600 Goals and Objectives of the Education Program

600 Goals and Objectives of the Education Program

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

 

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

 

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

 

Date Board Adopted: 7/16/2007

Date Board Updated/Reviewed: 12/18/2017

601.1 School Calendar

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 shall begin no sooner than August 23.  Employees may be required to report to work at the school district prior to this date.

 

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

 

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

 

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

 

The board may amend the official school calendar when the board considers the change to be in the best interests of the school district's education program.  The board shall hold a public hearing on any proposed school calendar prior to adopting the school calendar.

 

 

Date Board Adopted: 10/12/1992

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 20.9; 279.10, 280.3 (2013); 299.1 (2) (2015)

  281 I.A.C. 12.1(7); 41.106.

601.2 School Day

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 or hours shall meet the requirements as established for the operation of accredited schools. 

 

The school day for kindergarten shall comply with the standards set forth by the Iowa Code.  The school day shall consist of a schedule as recommended by the superintendent and approved by the board.

 

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 if using a day format approved by the board for the school calendar, otherwise 1,080 hours of total instructional time must be met annually. 

 

It shall be the responsibility of the superintendent to inform the board of the status of this policy during the school year.

 

Date Board Adopted: 7/13/1992

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code § 256.7, 279.8, .10 (2013).

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

602.1 Curriculum Development

Curriculum development is an ongoing process in the school district and consists of both research and design.  Research is the studious inquiry and critical investigation of the various content areas for the purpose of revising and improving curriculum and instruction based on relevant information pertaining to the discipline.  This study is conducted both internally (what and how we are currently doing at the local level) and externally (what national standards, professional organizations, recognized experts, current research, etc. tell us relative to the content area).  Design is the deliberate process of planning and selecting the standards and instructional strategies that will improve the learning experiences for all students.

 

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

 

•    Focuses attention on the content standards of each discipline and ensure the identified learnings are rigorous, challenging, and represent the most important learning for our students.

•    Increases the probability that students will acquire the desired knowledge, skills and dispositions and that our schools will be successful in providing appropriate learning experiences.

•    Facilitates communication and coordination.

•    Improves classroom instruction.

 

The superintendent and/or superintendent’s designee 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 may include, describe the processes and procedures for the following curriculum development activities to:

 

•    Study the latest thinking, trends research and expert advice regarding the content/discipline;

•    Study the current status of the content/discipline (what and how well students are currently learning);

•    Identify content standards, benchmarks, and grade level expectations for the content/discipline;

•    Describe the desired learning behaviors, teaching and learning environment related to the content/discipline;

•    Identify differences in the desired and present program and develop a plan for addressing the differences;

•    Communicate with internal and external publics regarding the content area;

•    Involve staff, parents, students, and community members in curriculum development decisions;

•    Verify integration of local, state, and/or federal mandates (MCNS, school-to-work, etc);

•    Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level.

 

It is the responsibility of the superintendent to keep the board apprised of curriculum revisions, progress or each content area related to curriculum development activities, and to develop administrative regulations for curriculum.

 

Date Board Adopted: 8/14/1989

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:         

20 U.S.C. § 1232h.

                                    34 C.F.R. Pt. 98.

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

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

602.2 Curriculum Implementation

Without careful and continuing attention to implementation, planned changes in curriculum and instruction rarely succeed as intended.  How change is put into practice, to a large extent, determines how well it fares.

 

Implementation refers to what actually happens in practice as compared to what was supposed to happen.  Curriculum implementation includes the provision of organized assistance to staff in order to ensure that the newly developed curriculum and the most powerful instructional strategies are actually delivered at the classroom level.  There are two components of any implementation effort that must be present to guarantee the planned changes in curriculum and instruction succeed as intended:

 

  • Understanding the conceptual framework of the content/discipline being implemented; and,
  • Organized assistance to understand the theory, observe exemplary demonstrations, have opportunities to practice, and receive coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level.

 

The superintendent and/or superintendent’s designee 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 may include, at a minimum, describe the processes and procedures for the following curriculum implementation activities to:

 

  • Study and identify the best instructional practices and materials to deliver the content;
  • Describe procedures for the purchase of instructional materials and resources (See Policy ____.  Boards should insert the policy number to cross reference their policy on Instructional Materials Selection);
  • Identify/develop exemplars that demonstrate the learning behaviors, teaching, and learning environment to deliver the content;
  • Study the current status of instruction in the content area  (how teachers are teaching);
  • Compare the desired and present delivery system, identify differences (gap analysis), and develop a plan for addressing the differences;
  • Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps);
  • Provide ongoing professional development related to instructional strategies and materials that focuses on theory, demonstration, practice and feedback;
  • Regularly monitor and assess the level of implementation;
  • Communicate with internal and external publics regarding curriculum implementation;
  • Involve staff, parents, students, and community members in curriculum implementation decisions.

 

It is the responsibility of the superintendent to keep the board apprised of curriculum implementation activities, progress of each content area related to curriculum implementation activities, and to develop administrative regulations for curriculum implementation.

 

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

 

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.

602.3 Curriculum Evaluation

Regular evaluation of the total curriculum is necessary to ensure that the written and delivered curriculum is having the desired effect for students.

 

Curriculum evaluation refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting information to aid in understanding what students know and can do.  It refers to the full range of information gathered in the school district to evaluate (make judgments about) student learning and program effectiveness in each content area.

 

Curriculum evaluation must be based on information gathered from a comprehensive assessment system that is designed for accountability and committed to the concept that all students will achieve at high levels, is standards-based, and informs decisions which impact significant and sustainable improvements in teaching and student learning.

 

The superintendent or superintendent’s designee 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 may include, at a minimum, describe the procedures for the following curriculum evaluation activities:

 

  • Identify specific purposes for assessing student learning;
  • Develop a comprehensive assessment plan;
  • Select/develop assessment tools and scoring procedures that are valid and reliable;
  • Identify procedures for collecting assessment data;
  • Identify procedures for analyzing and interpreting information and drawing conclusions based on the data (including analysis of the performance of various sub-groups of students);
  • Identify procedures for establishing at least three levels of performance (specific to the content standard and the assessment tool when appropriate) to assist in determining whether students have achieved at a satisfactory level (at least two levels describe performance that is proficient or advanced and at least one level describes students who are not yet performing at the proficient level);
  • Identify procedures for using assessment information to determine long-range and annual improvement goals;
  • Identify procedures for using assessment information in making decisions focused on improving teaching and learning (data based decision making);
  • Provide support to staff in using data to make instructional decisions;
  • Define procedures for regular and clear communication about assessment results to the various internal and external publics (mandatory for communication about students receiving special education services);
  • Define data reporting procedures;
  • Verify that assessment tools are fair for all students and are consistent with all state and federal mandates;
  • Verify that assessment tools measure the curriculum that is written and delivered;
  • Identify procedures for deciding when multiple assessment measures are necessary for making good decisions and drawing appropriate conclusions about student learning;
  • Identify roles and responsibilities of key groups;
  • Involve staff, parents, students, and community members in curriculum evaluation;
  • Ensure participation of eligible students receiving special education services in district-wide assessments.

 

It is the responsibility of the superintendent to keep the board apprised of curriculum evaluation activities, the progress of each content area related to curriculum evaluation activities, and to develop administrative regulations for curriculum evaluation.

 

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

 

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.

602.4 Pilot Experimental Innovative Projects

The board welcomes new ideas in curriculum.  Proposals for pilot or experimental projects will first be reviewed and analyzed by the superintendent. Pilot and experimental projects approved by the superintendent may be utilized in the education program, as long as they abide by Iowa Code and Iowa Department of Education guidelines.

 

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

 

It is the responsibility of the superintendent to develop administrative regulations regarding this policy and to keep the board informed.

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          20 U.S.C. § 1232h (2010).

                                    34 C.F.R. Pt. 98 (2010).

                                    Iowa Code §§ 279.8, .10; 280.3 (20113).

            281 I.A.C. 12.5, .8.

603.1 Basic Instruction Program

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Date Board Adopted: 3/13/1999

Date Board Updated/Reviewed: 12/18/2017

 

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.

603.10 Global Education

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

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

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

  281 I.A.C. 12.5(11).

603.11 Citizenship

Being a citizen of the United States, of Iowa and of the school district community entitles students to special privileges and protections as well as requiring the students to assume civic, economic and social responsibilities and to participate in their country, state and school district community in a manner that entitles them to keep these rights and privileges.

 

As part of the education program, students will have an opportunity to learn about their rights, privileges, and responsibilities as citizens of this country, state and school district community.  As part of this learning opportunity students are instructed in the elements of good citizenship and the role quality citizens play in their country, state and school district community.

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

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

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

603.2 Summer School Instruction

The Denison Community School District recognizes the importance of ongoing learning opportunities for students. As such, the district may offer summer school instruction in accordance with the following:

 

• The district may offer summer school for one or more courses and student activities for students who need additional help and instruction or for enrichment in those areas.  School administration will weigh the benefit to the students and the school district as well as the school district's budget and availability of licensed employees to conduct summer school.

 

• If a child who is eligible for special education has been determined to need extended school year services as necessary to receive a free appropriate public education, as determined according to state and federal law, such services shall be provided as described in the child’s individualized education program.

• In additional instances as provided by law.

 

The superintendent may develop administrative regulations regarding this policy.

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 279.8; 280.3; 282.6.

                                    Iowa Admin. Code. 41.106.

603.3 Special Education

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

 

Special education students are required to meet the requirements stated in board policy or in their IEPs for graduation.  It is the responsibility of the superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.

 

Children from birth through age 2 and children age 3 through age 5 are provided comprehensive special education services within the public education system.  The school district will work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age 2.  This is done to ensure a smooth transition of children entitled to early childhood special education services.

 

Date Board Adopted: 12/8/1997

Date Board Updated/Reviewed: 12/18/2017

 

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; 41.404

603.4 Multicultural/Gender Fair Education

Students will have an equal opportunity for a quality education without discrimination, regardless of their race, religion, creed, color, sex, marital status, national origin, sexual orientation, gender identity or disability.

 

The education program is free of discrimination and provides equal opportunity for the students.  The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society.  Special emphasis is placed on Asian-Americans, African-Americans, Hispanic-Americans, American Indians, European-Americans, and persons with disabilities.  It will also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.

 

 

Date Board Adopted: 7/16/2007

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:          Iowa Code §§ 216.9; 256.11 (2013).

  281 I.A.C. 12.5(8).

603.5 Health Education

Students will have an equal opportunity for a quality education without discrimination, regardless of their race, religion, creed, color, sex, marital status, national origin, sexual orientation, gender identity or disability.

 

The education program is free of discrimination and provides equal opportunity for the students.  The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society.  Special emphasis is placed on Asian-Americans, African-Americans, Hispanic-Americans, American Indians, European-Americans, and persons with disabilities.  It will also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.

 

 

Date Board Adopted: 7/16/2007

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:          Iowa Code §§ 216.9; 256.11 (2013).

  281 I.A.C. 12.5(8).

603.5E1 Human Growth and Development Student Excuse Form

HUMAN GROWTH AND DEVELOPMENT STUDENT EXCUSE FORM

 

 

Student Name:

 

Grade:

 

 

 

 

 

 

 

 

 

Parent/Guardian:

 

Phone #:

 

 

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

 

                            Objective                                                                           Class / Grade

 

Ex.             To understand the consequences of                                              Health Education / 6

                  responsible and irresponsible sexual

                  behavior.

 

1.

2.

3.

4.

5.

6.

7.

8.

 

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

 

Signed:

Date:

(Parent or Guardian)

 

 

 

 

 

 

Signed:

Date:

(School Administrator)

603.6 Physical Education

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

 

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

 

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

 

            the student is enrolled in academic courses not otherwise available, or

            the student has obtained a physical education waiver for a semester because the student is actively involved in an athletic program.

 

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.

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:          Iowa Code § 256.11 (2013).

                                    281 I.A.C. 12.5.

603.7 Career Education

Preparing students for careers is one goal of the education program.  Career education will be written into the education program for grades kindergarten through twelve.  This education will include, but not be limited to, awareness of self in relation to others and the needs of society, exploration of employment opportunities, experiences in personal decision-making, and experiences of integrating work values and work skills into their lives.

 

It is the responsibility of the superintendent or superintendent’s designee 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. 

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 256.11, .11A; 280.9 (2013).

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

603.8 Teaching about Religion

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

 

It is the responsibility of the superintendent and/or superintendent’s designee 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.

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

 

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).

603.8R1 Teaching about Religion Regulation Religious Holidays

TEACHING ABOUT RELIGION REGULATION - RELIGIOUS HOLIDAYS

 

 

The historical and contemporary significance of religious holidays may be included in the education program provided that the instruction is presented in an unbiased and objective manner.  The selection of holidays to be studied will take into account major celebrations of several world religions, not just those of a single religion.  Holiday-related activities 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 nonbelief initiated by individual students is permitted in composition, art forms, music, speech and debate.  However, teachers may not require projects or activities which are indoctrinate or force students to contradict their personal religious beliefs or nonbeliefs. 

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

603.9 Academic Freedom

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

 

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

 

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

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

 

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

603.9R1 Teaching Controversial Issues

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

 

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

 

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

 

It is the responsibility of the instructor to protect the right of the student to study pertinent controversial issues within the limits of good taste and to allow the student to express personal opinions without jeopardizing the student's relationship with the teacher.

 

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

 

The board encourages full discussion of controversial issues in a spirit of academic freedom that shows students that they have the right to disagree with the opinions of others but that they also have the responsibility to base the disagreement on facts and to respect the right of others to hold conflicting opinions.

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

604.1 Private Instruction

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

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

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

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

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

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

Date Board Adopted: 7/13/1992

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 299, 299A.

                                    281 I.A.C. 31.

604.7 Dual Enrollment

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

 

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

 

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

 

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

 

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

 

Date Board Adopted: 7/13/1992

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:          Iowa Code §§ 279.8, 299A (2015)

            281 I.A.C. 31.

604.10 Virtual Online Courses

The board recognizes that on-line coursework may be a good alternative for students to not only meet graduation requirements, but also have the opportunity to take advanced or other courses not offered by the school district.

 

High school students may earn credits to be applied toward graduation requirements by completing on-line courses approved by the district, such as the Iowa On-Line Learning.  Credit from an on-line or virtual course may be earned only in the following circumstances: 

 

•    The course is not offered at the high school;

•    Although the course is offered at the high school, the student will not be able to take it due to an unavoidable scheduling conflicts;

•    The course will serve as homebound instruction;

•    The student has been removed from the regular school setting, but educational services are to be continued; or,

•    The principal, with agreement from the student's parents, determines the student requires a differentiated or accelerated learning environment.

 

Provided courses are part of the student’s regular school day coursework and within budgetary parameters, the costs for a virtual course, such as textbooks or school supplies, shall be borne by the district for students enrolled. 

 

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

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:         

Iowa Code § 256.9(56); 279.8.

281 I.A.C. 15

604.2 Individualized Instruction

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

 

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

 

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

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 256.11; 279.8, .10, .11; 280.3, .14; 299.1-.6, .11, .15, .24;

  299A (2013).

604.3 Program for Talented and Gifted Students

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 or the superintendent’s designee to develop a talented and gifted program which provides for identifying students, for program evaluation, and for training of employees.

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:          Iowa Code §§ 257.42-.49 (2013).

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

604.4 Program for At Risk Students

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

 

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

 

Date Board Adopted: 3/13/1999

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 257.38-.41; 280.19, .19A (2013).

  281 I.A.C. 12.5(13); 33; 65.

604.5 Religious Based Exclusion from a School Program

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

 

In notifying the superintendent or superintendent’s designee, 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 or superintendent’s designee will have discretion to make this determination.  The factors the superintendent or superintendent’s designee 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 or superintendent’s-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.

 

Date Board Adopted: 8/14/1989

Date Board Updated/Reviewed: 12/18/2017

 

 

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).

604.6 Instruction at a Post Secondary Educational Institution

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

 

Concurrent Enrollment

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

 

Students who successfully complete a concurrent enrollment course, as determined by the postsecondary institution, shall receive postsecondary credit in accordance with the institution’s policies and high school credit that will be reflected on their high school transcript.  The Superintendent or designee is responsible for determining the number of high school credits that shall be granted to a student who successfully completes a concurrent enrollment course.  

 

Post-Secondary Enrollment Option

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

 

The school district shall reimburse the post-secondary institution for tuition and other expenses for each PSEO course up to $250.  Students who successfully complete a PSEO course, as determined by the postsecondary institution, shall receive postsecondary credit and high school credit.  The Superintendent or designee is responsible for determining the number of high school credits that shall be granted to a student who successfully completes a PSEO course.  Students may not enroll on a full-time basis to any post-secondary institution through the PSEO program.

 

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

 

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

If a student is unable to demonstrate proficiency or the school district or accredited nonpublic school determines that the course unit completed by the student does not meet the school district’s standards, the superintendent shall provide in writing to the student’s parent or guardian the reason for the denial of credit.

 

Date Board Adopted: 12/19/2017

Date Board Updated/Reviewed: 9/10/2018

 

 

Legal Reference:          Iowa Code §§ 256.11; 258; 261E; 279.61, 280.3, 280.14

281 I.A.C. 12 and 22 

 

604.8 Foreign Students

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

 

            The student resides with his/her parents(s) or legal guardian;

            The student is in the United States with appropriate documentation (Form I-20) from the United States Department of Justice-Immigration and Naturalization Services; or

            The student is a participant in a recognized foreign exchange program; and,

            The student is physically able to attend school and has provided the school district with such proof, including a current TB test.

 

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:          Iowa Code § 279.8 (2013).

605.1 Instructional Materials Selection

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

 

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

 

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

 

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 279.8; 280.14; 301 (2013).

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

605.1R1 Selection of Instructional Materials

I.      Responsibility for Selection of Instructional Materials

 

        A.   The board is responsible for matters relating to the operation of the Denison Community School District.

 

        B.    The responsibility for the selection of instructional materials is delegated to the professionally trained and licensed employees of the school system.  For the purpose of this rule the term "instructional materials" includes all printed and multimedia materials, and equipment whether considered text materials or library materials. 

 

        C.    While selection of materials may involve many people including principals, 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. 

 

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

 

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

 

        A.   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.

 

        B.    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.

 

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

 

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

 

        E.    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.

 

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

 

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

 

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

 

These guidelines 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.

 

 

III.   Procedure for Selection

 

        A.      Material purchased for libraries and classrooms is recommended for purchase by licensed employees, in consultation with administrative staff, school library staff, and/or students.  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:

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

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

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

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

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

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

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

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

 

                  2.       Materials selected is consistent with stated principles of selection.  These principles are:

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

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

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

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

                                      2.   Placing no constraints on individual aspirations and opportunity.

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

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

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

                            e.     To strive for impartiality in the selection process.

 

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

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

                            b.     Reliability:

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

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

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

                            d.     Language:

                                      1.   Vocabulary:

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

                                            b.   Does not use "man" or similar limiting word usage in generalization or ambiguities which may cause women to feel excluded or dehumanized.

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

                            e.       Format:

                                      1.   Book

                                            a.   Adequate and accurate index;

                                            b.   Paper of good quality and color;

                                            c.   Print adequate and well spaced;

                                            d.   Adequate margins;

                                            e.   Firmly bound; and,

                                            f.    Cost.

                                      2.   Nonbook

                                            a.   Flexibility, adaptability;

                                            b.   Curricular orientation of significant interest to students;

                                            c.   Appropriate for audience;

                                            d.   Accurate authoritative presentation;

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

                                            f.    Durability; and,

                                            g.   Cost.

                                      3.   Illustrations of book and nonbook materials should:

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

                                            b.   Make clearly apparent the identity of minorities;

                                            c.   Contain pertinent and effective illustrations;

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

                            f.        Special Features:

                                      1.   Bibliographies.

                                      2.   Glossary.

                                      3.   Current charts, maps, etc.

                                      4.   Visual aids.

                                      5.   Index.

                                      6.   Special activities to stimulate and challenge students.

                                      7.   Provide a variety of learning skills.

                            g.       Potential use:

                                      1.   Will it meet the requirement of reference work?

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

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

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

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

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

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

8.     Will it help develop aesthetic tastes and appreciation?

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?

 

                  4.       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.

 

                  5.       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.

 

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

605.2 Instructional Materials Inspection

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

 

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

 

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

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

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).

605.3 Objection to Instructional Materials

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

 

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

 

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

 

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

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

605.3E1 Instructions to the Reconsideration Committee

The policy of this school district related to selection of learning materials states that any member of the school district community may formally challenge instructional materials used in the district's education program.  This policy allows those persons in the school and the community who are not directly involved in the selection of materials to make their own opinions known.  The task of the reconsideration committee is to provide an open forum for discussion of challenged materials and to make an informed recommendation on the challenge.  The meetings of the committee may be subject to the open meetings law.

 

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

 

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

 

In reconsidering challenged materials, the role of the committee, and particularly the chairperson, is to produce a climate for agreement.  The committee should begin by finding items of agreement, keeping in mind that the larger the group participating, the greater the amount of information available and, therefore, the greater the number of possible approaches to the problem.

 

If the complainant chooses, the complainant may make an oral presentation to the committee to expand and elaborate on the complaint.  The committee will listen to the complainant, to those with special knowledge, and any other interested persons.  In these discussions, the committee should be aware of relevant social pressures which are affecting the situation.  Individuals who may try to dominate or impose a decision must not be allowed to do so.  Minority viewpoints expressed by groups or individuals must be heard, and observers must be made to feel welcome.  It is important that the committee create a calm, nonvolatile environment in which to deal with a potentially volatile situation.  To this end, the complainant will be kept informed of the progress of the complaint.

 

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

 

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

 

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

 

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

605.3E2 Reconsideration of Instructional Materials Request Form

RECONSIDERATION REQUEST FORM

 

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

 

 

REVIEW INITIATED BY:

 

DATE:

 

 

 

 

 

 

 

 

 

 

 

 

 

Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Address

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

City/State

 

Zip Code

 

Telephone

 

 

 

 

 

 

 

 

 

 

 

School(s) in which item is used

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BOOK OR OTHER PRINTED MATERIAL IF APPLICABLE:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Author

 

Hardcover

 

Paperback

 

Other

 

 

 

 

 

 

 

 

 

Title

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher (if known)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date of Publication

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MULTIMEDIA MATERIAL IF APPLICABLE:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Producer (if known)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PERSON MAKING THE REQUEST REPRESENTS: (circle one)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Self

 

Group or Organization

 

 

 

 

 

 

 

 

 

 

 

 

 

Name of group

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Address of Group

 

 

 

 

 

 

 

 

1

What brought this item to your attention?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6

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

 

 

 

 

 

 

 

 

 

 

 

 

 

yes

 

no

 

 

 

 

 

 

 

If yes, please list specific suggestions:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 
 
 
 
 
 
 
 

 

 

8.

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

 

 

Yes

            (a)        Please contact the Superintendent

 

 

      (b)        Please be prepared at this time to indicate the approximate length of time your          presentation will require.  Although this is no guarantee that you'll be allowed to present            to the committee, or that you will get your requested amount of time.

 

 

 

 

Minutes.

 

 

 

No

 

 

 

 

 

 

 

 

 

 

Dated

 

Signature

 

 

Date Board Adopted: 9/15/1986

Date Board Updated/Reviewed: 12/18/2017

605.3E3 Sample Letter to Individual Challenging Instructional Materials

SAMPLE LETTER TO INDIVIDUAL CHALLENGING INSTRUCTIONAL MATERIALS

 

 

Dear:

 

We recognize your concern about the use of                                                      in our school district.  The school district has developed procedures for selection of instructional materials but realizes that not everyone will agree with every selection made.

 

To help you understand the selection process, we are sending copies of the school district's:

 

      1.   Instructional goals and objectives,

      2.   Instructional Materials Selection policy statement, and

      3.   Procedure for reconsideration of instructional materials.

 

If you are still concerned after you review this material, please complete the Reconsideration Request Form and return it to me.  You may be assured of prompt attention to your request.  If I have not heard from you within one week, we will assume you no longer wish to file a formal complaint.

 

 

 

Sincerely,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date Board Adopted: 2/18/2008

Date Board Updated/Reviewed: 12/18/2017

605.3R1 Reconsideration of Instructional Materials Regulation

RECONSIDERATION OF INSTRUCTIONAL MATERIALS REGULATION

 

 

A.    A member of the school district community may raise an objection to instructional materials used in the school district's education program despite the fact that the individuals selecting such material were duly qualified to make the selection and followed the proper procedure and observed the criteria for selecting such material.

 

        1.       The school official or employee receiving a complaint regarding instructional materials will try to resolve the issue informally.  The materials generally will remain in use pending the outcome of the reconsideration procedure.

 

                  a.       The school official or employee initially receiving a complaint will explain to the individual the board's selection procedure, criteria to be met by the instructional materials, and qualifications of those persons selecting the material.

                  b.       The school official or employee initially receiving a complaint will explain to the individual the role of the objected material in the education program, its intended educational purpose, and additional information regarding its use.  In the alternative, the employee may refer the individual to the teacher-librarian who can identify and explain the use of the material.

 

        2.       The employee receiving the initial complaint will advise the building principal of the initial contact no later than the end of the school day following the discussion with the individual, whether or not the individual has been satisfied by the initial contact.  A written record of the contact is maintained by the principal in charge of the attendance center.  Each building principal shall inform employees of their obligation to report complaints.

 

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

 

B.     Request for Reconsideration

 

        1.       A member of the school district community may formally challenge instructional materials on the basis of appropriateness used in the school district's education program.  This procedure is for the purpose of considering the opinions of those persons in the school district and the community who are not directly involved in the selection process.

       

        2.       Each attendance center and the school district's central administrative office will keep on hand and make available Reconsideration Request Forms.  Formal objections to instructional materials must be made on this form.

 

        3.       The individual will state the specific reason the instructional material is being challenged.  The Reconsideration Request Form is signed by the individual and filed with the superintendent. 

 

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

 

 

        5.       Generally, access to challenged instructional material will not be restricted during the reconsideration process.  However, in unusual circumstances, the instructional material may be removed temporarily by following the provisions of Section B.6.d. of this rule.

 

        6.       The Reconsideration Committee

                  a.       The reconsideration committee is made up of eight members.

                              (1)   One licensed employee designated annually, as needed, by the superintendent.

 (2)   One teacher-librarian designated annually by the superintendent.

                              (3)   One member of the administrative team designated annually by the superintendent.

                              (4)   Three members of the community appointed annually, as needed, by the board.

                              (5)   Two high school students, selected annually by the high school principal.

 

                  b.       The committee will select their chairperson and secretary.

 

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

 

                  d.       Special meetings may be called by the board to consider temporary removal of materials in unusual circumstances.  A recommendation for temporary removal will require a two-thirds vote of the committee.

 

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

 

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

 

                  g.       The committee will determine its agenda for the first meeting which may include the following:

                            (1)   Distribution of copies of the completed Reconsideration Request Form.

                            (2)   An opportunity for the individual or a group spokesperson to talk about or expand on the Reconsideration Request Form.

                            (3)   Distribution of reputable, professionally prepared reviews of the challenged instructional material if available.

                            (4)   Distribution of copies of the challenged instructional material as available.

 

                  h.       The committee may review the selection process for the challenged instructional material and may, to its satisfaction, determine that the challenge is without merit and dismiss the challenge.  The committee will notify the individual and the superintendent of its action.

 

                  i.        At a subsequent meeting, if held, interested persons, including the individual filing the challenge, may have the opportunity to share their views.  The committee may request that individuals with special knowledge be present to give information to the committee.

 

                  j.        The individual filing the challenge is kept informed by the reconsideration committee secretary on the status of the Reconsideration Request Form throughout the reconsideration process.  The individual filing the challenge and known interested parties is given appropriate notice of meetings.

 

                  k.       At the second or a subsequent meeting the committee will make its final recommendation.  The committee's final recommendation may be to take no removal action, to remove the challenged material from the school environment, or to limit the educational use of the challenged material.  The sole criterion for the final recommendation is the appropriateness of the material for its intended educational use.  The written final recommendation and its justification are forwarded to the board, the individual and the appropriate attendance centers.  The superintendent my also make a recommendation but if so, it should be independent from the committee’s.

 

                            Following the superintendent’s decision with respect to the committee's recommendation, the individual or the chairperson of the reconsideration committee may appeal the decision to the board for review.  Such appeal must be presented to the superintendent in writing within five days following the announcement of the superintendent's decision.  The board will promptly determine whether to hear the appeal. 

 

                  l.        A recommendation to sustain a challenge will not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the material.

 

                  m.      Requests to reconsider materials which have previously been reconsidered by the committee must receive approval of two-thirds of the committee members before the materials will again be reconsidered. 

 

                  n.       If necessary or appropriate in the judgment of the committee, the committee may appoint a subcommittee of members or nonmembers to consolidate challenges and to make recommendations to the full committee.  The composition of this subcommittee will approximate the representation of the full committee.

 

                  o.       Committee members directly associated with the selection, use, or challenger of the challenged material are excused from the committee during the deliberation of the challenged instructional materials.  The superintendent may appoint a temporary replacement for the excused committee member, but the replacement must be of the same general qualifications as the member excused.

 

                p.        Persons dissatisfied with the decision of the board may appeal to the Iowa                                                   Board of           Education pursuant to state law.

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

605.4 Technology and Instructional Materials

The board supports the use of innovative methods and the use of technology in the delivery of the education program.  The board encourages employees to investigate 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 regularly.

 

Date Board Adopted: 2/11/1991

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference:          Iowa Code § 279.8 (2013).

  281 I.A.C. 12.3(12), 12.5(4), .5(10).

605.5 School Library

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

 

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

 

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

 

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

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          Iowa Code §§ 256.7(24); 279.8; 280.14; 301 (2013).

  281 I.A.C. 12.3(11), (12).

605.6 Technology and Internet Appropriate Use

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

 

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

 

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

 

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

 

  The standards and acceptable use of Internet services as set forth in the Internet Safety Policy;

  Student safety with regard to:

   safety on the Internet;

   appropriate behavior while on online, on social networking Web sites, and

   in chat rooms; and

   cyberbullying awareness and response.

  Compliance with the E-rate requirements of the Children’s Internet Protection Act

 

Employees and students will be instructed on the appropriate use of the Internet. Parents will be given the opportunity at the time they register their child to request their child not have access to the Internet.

 

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

 

Date Board Adopted: 1/15/1996

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal References: Iowa Code § 279.8 (2013).

605.6R1 Technology and Internet Appropriate Use Regulation

     I.     Responsibility for Technology and Internet Appropriate Use.

 

            A.  The authority for appropriate use of electronic technology and Internet resources is delegated to the licensed employees. 

 

            B.   Instruction in the proper use of technology and the Internet will be available to employees who will then provide similar instruction to their students.

 

            C.   Employees are expected to practice appropriate use of technology and the Internet, and violations may result in discipline up to, and including, discharge.

 

   II.     Technology and Internet Access.

 

            A.  Access to technology and the Internet is available to teachers and students as a source of information and a vehicle of communication.

 

            B.   Students will be able to access technology and the Internet through their teachers.  Individual student accounts and electronic mail addresses may be issued to students at this time.

 

                  1.   Making technology and 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 using technology and on the Internet, while we protect the rights of students and parents who choose not to risk exposure to questionable material.

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

                  4.   To reduce unnecessary system traffic, users may use real-time conference features such as talk/chat/Internet relay chat only as approved by the supervising teacher.

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

                  6.   System users will perform a virus check on downloaded files to avoid spreading computer viruses.

                  7.   The school district makes no guarantees as to the accuracy of information received on the Internet.

     

III.       Permission to Use Internet - Annually, parents will may request their child not have access to technology or the Internet at school registration.

 

IV.       Student Use of Technology and Internet.

 

            A.  Equal Opportunity – Technology and 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.

 

            B.   On-line Etiquette.

 

                  1.   The use of the network is a privilege and may be taken away for violation of board policy or regulations.  As a user of the Internet, students may be allowed access to other networks.  Each network may have its own set of policies and procedures.  It is the user's responsibility to abide by the policies and procedures of these other networks.

  • 2.   Students should adhere to on-line protocol:

                        a.   Respect all copyright and license agreements.

                        b.   Cite all quotes, references and sources.

                        c.   Remain on the system long enough to get needed information, then exit the system.

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

                  3.   Student access for electronic mail will be through their own account.  Students should adhere to the following guidelines:

                        a.   Others may be able to read or access the mail so private messages should not be sent.

                        b.   Delete unwanted messages immediately.

                        c.   Use of objectionable language is prohibited.

                        d.   Always sign messages.

                        e.   Always acknowledge receipt of a document or file.

 

            C.   Restricted Material - Students will not intentionally access or download any text file or picture or engage in any conference that includes material which is obscene, libelous, indecent, vulgar, profane or lewd; advertises any product or service not permitted to minors by law; constitutes insulting or fighting words, the very expression of which injures or harasses others; or presents a clear and present likelihood that, either because of its content or the manner of distribution, it will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or the violation of lawful school regulations.

 

            D.  Unauthorized Costs - If a student gains access to any service via the Internet which has a cost involved or if a student incurs other types of costs, the student accessing such a service will be responsible for those costs.

 

    V.     Student Violations--Consequences and Notifications.

 

            Students/staff who access restricted items using technology or on the Internet shall be             subject to the appropriate action described in student/staff handbooks.

 

            Other Technology Issues

            The Board of Education prohibits students from socializing with staff outside of school           on social networking websites, including but not limited to MySpace, Facebook, Twitter,   or other similar websites.  All students who participate in social networking websites   shall not post any District data, documents, photographs, or other District owned or          created information on any website.  Further, the posting of any private or confidential         District data is strictly prohibited.  Students may not post video or photographs of staff         members that may negatively impact or disrupt the educational environment in the             school.  Students who violate this policy may face discipline, in line with other Board             policies and acceptable use agreement, as applicable.

 

            Nothing in this policy prohibits students and/or staff from the use of approved educational websites if such sites are used solely for educational purposes.  Access for social networking websites for individual use at school is prohibited.  

 

Date Board Adopted: 1/15/1996

Date Board Updated/Reviewed: 12/18/2017

605.7 Use of Information Resources

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

 

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

 

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

 

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

 

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

 

Date Board Adopted: 2/18/2008

Date Board Updated/Reviewed: 12/18/2017

 

Legal References:         17 U.S.C. § 101 et al. (2012)

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

605.7R1 Use of Information Resources Regulation

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

 

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

•    Purpose and Character of the Use – The use must be for such purposes as teaching or scholarship.

•    Nature of the Copyrighted Work – The type of work to be copied.

•    Amount and Substantiality of the Portion Used – Copying the whole of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.

•    Effect of the Use Upon the Potential Market for or value of the Copyrighted Work – If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement, and making multiple copies presents the danger of greater penalties.

 

Authorized Reproduction and Use of Copyrighted Material Reminders:

 

•    Materials on the Internet should be used with caution since they may, and likely are, copyrighted.

•    Proper attribution (author, title, publisher, place and date of publication) should always be given.

•    Notice should be taken of any alterations to copyrighted works, and such alterations should only be made for specific instructional objectives.

•    Care should be taken in circumventing any technological protection measures.  While materials copied pursuant to fair use may be copied after circumventing technological protections against unauthorized copying, technological protection measures to block access to materials may not be circumvented.

 

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

•    A chapter from a book;

•    An article from a newspaper or periodical;

•    A short story, short essay or short poem; or,

•    A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper.

 

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

 

•          Brevity

A complete poem, if less than 250 words and two pages long, may be copied; excerpts from longer poems cannot exceed 250 words;

Complete articles, stories or essays of less than 2500 words or excerpts from prose works less than 1000 words or 10% of the work, whichever is less may be copied; in any event, the minimum is 500 words;

Each numerical limit may be expanded to permit the completion of an unfinished line of a poem or prose paragraph;

One chart, graph, diagram, drawing, cartoon or picture per book or periodical issue may be copied.  “Special” works cannot be reproduced in full; this includes children's books combining poetry, prose or poetic prose.  Short special works may be copied up to two published pages containing not more than 10 percent of the work.

•    Spontaneity – Should be at the “instance and inspiration” of the individual teacher when there is not a reasonable length of time to request and receive permission to copy.

•    Cumulative Effect – Teachers are limited to using copied material for only one course for which copies are made.  No more than one short poem, article, story or two excerpts from the same author may be copied, and no more than three works can be copied from a collective work or periodical column during one class term. Teachers are limited to nine instances of multiple copying for one course during one class term.  Limitations do not apply to current news periodicals, newspapers and current news sections of other periodicals.

 

Copying Limitations

 

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

•    Reproduction of copyrighted material shall not be used to create or substitute for anthologies, compilations or collective works.

•    Unless expressly permitted by agreement with the publisher and authorized by school district action, there shall be no copying from copyrighted consumable materials such as workbooks, exercises, test booklets, answer sheets and the like.

•    Employees shall not:

Use copies to substitute for the purchase of books, periodicals, music recordings, consumable works such as workbooks, computer software or other copyrighted material. Copy or use the same item from term to term without the copyright owner's permission;

Copy or use more than nine instances of multiple copying of protected material in any one term;

Copy or use more than one short work or two excerpts from works of the same author in any one term;

Copy or use protected material without including a notice of copyright.  The following is a satisfactory notice: NOTICE: THIS MATERIAL MAY BE PROTECTED BY COPYRIGHT LAW.

Reproduce or use copyrighted material at the direction of someone in higher authority or copy or use such material in emulation of some other teacher's use of copyrighted material without permission of the copyright owner.

Require other employees or students to violate the copyright law or fair use guidelines.

 

Authorized Reproduction and Use of Copyrighted Materials in the Library

 

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

•    An unpublished work in its collection;

•    A published work in order to replace it because it is damaged, deteriorated, lost or stolen, provided that an unused replacement cannot be obtained at a fair price.

•    A work that is being considered for acquisition, although use is strictly limited to that decision.  Technological protection measures may be circumvented for purposes of copying materials in order to make an acquisition decision.

 

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

 

Authorized Reproduction and Use of Copyrighted Music or Dramatic Works

 

Teachers may:

•    Make a single copy of a song, movement, or short section from a printed musical or dramatic work that is unavailable except in a larger work for purposes of preparing for instruction;  

•    Make multiple copies for classroom use of an excerpt of not more than 10% of a printed musical work if it is to be used for academic purposes other than performance, provided that the excerpt does not comprise a part of the whole musical work which would constitute a performable unit such as a complete section, movement, or song;

•    In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance when the purchased copies have been lost, destroyed or are otherwise not available.

•    Make and retain a single recording of student performances of copyrighted material when it is made for purposes of evaluation or rehearsal;

•    Make and retain a single copy of excerpts from recordings of copyrighted musical works for use as aural exercises or examination questions; and,

•    Edit or simplify purchased copies of music or plays provided that the fundamental character of the work is not distorted.  Lyrics shall not be altered or added if none exist.

 

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

 

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

•    The performance is not for a commercial purpose;

•    None of the performers, promoters or organizers are compensated; and,

•    Admission fees are used for educational or charitable purposes only.

 

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

 

Recording of Copyrighted Programs

 

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

 

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

 

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

 

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

 

Authorized Reproduction and Use of Copyrighted Computer Software

 

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

•          All copyright laws and publisher license agreements between the vendor and the school district shall be observed;

•          Staff members shall take reasonable precautions to prevent copying or the use of unauthorized copies on school equipment;

•          A back-up copy shall be purchased, for use as a replacement when a program is lost or damaged.  If the vendor is not able to supply a replacement, the school district shall make a back-up copy that will be used for replacement purposes only;

•          A copy of the software license agreement shall be retained by the, technology director; and,

•          A computer program may be adapted by adding to the content or changing the language.  The adapted program may not be distributed.

 

Fair Use Guidelines for Educational Multimedia

 

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

 

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

•    In face-to-face instruction;

•    In demonstrations and presentations, including conferences;

•    In assignments to students;

•    For remote instruction if distribution of the signal is limited;

•    Over a network that cannot prevent duplication for fifteen days, after fifteen days a copy may be saved on-site only; or,

•    In their personal portfolios.

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

 

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

•    Motion media: ten percent or three minutes, whichever is less;

•    Text materials: ten percent or 1,000 words, whichever is less;

•    Poetry: an entire poem of fewer than 250 words, but no more than three poems from one author or five poems from an anthology.  For poems of greater than 250 words, excerpts of up to 250 words may be used, but no more than three excerpts from one poet or five excerpts from an anthology;

•    Music, lyrics and music video: Up to ten percent, but no more than thirty seconds.  No alterations that change the basic melody or fundamental character of the work;

•    Illustrations, cartoons and photographs: No more that 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.

 

 

NOTE: For copyright notices and more information, please go to Heartland AEA website:  http://www.iowaaeaonline.org/vnews/display.v/SEC/Educators%7CCopyright%3E%3EStudents

 

Date Board Adopted: 2/18/2008

Date Board Updated/Reviewed: 12/18/2017

606.1 Class Size-Class Grouping

It is within the discretion of school administration to determine the size of classes and to determine whether class grouping will take place. 

 

It is the responsibility of the superintendent to make recommendations 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.

 

Date Board Adopted: 6/12/1989

Date Board Updated/Reviewed: 12/18/2017

 

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

606.2 School Ceremonies and Observances

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

 

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.

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

 

 

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).

606.3 Animals in the Classroom

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

 

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

 

It is the responsibility of the school administration to determine appropriate supervision of animals in the classroom.  This policy is not intended to address the use of service animals, assistive animals, therapy animals, or emotional support animals on district property.

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 8/20/2018

 

 

Legal Reference: Iowa Code § 279.8 

 

 

Legal Reference: Iowa Code § 279.8 (2013).

606.4 Student Production of Materials and Services

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

 

It is the responsibility of the superintendent or superintendent’s designee to determine incidental expense.

 

Date Board Adopted: 4/14/2003

Date Board Updated/Reviewed: 12/18/2017

 

 

Legal Reference: Iowa Code § 279.8 (2013).

606.5 Student Field Trips and Excursions

School administration 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 administrator 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.

 

Field trips and excursions are to be arranged with the school administration well in advance. 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. 

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

 

Legal Reference:          390 C.F.R. Pt. 390.3(f) (2012).

                                    Iowa Code § 279.8 (2013).

                                    281 I.A.C. 43.9.

606.6 Insufficient Classroom Space

Insufficient classroom space is determined on a case-by-case basis.  In making its determination whether insufficient classroom space exists, the superintendent 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 superintendent.

 

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

 

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

  281 I.A.C. 17.6(3).

607.2 Student Health Services

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

 

The superintendent or superintendent’s designee, in conjunction with the school nurse will develop administrative regulations implementing this policy. 

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017

 

 

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; 41.404(1)(g); 41.405(2).

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.

607.2R1 Student Health Services Regulation

Student Health Services Administrative Regulations

 

  • 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 may 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 that may be 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 may be 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.

 

  • Student Health Services Essential Functions

 

  • 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

 

  • Facilitate student access to physical and mental health services:

1.   Link students to community resources and monitor follow through

2.   Promote increased access and referral to primary health care financial resources such as Medicaid, HAWK-I, social security, and community health clinics

3.   Encourage appropriate use of heath care

 

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

1.   Manage chronic and acute illnesses

2.   Provide special health procedures and medication including delegation, training, and supervision of qualified designated school personnel

3.   Develop, implement, evaluate, and revise individual health plans (IHPs) for all students with special health needs according to mandates in the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act (Section 504), and American with Disabilities Act (ADA)

4.   Provide urgent and emergency care for individual and group illness and injury

5.   Prevent and control communicable disease and monitor immunizations

6.   Promote optimal mental health

7.   Promote a safe school facility and a safe school environment

  1. Participate in and attend team meetings as a team member and health consultant

 

  1. Promote student health, well-being, and safety to foster healthy living:

1.   Provide developmentally appropriate health education and health counseling for                                individuals and groups

2.   Encourage injury and disease prevention practices

3.   Promote personal and public health practices

4.   Provide health promotion and injury and disease prevention education

 

E.      Plan and develop the student health services program collaboratively with the superintendent, school nurse, and school health team:

1.   Gather and interpret data to evaluate needs and performance

2.   Establish health advisory council and school health team

3.   Develop health procedures and guidelines

4.   Collaborate with staff, families, and community

5.   Maintain and update confidential student school health records

6.   Coordinate program with all school health components

7.   Coordinate with school improvement

8.   Evaluate and revise the health service program to meet changing needs

9.   Organize scheduling and direct health services staff

10. Develop student health services annual status report

11. Coordinate information and program delivery within the school and between school and major constituents

12. Provide health services by qualified health professionals to effectively deliver services, including multiple levels of school health expertise such as registered nurses, physicians, and advanced registered nurse practitioners

13. Provide for professional development for school health services staff

 

  1. Expanded Health Services

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

 

Date Board Adopted: 12/18/2017

Date Board Updated/Reviewed: 12/18/2017