100 Educational Objectives
Policy text goes here.
100 Legal Status of the School District
LEGAL STATUS OF THE SCHOOL DISTRICT
Iowa law authorizes the creation of a Common Schools System. As part of this Common Schools System, this school district is a school corporation created and organized under Iowa law. This school district shall be known as the ESTHERVILLE LINCOLN CENTRAL COMMUNITY SCHOOL DISTRICT.
This school corporation is located in Emmet County, and its affairs are conducted by elected school officials, The ESTHERVILLE LINCOLN CENTRAL COMMUNITY SCHOOL DISTRICT Board of Directors. This school corporation has exclusive jurisdiction over school matters in the territory of the school district.
Legal Reference: Iowa Code 274.1, .2, .6, .7; 278.1(9); 279.8; 594A (1995).
Cross Reference: 200 Legal Status of the Board of Directors
Approved: 10/14/96 Reviewed: 9/01
4/04
09/08
08/10
03/12
11/19
101 Educational Philosophy of the School District
EDUCATIONAL PHILOSOPHY OF THE SCHOOL DISTRICT
As a school corporation of Iowa, the ESTHERVILLE LINCOLN CENTRAL COMMUNITY SCHOOL DISTRICT, acting through its board of directors, is dedicated to promoting an equal opportunity for a quality public education to its students within the limitations of the school district's ability and willingness to furnish financial support to provide for students in cooperation with their parents and the school district community, the opportunity to develop a healthy social, intellectual, emotional, and physical self-concept in a learning environment that provides guidance to and encourages critical thinking in the students for a lifetime.
The board endeavors through the dedication of the school district's resources, to encourage students, who come to the school district from a variety of backgrounds, to look forward to the time when they will have jobs, homes, families, places in the school district community, and attain recognition as individuals. In order to achieve this goal, the board will seek qualified employees dedicated to development of their professional skills for the betterment of the education program and for the expertise for educational productivity.
Instruction and curriculum are the key elements of a public education. Critical thinking and problem solving skills that will assist the students' preparation for life shall be instructed as part of a sequentially coordinated curriculum. The school district strives to prepare students for employment, to discover and nurture creative talent and to prepare them to meet and cope with social change in an atmosphere conducive to learning.
The support and involvement of the home and the school district community are essential to achieve educational excellence in the school district. The school district strives to maintain an active relationship with the home and the school district community to create within the students an awareness of dignity and worth of the individual, civic responsibility and respect for authority.
Legal Reference: Iowa Code 256.11, .11A; 275.1 (1995).
Cross Reference: 102 Equal Educational Opportunity
103 Educational and Operational Planning
209 Board of Directors' Management Procedures
600 Goals and Objectives of the Education Program
602 Curriculum Development
Approved: 10/14/96 Reviewed: 4/04 Revised
9/08
8/10
3/12
11/19
101.1 Philosophy of Education
PHILOSOPHY OF EDUCATION
The school district and its educational programs should enable all students, regardless of background, to maximize their potential. Youth must be encouraged to foresee the time when they will have jobs, homes, families, places in the community and attain recognition as individuals with true worth and dignity. There must be an emphasis on understanding that people live, work, think, and speak in a variety of acceptable ways. Hence, schools must prepare students for a variety of work, discover and nurture creative talent, strengthen the moral fabric of society, foster a healthy respect for democracy, and prepare them to meet and cope with social and global changes-all in an orderly environment conducive to life-long and self-directed learning.
The Board of Directors believes that quality instruction and curriculum are primary in generating the proper learning environment for our students. Therefore, the Board is dedicated to developing the professional skills of staff and the fusing of solid curriculum principles based upon proven research.
The responsibilities for education fall to the Board of Education, the parents, the school community, the personnel the Board of Directors employ and finally the students themselves. Thus, it becomes imperative that the community is involved, supportive and committed toward the pursuit and maintenance of educational excellence. It is the administration and staff who must provide the expertise for educational productivity.
The Estherville Lincoln Central Community Board of Directors resolves to develop those policies that will govern the operations of the district, result in appropriate educational goals and meet the expectations of the community for the highest quality of learning possible for our students.
Approved: 12/98 Reviewed: 7/99
9/01
4/04
9/08
8/10
3/12
11/19
101.2 Mission Statement
MISSION STATEMENT
The mission of the Estherville Lincoln Central Community School District is to ensure that all students maximize their learning potential in becoming confident, independent, productive citizens with good character.
Approved: 12/98 Reviewed: 7/99
9/01
4/04
9/08
8/10
3/12
11/19
101.3 Education - Defined
EDUCATION - DEFINED
The Estherville Lincoln Central Community School District believes that education is the process that encourages continual progress through the addition of skills, improvement of one’s abilities, expansion and application of one’s interests and knowledge, and growth of one’s character.
Approved: 12/98 Reviewed: 7/99
9/01
4/04
9/08
8/10
3/12
11/19
102 Equal Educational Opportunity
EQUAL EDUCATIONAL OPPORTUNITY
It is the policy of the Estherville Lincoln Central Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices.
The Board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the district to subscribe to all applicable federal and state laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity.
The Board is committed to the policy that no otherwise qualified person will be excluded from educational activities on the basis of race, color, national origin, creed, socio-economic status, religion, sex, marital status, sexual orientation, gender identity or disability. Further, the Board affirms the right of all students and staff to be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment.
There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact Tara Paul, Superintendent, 1814 7th Ave S., Estherville, IA 51334 (712)362-2692, tara.paul@elc-csd.org.
Legal Reference: 20 U.S.C. 1221 et seq. (2006).
20 U.S.C. 1681 et seq. (2006).
20 U.S.C. 1701 et seq. (2006).
29 U.S.C. 794 (2006).
42 U.S.C. 12101 et seq. (2006).
34 C.F.R. Pt. 100 (2006).
34 C.F.R. Pt. 104 (2006).
Iowa Code 216.9; 256.11, .11A; 280.3 (2009).
281 I.A.C. 12.
Cross Reference: 101 Educational Philosophy of the School District
401.1 Equal Employment Opportunity
500 Objectives for Equal Educational Opportunities for Students
506.1 Student Records
Approved: 10/14/96 Reviewed: 9/01 Revised: 4/17
4/04 5/19
9/08
8/10
3/12
4/17
5/19
11/19
102.R1 Grievance Procedure
Code No. 102.R1
GRIEVANCE PROCEDURE
It is the policy of the Estherville Lincoln Central Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Tara Paul, 1814 7th Ave. S, Estherville, IA 51334, 712-362-2692, tara.paul@elc-csd.org.
Students, parents of students, employees, and applicants for employment in the school district have the right to file a formal complaint alleging discrimination. The district has policies and procedures in place to identify and investigate complaints alleging discrimination. If appropriate, the district will take steps to prevent the recurrence of discrimination and to correct its discriminatory effects on the Complainant and others.
A Complainant may attempt to resolve the problem informally by discussing the matter with a building principal or a direct supervisor. However, the Complainant has the right to end the informal process at any time and pursue the formal grievance procedures outlined below. Use of the informal or formal grievance procedure is not a prerequisite to the pursuit of other remedies. Please note that informal processes and procedures are not to be used in certain circumstances (e.g., sexual harassment and sexual assault).
Filing a Complaint
A Complainant who wishes to avail himself/herself of this grievance procedure may do so by filing a complaint with the equity coordinator(s). An alternate will be designated in the event it is claimed that the equity coordinator or superintendent committed the alleged discrimination or some other conflict of interest exists. Complaints shall be filed within 60 days of the event giving rise to the complaint or from the date the Complainant could reasonably become aware of such occurrence. The Complainant will state the nature of the complaint and the remedy requested. The equity coordinator(s) shall assist the Complainant as needed.
Investigation
Within 10 working days, the equity coordinator will begin the investigation of the complaint or appoint a qualified person to undertake the investigation (hereinafter “equity coordinator”). If the Complainant is under 18 years of age, the equity coordinator shall notify his or her parent(s)/guardian(s) that they may attend investigatory meetings in which the Complainant is involved. The complaint and identity of the Complainant, Respondent, or witnesses will only be disclosed as reasonably necessary in connection with the investigation or as required by law or policy. The investigation may include, but is not limited to the following:
- A request for the Complainant to provide a written statement regarding the nature of the complaint;
- A request for the individual named in the complaint to provide a written statement;
- A request for witnesses identified during the course of the investigation to provide a written statement;
- Interviews of the Complainant, Respondent, or witnesses;
- An opportunity to present witnesses or other relevant information; and
- Review and collection of documentation or information deemed relevant to the investigation.
Within 30 working days, the equity coordinator shall complete the investigation and issue a report with respect to the findings.
The equity coordinator shall notify the Complainant and Respondent of the decision within 5 working days of completing the written report. Notification shall be by U.S. mail, first class.
Decision and Appeal
The complaint is closed after the equity coordinator has issued the report, unless within 10 working days after receiving the decision, either party appeals the decision to the superintendent by making a written request detailing why he/she believes the decision should be reconsidered. The equity coordinator shall promptly forward all materials relative to the complaint and appeal to the superintendent. Within 30 working days, the superintendent shall affirm, reverse, amend the decision, or direct the equity coordinator to gather additional information. The superintendent shall notify the Complainant, Respondent, and the equity coordinator of the decision within 5 working days of the decision. Notification shall be by U.S. mail, first class.
The decision of the superintendent shall be final.
The decision of the superintendent in no way prejudices a party from seeking redress through state or federal agencies as provided by in law.
This policy and procedures are to be used for complaints of discrimination, in lieu of any other general complaint policies or procedures that may be available.
If any of the stated time frames cannot be met by the district, the district will notify the parties and pursue completion as promptly as possible.
Retaliation against any person, because the person has filed a complaint or assisted or participated in an investigation, is prohibited. Persons found to have engaged in retaliation shall be subject to discipline by appropriate measures.
Approved: 05/19 Reiviewed: 11/19
103 Long-Range Needs Assessment
LONG-RANGE NEEDS ASSESSMENT
Long-range needs assessment enables the school district to analyze assessment data, get feedback from the community about its expectations of students, and determines how well students are meeting student learning goals. The Board shall conduct on-going and in-depth needs assessment, soliciting information from business, labor, industry, higher education and community members, regarding their expectations for adequate student preparation as responsible citizens and successful wage earners.
In conjunction with the in-depth needs assessment of the school district, the Board shall authorize the appointment of a committee, representing administrators, employees, parents, students and community members, to make recommendations and assist the board in determining the priorities of the school district in addition to the basic skills areas of the education program.
Through site-based management and community work sessions, local feedback will be on an on-going basis. It shall be the responsibility of the superintendent to ensure the school district community is informed of students’ progress on state and locally determined indicators. The superintendent shall report annually to the Board about the means used to keep the community informed.
As a result of the Board and committee's work, the Board shall determine major educational needs and rank them in priority order; develop long-range goals and plans to meet the needs; establish and implement short-range and intermediate-range plans to meet the goals and to attain the desired levels of student performance; evaluate progress toward meeting the goals and maintain a record of progress under the plan that includes reports of student performance and results of school improvement projects; and annually report the school district's progress made under the plan to the committee, community and Iowa Department of Education.
School districts also need to develop a process for long-range needs assessment. The process needs to include three items:
- provisions for collecting, analyzing and reporting information derived from local, state and national sources;
- provisions for reviewing information acquired on the following:
- state indicators and other locally determined indicators,
- locally established student learning goals,
- specific data collection required by state and federal programs;
- provisions for collecting and analyzing assessment data on the following:
- state indicators,
- locally determined indicators,
- locally established student learning goals.
Approved: 10/14/96 Reviewed: 7/99 Revised: 10/01
9/01
4/04
9/08
8/10
3/12
11/19
Legal Reference: Iowa Code 21; 256.7(4); 280.12, .18 (1995).
281 I.A.C. 12.3(3).
Cross Reference: 101 Educational Philosophy of the School District
200 Legal Status of the Board of Directors
208 Ad Hoc Committees
603.1 Basic Instruction Program
801.1 Buildings and Sites Long-Range Planning
801.2 Buildings and Sites Surveys
104 Anti-Bullying/Harassment Policy
ANTI-BULLYING/HARASSMENT POLICY
Harassment and bullying of students and employees are against federal, state and local policy, and are not tolerated by the board. The board is committed to providing all students with a safe and civil school environment in which all members of the school community are treated with dignity and respect. To that end, the board has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to deal with incidents of bullying and harassment. Bullying and harassment of students by students, school employees, and volunteers who have direct contact with students will not be tolerated in the school or school district.
The board prohibits harassment, bullying, hazing, or any other victimization, of students, based on any of the following actual or perceived traits or characteristics, including but not limited to, age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status. Harassment against employees based upon race, color, creed, sex, sexual orientation, gender identity, national origin, religion, age or disability is also prohibited.
This policy is in effect while students or employees are on property within the jurisdiction of the board; while on school-owned or school-operated vehicles; while attending or engaged in school-sponsored activities; and while away from school grounds if the misconduct directly affects the good order, efficient management and welfare of the school or school district.
If, after an investigation, a student is found to be in violation of this policy, the student shall be disciplined by appropriate measures which may include suspension or expulsion. If after an investigation a school employee is found to be in violation of this policy, the employee shall be disciplined by appropriate measures which may include termination. If after an investigation a school volunteer is found to be in violation of this policy, the volunteer shall be subject to appropriate measures which may include exclusion from school grounds. “Volunteer” means an individual who has regular, significant contact with students.
When looking at the totality of the circumstances, harassment and bullying mean any electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment that meets one or more of the following conditions:
- Places the student in reasonable fear of harm to the student’s person or property;
- Has a substantially detrimental effect on the student’s physical or mental health;
- Has the effect of substantially interfering with the student’s academic performance; or
- Has the effect of substantially interfering with the student’s ability to participate in or benefit from the services, activities, or privileges provided by a school.
“Electronic” means any communication involving the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means. “Electronic” includes but is not limited to communication via electronic mail, internet-based communications, pager service, cell phones, electronic text messaging or similar technologies.
Harassment and bullying may include, but are not limited to, the following behaviors and circumstances:
- Repeated remarks of a demeaning nature;
- Implied or explicit threats concerning one's grades, achievements, property, etc.
- Demeaning jokes, stories, or activities directed at the student and/or
- Unreasonable interference with a student's performance.
Sexual harassment of a student by an employee means unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when:
- Submission to the conduct is made either implicitly or explicitly a term or condition of the student’s education or benefits;
- Submission to or rejection of the conduct is used as the basis for academic decisions affecting that student; or
- The conduct has the purpose or effect of substantially interfering with the student’s academic performance by creating an intimidating, hostile, or offensive education environment.
In situations between students and school officials, faculty, staff, or volunteers who have direct contact with students, bullying and harassment may also include the following behaviors:
- Requiring that a student submit to bullying or harassment by another student, either explicitly or implicitly, as a term or condition of the targeted student’s education or participation in school programs or activities; and/or
- Requiring submission to or rejection of such conduct as a basis for decisions affecting the student.
Any person who promptly, reasonably, and in good faith reports an incident of bullying or harassment under this policy to a school official, shall be immune from civil or criminal liability relating to such report and to the person’s participation in any administrative, judicial, or other proceeding relating to the report. Individuals who knowingly file a false complaint may be subject to appropriate disciplinary action.
Retaliation against any person, because the person has filed a bullying or harassment complaint or assisted or participated in a harassment investigation or proceeding, is also prohibited. Individuals who knowingly file false harassment complaints and any person who gives false statements in an investigation shall be subject to discipline by appropriate measures, as shall any person who is found to have retaliated against another in violation of this policy. Any student found to have retaliated in violation of this policy shall be subject to measures up to, and including, suspension and expulsion. Any school employee found to have retaliated in violation of this policy shall be subject to measures up to, and including, termination of employment. Any school volunteer found to have retaliated in violation of this policy shall be subject to measures up to, and including, exclusion from school grounds.
The school or school district will promptly and reasonably investigate allegations of bullying or harassment. The Level One Investigator or designee will be responsible for handling all complaints by students alleging bullying or harassment. The Level One Investigator or designee will be responsible for handling all complaints by employees alleging bullying or harassment.
It also is the responsibility of the superintendent, in conjunction with the investigator and principals, to develop procedures regarding this policy. The superintendent also is responsible for organizing training programs for students, school officials, faculty, staff, and volunteers who have direct contact with students. The training will include how to recognize harassment and what to do in case a student is harassed. It will also include proven effective harassment prevention strategies. The superintendent will also develop a process for evaluating the effectiveness of the policy in reducing bullying and harassment in the school district.
The board will annually publish this policy. The policy may be publicized by the following means:
- Inclusion in the student handbook,
- Inclusion in the employee handbook
- Inclusion in the registration materials
- Inclusion on the school or school district’s web site, and a copy shall be made to any person at the central administrative office at 1814 7th Ave S, Estherville, IA 51334.
Approved: 11/07 Reviewed: 8/10 Revised: 5/19
11/19
Legal References: 20 U.S.C. §§ 1221-1234i (2004).
29 U.S.C. § 794 (1994).
42 U.S.C. §§ 2000d-2000d-7 (2004).
42 U.S.C. §§ 12001 et. seq. (2004).
Senate File 61, 1st Regular Session, 82nd General Assembly, (2007).
Iowa Code §§ 216.9; 280.3 (2007).
281 I.A.C. 12.3(6).
Cross References: 502 Student Rights and Responsibilities
503 Student Discipline
506 Student Records
104.R1 Anti-Bullying/Harrassment Investigation Procedures
Individuals who feel that they have been harassed should:
· Communicate to the harasser that the individual expects the behavior to stop, if the individual is comfortable doing so. If the individual wants assistance communicating with the harasser, the individual should ask a teacher, counselor or principal to help.
· If the harassment does not stop, or the individual does not feel comfortable confronting the harasser, the individual should:
-- tell a teacher, counselor or principal; and
-- write down exactly what happened, keep a copy and give another copy to the teacher, counselor or principal including;
- what, when and where it happened;
- who was involved;
- exactly what was said or what the harasser did;
- witnesses to the harassment;
- what the student said or did, either at the time or later;
- how the student felt; and
- how the harasser responded.
COMPLAINT PROCEDURE
An individual who believes that the individual has been harassed or bullied will notify the Level 1 investigator. The alternate investigator is the Chief of Police. The investigator may request that the individual complete the Harassment/Bullying Complaint form and turn over evidence of the harassment, including, but not limited to, letters, tapes, or pictures. The complainant shall be given a copy of the completed complaint form. Information received during the investigation is kept confidential to the extent possible.
The investigator, with the approval of the principal, or the principal has the authority to initiate an investigation in the absence of a written complaint.
INVESTIGATION PROCEDURE
The investigator will reasonably and promptly commence the investigation upon receipt of the complaint. The investigator will interview the complainant and the alleged harasser. The alleged harasser may file a written statement in response to the complaint. The investigator may also interview witnesses as deemed appropriate.
Upon completion of the investigation, the investigator will make written findings and conclusions as to each allegation of harassment and report the findings and conclusions to the principal. The investigator will provide a copy of the findings of the investigation to the principal.
RESOLUTION OF THE COMPLAINT
Following receipt of the investigator's report, the principal may investigate further, if deemed necessary, and make a determination of any appropriate additional steps which may include discipline.
Prior to the determination of the appropriate remedial action, the principal may, at the principal's discretion, interview the complainant and the alleged harasser. The principal will file a written report closing the case and documenting any disciplinary action taken or any other action taken in response to the complaint. The complainant, the alleged harasser and the investigator will receive notice as to the conclusion of the investigation. The principal will maintain a log of information necessary to comply with Iowa Department of Education reporting procedures.
POINTS TO REMEMBER IN THE INVESTIGATION
· Evidence uncovered in the investigation is confidential.
· Complaints must be taken seriously and investigated.
· No retaliation will be taken against individuals involved in the investigation process.
· Retaliators will be disciplined up to and including suspension and expulsion.
CONFLICTS
If the investigator is a witness to the incident, the alternate investigator shall investigate.
