grade_________________
 
School________________________________________                 Date__________________
 
Parent or Guardian’s Signiture____________________________________________________
 
 
 
If you have granted your child Internet access, please have them respond to the following:
 
I have read the expected network etiquette and agree to abide by these provisions.  I understand that violation of these provisions may constitute suspension or revocation of Internet privileges.
 
I agree to be responsible for payment of costs incurred by accessing any Internet services that have a cost involved.
 
 
 
Student’s Signiture:___________________________________________________

605.6E2 INTERNET APPROPRIATE USE VIOLATION NOTICE

Student:_____________________________________________________________________
 
Teacher:_____________________________________________________________________
 
Date:_______________________________________________________________________
 
 
Students who access restricted items on the Internet shall be subject to the appropriate action described in the school discipline policy or student handbook forward to the following consequences:
 
____________ First Offense:
 
 The of the student has violated the student Internet policy by intentionally accessing restricted material. He/she may lose Internet access for up to three weeks at the discretion of the supervising teacher. A second offense will result in the student losing Internet access for a period _________________________.
 
____________ Second Offense:
 
The above student has violated the Student Internet Policy by intentionally accessing restricted material for a second time. As a consequence of this violation of the above student has lost Internet access for a period __________________.
 
____________ Third Offense:
 
 The above student has violated the Student Internet Policy by intentionally accessing restricted material for a third time. As a consequence of this violation, the above student has forfeited all Internet privileges for a period of __________ or the balance of the school year.

605.6R1 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 may 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 will grant permission for their student to use the Internet using the prescribed form.
 
            IV.       Student Use of Internet.
 
                        A.        Equal Opportunity - The Internet will 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 their own 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 will 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 will 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                   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 will forfeit all Internet privileges for a minimum period of                 .
 
                        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 will forfeit all Internet privileges for                    or for the balance of the school year.
 

605.7 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.

281 I.A.C. 12.3(12).

Cross References:       

605.6   Internet Appropriate Use

 

 

 

Approved March 2009                       

Reviewed August 2020              

Revised                        

606 INSTRUCTIONAL ARRANGEMENTS

606.1 CLASS SIZE - CLASS GROUPING

It is within the sole discretion of the board to determine the size of classes and to determine whether class grouping will take place.  The board will review the class sizes annually.

It is the responsibility of the superintendent to make a recommendation to the board on class size based upon the financial condition of the school district, the qualifications of and number of licensed employees, and other factors deemed relevant to the board.

 

 

 

 

Legal Reference:         

Iowa Code §§ 279.8; 280.3.

 

Cross Reference:        

606.6   Insufficient Classroom Space

 

 

Approved   July 1999                   

Reviewed August 2020                    

Revised                   

 

 

606.2 SCHOOL CEREMONIES AND OBSERVANCES

The school district will continue school ceremonies and observances which have become a tradition and a custom of the education program.  These include, but are not limited to, reciting the Pledge of Allegiance and observance of holidays, such as Christmas, Halloween and Easter, by programs and performances.  Such ceremonies or observances will have a secular purpose and will not advocate or sponsor a particular religion.

The district will provide and maintain a suitable flagstaff at each school site and raise the Iowa and United States flags each school day as weather conditions permit.  The district will display the United States flag and administer the Pledge of Allegiance in each 1st through 12th grade classroom on school days.

Students who do not wish to participate in these activities may be silent during the ceremony or observance or receive permission from the principal to be excused from the ceremony for religious reasons in compliance with board policy.

Legal Reference:

U.S. Const. amend. I.

Lee v. Weisman, 112 S.Ct. 2649 (1992).

Lemon v. Kurtzman, 403 U.S. 602 (1971).

Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).

Iowa Code § 279.8280.5.

Cross Reference:

603 Instructional Curriculum

604.5 Religious-Based Exclusion from a School Program

  

 

Approved   July 1999                   

Reviewed  October 2021                  

Revised  October 2021                 

606.3 ANIMALS IN THE CLASSROOM

Live animals will not be allowed in school district facilities except under special circumstances and only for an educational purpose.  Permission from the principal will be required of anyone wishing to bring an animal into school district facilities.  Appropriate supervision of animals is required when animals are brought into the school district facilities.

The person bringing the animal must furnish transportation for the animal brought to school.  Animals will not be allowed to travel to and from the student's attendance center on the school bus without prior approval from the principal.

It is the responsibility of the principal to determine appropriate supervision of animals in the classroom.

 

 

 

 

Legal Reference:         

Iowa Code § 279.8.

 

 

Cross Reference:  

105      Assistance Animals      

507      Student Health and Well-Being

 

 

Approved   July 1999                   

Reviewed  August 2020                    

Revised                   

606.4 STUDENT PRODUCTION OF MATERIALS AND SERVICES

Materials and services produced by students at the expense of the school district are the property of the school district.  Materials and services produced by students at the student's expense, except for incidental expense to the school district, are the property of the student.

It is the responsibility of the superintendent to determine incidental expense.

 

 

 

 

 

Legal Reference:         

Iowa Code § 279.8.

 

 

Cross Reference:        

408.2   Licensed Employee Publication or Creation of Materials

 

 

Approved   July 1999                   

Reviewed  August 2020                    

Revised                   

 

 

606.5 STUDENT FIELD TRIPS AND EXCURSIONS

The principal may authorize field trips and excursions when such events contribute to the achievement of education goals of the school district.  The school district will provide transportation for field trips and excursions. 

In authorizing field trips and excursions, the principal will consider the financial condition of the school district, the educational benefit of the activity, the inherent risks or dangers of the activity, and other factors deemed relevant by the superintendent.  Written parental permission will be required prior to the student's participation in field trips and excursions.  The board's approval will be required for field trips and excursions outside the state which involve unusual length or expense.

Field trips and excursions are to be arranged with the principal well in advance.  A detailed schedule and budget must be submitted by the employee.  The school district will be responsible for obtaining a substitute teacher if one is needed.  Following field trips and excursions, the teacher may be required to submit a written summary of the event. 

 

 

 

 

 

 

Legal Reference:         

390 C.F.R. Pt. 390.3(f).

Iowa Code § 279.8.

281 I.A.C. 43.9.

 

 

Cross Reference:        

503.1   Student Conduct

503.4   Good Conduct Rule

603      Instructional Curriculum

711      Transportation

 

 

Approved   July 1999                   

Reviewed  August 2020                  

Revised 

606.6 INSUFFICIENT CLASSROOM SPACE

It is the goal of the district to create learning environments that encourage the growth and development of each student.  Providing classrooms with an appropriate student-teacher ratio is central to achieving this goal.  Insufficient classroom space exists when conditions in the district adversely affect the implementation of the district’s goals and its educational program.

Insufficient classroom space is determined on a case-by-case basis. 

In making its determination whether insufficient classroom space exists, the board may consider several factors, including but not limited to, the nature of the education program, the grade level, the available licensed employees, the instructional method, the physical space, student-teacher ratios, equipment and materials, facilities either being planned or under construction, facilities planned to be closed, financial condition of the school district and projected to be available, a sharing agreement in force or planned, a bargaining agreement in force, laws or rules governing special education class size, board-adopted school district goals and objectives, and other factors considered relevant by the board.

This policy is reviewed by the board annually.  It is the responsibility of the superintendent to bring this policy to the attention of the board each year.

 

 

 

Legal Reference:        

Iowa Code § 282.18(13).

281 I.A.C. 17.6(3).

 

 

Cross Reference:        

103      Long-Range Needs Assessment

501.15 Open Enrollment Transfers - Procedures as a Receiving District

606.1   Class Size - Class Grouping

 

 

Approved   July 1999                   

Reviewed  January 2022                  

Revised  January 2022                  

 

 

606.7 GUIDELINES FOR USE OF PROFESSIONAL THERAPY DOGS

Role and Purpose of Certified Assistance Dog Teams: Professional therapy dogs certified with their owners/handlers as certified assistance dog teams provide emotional and physical support in educational settings. These highly trained dogs model good behavior, tolerance, and acceptance. All certified assistance dog teams in the Winfield Mt. Union Community School District work to support and positively influence student achievement.

Definition, Certification, and Approval for Use of Therapy Dogs: Professional therapy dogs are trained and tested to provide specific physical or therapeutic functions under the direction and control of a qualified handler who works with the dog as a team, and as part of the handler’s occupation or profession. A professional therapy dog has been temperament tested by a trainer affiliated with an organization recognized as qualified to perform temperament testing. Therapy dogs, along with their handlers, perform services in institutional settings, community-based group settings, or with individuals who have disabilities. Therapy dogs are not family pets that have been certified as pet therapy animals. 

Professional therapy dogs have passed a public access test administered by a trainer/evaluator recognized by the Winfield Mt. Union Community School District. Handlers and their dogs are administered the public access test for re-evaluation during their first year of service. The public access test may be administered by a trainer/evaluator recognized by the district.

Professional therapy dogs are owned by a professional educator in the district who wishes to use a therapy dog to augment their educational program. Professional therapy dogs may be used in school settings on a regular basis once the following documentation is in place:

  • Administrative Approval: Refer to Policy 606.7-E1

    • Use of a therapy dog must be approved by the building administrator in which the handler works. A letter stating administrator approval should be kept on file in the building in which the handler works and a copy sent to the Executive Director of Student Services.

  • Vaccination, Health, and Grooming Requirements: Refer to Policy 606.7-E2

    • The owner/handler must provide a record of annual vaccinations received by the therapy dog and signed by a licensed veterinarian. These health records should be kept on file in the building in which the handler works and a copy sent to the Executive Director of Student Services.

    • The therapy dog should receive an annual Bordetella vaccination. Rabies and 5-way Parvo/Distemper (DHPP) shall be administered every three years. Note: therapy dogs less than one year of age or receiving their rabies and parvo vaccinations for the first time shall receive a follow-up vaccine in one year with administration every three years thereafter.

    • The therapy dog should receive an annual comprehensive wormer or fecal check.

    • The therapy dog should be checked for external parasite control.

    • Owners/handlers will administer preventative parasite (flea and tick) control and heartworm medication year-round. Annual tests for heartworms is recommended. 

    • The therapy dog should be groomed and bathed regularly. For dogs in a working environment, monthly to bi-monthly baths are recommended as is daily brushing. Good judgment should be used based on the dog’s hair, skin, and dander concerns. The owner/handler must also ensure proper health care through regular brushing of the dog’s teeth (several times weekly), nail trims as needed, and weekly ear cleaning/checks.

  • Public Access Test Documentation:

    • A copy of the public access test certificate of completion should be kept on file in the building in which the handler works and a copy sent to the Superintendent or Designee.

    • Certification verifying that both the handler and therapy dog passed the public access test must be sent by the certifying institution directly to the Superintendent or Designee.

    • Records of advanced obedience, agility, or other training should be kept on file in the building in which the handler works and a copy sent to the Superintendent or Designee.

 

  • Review of Guidelines and Procedures:

    • Guidelines and procedures for the use of professional therapy dogs will be reviewed annually with staff and students at the beginning of the academic year.

    • Guidelines and procedures for the use of professional therapy dogs will be reviewed as needed throughout the year as determined by the building administrator, handler, and the Superintendent or Designee.

  • The privilege to bring the therapy dog into the school setting may be terminated should the owner/handler or the dog behave in a way deemed unprofessional or unsafe.

  • When a professional educator in the district uses a professional therapy dog according to the above guidelines, the building in which the handler works and the professional educator will be covered by the district’s general liability coverage.

Pet Visitation Dogs: A pet visitation dog is owned by a volunteer or student who is not employed by the Winfield Mt. Union Community School District, but who has received registration and/or recognition for volunteer pet visitation. These dogs are not considered to be professional therapy dogs

For a dog to be used on a volunteer basis these guidelines must be followed:

  • If the handler of the dog is an employee of the district, the handler and dog must be certified under the professional therapy dog guidelines listed above.

  • The dog may be used no more than one visitation per week for a two-hour interval. Should the dog be used more often or for longer periods the dog must pass all requirements for professional therapy dog status before it may be used in the schools.

The following documentation must be kept on file in the office of the Superintendent or Designee, and in the building in which the pet visitation dog is used:

  • Current certification/registration from the therapy dog organization administering the evaluation and testing.

  • Current veterinary records of worming schedules and annual vaccinations for five-way Parvo/Distemper (DHPP) and Bordetella, as well as rabies vaccinations every three years.

  • Proof of insurance.

  • Letter of approval from the building administrator.

 

If you have questions about the therapy dog program please contact:  Superintendent, Winfield Mt Union Community School District 208 S. Olive St., Winfield, IA 52659  (319)257-7700 Ext 101

 

 

Approved   November 2019

 

 

606.7-E1 CHECKLIST OF DOCUMENTATION REQUIRED FOR USE OF PROFESSIONAL THERAPY DOGS

PLEASE PRINT

606.7-E2 VITAL INFORMATION​ ​FOR USE OF PROFESSIONAL THERAPY DOGS

PEASE PRINT UPLOADED DOCUMENT

607 INSTRUCTIONAL SERVICES

607.1 STUDENT GUIDANCE AND COUNSELING PROGRAM

The board will provide a student guidance and counseling service.  The school counselor will be certified with the Iowa Board of Educational Examiners 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 § 280.14622.10.

281 I.A.C. 12.3(11).

Cross Reference:

506 Student Records

603 Instructional Curriculum

604.4 Program for At-Risk Students

 

 

Approved   July 1999                   

Reviewed March 2023                   

Revised                   

 

 

607.2 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 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:

No Child Left Behind, Title II, Sec. 1061, P.L. 107-110.

42 U.S.C. §§ 12101 et seq.

34 C.F.R. pt. 99104200300 et seq.

29 U.S.C. § 794(a)

28 C.F.R. 35

20 U.S.C. 1232g§14006301 et seq.

Iowa Code §§ 22.7139A.3.8.21143.1152256.7(24), .11280.23.

281 I.A.C. 12.3(4), (7), (11); 12.4(12); 12.841.404(1)(g); 41.405(2).

282 I.A.C. 15.3(14); 22.

641 I.A.C. 7.

655 I.A.C. 66.3(1), 6.3(6), 6.6(1), 7.

Cross Reference:

501.4 Entrance - Admissions

507 Student Health and Well-Being

 

Approved   July 1999                   

Reviewed  August 2020                    

Revised 

 

 

607.2R1 STUDENT HEALTH SERVICES REGULATION

Student Health Services Administrative Regulations
 
I.              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.
 
 
II.            Student Health Services Essential Functions
 
A.            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
 
B.            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
1.       Encourage appropriate use of heath care
 
C.            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
1.       Participate in and attend team meetings as a team member and health consultant
 
D.            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
2.       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
 
III.               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.
 
 
Approved   August 2006              
Reviewed April 2011                    
Revised ______________
 

Goals and Objectives

 

 
The goals and objectives of the school district are designed to achieve the mission statement of the school district.  Short-term and long-term objectives for the education program will be reviewed annually by the board. These objectives will reflect the results of the needs assessment, recommendations from the superintendent, changes in law, and any other relevant factors.  Annually, the board will report regarding the progress toward the achievement of the goals and objectives of the education program.