600 EDUCATIONAL PROGRAM

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Goals and Objectives of the Education Program                                                                                                                                                        Code No.  600

 

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 committee will report to the Board regarding progress toward the achievement of the goals and objectives of the education program.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  Feb 12, 2008

Legal Reference:

Cross Reference:

601 General Organization

See policies below

601.1 School Calendar

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  School Calendar                                                                                                                                                                                                              Code No.  601.1

 

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.

The academic school year for students is for a minimum of 1080 hours in the school calendar.  The academic school year for students may not begin prior to September but may begin in the week in which September 1 falls unless a waiver is obtained from the Iowa Department of Education.  Should September 1 fall on a Sunday, school may begin any day during the calendar week which immediately precedes September 1.  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 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  December 8, 2014

Legal Reference:  Iowa Code §§ 20.9; 256.7, 279.10, 280.3 (2013); 281 I.A.C. 12.1(7)

Cross Reference:  501.3  Compulsory Attendance; 601.2  School Day; 603.3  Special Education

601.2 School Day

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  School Day                                                                                                                                                                                                                        Code No.  601.2

 

The student school day for grades one through twelve will consist of a minimum of five and one-half hours, not including the lunch period.  The school day consists of the schedule of class instruction and class activities as established and sponsored by the school district.  Time during which students are released from school for parent/teacher conferences may be counted as part of the student's instructional time.  The minimum school day 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 equal a minimum of twenty-seven and one-half hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the instructional staff or parent-teacher conferences have been scheduled beyond the regular school day.  If the total hours of instructional time for the first four consecutive days equal at least twenty-seven and one-half hours because parent-teacher conferences have been scheduled beyond the regular school day, the school district may record zero hours of instructional time on the fifth consecutive school day as a school day.  Schedule revisions and changes in time allotments will be made by the superintendent.

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

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

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  December 8, 2014

Legal Reference:  Iowa Code §§ 20.9; 256.7, 279.10, 280.3 (2013); 281 I.A.C. 12.1(7)

Cross Reference:  501.3  Compulsory Attendance; 601.2  School Day; 603.3  Special Education

602 Curriculum Development

See policies below

602.1 Curriculum Development

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Curriculum Development                                                                                                                                                                                              Code No.  602.1

 

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 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  December 8, 2014

Legal Reference:  20 U.S.C. § 1232h (2010); 34 C.F.R. Pt. 98 (2010); Iowa Code §§ 216.9; 256.7, 279.8; 280.3 (2013); 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; 605 Instructional Materials

602.2 Curriculum Implementation

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Curriculum Implementation                                                                                                                                                                                          Code No.  602.2

 

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 process 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 Board Policy 605.1)
  • 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  December 8, 2014

Legal Reference:  20 U.S.C. § 1232h (2010); 34 C.F.R. pt. 98 (2010); Iowa Code §§ 216.9, 256.7, 279.8, 280.3 (2013); 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

602.3 Curriculum Evaluation

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Curriculum Evaluation                                                                                                                                                                                                    Code No.  602.3

 

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 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);
  • Verify that assessment tools are fair for all students and are consistent with all state and federal mandates.

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  November 11, 2008

Legal References:  20 U.S.C. § 1232h (2010); 34 C.F.R. pt. 98 (2010); Iowa Code §§ 216.9, 256.7, 279.8, 280.3 (2013); 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

602.31 Accountability Test Integrity/Test Preparation

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Accountability Test Integrity/Test Preparation                                                                                                                                                      Code No.  602.31

 

The Oskaloosa Community School District is committed to ensuring the integrity of the information obtained from the use of educational assessments.  This policy is intended to apply to two assessments in particular; the assessment used to meet the reporting requirement under the No Child Left Behind Act and the assessment used to meet the reporting requirements for the Annual Progress Report to the Iowa Department of Education.

The purpose of this policy is to identify procedures that can ensure assessment results are truly representative of the achievement of students in our district.  It is also our intent to create awareness of the potential negative impact that inappropriate assessment practices might produce, to outline processes to be followed, and to identify the potential consequences of violating the policy.  If test scores become questionable because of inappropriate practices in either preparing students or in administering tests, the meaning of the scores will be distorted and their value for their original purpose will be diminished or lost.

APPOINTMENT OF DISTRICT TEST COORDINATOR

The District shall appoint a District Test Coordinator, who may in turn delegate responsibility for testing-related functions to one or more Building Test Coordinators.  The District Test Coordinator is the Director of Curriculum.  The District Test Coordinator is responsible for storing materials from Iowa Testing Programs in a secure area with restricted access both prior to and after the testing period.

TEST PREPARATION

As a function of educating students, staff may prepare students for assessments by providing instruction in the content areas to be assessed.  Staff may also prepare students for assessments by teaching general test-taking skills that are applicable to any test or test format.

Staff shall not conduct reviews or drills that use actual test items or identical format items of the accountability assessments, use copies of tests from previous years, or review test-specific curriculum content with students at any time.

ADMINISTRATION OF TESTS

In the administration of standardized tests, it is a violation of test security to do any of the following:

  1. Provide inappropriate test preparation such as any of the following:
    1. Copy, reproduce, or use in any manner any portion of any secure test booklet, for any reason.
    2. Share an actual test instrument in any form.
    3. Use test preparation materials or strategies developed specifically for Annual Progress Reporting or the Annual Yearly Progress Report.
  2. Deviate from the test administration procedures specified in the test examiner's manual.
  3. Provide inappropriate assistance to students during the test administration.
  4. Make test answers available to students.
  5. Change or fill in answers on student answer documents.
  6. Provide inaccurate data on student answer documents.
  7. Engage in any practice to artificially raise student scores without actually improving underlying student achievement.
  8. Participate in, direct, aid, counsel, assist, encourage, or fail to report any of the acts prohibited in this policy.

After testing is completed, test booklets are to be returned according to procedures established by the District Test Coordinator.

CONSEQUENCES OF POLICY VIOLATIONS

If a violation of this policy occurs, as determined by the Superintendent following an investigation of allegations of irregularities, the Superintendent shall determine whether the integrity of the testing program has been jeopardized, whether some or all of the test results are invalidated, and whether a teacher or administrator has violated the Code of Ethics of the Iowa Board of Educational Examiners as found at 282 - Iowa administrative Code chapter 25.

Reports of students cheating on assessments shall be submitted to the building principal for investigation and disciplinary procedures.

A staff member found to have committed testing irregularities shall be subject to discipline in accordance with law and Board policy.  If the staff member is a licensee of the Board of Educational Examiners, the Superintendent shall make a timely report to that Board.

If the Superintendent believes that assessment results are invalid, the Superintendent shall make a timely report to the Iowa Department of Education.

 

Approved:  September 27, 2005

Reviewed:  December 8, 2014

Revised:

Legal Reference:

Cross Reference:

602.4 Pilot-Experimental-Innovative Projects

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Pilot -- Experimental -- Innovative Projects                                                                                                                                                              Code No.  602.4

 

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 participating, or are asked to participate, in a research, 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 a research, 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".

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  November 11, 2008

Legal Reference:  20 U.S.C. § 1232h (2010); 34 C.F.R. pt. 98 (2010); Iowa Code §§ 279.8, .10; 280.3 (2013); 281 I.A.C. 12.5, .8

Cross Reference:  602 Curriculum Development; 603 Instructional Curriculum

603 Instructional Curriculum

603.1 Basic Instruction Program

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Basic Instructional Program                                                                                                                                                                                        Code No.  603.1

 

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

The basic instructional 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 instructional program of students enrolled in grades one through six will include language arts, social studies, mathematics, science, health, human growth and development, family and consumer science, career, technology education, physical education, music, and visual art.

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

The basic instructional program of students enrolled in grades nine through twelve will include language arts (24 credits), social studies (18 credits), mathematics (18 credits), science (18 credits), physical education/health (10 semesters), fine arts (2 credits), career/technical (2 credits).

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

Each instructional 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 instructional 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  November 11, 2008

Legal Reference:  20 U.S.C. § 1232h (2010); 34 C.F.R. Pt. 98 (2010); Iowa Code §§ 216.9; 256.11; 279.8; 280.3-.14 (2013); 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

603.2 Summer School Instruction

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Summer School Instruction                                                                                                                                                                                         Code No.  603.2

 

The Board, at its discretion, may offer summer school for one or more courses and student activities for students who need additional help, instruction, or for enrichment in those areas.  This decision is within the discretion of the Board.

Upon receiving a request for summer school, the Board will consider 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.

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

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  November 11, 2008

Legal Reference:  Iowa Code §§ 279.8, .11; 280.3, 282.6 (2013)

Cross Reference:  410.2 Summer School Licensed Employees; 603 Instructional Curriculum; 711.4  Summer School Transportation

603.3 Special Education

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Special Education                                                                                                                                                                                                           Code No.  603.3

 

The Board recognizes some students have different educational needs than other students.  The Board will provide a free, appropriate public education program and related services to students identified in need of special education.  The special education services will be provided from birth until the appropriate education is completed, age twenty-one, or to maximum age allowable in accordance with the law.  Students requiring special education will attend general education classes, participate in nonacademic and extracurricular services and activities, and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student.  The appropriate education for each student is written in the student’s Individualized Education Program (IEP).

The District shall maintain policies and procedures to meet Least Restrictive Environment requirements, as specified in federal and state rules. To the maximum extent appropriate, children and students with disabilities shall be educated with children who are nondisabled; and special classes, separate schooling, or other removal of children and students with disabilities from the general education environment occurs only if the nature or severity of the disability is such that education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily.

Special education students are required to meet the requirements stated in Board policy or in their IEP’s for graduation.  It is the responsibility of the Superintendent and the Area Education Agency Director of Special Education to provide or make provision 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  August 10, 2010

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. (2010); 34 C.F.R. Pt. 300 et seq. (2010); Iowa Code §§ 256.11(7); 256B; 273.1, .2, .5, .9(2)-(3); 280.8 (2013); 281 I.A.C. 41.109

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

603.4 Multicultural/Gender Fair Education

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Multicultural/Gender Fair Education                                                                                                                                                                           Code No.  603.4

 

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, 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, 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.

 

Approved:  February 24, 2004

Reviewed:  December 13, 2016

Revised:  December 13, 2016

Legal Reference:  Iowa Code §§ 216.9; 256.11 (2013); 281 I.A.C. 12.5(8)

Cross Reference:  102 Equal Educational Opportunity; 600 Goals and Objectives of the Education Program

603.5 Health Education

EDUCATION PROGRAM

Series 600

 

Policy Title:  Health Education                                                                                                                                                                                                             Code No.  603.5

 

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.

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 256.11; 279.8; 280.3-.14 (2013); 281 I.A.C. 12.5

Cross Reference:  502 Student Rights and Responsibilities; 603 Instructional Curriculum; 607 Instructional Services

603.5E1 Human Growth and Development Student Excuse

See pdf file

Uploaded Files: 

603.6 Physical Education

EDUCATION PROGRAM

Series 600

 

Policy Title:  Physical Education

Code No.  603.6

 

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 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.

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.

 

Approved:  February 24, 2004

Reviewed:  January 9, 2018

Revised:  November 11, 2008

Legal Reference:  Iowa Code § 256.11 (2013); 281 I.A.C. 12.5

Cross Reference:  504 Student Activities; 603 Instructional Curriculum

603.7 Career Education

EDUCATION PROGRAM

Series 600

 

Policy Title:  Career Education                                                                                                                                                                                                            Code No.  603.7

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 256.11, .11A; 280.9 (2013); 281 I.A.C. 12.5(7)

Cross Reference:  603 Instructional Curriculum

603.8 Teaching About Religion

EDUCATION PROGRAM

Series 600

 

Policy Title:  Teaching About Religion                                                                                                                                                                                                Code No.  603.8

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

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 (2013)

Cross Reference:  603 Instructional Curriculum; 604.5 Religious-Based Exclusion from a School Program; 606.2 School Ceremonies and Observances

603.8R1 Teaching About Religion Regulation

EDUCATIONAL PROGRAM

Series 600

 

Administrative Regulation:  Teaching About Religion Regulation – Religious Holidays                                                         Code No.  603.8R1

 

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 will be educationally sound and sensitive to religious differences and will be selected carefully to avoid the excessive or unproductive use of school time.  Teachers will be 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) will be permitted if presented in an objective manner without sectarian indoctrination.  The emphasis on religious themes is only as extensive as necessary for a balanced and comprehensive study or presentation.  Religious content included in student performances is 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 non-belief initiated by individual students, is permitted in composition, art forms, music, speech, and debate.  However, teachers may not require projects or activities which are indoctrinational or force student to contradict their personal religious beliefs or non-beliefs.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:

Cross Reference:

603.9 Academic Freedom

EDUCATION PROGRAM

Series 600

 

Policy Title:  Academic Freedom                                                                                                                                                                                                        Code No.  603.9

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised: 

Legal Reference:  Iowa Code §§ 279.8; 280.3, .6 (2013)

Cross Reference:  502 Student Rights and Responsibilities; 603 Instructional Curriculum; 903.5 Distribution of Materials

603.9R1 Teaching Controversial Issues Regulation

EDUCATIONAL PROGRAM

Series 600

 

Administrative Regulation:  Teaching Controversial Issues                                                                                                                                                    Code No.  603.9R1

 

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, and 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 devise; 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

603.10 Global Education

EDUCATION PROGRAM

Series 600

 

Policy Title:  Global Education                                                                                                                                                                                                           Code No.  603.10

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa code §§ 256.11, .11A (2013); 281 I.A.C. 12.5(11)

Cross Reference:  602 Curriculum Development; 603 Instructional Curriculum

603.11 Citizenship

EDUCATIONAPROGRAM

Series 600

 

Policy Title:  Citizenship                                                                                                                                                                                                                      Code No.  603.11

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal References:  Iowa Code §§ 256.11, .11A (2013); 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

604 Alternative Programs

604.1 Competent Private Instruction

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Competent Private Instruction                                                                                                                                                                                     Code No.  604.1

 

In the event a child of compulsory attendance age, over age six and under age sixteen, does not attend public school or an accredited nonpublic school, the child must receive Competent Private Instruction.

A parent choosing Competent Private Instruction for a student must notify the school district prior to the first day of school on forms provided by the school district.  The forms are available in the Central Administration Office.  One copy of the completed forms will be kept by the school district and another copy will be forwarded to the Area Education Agency.

The Superintendent will determine whether the completed form is in compliance with the law.  Specifically, the Superintendent will determine whether the individual providing the instruction is either the student’s parent, guardian, legal custodian, or an Iowa licensed practitioner; whether the licensed practitioner’s license is appropriate for the age and grade level of the student; that the student is being instructed a minimum of one hundred and forty-eight days per year; that immunization evidence is provided for students placed under Competent Private Instruction for the first time and that the report is timely filed.

The school district will report noncompliance with the reporting, immunization, attendance, instructor qualifications, and assessment requirements of the Compulsory Attendance Law to the county attorney of the county of residence of the student’s parent, guardian, or custodian.

Students receiving Competent Private Instruction are eligible to request open enrollment to another school district.  Prior to the request for open enrollment, the student will request dual enrollment in the resident district.  The receiving district will not bill the resident district unless the receiving district complies with the reporting requirements.  If the parent, guardian, or custodian fails to comply with the compulsory attendance requirements, the receiving district will notify the resident district.  The resident district will then report the noncompliance to the county attorney of the county of residence of the parent, guardian, or custodian.

Students receiving Competent Private Instruction from a parent, guardian, or legal custodian must be evaluated annually by May 1 unless such person is properly licensed.  The parent, guardian, or legal custodian may choose either a standardized test approved by the Iowa Department of Education or a portfolio evaluation. If the parent, guardian, or legal custodian chooses standardized testing and the student is dual enrolled, the school district will pay for the cost of the standardized test and the administration of the standardized test.  If the student is not dual enrolled, the parent, guardian, or legal custodian will reimburse the school district for the cost of the standardized test and the administration of the standardized test.  If a parent, guardian, or legal custodian of a student receiving Competent Private Instruction chooses portfolio assessment as the means of annual assessment, the portfolio evaluator must be approved by the superintendent.  Portfolio evaluators must hold a valid Iowa practitioner’s license or teacher certificate appropriate to the ages and grade levels of the children whose portfolios are being assessed.  No annual evaluation is required for students receiving Competent Private Instruction from an appropriately licensed or certified Iowa practitioner.

Upon the request of a parent, guardian, or legal custodian of a student receiving Competent Private Instruction or upon referral of a licensed practitioner who provides instruction or instructional supervision of a student under Competent Private Instruction, the school district will refer a student who may require special education to the Area Education Agency, Division of Special Education, for evaluation.

Students in competent private instruction must make adequate progress.  Adequate progress includes scoring at the thirtieth percentile on a standardized test or a report by the portfolio evaluator indicating adequate progress.  Students who fail to make adequate progress under Competent Private Instruction provided by the student’s parent, guardian, or legal custodian will attend an accredited public or nonpublic school beginning the next school year.  The parent, guardian, or legal custodian of a student who fails to make adequate progress may apply to the director of the Department of Education for approval of continued Competent Private Instruction under a remediation plan.

The remediation plan is for no more than one year.  Before the beginning of the school year, the student may be re-tested and if the student achieves adequate progress the student may remain in Competent Private Instruction.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 256.11; 279.10, .11; 299.1-.6, .11, .15, .24, 299A (2013); 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

604.1E1 Competent Private Instruction Report

See pdf document
 

Uploaded Files: 

604.2 Individualized Instruction

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Individualized Instruction                                                                                                                                                                                              Code No.  604.2

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

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

604.3 Program for Talented & Gifted Students

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Program for Talented and Gifted Students                                                                                                                                                               Code No.  604.3

 

The Board recognizes some students require programming beyond the regular education program.  The Board 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 257.42-.49 (2013); 281 I.A.C. 12.5(12); 59

Cross Reference:  505 Student Scholastic Achievement; 604.6 Instruction at a Post-Secondary Educational Institution

604.4 Program for At-Risk Students

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Program for At-Risk Students                                                                                                                                                                                     Code No.  604.4

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 257.38-.41; 280.19, .19A (2013); 281 I.A.C. 12.5(13); 33; 65

Cross Reference:  505 Student Scholastic Achievement; 607.1 Student Guidance and Counseling Program

604.5 Religious-Based Exclusion from a School Program

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Religious-Based Exclusion from a School Program                                                                                                                                              Code No.  604.5

 

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.

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.

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

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 Instruction Curriculum; 606.2 School Ceremonies and Observances

604.6 Instruction at a Post-Secondary Educational Institution

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Instruction at a Post-Secondary Education Institution                                                                                                                                          Code No.  604.6

 

Students in grades nine through twelve may receive academic or vocational-technical credits that count toward the graduation requirements set out by the Board for courses successfully completed in post-secondary educational institutions.  The student may receive academic or vocational-technical credits through an agreement between a post-secondary educational institution or with the Board’s approval on a case-by-case basis.

Students in grades nine through twelve who successfully complete courses in post-secondary educational institutions under an agreement between the school district and the post-secondary educational institution will receive academic and vocational-technical credits in accordance with the agreement.

Students who have completed the eleventh grade but who have not completed the graduation requirements set out by the Board may take up to seven semester hours of credit at a post-secondary educational institution during the summer months when school is not in session if the student pays for the courses.  Upon successful completion of these summer courses, the students will receive academic or vocational-technical credit toward the graduation requirements set out by the Board.  Successful completion of the course is determined by the post-secondary educational institution.  The Board will have complete discretion to determine the academic credit to be awarded to the student for the summer courses.

The following factors are considered in the board’s determination of whether a student will receive academic or vocational-technical credit toward the graduation requirements set out by the Board for a course at a post-secondary educational institution:

  • the course is taken from a public or accredited private post-secondary educational institution;
  • a comparable course is not offered in the school district.  A comparable course is one in which the subject matter or the purposes and objectives of the course are similar, in the judgment of the Board, to a course offered in the school district;
  • the course is in the discipline areas of mathematics, science, social sciences, humanities, vocational-technical education, or a course offered in the community college career options program;
  • the course is a credit-bearing course that leads to a degree;
  • the course is not religious or sectarian; and
  • the course meets any other requirements set out by the Board.

Students in grades eleven and twelve who take courses, other than courses taken under an agreement between the school district and the post-secondary educational institution, are responsible for transportation without reimbursement to and from the location where the course is being offered.

Ninth and tenth grade talented and gifted students and all students in grades eleven and twelve will be reimbursed for tuition and other costs directly related to the course up to $250.  Students who take courses during the summer months when school is not in session are responsible for the costs of attendance for the courses.

Students who fail the course and fail to receive credit will reimburse the school district for all costs directly related to the course.  Prior to registering for the course, students under age eighteen will have a parent 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 for the course.  Students who fail the course and fail to receive credit for the course for reasons beyond their control, including, but not limited to, the student’s incapacity, death in the family, or a move to another district, may not be responsible for the costs of the course.  The School Board may waive reimbursement of costs to the school district for the previously listed reasons.  Students dissatisfied with a School Board’s decision will appeal to the AEA for a waiver of reimbursement.

The Superintendent is responsible for annually notifying students and parents of the opportunity to take courses at post-secondary educational institutions in accordance with this policy.  The Superintendent will also be responsible for developing the appropriate forms and procedures for implementing this policy.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 256.11, .11A; 261E.6, E.7; 279.8; 280.3, .14 (2013); 281 I.A.C. 12, 22

Cross Reference:  505 Student Scholastic Achievement; 604.3 Program for Talented and Gifted Students

604.7 Dual Enrollment

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Dual Enrollment                                                                                                                                                                                                               Code No.  604.7

 

The parent, guardian, or custodian of a student receiving Competent Private Instruction may also enroll the student in the school district.  The student is considered under dual enrollment.  The parent, guardian, or custodian requesting dual enrollment for the student should notify the Board Secretary prior to the third Friday of September each year 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 the fees required for participation.

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.

The school district will notify the dual enrollment student of the extracurricular and academic activities in which the student wishes to participate.

The school district will notify the dual enrollment student of the extracurricular and academic activities in which the student wishes to participate.

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

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 279.8, 299A (2013); 281 I.A.C. 31

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

604.8 Foreign Students

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Foreign Students                                                                                                                                                                                                             Code No.  604.8

 

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 parent(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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code § 279.8 (2013)

Cross Reference:  501 Student Attendance; 507.1 Student Health and Immunization Certificates

604.9 Home School Assistance Program

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Home School Assistance Program                                                                                                                                                                            Code No.  604.9

 

The Board, recognizing alternatives to education outside the formal public school system, authorizes the establishment of a Home School Assistance Program.  This program will assist students receiving Competent Private Instruction by providing licensed employees of the school district to assist the parent, guardian, or legal custodian in the education of the student.

The parent, guardian, or legal custodian registering for the Home School Assistance Program will agree to comply with the requirements established by the faculty of the program.

Students registered for the Home School Assistance Program will be counted in the basic enrollment.

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

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 279.8; 299A (2013); 281 I.A.C. 31

Cross Reference:  504 Student Activities; 507 Student Health and Well-Being; 604.1 Competent Private Instruction; 604.8 Dual Enrollment

605 Instructional Materials

605.1 Instructional Materials Selection

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Instructional Materials Selection                                                                                                                                                                                Code No.  605.1

 

The Board recognizes that the selection of instructional materials is a vital component of the school district’s curriculum.

The Board has sole discretion to approve instructional materials for the school district.  The Board delegates its authority to determine which instructional materials will be utilized and purchased by the school district to licensed employees.  The licensed employees will work closely together to ensure vertical and horizontal articulation of textbooks in the education program.

The Board may appoint an ad hoc committee for the selection of instructional materials.  The committee may be composed of school district employees, parents, students, community members, or representatives of community groups.

In reviewing current instructional materials for continued use and in selecting additional instructional materials, the 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 the selection committee.

In making its recommendations to the Superintendent, the licensed employees will select materials which:

  • support the educational philosophy, goals, and objectives of the school district;
  • consider the needs, age, and maturity of students;
  • are within the school district’s budget;
  • foster respect and appreciation for cultural diversity and difference of opinion;
  • stimulate growth in factual knowledge and literary appreciation;
  • encourage students to become decision-makers, to exercise freedom of thought, and to make independent judgment through the examination and evaluation of relevant information, evidence, and differing viewpoints;
  • portray the variety of careers, roles, and lifestyles open to persons of both sexes; and,
  • increase an awareness of the rights, duties, and responsibility of each member of a multicultural society.

In the case of textbooks, the Board will make the final decision after a recommendation from the Superintendent.  The criteria stated above for selection of instructional materials will also apply to the selection of textbooks.  The Superintendent may appoint licensed employees to assist in the selection of textbooks.

Gifts of instructional materials must meet these criteria stated above for the selection of instructional materials.  The gift must be received in compliance with Board policy #704.4, “Gifts – Grants – Bequests.”

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 279.8; 280.3, .14; 301 (2013); 28 I.A.C. 12.3(12)

Cross Reference:  209.1 Ad Hoc Committees; 505 Student Scholastic Achievement; 602 Curriculum; 605 Instructional Materials

605.1R1 Selection of Instructional Materials Regulation

EDUCATIONAL PROGRAM

Series 600

 

Administrative Regulation:  Selection of Instructional  Materials                                                                                                                                          Code No.  605.1R1

 

  1. Responsibility for Selection of Instructional Materials
  1. The Board is responsible for matters relating to the operation of the Oskaloosa Community School District.
  2. 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 multimedia materials (not equipment), whether considered text materials or library materials.  The Board retains the final authority for the approval of textbooks.
  3. While selection of materials may involve many people including principals, teachers, teacher-librarian, students, parents, and community members, the responsibility for coordinating the selection of most instructional materials and making the recommendation for the purchase rests with licensed employees.
  4. 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 non-printed material provided in multiple copies for use of a class or major segment of a class.
  5. If the Board appoints an ad hoc committee to make recommendations on the selection of instructional materials, the ad hoc committee is 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 is 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.

  1. Material selected for use in libraries and classrooms will meet the following guidelines:
  1. Religion – Material will represent the major religions in a factual, unbiased manner.  The primary source material of the major religions is considered appropriate, but material which advocates rather than informs, or is designed to sway reader judgment regarding religion, will not be included in the school libraries or classrooms.
  2. Racism – Material will 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.
  3. Sexism – Material will reflect a sensitivity to the needs, rights, traits, and aspirations of men and women without preference or bias.
  4. Age – Material will recognize the diverse contributions of various age groups and portray the continuing contributions of maturing members of society.
  5. Ideology – Material will 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 will not be selected with the intention to sway reader judgment and is related to the maturity level of the intended audience.
  6. Profanity and Sex – Material is subjected to a test of literary merit and reality by the teacher-librarian and licensed staff who will take into consideration their reading of public and community standards of morality.
  7. 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 will 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.

  1. Procedure for Selection
  1. Material purchased for libraries and classrooms is recommended for purchase by licensed employees, in consultation with administrative staff, school library staff, students, or an ad hoc committee as appointed by the Board.  The material recommended for purchase is approved by the appropriate building administrator.
  1. The materials selected will support stated objectives and goals of the School District.  Specifically, the goals are:
  1. To acquire materials and provide service consistent with the demands of the curriculum;
  2. To develop students’ skills and resourcefulness in the use of libraries and learning resources;
  3. To effectively guide and counsel students in the selection and use of materials and libraries;
  4. To foster in students a wide range of significant interests;
  5. To provide opportunities for aesthetic experiences and development of an appreciation of the fine arts;
  6. 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;
  7. To encourage life-long education through the use of the library; and,
  8. To work cooperatively and constructively with the instructional and administrative staff in the school.
  1. Materials selected are consistent with stated principles of selection.  These principles are:
  1. To select material, within established standards, which will meet the goals and objectives of the School District;
  2. To consider the educational characteristics of the community in the selection of materials within a given category;
  3. 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.
  4. To intelligently, quickly, and effectively anticipate and meet needs through awareness of subject of local, national, and international interest and significance; and,
  5. To strive for impartiality in the selection process.
  1. The materials selected will meet stated selection criteria.  These criteria are:
  1. Authority-Author’s qualifications – education, experience, and previously published works:
  2. 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.
  3. Treatment of subject-shows an objective reflection for the multi-ethnic character and cultural diversity of society.
  4. Language:
    1. Vocabulary:
      1. Does not indicate bias by the use of works which may result in negative value judgments about groups of people;
      2. 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.
  5. Format:
    1. Book
      1. Adequate and accurate index;
      2. Paper of good quality and color;
      3. Print adequate and well spaced;
      4. Adequate margins;
      5. Firmly bound; and,
      6. Cost.
    2. Non-book
      1. Flexibility, adaptability;
      2. Curricular orientation of significant interest to students;
      3. Appropriate for audience;
      4. Accurate authoritative presentation;
      5. Good production qualities (fidelity, aesthetically adequate);
      6. Durability; and,
      7. Cost.
    3. Illustrations of book and non-book materials should:
      1. Depict instances of fully integrated grouping and settings to indicate equal status and non-segregated social relationships;
      2. Make clearly apparent the identity of minorities;
      3. 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.
  6. 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.
  7. 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?
    9. Will it serve the needs of students with special needs?
    10. Does it inspire learning?
    11. Is it relevant to the subject?
    12. Will it stimulate a student’s interest?
  1. Gifts of library or instructional materials may be accepted if the gift meets existing criteria for library and instructional materials.  The acceptance and placement of such gifts is within the discretion of the Board.
  2. In order to provide a current, highly usable collection of materials, teacher-librarians will ensure constant and continuing renewal of the collection, not only the addition of up-to-date materials, but by the judicious elimination of materials which no longer meet school district needs or find use.  The process of weeding instructional materials will be done according to established and accepted standards for determining the relevance and value of materials in a given context.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  February 12, 2008

Legal Reference:

Cross Reference:

605.2 Instructional Materials Inspection

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Instructional Materials Inspection                                                                                                                                                                              Code No.  605.2

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Goals 2000: Educate America Act, Pub. L. No. 103-227, 108 Stat. 125 (1994); Iowa Code §§ 279.8; 280.3, .14; 301 (2013); 281 I.A.C. 12.3(12)

Cross Reference:  602 Curriculum Development; 605 Instructional Materials; 901.1 Public Examination of School District Records

605.3 Objection to Instructional Materials

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Objection to Instructional Materials                                                                                                                                                                           Code No.  605.3

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  February 12, 2008

Legal Reference:  Iowa Code §§ 279.8; 280.3, .14; 301 (2013); 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

605.3E1 Instructions to the Reconsideration Committee

Code No.   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 meetings law.

The most critical component of the reconsideration process is the establishment and maintenance of the committee’s credibility in the community.  For this purpose, the committee is composed of community members.  The community should not, therefore, infer that the Committee is biased or is obligated to uphold prior professional decisions.  For this same reason, a community member will be selected to chair the committee.

The reconsideration process, the task of this committee, is just one part of the selection continuum.  Material is purchased to meet a need.  It is reviewed and examined, if possible, prior to purchase.  It is periodically re-evaluated through updating, discarding, or re-examination.  The committee must be ready to acknowledge that an error in selection may have been made despite this process.  Librarians and school employees regularly read great numbers of reviews in the selection process, and occasional errors are possible.

In reconsidering challenged materials, the role of the committee, and particularly the chairperson, is to produce a climate for disagreement.  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 continuously informed of the progress of the complaint.

The committee will listen to the views of all interested persons before making recommendations.  In deliberating its recommendation, the committee should remember that the school system must be responsive to the needs, tastes, and opinions of the community it serves.  Therefore, the committee must distinguish between broad community sentiment and attempts to impose personal standards.  The deliberations should concentrate on the appropriateness of the material.  The question to be answered by the committee is, “Is the material appropriate for its designated audience at this time?”

The committee’s final recommendation will be (1) to remove the challenged material from the total school environment, (2) to take no removal action, or (3) to agree on a limitation of the educational use of the materials.

The committee chairperson will instruct the secretary to convey the committee’s recommendation to the office of the superintendent.  The recommendation should detail the rationale on which it was based.  A letter will be sent to the complainant outlining the outcome.

605.3E2 Reconsideration of Instructional Materials Reconsideration Request Form

See pdf document

Uploaded Files: 

605.3E3 Sample Letter to Individual Challenging Instructional Materials

See pdf document

Uploaded Files: 

605.3R1 Reconsideration of Instructional Materials Regulation

EDUCATIONAL PROGRAM

Series 600

 

Administrative Regulation:  Reconsideration of Instructional Materials Regulation                                                                                           Code No.  605.3R1              

 

  1. 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 material will try to resolve the issue informally.  The materials generally will remain in use pending the outcome of the reconsideration procedure.
      1. The school official or employee initially receiving a complaint, will explain to the individual the Board’s selection procedure, criteria to be met by the instructional materials, and qualifications of those persons selecting the material.
      2. The school official or employee initially receiving a complaint will explain to the individual the role of the objected material in the education program, its intended educational purpose, and additional information regarding its use. In the alternative, the employee may refer the individual to the to the teacher-librarian who can identify and explain the use of the material.
    2. The employee receiving the initial complaint will advise the building principal of the initial contact no later than the end of the school day following the discussion with the individual, whether or not the individual has been satisfied by the initial contact.  A written record of the contact is maintained by the principal in charge of the attendance center.  Each building principal shall inform employees of their obligation to report complaints.
    3. In the event the individual making an objection to instructional materials is not satisfied with the initial explanation, the individual is referred to the principal or to the teacher-librarian of the attendance center.  If, after consultation with the principal or teacher-librarian, the individual desires to file a formal complaint, the principal or teacher-librarian will assist in filling out a Reconsideration Request Form in full and filing it with the Superintendent.
  2. 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 administration office will keep on hand and make available Reconsideration Request Forms.  Formal objection to instructional materials must be made on this form.
    3. The individual will state the specific reason the instructional material is being challenged.  The Reconsideration Request Form is signed by the individual and filed with the Superintendent.
    4. The Superintendent will promptly file the objection with the reconsideration committee for re-evaluation.
    5. Generally, access to challenged instructional material will not be restricted during the reconsideration process.  However, in unusual circumstances, the instructional material may be removed temporarily by following the provisions of Section B.6.d. of this rule.
    6. The Reconsideration Committee
      1. The reconsideration committee is made up of eight members.
        1. One licensed employee designated annually, as needed, by the Superintendent.
        2. One teacher-librarian designated annually by the Superintendent.
        3. One member of the administrative team designated by the Superintendent.
        4. Three members of the community appointed annually, as needed, by the Board.
        5. Two high school students, selected by the high school principal, if appropriate.
      2. The committee will select their chairperson and secretary.
      3. The committee will meet at the request of the Superintendent.
      4. Special meetings may be called by the Superintendent to consider temporary removal of materials in unusual circumstances.  Temporary removal will require a two-thirds vote of the committee.
      5. Notice of committee meetings is made public through appropriate publications and other communications methods.
      6. The committee will receive the completed Reconsideration Request Form from the Superintendent.
      7. The committee will determine its agenda for the first meeting which may include the following:
        1. Distribution of copies of the completed Reconsideration Request Form.
        2. An opportunity for the individual or a group spokesperson to talk about or expand on the Reconsideration Request Form.
        3. Distribution of reputable, professionally prepared reviews of the challenged instructional material if available.
        4. Distribution of copies of the challenged instructional material as available.
      8. 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.
      9. 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.
      10. The individual filing the challenge is kept informed by the reconsideration committee secretary on the status of the Reconsideration Request Form throughout the reconsideration process.  The individual filing the challenge and known interested parties is given appropriate notice of meetings.
      11. At the second, or a subsequent meeting, the committee will make its decision.  The committee’s final decision 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 decision and its justification are 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 decision, 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.
      12. A recommendation to sustain a challenge will not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the material.
      13. 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.
      14. If necessary or appropriate in the judgment of the committee, the committee may appoint a subcommittee of members or nonmembers to consolidate challenges and to make recommendations to the full committee.  The composition of this subcommittee will approximate the representation of the full committee.
      15. Committee members directly associated with the selection, use, or challenger of the challenged material are excused from the committee during the deliberation of the challenged instructional materials.  The Superintendent may appoint a temporary replacement for the excused committee member, but the replacement must be of the same general qualifications as the member excused.
      16. 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

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Technology and Instructional Materials                                                                                                                                                                    Code No.  605.4

 

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 economical ways to utilize multi-media, computers, and other technologies as a part of the curriculum.

It is 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  February 12, 2008

Legal Reference:  Iowa Code § 279.8 (2013); 281 I.A.C. 12.3(12), 12.5(4), .5(10)

Cross Reference:  602 Curriculum Development; 605 Instructional Materials

605.5 School Library

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  School Library                                                                                                                                                                                                                  Code No.  605.5

 

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 centers 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 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:  February 12, 2008

Legal Reference:  Iowa Code §§ 256.7(24); 279.8; 280.14; 301 (2013); 281 I.A.C. 12.3(11), (12)

Cross Reference:  602 Curriculum Development; 605 Instructional Materials

605.6 Internet - Appropriate Use

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Student Acceptable Use                                                                                                                                                                                                Code No.  605.6

 

The following statement of acceptable use of Oskaloosa Community School District technology resources applies to all Oskaloosa Community School District (OCSD) students, parents, and guests using school district technology resources.

The Oskaloosa Community School District offers a variety of technology resources for student and parent use. Access to these resources is a privilege and not a right and each student must have a signed Acceptable Use Policy on file. Privileges can and will be taken away for violation of the policy and regulations. All students and their parents or guardians must read and understand the Acceptable Use Policy, then sign and turn in the form to their building office. Students in grades 3-12 will sign the policy at school after reviewing with staff.

When using district-supplied technology resources, individuals agree to abide by all policies and procedures adopted by the Oskaloosa Community School District as well as all current federal, state, and local laws. These include district policies and procedures against harassment, plagiarism, and unethical conduct; as well as local, state, and federal laws prohibiting theft, copyright infringement, insertion of viruses into computer systems, vandalism, and other unlawful intrusions. In the event of violation of any these policies, procedures, or laws, current district disciplinary policies and practices will be followed, including those regulating the provision of information to law enforcement authorities.

INTERNET & NETWORK USE

  1. Internet and technology resources must be used in support of education and research, and consistent with OCSD educational objectives. Appropriate use of the network is critical for stability and smooth operation.
  2. The District’s computers, network, and/or internet connection is not a public access service and the District has the right to place reasonable restrictions on the material accessed and/or posted.
  3. The amount of time and type of access available may be limited by the School District’s technology and the demands for the use of the School District’s technology.
  4. Even if students have not been given access, they may still be exposed to information from the District’s computers, computer network, and/or the internet in guided curricular activities at the discretion of their teachers.
  5. The District is not responsible for the accuracy of information users access on the internet.
  6. Use of the District’s computers, network, and internet shall also comply with all School District policies and regulations.
  7. The School District will use technology protection measures to protect minors, to the extent technically possible, from inappropriate pictures that are (a) obscene, (b) child pornography, or (c) harmful to minors. The technology protection measures will block access to a large percentage of inappropriate sites, however, it should not be assumed that users are completely prevented from accessing inappropriate materials or from sending or receiving objectionable communications.
  8. Unauthorized bypassing of the content filter by using proxy servers and/or other means is a violation of this policy. 
  9. Although reasonable efforts will be made to make sure students will be under supervision, it is not possible to constantly monitor individual students and some students may encounter information that may not be of educational value and/or may be inappropriate.
  10. The District has the right, but not the duty, to monitor any and all aspects of its computers, networks, and internet access including, but not limited to, monitoring sites students and visit on the internet and reviewing email.
  11. Inappropriate use and/or access will result in the restriction and/or termination of the individual’s privilege and may result in further discipline for students and/or other legal action.
  12. The District has the authority and right to examine all computer and internet activity of any user of the system.
  13. Any devices, including personal devices, used on the school network are covered under this policy.
  14. Students waive any right to privacy in anything they create, store, send, disseminate, or receive on the District’s computers and network, including the internet.
  15. It is the policy of the Oskaloosa School District to prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors.
  16. The District will provide age-appropriate training for students in regards to:
  • internet safety
  • appropriate online behavior, including social networking
  • cyber-bullying

Examples of inappropriate use are, but not limited to:

  • illegal activity
  • accessing or transmitting offensive materials
  • harassment, threats, or bullying
  • material advocating violence or discrimination
  • searching for, obtaining, or distributing obscene or pornographic material
  • creating or forwarding inappropriate (mean-spirited, racist, pornographic, false) material
  • creating and/or using another user's account, with or without their permission
  • accessing or modifying other user's accounts, files, or passwords
  • any actions that deliberately disrupt network service or damage equipment
  • commercial activities not related to school or unsolicited political lobbying
  • using hotspots from cellular devices

EMAIL & DIRECT COMMUNICATION

  1. Student email access will be determined at the building level. Users will check their email frequently and stay within their email quota.
  2. Instruction will be given to students on safety and security when using email, chat, and other forms of direct electronic communications.
  3. Email messages are not confidential. Email messages may be requested by the public under the Open Records Act.
  4. Do not email personal items for sale or to give away. Ask your building administrator where these items may be posted.
  5. Do not send or forward email to the school mailing lists unless it specifically relates to school business.
  6. Do not engage in “spamming" or participate in chain letters.

Chain letter definition: a letter to be circulated among many people by being copied, or, sometimes, added to, and then passed to others with a request to do the same.

Spamming definition: To send (a message) indiscriminately to multiple mailing lists, individuals, or newsgroups.

  1. Do not send large email attachments to class or building mailing lists or a large number of users at once. (General rule - less than 5 MB)
  2. Student names should not be included in the subject line of an email.
  3. Never reply to spam email.

HARDWARE/SOFTWARE/DATA

  1. Damage due to carelessness may result in disciplinary action including, but not limited to, fees and/or suspension of privileges.
  2. Vandalism will result in a suspension of privileges and payment for damages. Other District disciplinary policies and practices may also apply. Vandalism is defined as any malicious attempt to harm or destroy hardware, software, or data of another user or interference with network operation. This includes, but is not limited to the uploading or creation of viruses, removing keys from keyboards, removing any parts from equipment, and hacking.
  3. To maintain consistency and licensing, the Technology Department will regulate installation of software on computers. Students are prohibited from installing software.
  4. The District takes precautions to avoid data loss, but the potential for loss always exists.  No warranties, expressed or implied, are made by the School District for its computer technology and internet access and the District will not be responsible for any damage including, but not limited to the loss of data, delays, non-deliveries, mis-deliveries, or service interruptions caused by negligence or omission.
  5. Any risk and/or damages resulting from information obtained from the District’s computers, network, and/or internet access is assumed by and is the responsibility of the user.

COPPA Information

The Children's Online Privacy Protection Act of 1998 (COPPA) is a United Stated Federal Law, enacted October 21, 1998.

The act, effective April 21, 2000, applies to the online collection of personal information by persons or entities from children under 13 years of age. It details what a website must include in a privacy policy, when and how to seek verifiable consent from a parent or guardian, and what responsibilities a website has to protect children's privacy and safety online including restrictions on the marketing to those under 13. While children under 13 can legally give out personal information with their parents' permission, many websites altogether disallow underage children from using their services due to the amount of work involved.

For educational purposes, the school may act as an intermediary between parents and operators for purposes of granting consent. A website is allowed to presume that consent provided by the school is based on the school having obtained this consent from parents. By signing this AUP, you give consent for using educational websites assigned in the classroom that require students to setup an account.

For more information on COPPA, go to http://www.coppa.org

 

Approved:  April 25, 2000

Reviewed:  December 8, 2014

Revised:  June 10, 2014

Legal Reference:  Iowa Code § 279.8 (2013)

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

605.6E1 Internet Access Permission Letter to Parents

Uploaded Files: 

605.6E2 Internet Appropriate Use Violation Notice

Uploaded Files: 

605.6R1 Internet - Appropriate Use Regulation

EDUCATIONAL PROGRAM

Series 600

 

Administrative Regulation:  Internet – Appropriate Use Regulation                                                                                                                                      Code No.  605.6R1

 

  1. Responsibility for Internet Appropriate Use
  1. 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.

  1. Instruction in the proper use of the Internet system will be available to employees who will then provide similar instruction to their students.
  2. Employees are expected to practice appropriate use of the Internet, and violations may result in discipline up to, and including, discharge.
  1. Internet Access
  1. Access to the Internet is available to teachers and students as a source of information and a vehicle of communication.
  2. Students will be able to access the Internet through their teachers.  Individual student accounts and electronic mail addresses (will not/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 download files to avoid spreading computer viruses.
  7. The school district makes no guarantees as to the accuracy of information received on the Internet.
  1. Permission to Use Internet – Annually, parents will grant permission for their student to use the Internet using the prescribed form.
  1. Student Use of Internet
  1. Equal Opportunity – The Internet is 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.
  2. 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:
    1. Respect all copyright and license agreements.
    2. Cite all quotes, references, and sources.
    3. Remain on the system long enough to get needed information, then exit the system.
    4. Apply the same privacy, ethical, and educational considerations utilized in other forms of communication.
  3. Student access for electronic mail will be through (the supervising teacher’s account/their own account).  Student should adhere to the following guidelines:
    1. Others may be able to read or access the mail so private messages should not  be sent.
    2. Delete unwanted messages immediately.
    3. Use of objectionable language is prohibited.
    4. Always sign messages.
    5. Always acknowledge receipt of a document or file.
  1. Restricted Material – Students will not intentionally access or download any text file or picture or engage in any conference that include 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.
  2. 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.
  1. Student Violations – Consequences and Notifications

Students who access restricted items on the Internet are 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.
  1. 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 _________________.
  1. 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised: 

Legal Reference:

Cross Reference:

605.7 Use of Information Resources

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Use of Information Resources                                                                                                                                                                                     Code No.  605.7

 

In order for students to experience a diverse curriculum, the Board encourages to supplement their regular curricular material 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 proper use of supplementary materials, it is the responsibility of employees to abide by the School District’s copying procedures and obey the requirement 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 student 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 Curriculum Director, to develop administrative regulations regarding this policy.

 

Approved:  February 12, 2008

Reviewed:  December 8, 2014

Revised:

Legal References:  17 U.S.C. § 101 et al. (2012); 281 I.A.C. 12.3(12)

Cross References:  605.6 Internet Appropriate Use

605.7R1 Use of Information Resources Regulation

EDUCATIONAL PROGRAM

Series 600

 

Administrative Regulation:  Use of Information Resources                                                                                                                                                    Code No.  605.7R1

 

Employees and students may make copies of copyrighted materials that fall within the following guidelines.  Where there is reason to believe the material to be copied does not fall within these guidelines, prior permission shall be obtained from the publisher or producer with the assistance of the principal, teacher, or teacher-librarian.  Employees and students who fail to follow this procedure may be held personally liable for copyright infringement and may be subject to discipline by the Board.

Under the “fair use” doctrine, unauthorized reproduction of copyrighted materials is permissible for such purpose as criticism, comment, news reporting, teaching, scholarship, or research.  Under the "fair use" doctrine, each of the following four standards must be met in order to use the copyrighted document:

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

Authorized Reproduction and Use of Copyrighted Material Reminders:

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

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

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

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

  • Brevity
    • A complete poem, if less than 250 words and two pages long, may be copied; excerpts from longer poems cannot exceed 250 words;
    • Complete articles, stories, or essays of less than 2500 words or excerpts from prose works less than 1000 words or 10% of the work, whichever is less, may be copied; in any event, the minimum is 500 words;
    • Each numerical limit may be expanded to permit the completion of an unfinished line of a poem or prose paragraph;
    • One chart, graph, diagram, drawing, cartoon, or picture per book or periodical issue may be copied.  “Special” works cannot be reproduced in full; this includes children’s books combining poetry, prose, or poetic prose.  Short special works may be copied up to two published pages containing not more than 10 percent of the work.
  • Spontaneity – Should be at the “instance and inspiration” of the individual teacher when there is not a reasonable length of time to request and receive permission to copy.
  • Cumulative Effect – Teachers are limited to using copied material for only one course for which copies are made.  No more than one short poem, article, story, or two excerpts from the same author may be copied, and no more than three works can be copied from a collective work or periodical column during one class term.  Teachers are limited to nine instances of multiple copying for one course during one class term.  Limitations do not apply to current news periodicals, newspapers, and current news sections of other periodicals.

Copying Limitations

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

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

Authorized Reproduction and Use of Copyrighted Materials in the Library

A library may make a single copy or three digital copies of:

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

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

Authorized Reproduction and Use of Copyrighted Music or Dramatic Works

Teachers may:

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

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

Performances of non-dramatic musical works that are copyrighted are permitted without the authorization of the copyright owner, provided that:

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

All other musical and dramatic performances require permission from the copyright owner.  Parents or others wishing to record a performance should check with the sponsor to ensure compliance with copyright.

Recording of Copyrighted Programs

Television programs, excluding news programs, transmitted by commercial and non-commercial television stations for reception by the general public without charge may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by a school for a period not to exceed the first forty-five (45) consecutive calendar days after date of recording.  Upon conclusion of this retention period, all off-air recordings must be erased or destroyed immediately.  Certain programming such as that provided on public television may be exempt from this provision; check with the principal or the subscription database, e.g. unitedstreaming.

Off-air recording may be used once by an individual teacher in the course of instructional activities, and repeated once only when reinforcement is necessary, within a building, during the first 10 consecutive school days, excluding scheduled interruptions, in the 45 calendar day retention period.  Off-air recordings may be made only at the request of and used by individual teachers, and may not be regularly recorded in anticipation of requests.  No broadcast program may be recorded off-air more than once at the request of the same teacher, regardless of the number of times the program may be broadcast.  A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers.  Each additional copy shall be subject to all provisions governing the original recording.

After the first ten consecutive school days, off-air recordings may be used up to the end of the 45 calendar day retention period only for evaluation purposes, i.e., to determine whether or not to include the broadcast program in the teaching curriculum.  Permission must be secured from the publisher before the recording can be used for instructional purposes after the 10 day period.

Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content.  Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or compilations.  All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.

Authorized Reproduction and Use of Copyrighted Computer Software

Schools have a valid need for high-quality software at reasonable prices.  To assure a fair return to the authors of software programs, the school district shall support the legal and ethical issues involved in copyright laws and any usage agreements that are incorporated into the acquisition of software programs.  To this end, the following guidelines shall be in effect:

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

Fair Use Guidelines for Educational Multimedia

Students may incorporate portions of copyrighted materials in producing educational multimedia projects such as videos, Power Points, podcasts, and web sites for a specific course, and may perform, display, or retain the projects.

Educators may perform or display their own multimedia projects to students in support of curriculum-based instructional activities.  These projects may be used:

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

Educators may use copyrighted materials in a multimedia project for two years, after that permission must be requested and received.

The following limitations restrict the portion of any given work that may be used pursuant of fair use in an educational multimedia project:

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

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

 

Approved:  February 12, 2008

Reviewed:  December 8, 2014

Revised:

Legal Reference:

Cross Reference:

606 Instructional Arrangements

606.1 Class Size - Class Grouping

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Class Size – Class Grouping                                                                                                                                                                                        Code No.  606.1

 

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 may review the class size 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code §§ 279.8; 280.3 (2013)

Cross Reference:  606.6 Insufficient Classroom Space

606.2 School Ceremonies and Observances

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  School Ceremonies and Observances                                                                                                                                                                      Code No.  606.2

 

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.

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

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 (2013)

Cross Reference:  603 Instructional Curriculum; 604.5 Religious-Based Exclusion From A School Program

606.3 Animals in the Classroom

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Animals in the Classroom                                                                                                                                                                                             Code No.  606.3

 

Live animals may be allowed in school district facilities only for an educational purpose.  Permission from the Principal will be required of anyone wishing to bring an animal into school district facilities, with the exception of professional therapy or emotional support animals that have been properly trained, are handled by a trained handler, are properly insured by the owner, and have been previously approved by the Administration.  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.

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

 

Approved:  February 24, 2004

Reviewed:  August 10, 2015

Revised:  August 10, 2015

Legal Reference:  Iowa Code § 279.8 (2013)

Cross Reference:  507 Student Health and Well-Being

606.4 Student Production of Materials & Services

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Student Production of Materials and Services                                                                                                                                                        Code No.  606.4

 

Materials and services produced by students at the expense of the School District are to be 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 to be the property of the student.

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

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code § 279.8 (2013)

Cross Reference:  408.2 Licensed Employee Publication or Creation of Materials

606.5 Student Field Trips and Excursions

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Student Field Trips and Excursions                                                                                                                                                                            Code No.  606.5

 

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 will approve field trips and excursions outside the state or of 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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  390C.F.R. Pt. 390.3(f) (2012); Iowa Code § 279.8 (2013); 281 I.A.C. 43.9

Cross Reference:  503.1 Student Conduct; 503.4 Good Conduct Rule; 603 Instructional Curriculum; 711 Transportation

606.6 Insufficient Classroom Space

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Insufficient Classroom Space                                                                                                                                                                                     Code No.  606.6

 

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.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code § 282.18(13) (2013); 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

607 Instructional Services

607.1 Student Guidance and Counseling Program

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Student Guidance and Counseling Program                                                                                                                                                            Code No.  607.1

 

The Board will provide a Student Guidance and Counseling Program.  The Guidance Counselor will be certified with the Iowa Department of Education and hold the qualifications required by the Board.  The Guidance and Counseling Program will serve grades kindergarten through twelve.  The program will assist students with their personal, educational, and career development.  The program is coordinated with the education program and involves licensed employees.

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:  Iowa Code § 280.14; 622.10 (2013); 281 I.A.S. 12.3(11)

Cross Reference:  506 Student Records; 603 Instructional Curriculum; 604.4 Program for At-Risk Students

607.2 Student Health Services

EDUCATIONAL PROGRAM

Series 600

 

Policy Title:  Student Health Services                                                                                                                                                                                              Code No.  607.2

 

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

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

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised: 

Legal Reference:  No Child Left Behind, Title II, Sec. 1061, P.L. 107-110 (2002); 42 U.S.C. §§ 12101 et seq. (2012); 34 C.F.R. pt. 99, 104, 200, 300 et seq. (2012); 29 U.S.C. §  794(a)(2012); 28 C.F.R. 35; 20 U.S.C. 1232g § 1400 6301 et seq. (2012); Iowa Code §§ 22.7, 139A.3, .8, .21; 143.1, 152, 256.7(24), .11, 280.23 (2013); 281 I.A.C. 12.3(4), (7), (11); 12.4(12); 12.8; 41.405; 282 I.A.C. 15.3(14); 22; 641 I.A.C. 7; 655 I.A.C. 6, 6.3(1), 6.3(6), 6.6(1), 7

Cross Reference:  501.4 Entrance - Admissions; 507 Student Health and Well-Being

607.2R1 Student Health Services Regulation

EDUCATIONAL PROGRAM

Series 600

 

Administrative Regulation:  Student Health Services Regulation                                                                                                                                          Code No.  607.2R1

 

Student Health Services Administrative Regulations

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

Supports to improve student achievement include:

  • qualified health personnel
  • school superintendent, school nurse, and school health team working collaboratively
  • family and community involvement
  • optimal Student Health Services Program with commitment to its continuing improvement

Components provided within a coordinated School Health Program include:

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

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

  1. Student Health Services Essential Functions
  1. Identify student health needs:
  1. Provide individual initial and annual health assessments
  2. Provide needed health screenings
  3. Maintain and update confidential health records
  4. Communicate (written, oral, electronic) health needs as consistent with confidentiality laws
  1. Facilitate student access to physical and mental health services:
  1. Link students to community resources and monitor follow through
  2. Promote increased access and referral to primary health care financial resources such as Medicaid, HAWK-I, social security, and community health clinics
  3. Encourage appropriate use of health care
  1. Provide for student health needs related to educational achievement:
  1. Manage chronic and acute illnesses
  2. Provide special health procedures and medication including delegation, training, and supervision of qualified designated school personnel
  3. Develop, implement, evaluate, and revise individual health plans (IHPs) for all students with special health needs according to mandates in the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act (Section 504), and American and Disabilities Act (ADA)
  4. Provide urgent and emergency care for individual and group illness and injury
  5. Prevent and control communicable disease and monitor immunizations
  6. Promote optimal mental health
  7. Promote a safe school facility and a safe school environment
  8. Participate in and attend team meetings as a team member and health consultant
  1. Promote student health, well-being, and safety to foster healthy living:
  1. Provide developmentally appropriate health education and health counseling for individuals and groups
  2. Encourage injury and disease prevention practices
  3. Promote personal and public health practices
  4. Provide health promotion and injury and disease prevention education
  1. Plan and develop the Student Health Services Program collaboratively with the superintendent, school nurse, and school health team:
  1. Gather and interpret data to evaluate needs and performance
  2. Establish Health Advisory Council and School Health Team
  3. Develop health procedures and guidelines
  4. Collaborate with staff, families, and community
  5. Maintain and update confidential student school health records
  6. Coordinate program with all school health components
  7. Coordinate with school improvement
  8. Evaluate and revise the Health Service Program to meet changing needs
  9. Organize scheduling and direct health services staff
  10. Develop Student Health Services Annual Status Report
  11. Coordinate information and program delivery within the school and between school and major constituents
  12. Provide health services by qualified health professionals to effectively deliver services, including multiple levels of school health expertise such as registered nurses, physicians, and advanced registered nurse practitioners
  13. Provide for professional development for school health services staff
  1. Expanded Health Services

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

 

Approved:  February 24, 2004

Reviewed:  December 8, 2014

Revised:

Legal Reference:

Cross Reference: