The school calendar will accommodate the education program of the school district.  The school calendar is for a minimum of 1080 hours and includes, but is not limited to, the days for student instruction, staff development, in-service days and teacher conferences.  Each year the minimum school calendar may include up to 5 days or 30 hours of instruction delivered primarily over the internet. 

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.  The board shall hold a public hearing on any proposed school calendar prior to adopting the school calendar. 

Legal Reference:         

Iowa Code §§ 20.9; 279.10, 280.3, 299.1(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  October 2023    

Revised 

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

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  

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

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     

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                   

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                   

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                   

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                   

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 

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.  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.

Approved   July 1999                   

Reviewed October 2023 

Revised                   

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

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                   

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                   

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                   

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                   

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                   

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 §§ 299, 299A.

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

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                   

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 

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                   

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                   

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, .11; 258; 261E; 279.61, 280.3, 280.14

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            

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                  

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                   

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

The board has sole discretion to approve instructional materials for the school district.  The board delegates this authority to licensed employees to determine which instructional materials, other than textbooks, will be utilized by the school district. The Superintendent will provide licensed employees necessary training to ensure selected instructional materials comply with applicable laws.  All instructional materials are available for review upon request and subject to all applicable laws.

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

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

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

The superintendent will establish additional criteria to guide the selection of instructional materials through administrative regulation, ensuring alignment with educational goals and compliance with laws.
 

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   October 2023     

Revised                   

Parents and other members of the school district community may view the instructional and library 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.  

Instructional and library materials may be viewed on school district premises.

The district will publish on the district’s website a comprehensive list of all books available to students in libraries operated by the school district.  

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  October 2023                   

Revised                   

Members of the school district community may object to the instructional and library 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.  Information related to the process for reconsideration of instructional and library materials will be made available on the district’s website.

Parents or guardians of students enrolled in the district have the ability to request that their student not be able to access certain instructional material or check out certain library materials.] For purposes of prohibiting access to instructional materials, Iowa law has defined instructional materials to mean either printed or electronic textbooks and related core materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a state educational agency or district for use by students in the student’s classes by the teacher of record.  Instructional materials does not include lesson plans. 

Legal Reference:

Iowa Code §§ 279.8; 280.3, .14; 301.

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 October 2023

Revised 

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 

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 consistent with all applicable laws and board policy, "Instructional Materials Selection." The district shall provide access to all parents and guardians of students enrolled in the district an online catalog of all books available to students in the school libraries.  This access will be displayed on the school district’s website.  Any challenges to library materials will be handled following the process for handling challenges to instructional and library materials as established in board policy.  

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, and for the weeding of library and instructional 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 October 2023              

Revised 

The district recognizes the importance of developing students into agile learners who are capable of addressing the complex needs of our future workforce. For this reason, the district has prioritized making available technology and programs that teach students to embrace modern technology and tools while fostering a secure learning environment for students to the extent reasonable. Because technology is a vital part of the school district curriculum, the Internet will be made available to employees and students. Appropriate and equitable use of the Internet will allow employees and students to access resources unavailable through traditional means.

Students will be able to access the Internet through their teachers. Individual student accounts and electronic mail addresses may be issued to students. Students may be permitted to use district-issued email addresses and Internet-based collaboration software to send and receive messages at school. 

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

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

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

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

Legal References:       

Iowa Code § 279.8.

Cross References:       

104       Anti-Bullying/Harassment

604.10  Online Courses

604.11  Appropriate Use of Online Learning Platforms

605.5   School Library

605.7  Use of Information Resources

Approved   July 1999                   

Reviewed  February 2024             

Revised                   

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                        

The district believes that to adequately prepare modern learners for the future, advances in technology should first be explored within the education environment.  At its most simple, generative artificial intelligence (AI) is automation based on association.  AI tools analyze large amounts of information and detect patterns using that information to draw a conclusion.  The AI tools then improve the conclusions drawn based upon additional data reviewed, patterns found, and prior conclusions drawn.  Generative AI for the education environment has the potential to automate classroom organizational tasks, enhance individualized student learning, teaching, assessment of student learning, and even enhance research and professional development for educators.

However, generative AI tools can be vulnerable to inaccuracy in some significant ways. AI tools can: have bias in how the tools detect patterns; detect patterns/draw conclusions based on inaccurate data; and may not be fully accessible to students to differing abilities.  It is valuable for students to understand the potential uses and limitations of this imperfect technology in an educational environment where AI tools have been carefully selected and are monitored and reviewed within appropriate guidelines.  For this reason, human oversight and decision making must lead the selection, use, and review of AI tools in the education environment.  

Only humans can verify the accuracy of AI tools and apply proper context to any information generated from them. AI tools will never be the sole determining factor used to make decisions related to student learning, assessment, academic integrity, and behavior.  All decisions must be made by appropriate licensed staff and based upon a holistic analysis of available evidence. 

Privacy must be protected when using generative AI tools.  AI draws conclusions based on analysis of data.  No personally identifiable information about other students or staff will be shared with AI tools, without prior written consent from the parent or guardian of the student, or from the student/staff if applicable. Permission must be granted prior to students using open-source AI tools that may share information outside the tool itself, and with any entities outside the control of the privacy terms and conditions of the AI tool.

Use of AI tools by students and staff will be at all times appropriate to the educational environment and subject to all applicable laws, regulations and policies.  This includes but is not limited to the Family Education Rights and Privacy Act, Children’s Internet Protection Act, and the Children’s Online Privacy Protection Rule; as well as district policies on student conduct, copyright protections, student records, personnel records, bullying and harassment, and staff/student expression.  

The Superintendent, working in collaboration with relevant staff, will develop regulations necessary to carry out the intent of this policy.

Legal References:    
16 C.F.R. 312
  34 C.F.R. pt. 99
  47 C.F.R 54.520
  Iowa Code § 279.8 

Cross References

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                   

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 § 279.8, 280.5.

Cross Reference:

603 Instructional Curriculum

604.5 Religious-Based Exclusion from a School Program

Approved   July 1999                   

Reviewed  October 2021                  

Revised  October 2021                 

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                   

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                   

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 

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                  

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

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 § 280.14; 622.10.

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                   

Health services are an integral part of 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 needs, and resources determine the linkages.

Except in emergent care situations or child abuse assessments, the district will not administer invasive physical examinations or health screenings of a student that are not required by state or federal law without first obtaining the written consent of the student’s parent or guardian.  

• Emergent care situation means a sudden or unforeseen occurrence of onset of a medical or behavioral condition that could result in serious injury or harm to a student or others in the event immediate medical attention is not provided.  Emergent care situation includes the need to screen a student or others for symptoms or exposures during an outbreak or public health event of concern as designated by the department of public health.  
• Invasive physical examination means any medical examination that involves the exposure of private body parts or any act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision or scoliosis screening.  
• Student health screening means an intentionally planned, periodic process to identify if students may be at risk for a health concern and to determine if a referral for an in-depth assessment is needed to consider appropriate health services.  Student health screening does not include an episodic, individual screening done in accordance with professional licensed practice.

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:

42 U.S.C. §§ 12101 et seq.

34 C.F.R. pt. 99, 104, 200, 300 et seq.

29 U.S.C. § 794(a)

28 C.F.R. 35

20 U.S.C. 1232g, §1400, 6301 et seq.

Iowa Code §§ 22.7, 139A.3, .8, .21; 143.1, 152, 256.7(24), .11, 280.23.

281 I.A.C. 12.3(4), (7), (11); 12.4(12); 12.8; 41.404(1)(g)

282 I.A.C. 15.3(14); 22.

641 I.A.C. 7.

655 I.A.C. 6

Cross Reference:

501.4 Entrance - Admissions

505.4 Testing Program

507.2 Administration of Medication to Students

Approved   July 1999                   

Reviewed  October 2023            

Revised