600 Goals and Objectives of the Education Program
GOALS AND OBJECTIVES OF THE EDUCATION PROGRAM
The goals and objectives of the school district shall be designed to achieve the philosophy and mission statement of the school district. An advisory committee of representatives of the school district community and the school district shall be appointed to make recommendations for the goals and objectives of the education program.
Short-term and long-term objectives for the education program shall be established annually by the Board. These objectives shall reflect the results of the needs assessment, recommendation of the advisory committee, recommendations from the superintendent, and changes in law.
Annually, the Board shall report to the committee and community regarding progress toward the achievement of the goals and objectives of the education program
Approved: 5/12/97 Reviewed: 10/06 Revised: 1/00
07/17
601 General Organization
601.1 School Calendar
SCHOOL CALENDAR
The school calendar shall accommodate the education program of the school district. The school calendar shall be for a minimum of two hundred days and include, but not be limited to, the days for student instruction, staff development, in-service days and teacher conferences.
The academic school year for students shall be for a minimum of one hundred and eighty days in the school calendar. The academic school year for students may not begin prior to September but may begin in the week in which September 1 falls unless a waiver is obtained from the Iowa Department of Education. Should September 1 fall on a Sunday, school may begin any day during the calendar week which immediately precedes September 1. Employees may be required to report to work at the school district prior to this date.
Special education students may attend school on a school calendar different from that of the regular education program consistent with their Individualized Education Program.
The Board, in its discretion, may excuse graduating seniors from up to five days 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 shall be the responsibility of the superintendent to develop the school calendar for recommendation, approval, and adoption by the Board annually.
The Board may amend the official school calendar when the Board considers the change to be in the best interests of the school district's education program.
Legal Reference: Iowa Code §§ 20.9; 279.10, 280.3 (1995).
281 I.A.C. 12.2(1).
Cross Reference: 501.3 Compulsory Attendance
601.2 School Day
603.3 Special Education
Approved: 5/12/97 Reviewed: 1/00
10/06
7/17
601.2 School Day
SCHOOL DAY
The student school day for grades one through twelve shall consist of a minimum of six hours, not including the lunch period. The school day consists of the schedule of class instruction and class activities as established and sponsored by the school district. Time during which students are released from school for parent/teacher conferences may be counted as part of the student's instructional time. The minimum school day shall meet the requirements as established for the operation of accredited schools.
The Board may define the number of days kindergarten will be held and the length of each school day for the students attending kindergarten. The school day shall consist of a schedule as recommended by the superintendent and approved by the Board.
The school district may also record a day of school with less than the minimum instructional hours if the total hours of instructional time for grades one through twelve in any five consecutive school days equals a minimum of twenty-seven and one-half hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the instructional staff or parent-teacher conferences have been scheduled beyond the regular school day. Schedule revisions and changes in time allotments will be made by the superintendent.
When the school is forced to close due to weather or other emergencies that part of the day during which school was in session will constitute a school day.
It shall be the responsibility of the superintendent to inform the Board annually of the length of the school day.
Legal Reference: Iowa Code § 279.8 (1995).
281 I.A.C. 12.2(2), .2(3), .2(6).
Cross Reference: 601.1 School Calendar
Approved: 5/12/97 Reviewed: 1/00
10/06
7/17
601.3 Emergency School Closings
Code No. 601.3
EMERGENCY SCHOOL CLOSINGS
The superintendent of schools for the District or the superintendent’s designee shall have the authority to close schools because of extreme weather or other emergency conditions for the length of time the conditions exist. The superintendent shall make provisions to publicly announce such closings via available mass communication media as soon as possible after the decision to close.
Every reasonable effort shall be made to have students attend the total amount of school days or hours annually as specified by statute, state departmental rules, and local school board policy.
Approved: 7/2017
602 Curriculum Development
602.1 Curriculum Development and Management
CURRICULUM DEVELOPMENT AND MANAGEMENT
Curriculum Development and Review
The need for and value of systematic, ongoing program of curriculum development and evaluation involving students, parents, teachers and administrators are recognized. The design and implementation of the curriculum will be consistent with the Board's stated curriculum goals and objectives. The Board deems it essential that the school system continually develop and modify its curriculum to meet changing needs. The Board authorizes the superintendent to cooperatively develop the curriculum. Staff contributions to curriculum development will be provided through curriculum committees.
It shall be the responsibility of the Superintendent to develop proposals relating to curriculum modifications and additions that, in the opinion of the Board, the staff, and consultants, are essential to the maintenance of a high-quality program of education from pre-kindergarten through twelve.
While instructional differentiation is expected to occur to address the unique needs of specific students, that instruction will be derived from a curriculum that is common to all students and all levels of that curriculum, and supplementary resource materials shall be available to all students and staff members regardless of grade assignment. A primary consideration in all curriculum development, modification, review, and implementation shall be the establishment of an integrated, multidisciplinary curriculum that conveys multiple learnings simultaneously in order to maximize the educational benefits of a limited and precious instructional time.
The Planned and Written Curriculum
It is the expectation of the Board that learning will be enhanced by adherence to an integrated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to grade and from school to school. The curriculum should reflect the best knowledge of the growth and development of learners, the content of the various content disciplines, and the needs of learners based on the nature of society and the desires of the community. The curriculum is designed to provide teachers and students with the district’s expectations of what children and young people are to learn. Teachers are expected to follow the curriculum in performing teaching assignments.
The Taught Curriculum
The design and implementation of the curriculum will be aligned with the planned and written curriculum guides, the taught curriculum as presented to students by the teachers, and the tested curriculum as determined by student assessments. Each of these three components of the curriculum shall be matched to bring about a high degree of consistency, except where planned otherwise (e.g., national-state norm-referred test.)
All curriculum, including but not limited to elimination of programs and courses and extensive content alteration, will be subject to Board approval. Curricular proposals from the certificated staff may be presented to the Superintendent, who will be responsible for disclosing and making recommendations to the Board on such matters.
Curriculum guides shall be provided for the various subject areas or interdisciplinary offerings. These guides shall present at least a minimal outline for instruction and a basis for further development of the particular area.
The guides will reflect alignment to the state required curriculum and shall be designed to suggest a variety of possibilities for instruction, patterns of individualization, variations of approaches, and materials.
The Superintendent will formulate procedures for the development and use of curriculum guides.
The Tested Curriculum-Evaluation
The district will establish models for determining the effectiveness of instructional programming at District, school and classroom levels. Evaluations will focus on determining the extent to which students are achieving and maintaining their mastery of appropriate specific learning expectations and the extent to which instructors are displaying effective
Approved: 5/12/97 Revised: 10/98 Reviewed: 1/00
10/06
7/17
602.1E Curriculum Development and Management
CURRICULUM DEVELOPMENT AND MANAGEMENT
ESTHERVILLE LINCOLN CENTRAL COMMUNITY SCHOOLS’ VISION OF CURRICULUM
We, the educators of the Estherville Lincoln Central Community School District, hold forth this vision of the curriculum of excellence we desire for all our students. We have a dream of a curriculum that is . . .
1. MEANINGFUL. The curriculum emphasizes the active construction of meaning, so that all students find purpose in their studies.
2. TECHNOLOGICAL. The curriculum uses technology as one delivery system, examines the influence of technology on students’ lives, and give students the skills they need to use the technology to accomplish their own purposes.
3. SOCIALLY RESPONSIBLE. The curriculum develops in students a sense of social responsibility, so that they become aware of their obligations and duties as citizens in a democracy and are especially sensitive to the needs of the poor and the elderly.
4. MULTICULTURAL. The curriculum reflects and is responsive to the cultural diversity of this nation and our community, so that students develop a sense of pride in their own heritage and a respect for that of others.
5. REFLECTIVE. The curriculum fosters in students the skills and attitudes of reflection so that they are able to think critically, creatively, and affirmatively.
6. HOLISTIC. The curriculum gives appropriate emphasis to all the significant aspects of growth and all the types of human intelligence, helping students see the connections between the separate subjects.
7. GLOBAL. The curriculum develops in students an awareness of global interdependence in all aspects of life, including the environment and the economy.
8. OPEN-ENDED. The curriculum is open-ended in two ways: it is open to revision and continued refinement; and it provides open access to all students, so that students are not tracked into dead-end careers.
9. GOAL-BASED. The curriculum focuses on significant goals, so that students develop the critical skills and acquire the knowledge they need for effective lifelong learning and full functioning as citizens in a changing society.
10. VALUE-BASED. The curriculum provides for knowledge and practice in developing good character habits of self-discipline, concern for others, integrity, service, cooperation, responsibility and respect.
Adopted: 10/98 Reviewed: 1/00
10/06
7/17
602.1R Curriculum Development & Management Regulation
CURRICULUM DEVELOPMENT AND MANAGEMENT
The Superintendent has the final responsibility to the Board of Education for the instructional program. He will work with and delegate to the Directors of Curriculum and Instruction the major responsibility and authority for the district-wide improvement and coordination of a high quality instructional program promoting both rigor and relevance. The principals, as instructional leaders at the building level, will with their teaching staffs assume responsibility for the implementation of the high quality program and the delivery of that program through quality learning experiences. These learning experiences shall reflect the latest research in teaching pedagogy and follow carefully designed lesson plans that address the critical learning objectives outlined in the curriculum guides.
Area curriculum coordinators (from the teaching staff) shall be selected yearly to assist in the district coordination of the curriculum. This position shall be advisory in nature and the coordinator shall assist in:
1. Gathering K-12 curriculum materials.
2. Serving as liaison between curriculum committees and administration.
3. Presentations to the Board, administrative cabinet, instructional staff, etc.
4. Vertical curriculum work.
5. In-service projects.
6. Coordinating K-12 curriculum representatives.
7. Suggesting appropriate staff development activities.
The curriculum design for the Estherville Lincoln Central Schools is to reflect the philosophy and importance of a comprehensive educational programs which relates to the needs of the school community and supports any state required standards. In planning and designing the curriculum, results of national and regional studies on curricular innovations and the laws and standards of the State of Iowa will be used to guide the administrative and instructional staff.
Because of our growing interdependence with other nations in the world, global education shall be incorporated into the education program for grades kindergarten through twelve so 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. Global education, in the education program, is the lifelong growth in understanding, through study and participation, of the world community and the interdependency of its people and systems - social, cultural, racial, economic, linguistic, technological, and ecological.
The curriculum review process shall be described in a handbook for the staff with the appropriate expectations for a well written curriculum. This written curriculum plan shall be the core program study implemented and assessed by teaching staff.
Approved: 8/7/89 Revised: 10/98 Reviewed: 1/00
10/06
7/17
602.2 Curriculum Adoption
CURRICULUM ADOPTION
Curriculum of the school district must be recommended by the superintendent and approved by the Board.
The Board may authorize the use of curriculum guides when it adopts the curriculum. Such guides will be used when, in the opinion of the superintendent, they will be of assistance to the instructional program and will provide a consistent approach in the instructional program.
Legal Reference: 20 U.S.C. § 1232h (1988).
34 C.F.R. Pt. 98 (1993).
Iowa Code §§ 216.9; 279.8; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 602 Curriculum Development
Approved: 5/12/97 Revised: 10/98 Reviewed: 1/00
10/06
7/17
602.3 Curriculum Evaluation
CURRICULUM EVALUATION
When deemed necessary by the superintendent, and whenever a new program is proposed, the Board will review the curriculum to determine its strengths and weaknesses. The Board may authorize the superintendent to appoint an ad hoc advisory committee to review the curriculum.
The Board shall review the students' performance on standardized tests, courses, and other indicators of student achievement deemed relevant by the Board as a guideline for the effectiveness of the curriculum. It shall be the responsibility of the superintendent to provide the Board with the test scores and grades along with the superintendent's comments about the school district's curriculum.
Legal Reference: 20 U.S.C. § 1232h (1988).
34 C.F.R. Pt. 98 (1995).
Iowa Code §§ 216.9; 279.8; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 101 Educational Philosophy of the School District
103 Educational and Operational Planning
505 Student Scholastic Achievement
602 Curriculum Development
603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 10/98
1/00
10/06
7/17
602.4 Pilot - Experimental - Innovative Projects
PILOT - EXPERIMENTAL - INNOVATIVE PROJECTS
The Board welcomes new ideas in curriculum. Proposals for pilot or experimental projects shall first be reviewed and analyzed by the superintendent. Projects recommended by the superintendent will be considered by the Board. Pilot and experimental projects approved by the Board, the Iowa Department of Education, or the U. S. Department of Education may be utilized in the education program.
Students, who may be or are asked to participate in a research or experimental project or program, must have their parents' written consent on file prior to participating in the project or program. A research or experimental program or project requiring parents' prior written consent is a program or project designed to explore or develop new or unproven teaching methods or techniques. These programs or projects shall be 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 shall be in accordance with board policy 605.2, "Instructional Materials Inspection."
It shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.
Legal Reference: 20 U.S.C. § 1232h (1988).
34 C.F.R. Pt. 98 (1993).
Iowa Code §§ 279.8, .10; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 602 Curriculum Development
603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 1/00
10/06
7/17
603 Instructional Curriculum
603. 1 Basic Instruction Program
BASIC INSTRUCTION PROGRAM
The basic instruction program shall include the courses required for each grade level by the State Department of Education. The instructional approach will be nonsexist and multicultural. The basic program described below is not to be confused with graduation requirements, but it does describe what must be offered at the various grade structure levels.
The basic instruction program for students enrolled in kindergarten shall be 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.
For students enrolled in grades one through six, the basic instruction program shall include English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, character education and visual art.
For students enrolled in grades seven and eight, the basic instruction program shall include English-language arts, social studies, mathematics, science, health, human growth and development, family and consumer, career, technology education, physical education, music, character education and visual art.
For students enrolled in grades nine through twelve, the basic instruction program shall include character education, 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, in its discretion, may offer additional courses in the instruction program for any grade level.
Each instruction program shall be carefully planned for optimal benefit taking into consideration the financial condition of the school district and other factors deemed relevant by the Board or superintendent. Each instructional program's plan should describe the program, its goals, the effective materials, the activities and the method for student evaluation.
It shall be 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.
Cross Reference: 505.5 Graduation Requirements
Approved: 5/12/97 Revised: 10/98 Reviewed: 2/00
10/06
11/17
Legal Reference: 20 U.S.C. § 1232h (1988).
34 C.F.R. Pt. 98 (1993).
Iowa Code §§ 216.9; 256.11; 279.8; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 102 Equal Educational Opportunity
103 Educational and Operational Planning
505 Student Scholastic Achievement
505.5 Graduation Requirements
602 Curriculum Development
603 Instructional Curriculum
603. 2 Summer School Instruction
SUMMER SCHOOL INSTRUCTION
Generally, only drivers education will be offered during summer school. However, the Board, in its discretion, may offer summer school for one or more courses and student activities for students who need additional help and instruction or for enrichment in those areas. This decision shall be within the discretion of the board.
Upon receiving a request for summer school, the Board shall 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.
It shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.
Legal Reference: Iowa Code §§ 279.8, .11; 280.3, .14; 282.1A, .6 (1995).
Cross Reference: 410.2 Summer School Licensed Employees
603 Instructional Curriculum
711.4 Summer School Program Transportation Service
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603. 3 Special Education
SPECIAL EDUCATION
The Board recognizes some students have different educational needs than other students. The Board shall 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 shall attend general education classes, participate in 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 shall be written in the student’s Individualized Education Program (IEP).
Special education students shall be required to meet the requirements stated in board policy or in their IEPs for graduation. It shall be 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 shall be provided comprehensive special education services within the public education system. The school district shall 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 shall be done to ensure a smooth transition of children entitled to early childhood special education services.
Legal Reference: Board of Education v. Rowley, 458 U.S. 176 (1982)
Springdale School District #50 v. Grace, 693 F.2d 41 (8th Cir. 1982)
Southeast Warren Comm. School Districe v. Dept. of Public Instruction,
285 N.W.2d173 (Iowa 1979)
20 U.S.C. §§ 1400 et seq. (1994)
34 C.F.R. Pt. 300 et seq. (1996)
Iowa Code §§ 256.11(7); 256B; 273.1, .2, .5, .9(2)-(3); 280.8 (1999)
281 I.A.C. 41
Cross Reference: 503 Student Discipline
505.5 Graduation Requirements
506 Student Records
507.2 Administration of Medication to Students
507.8 Student Special Health Services
601.1 School Calendar
603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 2/00 Revised: 8/00
10/06
11/17
603. 4 Multicultural and Nonsexist Education
MULTICULTURAL AND NONSEXIST EDUCATION
Students shall have an equal opportunity for a quality education without discrimination, regardless of their race, religion, color, sex, marital status, national origin or disability.
The education program shall be free of discrimination and provide equal opportunity for the students. The education program shall 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 shall be placed on Asian Americans, African Americans, Hispanic Americans and persons with disabilities. It shall also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.
The Board shall adopt a written plan for the implementation of multicultural and nonsexist education and shall evaluate this plan at least every five years. During the evaluation process, the Board shall involve parents, students, employees and community members.
Legal Reference: Iowa Code §§ 216.9; 256.11 (1995).
281 I.A.C. 12.5(8).
Cross Reference: 102 Equal Educational Opportunity
600 Goals and Objectives of the Education Program
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603. 5 Health Education
HEALTH EDUCATION
Students in grade levels one through twelve shall receive, as part of their health education, instruction about personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; human growth and development; substance abuse and non-use, including the effects of alcohol, tobacco, drugs and poisons on the human body; human sexuality; self-esteem; stress management; interpersonal relationships; emotional and social health; health resources; prevention and control of disease; communicable diseases, including sexually transmitted diseases and acquired immune deficiency syndrome; and current crucial health issues. The purpose of the health education program is to help each student protect, improve and maintain physical, emotional and social well-being.
The areas stated above shall be included in health education and the instruction shall be adapted at each grade level to aid understanding by the students.
Parents who object to health education instruction in human growth and development may file a written request that the student be excused from the instruction. The written request shall include a proposed alternate activity or study acceptable to the superintendent. The superintendent shall have the final authority to determine the alternate activity or study.
Legal Reference: Iowa Code §§ 256.11; 279.8; 280.3-.14 (1995).
281 I.A.C. 12.5.
Cross Reference: 502 Student Rights and Responsibilities
603 Instructional Curriculum
607 Instructional Services
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603. 5E1 Human Growth and Development Student Excuse Form
603. 6 Physical Education
PHYSICAL EDUCATION
Students in grades one through twelve shall be 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.
Legal Reference: Iowa Code § 256.11 (1995).
281 I.A.C. 12.5.
Cross Reference: 504 Student Activities
603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603. 7 Career Education
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 shall 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 shall be the responsibility of the superintendent to assist licensed employees in finding ways to provide career education in the education program. Special attention should be given to courses of vocational education nature. The Board, in its review of the curriculum, shall review the means in which career education is combined with other instructional programs.
Legal Reference: Iowa Code §§ 256.11, .11A; 280.9 (1995).
281 I.A.C. 12.5(7).
Cross Reference: 603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603. 8 Teaching About Religion
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 shall not take place.
It shall be the responsibility of the superintendent to ensure the study of religion in the schools in keeping with the following guidelines:
· the proposed activity must have a secular purpose;
· the primary objective of the activity must not be one that advances or inhibits religion; and
· the activity must not foster excessive governmental entanglement with religion.
Legal Reference: U.S. Const. amend. I.
Lee v. Weisman. 112 S.Ct. 2649 (1992).
Lemon v. Kurtzman, 403 U.S. 602 (1971).
Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).
Iowa Code §§ 279.8; 280.6 (1995).
Cross Reference: 603 Instructional Curriculum
604.5 Religious-Based Exclusion from a School Program
606.2 School Ceremonies and Observances
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
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 shall take into account major celebrations of several world religions, not just those of a single religion. Holiday-related activities shall be educationally sound and sensitive to religious differences and shall be selected carefully to avoid the excessive or unproductive use of school time. Teachers shall 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) shall be permitted if presented in an objective manner without sectarian indoctrination. The emphasis on religious themes shall be only as extensive as necessary for a balanced and comprehensive study or presentation. Religious content included in student performances shall be selected on the basis of its independent educational merit and shall seek to give exposure to a variety of religious customs, beliefs and forms of expression. Holiday programs, parties or performances shall 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) shall be 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 shall be permitted in composition, art forms, music, speech and debate. However, teachers may not require projects or activities which are indoctrinational or force students to contradict their personal religious beliefs or nonbeliefs.
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603. 9 Academic Freedom
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 shall be 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 shall be the responsibility of the principal to ensure academic freedom is allowed but not abused in the classroom.
Legal Reference: Iowa Code §§ 279.8; 280.3, .6 (1995).
Cross Reference: 502 Student Rights and Responsibilities
603 Instructional Curriculum
903.5 Distribution of Materials
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603. 9R1 Teaching Controverisal Issues
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 shall be 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 shall be 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 shall be 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 shall not be prohibited from expressing a personal opinion as long as students are encouraged to reach their own decisions independently.
The Board encourages full discussion of controversial issues in a spirit of academic freedom that shows students that they have the right to disagree with the opinions of others but that they also have the responsibility to base the disagreement on facts and to respect the right of others to hold conflicting opinions.
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603.10 Global Education
GLOBAL EDUCATION
Because of our growing interdependence with other nations in the world, global education shall be 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. Global education, in the education program, is the lifelong growth in understanding, through study and participation, of the world community and the interdependency of its people and systems--social, cultural, racial, economic, linguistic, technological, and ecological.
Legal Reference: Iowa Code §§ 256.11, .11A (1995).
281 I.A.C. 12.5(11).
Cross Reference: 602 Curriculum Development
603 Instructional Curriculum
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
603.11 Citizenship
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 shall 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 shall be instructed in the elements of good citizenship and the role quality citizens play in their country, state and school district community.
Legal Reference: Iowa Code §§ 256.11, .11A (1995).
281 I.A.C. 12.3(8).
Cross Reference: 101 Educational Philosophy of the School District
502 Student Rights and Responsibilities
503 Student Discipline
Approved: 5/12/97 Reviewed: 2/00
10/06
11/17
604 Alternative Programs
604.1 Competent Private Instruction
COMPETENT PRIVATE INSTRUCTION
In the event a child of compulsory attendance age, over age six and under age sixteen, does not attend public school or an accredited nonpublic school the child must receive competent private instruction.
A parent choosing competent private instruction for a student must notify the school district prior to the first day of school on forms provided by the school district. The forms are available in the central administration office. One copy of the completed forms will be kept by the school district and another copy will be forwarded to the area education agency.
The superintendent will determine whether the completed form is in compliance with the law. Specifically, the superintendent will determine whether the individual providing the instruction is either the student's parent, guardian, legal custodian or an Iowa licensed practitioner; whether the licensed practitioner's license is appropriate for the age and grade level of the student; that the student is being instructed a minimum of one hundred and forty-eight days per year; that immunization evidence is provided for students placed under competent private instruction for the first time and that the report is timely filed.
The school district shall report noncompliance with the reporting, immunization, attendance, instructor qualifications, and assessment requirements of the compulsory attendance law to the county attorney of the county of residence of the student's parent, guardian or custodian.
Students receiving competent private instruction are eligible to request open enrollment to another school district. Prior to the request for open enrollment, the student shall request dual enrollment in the resident district. The receiving district shall not bill the resident district unless the receiving district complies with the reporting requirements. If the parent, guardian or custodian fails to comply with the compulsory attendance requirements, the receiving district shall notify the resident district. The resident district shall then report the noncompliance to the county attorney of the county of residence of the parent, guardian or custodian.
Approved: 5/12/97 Reviewed: 3/00
10/06
01/18
Page 1 of 2
COMPETENT PRIVATE INSTRUCTION
Students receiving competent private instruction from a parent, guardian or legal custodian must be evaluated annually by May 1 unless such person is properly licensed. The parent, guardian or legal custodian may choose either a standardized test approved by the Iowa Department of Education or a portfolio evaluation. If the parent, guardian or legal custodian chooses standardized testing and the student is dual enrolled, the school district shall pay for the cost of the standardized test and the administration of the standardized test. If the student is not dual enrolled, the parent, guardian or legal custodian shall reimburse the school district for the cost of the standardized test and the administration of the standardized test. If a parent, guardian or legal custodian of a student receiving competent private instruction chooses portfolio assessment as the means of annual assessment, the portfolio evaluator must be approved by the superintendent. Portfolio evaluators must verify that they have received portfolio training. Portfolio evaluators must hold a valid Iowa practitioner's license or teacher certificate appropriate to the ages and grade levels of the children whose portfolios are being assessed. No annual evaluation is required for students receiving competent private instruction from an appropriately licensed or certified Iowa practitioner.
Upon the request of a parent, guardian or legal custodian of a student receiving competent private instruction or upon referral of a licensed practitioner who provides instruction or instructional supervision of a student under competent private instruction, the school district shall refer a student who may require special education to the area education agency, Division of Special Education, for evaluation.
Students in competent private instruction must make adequate progress. Adequate progress includes scoring at the thirtieth percentile on a standardized test or a report by the portfolio evaluator indicating adequate progress. Students who fail to make adequate progress under competent private instruction provided by the student's parent, guardian or legal custodian shall attend an accredited public or nonpublic school beginning the next school year. The parent, guardian or legal custodian of a student who fails to make adequate progress may apply to the director of the Department of Education for approval of continued competent private instruction under a remediation plan.
The remediation plan shall be for no more than one year. Before the beginning of the school year, the student may be re-tested and if the student achieves adequate progress the student may remain in competent private instruction.
Legal Reference: Iowa Code §§ 256.11; 279.10, .11; 299.1-.6, .11, .15, .24, 299A (1995).
281 I.A.C. 31.
Cross Reference: 501 Student Attendance
502 Student Rights and Responsibilities
504 Student Activities
507.1 Student Health and Immunization Certificates
604.7 Dual Enrollment
604.9 Home School Assistance Program
Page 2 of 2
604.1E1 Competent Private Instruction Report
604.2 Individualized Instruction
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 shall 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 shall 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 shall be the responsibility of the superintendent to develop administrative regulations for individualized instruction.
Legal Reference: Iowa Code §§ 256.11; 279.8, .10, .11; 280.3, .14; 299.1-.6, .11, .15, .24; 299A (1995).
Cross Reference: 501.12 Pregnant Students
604.1 Competent Private Instruction
Approved: 5/12/97 Reviewed: 3/00
10/06
01/18
604.3 Program for Talented and Gifted Students
PROGRAM FOR TALENTED AND GIFTED STUDENTS
The Board recognizes some students require programming beyond the regular education program. The Board shall identify students with special abilities and provide education programming.
It shall be the responsibility of the superintendent to develop a talented and gifted program which provides for identifying students, for program evaluation, and for training of employees.
Legal Reference: Iowa Code §§ 257.42-.49 (1995).
281 I.A.C. 12.5(12); 59.
Cross Reference: 505 Student Scholastic Achievement
604.6 Instruction at a Post-Secondary Education Institution
Approved: 5/12/97 Reviewed: 3/00
10/06
01/18
604.4 Program for At-Risk Students
PROGRAM FOR AT-RISK STUDENTS
The Board recognizes some students require additional assistance in order to graduate from the regular education program. The Board shall provide a plan to encourage and provide an opportunity for at-risk students to achieve their potential and obtain their high school diploma.
It shall be the responsibility of the superintendent to develop a plan for students at-risk which provides for identifying students, for program evaluation, and for the training of employees.
Legal Reference: Iowa Code §§ 257.38-.41; 280.19, .19A (1995).
281 I.A.C. 12.5(13); 33; 61; 65.
Cross Reference: 505 Student Scholastic Achievement
607.1 Student Guidance and Counseling Program
Approved: 5/12/97 Reviewed: 3/00
10/06
01/18
604.5 Religious-Based Exclusion from A School Program
RELIGIOUS-BASED EXCLUSION FROM A SCHOOL PROGRAM
Parents who wish to have their child excluded from a school program because of religious beliefs must inform the superintendent. The Board authorizes the administration to allow the exclusion if it is not disruptive to the education program and it does not infringe on a compelling state or educational interest. Further, the exclusion must not interfere with other school district operations.
In notifying the superintendent, the parents shall abide by the following:
· The notice shall be in writing;
· The objection shall be based on religious beliefs;
· The objection shall state which activities or studies violate their religious beliefs;
· The objection shall state why these activities or studies violate their religious beliefs; and
· The objection shall state a proposed alternate activity or study.
The superintendent shall have discretion to make this determination. The factors the superintendent shall consider when a student requests to be excluded from a program or activity because of religious beliefs include, but are not limited to, staff available to supervise a student who wishes to be excluded, space to house the student while the student is excluded, available superintendent-approved alternative course of study or activity while the student is excluded, number of students who wish to be excluded, whether allowing the exclusion places the school in a position of supporting a particular religion, and whether the program or activity is required for promotion to the next grade level or for graduation.
Students who are allowed to be excluded from a program or activity which violates their religious beliefs shall be required to do an alternate supervised activity or study.
Approved: 5/12/97 Reviewed: 3/00
10/06
01/18
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 (1995).
Cross Reference: 603 Instructional Curriculum
606.2 School Ceremonies and Observances
604.6 Instruction at a Post-Secondary Educational Institution
In accordance with this policy, students in grades nine through twelve may receive academic or career and technical education credits that count toward the graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. Students and parents or guardians shall be made aware of the post-secondary instructional opportunities as part of the development of each student’s individual career and academic plan as required by law. The Superintendent or designee is responsible for developing the appropriate forms and procedures for implementing this policy and the following post-secondary educational opportunities:
Concurrent Enrollment
The board may, in its discretion, enter into a contractual agreement with a community college to provide courses for eligible students in grades nine through twelve when comparable courses are not offered by the school district. Notice of the availability of the concurrent enrollment program shall be included in the school district’s registration handbook, and the handbook shall identify which courses, if successfully completed, generate post-secondary credit. Students shall not be charged tuition for concurrent enrollment courses and shall not be required to reimburse the school district for tuition if they do not successfully complete a course. Students or their parents or guardians may be required to pay a fee consistent with the school district’s established textbook policy and other materials for the concurrent enrollment course to the extent permitted by law. Students or their parents or guardians may also be required to provide their own transportation to and from concurrent enrollment courses to the extent permitted by law. However, transportation shall be the responsibility of the school district for any contracted course that is used to meet school district accreditation requirements.
Students who successfully complete a concurrent enrollment course, as determined by the postsecondary institution, shall receive postsecondary credit in accordance with the institution’s policies and high school credit that will be reflected on their high school transcript. The Superintendent or designee shall grant to a student who successfully completes a concurrent enrollment course a unit of high school graduation credit for every unit of high school level instruction successfully completed.
Post-Secondary Enrollment Option
Ninth and tenth grade students who have been identified by the school district as gifted and talented, and eligible eleventh and twelfth grade students, may utilize the Post-Secondary Enrollment Option (“PSEO”) program. To qualify, a course must be a nonsectarian, credit-bearing course that leads to a degree, and in the areas of: mathematics, science, social sciences, humanities, career and technical education. A course is not eligible for PSEO if a comparable course is offered by the school district. In addition, courses at a community college with which the district has a concurrent enrollment agreement are not eligible for PSEO. Students shall not be charged for tuition, textbooks, materials, or fees related to a PSEO course with the exception of equipment that becomes the property of the student.
The school district shall reimburse the post-secondary institution for tuition and other expenses for each PSEO course up to $250. Students who successfully complete a PSEO course, as determined by the postsecondary institution, shall receive postsecondary credit and high school credit. The Superintendent or designee shall grant to a student who successfully completes a PSEO course a unit of high school graduation credit for every unit of high school level instruction successfully completed.
Transportation to and from the postsecondary institution is the responsibility of the student or parent or legal guardian of the student enrolled in a PSEO course. Eligible students may take up to seven hours of post-secondary credit during the summer months and receive high school credit upon successful completion of a post-secondary course. However, the student or student’s parent or legal guardian are responsible for all costs associated with courses taken during the summer.
Students who fail a PSEO course and fail to receive credit are required to reimburse the school district for all costs directly related to the course up to the $250.00 reimbursement maximum. Prior to registering, students under the age of eighteen are required to have a parent or guardian sign a form indicating that the parent is responsible for the costs of the course should the student fail the course and fail to receive credit. Reimbursement waivers may be granted by the board if sufficient verification is provided to show that the student was unable to complete the course for reasons outside the student’s control, including but not limited to physical incapacity, a death in the student’s immediate family, or a move out of the school district.
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.
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Legal Reference: |
Iowa Code §§ 256.7, 11; 258; 261E; 279.61, 280.3, 280.14 |
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I.A.C. Iowa Administrative Code |
Description |
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281 I.A.C. 12 |
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281 I.A.C. 22 |
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I.C. Iowa Code |
Description |
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Iowa Code § 256.7 |
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Iowa Code § 258 |
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Iowa Code § 261E |
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Iowa Code § 280.14 |
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Iowa Code § 280.3 |
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Iowa Code § 279.61 |
Cross References
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Code |
Description |
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604.03 |
Adopted: 4/17/2023
604.7 Dual Enrollment
DUAL ENROLLMENT
The parent, guardian, or custodian of a student receiving competent private instruction may also enroll the student in the school district. The student shall be considered under dual enrollment. The parent, guardian, or custodian requesting dual enrollment for the student should notify the board secretary prior to the third Friday of September each year on forms provided by the school district. On the form, they shall indicate the extracurricular and academic activities in which the student is interested in participating. The forms are available at the central administration office.
A dual enrollment student is eligible to participate in the school district's extracurricular and academic activities in the same manner as other students enrolled in the school district. The policies and administrative rules of the school district shall apply to the dual enrollment students in the same manner as the other students enrolled the school district. These policies and administrative rules shall include, but not be limited to, athletic eligibility requirements, the good conduct rule, academic eligibility requirements, and payment of the fees required for participation.
A dual enrollment student whose parent, guardian, or custodian has chosen standardized testing as the form of the student's annual assessment will not be responsible for the cost of the test or the administration of the test.
The school district shall notify the dual enrollment student of the extracurricular and academic activities in which the student wishes to participate.
It shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.
Legal Reference: Iowa Code §§ 279.8, 299A (1995).
281 I.A.C. 31.
Cross Reference: 502 Student Rights and Responsibilities
503 Student Discipline
504 Student Activities
507 Student Health and Well-Being
604.1 Competent Private Instruction
604.9 Home School Assistance Program
Approved: 5/12/97 Reviewed: 3/00
10/06
01/18
604.8 Foreign Students
FOREIGN STUDENTS
Foreign students must meet all district entrance requirements including age, place of residence and immunization. Foreign students must be approved by the Board. The Board reserves the right to limit the number of foreign students accepted. Students who are citizens of a foreign country will be considered residents if they meet one of the following requirements:
· The student resides with his/her parents(s) or legal guardian;
· The student is in the United States with appropriate documentation (Form I-20) from the United States Department of Justice-Immigration and Naturalization Services; or
· The student is a participant in a recognized foreign exchange program; and
· The student is physically able to attend school and has provided the school district with such proof, including a current TB test.
Legal Reference: Iowa Code § 279.8 (1995).
Cross Reference: 501 Student Attendance
507.1 Student Health and Immunization Certificates
Approved: 5/12/97 Reviewed: 3/00
10/06
01/18
604.9 Home School Assistance Program
HOME SCHOOL ASSISTANCE PROGRAM
The board, recognizing alternatives to education outside the formal public school system, authorizes the establishment of a home school assistance program when the needs of the home schooler would be better met through said program, and the district is able to elicit the funds necessary to support said program. This program will assist students receiving competent private instruction by providing licensed employees of the school district to assist the parent, guardian or legal custodian in the education of the student.
The parent, guardian or legal custodian registering for the home school assistance program will agree to comply with the requirements established by the faculty of the program.
Students registered for the home school assistance program will be counted in the basic enrollment.
It shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.
Legal Reference: Iowa Code §§ 279.8; 299A (1995).
281 I.A.C. 31.
Cross Reference: 504 Student Activities
507 Student Health and Well-Being
604.1 Competent Private Instruction
604.7 Dual Enrollment
Approved: 3/00 + Reviewed: 10/06
01/18
605 Instructional Materials
605.1 Instructional Materials Selection
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 shall consider the current and future needs of the school district as well as the changes and the trends in education and society. It shall be the responsibility of the superintendent to report to the board the action taken by licensed employees.
In the case of textbooks, the Board shall make the final decision after receiving a recommendation from the superintendent. The criteria stated above for selection of other instructional materials shall apply to the selection of textbooks. The superintendent may develop another means for the selection of textbooks. Textbooks shall be reviewed as needed and at least every 7 years.
Education materials given to the school district must meet the criteria established above. The gift must be received in compliance with board policy.
Legal Reference: Iowa Code §§ 279.8; 280.3, .14; 301 (1998).
Cross Reference: 208 Ad Hoc Committees
505 Student Scholastic Achievement
602 Curriculum Development
605 Instructional Materials
Approved: 5/12/97 Reviewed: 4/00 Revised: 6/18/2018
10/06
6/18/2018
605.1R1 Selection of Instructional Materials
SELECTION OF INSTRUCTIONAL MATERIALS
I. Responsibility for Selection of Instructional Materials
A. The Board is responsible for matters relating to the operation of the Estherville Lincoln Central Community School District.
B. The responsibility for the selection of instructional materials is delegated to the professionally trained and licensed employees of the school system. For the purpose of this rule the term "instructional materials" includes printed and non-printed materials (not equipment), whether considered text materials or media center materials. The board retains the final authority for the approval of textbooks.
C. While selection of materials may involve many people including principals, teachers, students, parents, community members and media specialists, the responsibility for coordinating the selection of most instructional materials and making the recommendation for the purchase rests with licensed employees. For the purpose of this rule the term "media specialist" includes librarians, school media specialists or other appropriately licensed persons responsible for the selection of media equipment and materials.
D. Responsibility for coordinating the selection of materials for distribution to classes will rest with the licensed employees, principal and superintendent. For the purpose of this rule the term 'materials' includes textbooks and other printed and nonprinted material provided in multiple copies for use of a total class or major segment of a class.
E. If the Board appoints an ad hoc committee to make recommendations on the selection of instructional materials, the ad hoc committee shall be formed and appointed in compliance with board policy.
1. The superintendent will inform the committee as to their role and responsibility in the process.
2. The following statement shall be given to the ad hoc committee members:
Bear in mind the principles of the freedom to learn and to read and base your decision on these broad principles rather than on defense of individual materials. Freedom of inquiry is vital to education in a democracy.
Study thoroughly all materials referred to you and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and local holdings in other schools.
Passages or parts should not be pulled out of context. The values and faults should be weighed against each other and the opinions based on the material as a whole.
Your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of our discussion of the questioned material.
II. Material selected for use in libraries and classrooms shall meet the following guidelines:
A. Religion - Material shall represent the major religions in a factual, unbiased manner. The primary source material of the major religions shall be considered appropriate, but material which advocates rather than informs, or is designed to sway reader judgment regarding religion, shall not be included in the school libraries or classrooms.
B. Racism - Material shall present a diversity of race, custom, culture, and belief as a positive aspect of the nation's heritage and give candid treatment to unresolved intercultural problems, including those which involve prejudice, discrimination, and the undesirable consequences of withholding rights, freedom, or respect of an individual.
C. Sexism - Material shall reflect a sensitivity to the needs, rights, traits and aspirations of men and women without preference or bias.
D. Age - Material shall recognize the diverse contributions of various age groups and portray the continuing contributions of maturing members of society.
E. Ideology - Material shall present basic primary and factual information on an ideology or philosophy of government which exerts or has exerted a strong force, either favorably or unfavorably, over civilization or society, past or present. This material shall not be selected with the intention to sway reader judgment and shall be related to the maturity level of the intended audience.
F. Profanity and Sex - Material shall be subjected to a test of literary merit and reality by the media specialists and licensed staff who will take into consideration their reading of public and community standards of morality.
G. Controversial issues materials will be directed toward maintaining a balanced collection representing various views.
The selection decision should be made on the basis of whether the material presents an accurate representation of society and culture, whether the circumstances depicted are realistically portrayed, or whether the material has literary or social value when the material is viewed as a whole.
These guidelines shall not be construed in such a manner as to preclude materials which accurately represent the customs, morals, manners, culture, or society of a different time or a different place.
III. Procedure for Selection
A. Material purchased for libraries and classrooms shall be recommended for purchase by licensed employees, in consultation with administrative staff, librarian, students or an ad hoc committee as appointed by the board. The material recommended for purchase shall be approved by the appropriate building administrator.
1. The materials selected shall support stated objectives and goals of the school district. Specifically, the goals are:
a. To acquire materials and provide service consistent with the demands of the curriculum;
b. To develop students' skills and resourcefulness in the use of libraries and learning resources;
c. To effectively guide and counsel students in the selection and use of materials and libraries;
d. To foster in students a wide range of significant interests;
e. To provide opportunities for aesthetic experiences and development of an appreciation of the fine arts;
f. To provide materials to motivate students to examine their own attitudes and behaviors and to comprehend their own duties and responsibilities as citizens in a pluralistic democracy;
g. To encourage life-long education through the use of the library; and,
h. To work cooperatively and constructively with the instructional and administrative staff in the school.
2. Materials selected shall be consistent with stated principles of selection. These principles are:
a. To select material, within established standards of the school district;
b. To consider the educational characteristics of the community in the selection of materials within a given category;
c. To present the sexual, racial, religious and ethnic groups in the community by:
1. Portraying people, both men and women, adults and children, whatever their ethnic, religious or social class identity, as human and recognizable, displaying a familiar range of emotions, both negative and positive.
2. Placing no constraints on individual aspirations and opportunity.
3. Giving comprehensive, accurate, and balanced representation to minority groups and women - in art and science, history and literature, and in all other fields of life and culture.
4. Providing abundant recognition of minority groups and women by showing them frequently in positions of leadership and authority.
d. To intelligently, quickly, and effectively anticipate and meet needs through awareness of subjects of local, national and international interest and significance; and,
e. To strive for impartiality in the selection process.
3. The materials selected shall meet stated selection criteria. These criteria are:
a. Authority-Author's qualifications - education, experience, and previously published works;
b. Reliability:
1. Accuracy-meaningful organization and emphasis on content, meets the material's goals and objectives, and presents authoritative and realistic factual material.
2. Current-presentation of content which is consistent with the finding of recent and authoritative research.
c. Treatment of subject-shows an objective reflection for the multi-ethnic character and cultural diversity of society.
d. Language:
1. Vocabulary:
a. Does not indicate bias by the use of words which may
result in negative value judgments about groups of people;
b. Does not use "man" or similar limiting word usage in generalization or ambiguities which may cause women to feel excluded or dehumanized.
2. Compatible to the reading level of the student for whom it is intended.
e. Format:
1. Book
a. Adequate and accurate index;
b. Paper of good quality and color;
c. Print adequate and well spaced;
d. Adequate margins;
e. Firmly bound; and,
f. Cost.
2. Nonbook
a. Flexibility, adaptability;
b. Curricular orientation of significant interest to students;
c. Appropriate for audience;
d. Accurate authoritative presentation;
e. Good production qualities (fidelity, aesthetically adequate);
f. Durability; and,
g. Cost.
3. Illustrations of book and nonbook materials should:
a. Depict instances of fully integrated grouping and settings to indicate equal status and nonsegregated social relationships.
b. Make clearly apparent the identity of minorities;
c. Contain pertinent and effective illustrations;
4. Flexible to enable the teacher to use parts at a time and not follow a comprehensive instructional program on a rigid frame of reference.
f. Special Features:
1. Bibliographies.
2. Glossary.
3. Current charts, maps, etc.
4. Visual aids.
5. Index.
6. Special activities to stimulate and challenge students.
7. Provide a variety of learning skills.
g. Potential use:
1. Will it meet the requirement of reference work?
2. Will it help students with personal problems and adjustments?
3. Will it serve as a source of information for teachers and librarians?
4. Does it offer an understanding of cultures other than the student's own and is it free of racial, religious, age, disability, ethnic, and sexual stereotypes?
5. Will it expand students' sphere of understanding and help them to understand the ideas and beliefs of others?
6. Will it help students and teachers keep abreast of and understand current events?
7. Will it foster and develop hobbies and special interest?
8. Will it help develop aesthetic tastes and appreciation?
9. Will it serve the needs of students with special problems?
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 shall be within the discretion of the board.
5. In order to provide a current, highly usable collection of materials, librarian shall provide for constant and continuing renewal of the collection, not only the addition of up-to-date materials, but by the judicious elimination of materials which no longer meet school district needs or find use. The process of weeding instructional materials will be done according to established and accepted standards for determining the relevance and value of materials in a given context.
Approved: 5/12/97 Reviewed: 4/00 Revised: 6/18/2018
10/0
6/18/2018
605.2 Instructional Material Inspection
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 shall be the responsibility of the superintendent to develop administrative regulations regarding the inspection of instructional materials.
Legal Reference: Goals 2000: Educate America Act, Pub. L. No. 103-227, 108 Stat. 125 (1994).
Iowa Code §§ 279.8; 280.3, .14; 301 (1998).
Cross Reference: 602 Curriculum Development
605 Instructional Materials
901 Public Examination of School District Records
Approved: 5/12/97 Reviewed: 4/00
10/06
6/18/2018
605.3 Objection to Instructional Materials
OBJECTION TO INSTRUCTIONAL MATERIALS
Members of the school district community may object to the instructional materials utilized in the school district and ask for their use to be reconsidered.
It is the responsibility of the superintendent, in conjunction with the principals, to develop administrative regulations for reconsideration of instructional materials.
Legal Reference: Iowa Code §§ 279.8; 280.3, .14; 301 (2003)
Cross Reference: 213 Public Participation in Board Meetings
402.5 Public Complaints About Employees
602 Curriculum Development
605 Instructional Materials
Approved: 5/12/97 Reviewed: 4/00 Revised: 2/05
10/06
6/18/2018
605.3E1 Instruction to the Reconsideration Committee
INSTRUCTIONS TO THE RECONSIDERATION COMMITTEE
The policy of this school district related to selection of learning materials states that any resident of the district may formally challenge instructional materials used in the district's education program. This policy allows those persons in the school and the community who are not directly involved in the selection of materials to make their own opinions known. The task of the reconsideration committee is to provide an open forum for discussion of challenged materials and to make an informed recommendation on the challenge.
The most critical component of the reconsideration process is the establishment and maintenance of the committee's credibility in the community. For this purpose, the committee is composed of community members. The community should not, therefore, infer that the Committee is biased or is obligated to uphold prior professional decisions. For this same reason, a community member will be selected to chair the committee.
The reconsideration process, the task of this committee, is just one part of the selection continuum. Material is purchased to meet a need. It is reviewed and examined, if possible, prior to purchase. It is periodically re-evaluated through updating, discarding, or re-examination. The committee must be ready to acknowledge that an error in selection may have been made despite this process. Librarians and school employees regularly read great numbers of reviews in the selection process, and occasional errors are possible.
In reconsidering challenged materials, the role of the committee, and particularly the chairperson, is to produce a climate for disagreement. However, the committee should begin by finding items of agreement, keeping in mind that the larger the group participating, the greater the amount of information available and, therefore, the greater the number of possible approaches to the problem.
If the complainant chooses, the complainant may make an oral presentation to the committee to expand and elaborate on the complaint. The committee will listen to the complaint, 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 decision, 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.
Reviewed: 6/18/2018
605.3E2 Reconsideration of Instructional Materials Request Form
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,
605.3R1 Reconsideration of Instructional Materials Regulation
RECONSIDERATION OF INSTRUCTIONAL MATERIALS REGULATION
A. A resident of the school district may raise an objection to instructional materials used in the school district's education program despite the fact that the individuals selecting such material were duly qualified to make the selection and followed the proper procedure and observed the criteria for selecting such material.
1. The school official or employee receiving a complaint regarding instructional materials will try to resolve the issue informally. The materials 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 media specialist 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 shall be 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 media specialist of the attendance center. If, after consultation with the principal or media specialist, the individual desires to file a formal complaint, the principal or media specialist will assist in filling out a Reconsideration Request Form in full and filing it with the superintendent.
B. Request for Reconsideration
1. A resident of the school district may formally challenge instructional materials on the basis of appropriateness used in the school district's education program. This procedure is for the purpose of considering the opinions of those persons in the school district and the community who are not directly involved in the selection process.
2. Each attendance center and the school district's central administrative office will keep on hand and make available Reconsideration Request Forms. Formal objections to instructional materials must be made on this form.
3. The individual will state the specific reason the instructional material is being challenged. The Reconsideration Request Form shall be signed by the individual and filed with the superintendent.
4. The superintendent will promptly file the objection with the reconsideration committee for re-evaluation.
5. Generally, access to challenged instructional material shall not be restricted during the reconsideration process. However, in unusual circumstances, the instructional material may be removed temporarily by following the provisions of Section B.6.d. of this rule.
6. The Reconsideration Committee
a. The reconsideration committee shall be made up of eight members.
(1) One licensed employee designated annually by the superintendent.
(2) One media specialist 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 by the board.
(5) Two high school students, selected annually by the high school principal.
b. The committee will annually select their chairperson and secretary.
c. The committee will meet at the request of the superintendent.
d. Special meetings will be called by the superintendent to consider temporary removal of materials in unusual circumstances. Temporary removal shall require a two-thirds vote of the committee.
e. Notice of committee meetings 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 may also make a recommendation but if so, it shall be independent from the committee’s.
Following the board’s decision with respect to the committee's recommendation, the individual or the chairperson of the reconsideration committee may appeal the decision to the board for review. Such appeal must be presented to the superintendent in writing within five days following the announcement of the superintendent's decision. The board will promptly determine whether to hear the appeal.
l. A recommendation to sustain a challenge shall not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the material.
m. Requests to reconsider materials which have previously been reconsidered by the committee must receive approval of two-thirds of the committee members before the materials will again be reconsidered. Completed and filed Reconsideration Request Forms are acted upon by the committee.
n. If necessary or appropriate in the judgment of the committee, the committee may appoint a subcommittee of members or nonmembers to consolidate challenges and to make recommendations to the full committee. The composition of this subcommittee 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 is 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.
Approved: 5/12/97 Reviewed: 4/00 Revised: 2/05
10/06
6/18/2018
605.4 Technology and Instructional Materials
TECHNOLOGY AND INSTRUCTIONAL MATERIALS
The Board supports the use of innovative methods and the use of technology in the delivery of the education program. The Board encourages employees to investigate economic ways to utilize instructional telchnologies a part of the curriculum.
It shall be the responsibility of the superintendent to develop a plan for the use of technology in the curriculum and to evaluate it annually. The superintendent shall report the results of the evaluation and make a recommendation to the Board annually regarding the use of technology in the curriculum.
Legal Reference: Iowa Code § 279.8 (1998).
281 I.A.C. 12.5(10), .5(22).
Cross Reference: 602 Curriculum Development
605 Instructional Materials
Approved: 5/12/97 Reviewed: 4/00
10/06
6/18/2018
605.5 Media Centers
Libraries
The school district shall maintain a libraries 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 shall be the responsibility of the principal of the building in which the library is located to oversee the use of materials in the library.
It shall be the responsibility of the superintendent to develop procedures for the selection and replacement of both library and instructional materials, for the acceptance of gifts, for the weeding of library and instructional materials, and for the handling of challenges to either library or classroom materials.
Legal Reference: Iowa Code §§ 279.8; 280.3, .14; 301 (1998).
281 I.A.C. 12.5(22).
Cross Reference: 602 Curriculum Development
605 Instructional Materials
Approved: 5/12/97 Reviewed: 4/00
10/06
6/18/2018
605.6 Internet Safety Policy
INTERNET SAFETY POLICY
It is the policy of Estherville Lincoln Central Community Schools to: (a) prevent user access over its computer network to, or transmit or receive, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].
Access to Inappropriate Material
To the extent practical, technology protection measures shall be used to block access to inappropriate information on the Internet.
Specifically, as required by the Children’s Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene/pornographic or any material deemed harmful to minors.
Protection measures may be disabled in the case of minors, minimized only for bona fide research or other lawful purposes and subject to staff supervision. Blocking for adult Internet usage can only be disabled for “bona fide research or other lawful purposes.
Inappropriate Network Usage
To the extent practicable, steps shall be taken to promote the safety and security of users of the Estherville Lincoln Central Community School’s computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications.
Specifically, as required by the Children’s Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called ‘hacking,’ and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors.
Supervision and Monitoring
It shall be the responsibility of all staff members of Estherville Lincoln Central Community Schools to supervise and monitor usage of the computer network as well as access to the Internet in accordance with this policy and/or the Children’s Internet protection Act.
Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of Superintendent or designated representatives.
Adopted: 2/03 Reviewed: 10/06
6/18/2018
605.6R Internet Usage
INTERNET USAGE
Because technology is a vital part of the Estherville Lincoln Central Community School District’s 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 students’ accounts and electronic mail addresses may be issued to students.
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 Estherville Lincoln Central Community School District makes no guarantees as to the accuracy of information received on the Internet. Although students will be under teacher supervision while on the network, it is not possible to constantly monitor individual students and what they are accessing on the network. Some students might encounter information that may not be of educational value. Student Internet records and access records are confidential records treated like other student records.
Employees and students will be instructed on the appropriate use of the Internet. A parent/guardian will be required to sign a permission form to allow their students to access the Internet. Students in grades 4-12 will sign a form acknowledging that they have read and understand the Internet Appropriate Use Regulation, that they will comply with the policy and regulation and understand the consequences for violation of the policy or regulation. K-3 students will have access through their teacher or adult supervisor. Access will be monitored and limited through the use of specialized software.
Approved: 10/11/97 Reviewed:
2/03
10/06
6/18/2018
605.7 Use of Information Resources
USE OF INFORMATION RESOURCES
In order for students to experience a diverse curriculum, the board encourages employees to supplement their regular curricular materials with other resources. In so doing, the board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for plagiarism, unauthorized copying or using of media, including, but not limited to, print, electronic and web-based materials, unless the copying or using conforms to the "fair use" doctrine. Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research providing that all fair use guidelines are met.
While the school district encourages employees to enrich the learning programs by making proper use of
supplementary materials, it is the responsibility of employees to abide by the school district's copying procedures and obey the requirements of the law. In no circumstances shall it be necessary for school district staff to violate copyright requirements in order to perform their duties properly. The school district will not be responsible for any violations of the copyright law by employees or students. Violation of the copyright law by employees may result in discipline up to, and including, termination. Violation of the copyright law by students may result in discipline, up to and including, suspension or expulsion.
Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the school district received permission to perform a copyrighted work does not mean outsiders can copy it and re-play it. Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure the copyright law is followed. The school district is not responsible for outsiders violating the copyright law or this policy.
Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with the school district's procedures or is permissible under the law should contact the principal or teacher librarian who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.
It is the responsibility of the superintendent, in conjunction with the principal and/or librarian to develop administrative regulations regarding this policy.
Legal References: 17 U.S.C. § 101 et al.
281 I.A.C. 12.3(12).
Cross References: 605.6 Internet Appropriate Use
Approved: 3/10 Reviewed: 6/18/2018 Revised: 6/18/2018
606 Instructional Arrangements
606.1 Class Size - Class Grouping
CLASS SIZE - CLASS GROUPING
It shall be within the sole discretion of the Board to determine the size of classes and to determine whether class grouping shall take place. The Board may review the class sizes annually.
It shall be the responsibility of the superintendent to make a recommendation to the Board on class size based upon the financial condition of the school district, the qualifications of and number of licensed employees, space utilization, and other factors deemed relevant to the Board.
It is expected that class size shall be reviewed annually, and the administration shall make a recommendation of suggested class sizes for each school grade level by May 15.
Legal Reference: Iowa Code §§ 279.8; 280.3 (1995).
Cross Reference: 606.6 Insufficient Classroom Space
Approved: 5/12/97 Reviewed: 10/06 Revised: 6/00
07/18
606.1R Class Size
CLASS SIZE
The administration shall annually make a recommendation to the Board of Directors with suggested class sizes for the Estherville Lincoln Central Schools based upon effective use of staff, space utilization, and cost effectiveness. The following student/teacher ratios will serve as guidelines in forming those recommendations:
K-2 - up to 19 students with early intervention dollars; without early intervention
dollars – up to 23 students with a part-time aide or other intervention strategy – up to 25 students with a full-time aide.
Grades 3-6 - up to 25 students, no aide; up to 27 students with a part-time aide.
Grades 7-8 – up to 25 students, no aide; up to 30 students with a part-time aide.
(grade level, not necessarily classroom.)
Approved: 5/12/97 Reviewed: 10/06 Revised: 6/00
07/18
606.2 School Ceremonies and Observances
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 shall have a secular purpose and shall not advocate or sponsor a particular religion.
Studentswho do not wish to participate in these activities may be silent during the ceremony or observance or receive permission from the principal to be excused from the ceremony for religious reasons in compliance with board policy.
Legal Reference: U.S. Const. amend. I.
Lee v. Weisman, 112 S.Ct. 2649 (1992).
Lemon v. Kurtzman, 403 U.S. 602, (1971).
Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).
Iowa Code § 279.8 (1995).
Cross Reference: 603 Instructional Curriculum
604.5 Religious-Based Exclusion From A School Program
Approved: 5/12/97 Reviewed: 5/00
10/06
07/18
606.3 Animals in the Classroom
ANIMALS IN THE CLASSROOM
Live animals will not be allowed in school district facilities except under special circumstances and only for an educational purpose. Permission from the principal will be required of anyone wishing to bring an animal into school district facilities. Appropriate supervision of animals is required when animals are brought into the school district facilities.
The person bringing the animal must furnish transportation for the animal brought to school. Animals will not be allowed to travel to and from the student's attendance center on the school bus without prior approval from the principal.
It shall be the responsibility of the principal to determine appropriate supervision of animals in the classroom.
Legal Reference: Iowa Code § 279.8 (1995).
Cross Reference: 507 Student Health and Well-Being
Approved: 5/12/97 Reviewed: 5/00
10/06
07/18
606.4 Student Production of Materials and Services
STUDENT PRODUCTION OF MATERIALS AND SERVICES
Materials and services produced by students at the expense of the school district are be the property of the school district. Materials and services produced by students at the student's expense, except for incidental expense to the school district, are be the property of the student.
It shall be the responsibility of the superintendent to determine incidental expense.
Legal Reference: Iowa Code § 279.8 (1995).
Cross Reference: 408.2 Licensed Employee Publication or Creation of
Materials
Approved: 5/12/97 Reviewed: 5/00
10/06
07/18
606.5 Media Centers
STUDENT FIELD TRIPS AND EXCURSIONS
The principal may authorize field trips and excursions when such events contribute to the achievement of education goals of the school district. The school district will provide transportation for field trips and excursions.
In authorizing field trips and excursions, the principal shall consider the financial condition of the school district, the educational benefit of the activity, the inherent risks or dangers of the activity, and other factors deemed relevant by the superintendent. Written parental permission will be required prior to the student's participation in field trips and excursions. The superintendent's approval will be required for field trips and excursions outside the state. Board approval will be required for field trips and excursions which involve unusual length or expense.
Field trips and excursions are to be arranged with the principal well in advance. A detailed schedule and budget must be submitted by the employee. The school district will be responsible for obtaining a substitute teacher if one is needed. Following field trips and excursions, the teacher may be required to submit a written summary of the event.
Legal Reference: 390 C.F.R. Pt. 390.3(f) (1993).
Iowa Code § 279.8 (1995).
281 I.A.C. 43.9.
Cross Reference: 503.1 Student Conduct
503.4 Good Conduct Rule
603 Instructional Curriculum
711 Transportation
Approved: 5/12/97 Reviewed: 5/00
10/06
07/18
606.6 Insufficient Classroom Space
INSUFFICIENT CLASSROOM SPACE
Insufficient classroom space shall be determined on a case-by-case basis. In making its determination whether insufficient classroom space exists, the Board may consider several factors, including but not limited to, the nature of the education program, the grade level, the available licensed employees, the instructional method, the physical space, student-teacher ratios, equipment and materials, facilities either being planned or under construction, facilities planned to be closed, financial condition of the school district and projected to be available, a sharing agreement in force or planned, a bargaining agreement in force, laws or rules governing special education class size, board-adopted school district goals and objectives, and other factors considered relevant by the board.
This policy shall be reviewed by the Board annually. It shall be the responsibility of the superintendent to bring this policy to the attention of the Board each year.
Legal Reference: Iowa Code § 282.18(13) (1995).
281 I.A.C. 17.6(3).
Cross Reference: 103 Educational and Operational Planning
501.15 Open Enrollment Transfers - Procedures as a Receiving District
606.1 Class Size - Class Grouping
Approved: 5/12/97 Reviewed: 5/00
10/06
07/18
606.7 Use of Information Resources
USE OF INFORMATION RESOURCES
In order for students to experience a diverse curriculum, the board encourages employees to supplement their regular curricular materials with other resources. In so doing, the board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for plagiarism, unauthorized copying or using of media, including, but not limited to, print, electronic and web-based materials, unless the copying or using conforms to the "fair use" doctrine. Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research providing that all fair use guidelines are met.
While the school district encourages employees to enrich the learning programs by making proper use of
supplementary materials, it is the responsibility of employees to abide by the school district's copying procedures and obey the requirements of the law. In no circumstances shall it be necessary for school district staff to violate copyright requirements in order to perform their duties properly. The school district will not be responsible for any violations of the copyright law by employees or students. Violation of the copyright law by employees may result in discipline up to, and including, termination. Violation of the copyright law by students may result in discipline, up to and including, suspension or expulsion.
Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the school district received permission to perform a copyrighted work does not mean outsiders can copy it and re-play it. Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure the copyright law is followed. The school district is not responsible for outsiders violating the copyright law or this policy.
Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with the school district's procedures or is permissible under the law should contact the principal or teacher librarian who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.
It is the responsibility of the superintendent, in conjunction with the principal or teacher-librarian to develop administrative regulations regarding this policy.
Legal References: 17 U.S.C. § 101 et al.
281 I.A.C. 12.3(12).
Cross References: 605.6 Internet Appropriate Use
Approved: 2/8/10 Reviewed: 07/18 Revised:
607 Instructional Services
607.1 Student guidance and Counseling Programs
STUDENT GUIDANCE AND COUNSELING PROGRAM
The Board shall provide a student guidance and counseling program. The guidance counselor shall be certified with the Iowa Department of Education and hold the qualifications required by the Board. The guidance and counseling program will serve grades kindergarten through twelve. The program will assist students with their personal, educational, and career development. The program shall be coordinated with the education program and involve licensed employees.
Legal Reference: Iowa Code § 622.10 (1995).
281 I.A.C. 12.3(6); .5(21).
Cross Reference: 506 Student Records
603 Instructional Curriculum
604.4 Program for At-Risk Students
Approved: 5/12/97 Reviewed: 5/00
10/06
07/18
607.2 Student Health Services
STUDENT HEALTH SERVICES
Health services shall be coordinated with the health education and physical education curriculum. The program shall be designed to help each student protect, improve and maintain physical, emotional and social well-being. Areas to be considered include, but are not limited to:
· Environmental health and safety;
· Emergency health procedures and responsibilities;
· Health promotion;
· Communicable disease prevention and control;
· Staffing for the school health program;
· Administering of prescription medication;
· Acute or chronic health problems;
· Health assessment and screening;
· Record keeping; and
· Program evaluation.
Nurses and other medical employees employed by or requested to conduct services for the Board shall hold and maintain a current Iowa license and meet the requirements of the Iowa Department of Education if required by the school district. In addition to the health services provided in the curriculum, the school district will provide the following district-wide health services:
· Annual vision screening tests;
· Annual audiometer screening tests;
· Annual spinal screening;
· Annual height and weight measurement; and
· Furnish evidence of immunization for students to the State Board of Health within the first thirty days of the school year.
The services listed above will be provided in conjunction with state public health officials and local hospitals.
The superintendent shall provide a written report on the role of health services in the education program to the Board annually.
Legal Reference: Iowa Code §§ 139.9; 143 (1995).
641 I.A.C. 7.
281 I.A.C. 12.3(9).
Cross Reference: 501.4 Entrance - Admissions
507 Student Health and Well-Being
Approved: 5/12/97 Reviewed: 5/00
10/06
07/18