600 Education Program

600 Goals and Objectives of the Education Program

This series of the board policy manual is devoted to the goals and objectives for the delivery of the education program. The board's objective in the design, contents and the delivery of the education program is to provide an equal opportunity for students to pursue an education free of discrimination on the basis of race, color, national origin, gender, sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed.

In providing the education program of the school district, the board will strive to meet its overall goal of providing the students an opportunity to develop a healthy social, intellectual, emotional, and physical self-concept in a learning environment that provides guidance and encourages critical thinking in students.

In striving to meet this overall goal, the objectives of the education program are to provide students with an opportunity to:

  • Acquire basic skills in obtaining information, solving problems, thinking critically and
  • communicating effectively;
  • Become effective and responsible contributors to the decision-making processes of the
  • social and political institutions of the community, state and nation;
  • Acquire entry-level job skills and knowledge necessary for further education;
  • Acquire the capacities for a satisfying and responsible role as family members;
  • Acquire knowledge, habits and attitudes that promote personal and public health, both
  • physical and mental;
  • Acquire an understanding of ethical principles and values and the ability to apply them to
  • their own lives;
  • Develop an understanding of their own worth, abilities, potential and limitations; and,
  • Learn and enjoy the process of learning and acquire the skills necessary for a lifetime of continuous learning and adaptation to change.

A School Improvement Advisory Committee comprised of representatives of the school district community and the school district is appointed to make recommendations for the goals and objectives of the education program. Annually, this committee will report to the board regarding progress toward achievement of the goals and objectives of the education program.

The goals and objectives of the school district are designed to achieve the philosophy statement of the school district. Short-term and long-term objectives for the education program are established annually by the board. These objectives will reflect the results of the needs assessment, recommendation of the advisory committee, recommendations from the superintendent, and changes in law.

Approved 6-16-03      Reviewed 11-19-07  1-15-13  4-29-12  11-21-16   3-18-19   11-22-21   Revised 2-16-09

601.1 School Calendar

The school calendar will accommodate the education program of the school district. The school calendar is for a minimum of 180 days or 1080 hours and includes, but not limited to, the days for student instruction, staff development, in-service days and teacher conferences.

The academic school year for students is for a minimum of 180 days or 1080 hours in the school calendar. The academic school year for students shall begin no sooner than August 23. Employees may be required to report to work at the school district prior to this date.

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

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

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

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

Legal Reference:

Iowa Code §§ 279.10, 280.3, 299.1 (2).
281 I.A.C. 12.1(7); 41.106

Cross Reference:

501.3 Compulsory Attendance
601.2 School Day
603.3 Special Education
606.10 Early Release for Seniors

Approved 6-16-03   4-27-15   5-18-15

Reviewed 11-19-07   1-15-13    4-29-12   3-30-15  11-21-16  3-18-19  11-22-21 

Revised 4-27-15  5-18-15

601.2 School Day

The student school day for grades one through twelve will consist of a minimum of six hours, not including the lunch period.  The school day consists of the schedule of class instruction and class activities as established and sponsored by the school district.  Time during which students are released from school for parent/teacher conferences may be counted as part of students’ instructional time.  The minimum school day will meet the requirements as established for the operation of accredited schools.

The board may define the number of days kindergarten will be held and the length of each school day for the students attending kindergarten.  The school day will consist of a schedule as recommended by the superintendent and approved by the board.

The school district may also record a day of school with less than the minimum instructional hours if the total hours of instructional time for grades one through twelve in any five consecutive school days equals a minimum of thirty hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the instructional staff or parent-teacher conferences have been scheduled beyond the regular school day.  If the total hours of instructional time for the first four consecutive days equal at least thirty hours because parent-teacher conferences have been scheduled beyond the regular school day, the school district may record zero hours of instructional time on the fifth consecutive school day as a school day.  Schedule revisions and changes in time allotments will be made by the superintendent.

When the school is forced to close due to weather or other emergencies, the part of the day during which school was in session will constitute a school day.  The [superintendent/building principal] will create administrative regulations necessary to utilize any remote learning opportunities that are available and permitted by law during the period of closure.  Remote learning opportunities will count toward instructional time requirements as allowed by law.  During the time of remote learning, student attendance will be taken, assessments may be administered and grades will count toward students’ cumulative grade point average.  The provision of special education and accommodations for students who have individualized education programs (IEPs) or Section 504 plans during periods of closure will be determined by each respective IEP or Section 504 team.   

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

 

 

Legal Reference:    

    34 C.F.R. sec. 300

    28 C.F.R. pt. 35

    Iowa Code § 256.7, 279.8, .10.

    281 I.A.C. 12.1(1), .1(7-10).

 

 

Cross Reference:    

       601.1    School Calendar

Approved 4-27-15; 08-17-20     Reviewed 11-19-07  1-15-13  4-29-12  3-30-15  11-21-16  3-18-19  11-22-21   Revised  4-27-15  3-18-19 

602.1 Curriculum Development

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

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

  • Focuses attention on the content standards of each discipline and ensure the identified learnings are rigorous, challenging, and represent the most important learning for our students.
  • Increases the probability that students will acquire the desired knowledge, skills and dispositions and that our schools will be successful in providing appropriate learning experiences.
  • Facilitates communication and coordination.
  • Improves classroom instruction.

The superintendent is responsible for curriculum development and for determining the most effective method of conducting research and design activities. A curriculum framework will describe the processes and procedures that will be followed in researching, designing, and articulating each curriculum area. This framework will at a minimum, describe the processes and procedures for the following curriculum development activities to:

  • Study the latest thinking, trends research and expert advice regarding the content/discipline;
  • Study the current status of the content/discipline (what and how well students are currently learning);
  • Identify content standards and grade level expectations for the content/discipline.
  • Describe the desired learning behaviors, teaching and learning environment related to the content/discipline;
  • Identify differences in the desired and present program and develop a plan for addressing the differences;
  • Communicate with internal and external publics regarding the content area;
  •  Involve staff, parents, students, and community members in curriculum development decisions;
  • Verify integration of local, state, and/or federal mandates (MCGF, school-to-work, etc.);
  • Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level.

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

Legal Reference:

20 U.S.C. § 1232h.
34 C.F.R. Pt. 98.

Iowa Code §§ 216.9; 256.7, 279.8; Ch. 280.
281 I.A.C. 12.5.

Cross Reference:

101 Educational Philosophy of the School District
103 Long-Range Needs Assessment
602 Curriculum Development
603 Instructional Curriculum
605 Instructional Materials

Approved 6-16-03      Reviewed 11-19-07   1-13-13   4-29-14   11-21-16 3-18-19    Revised 2-16-09

602.2 Curriculum Implementation

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

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

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

The superintendent is responsible for curriculum implementation and for determining the most effective way of providing organized assistance and monitoring the level of implementation. A curriculum framework will describe the processes and procedures that will be followed to assist all staff in developing the knowledge and skills necessary to successfully implement the developed curriculum in each content area. This framework will, at a minimum, describe the processes and procedures for the following curriculum implementation activities to:

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

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

Legal Reference:

20 U.S.C. § 1232h.
34 C.F.R. pt. 98.

Iowa Code §§ 216.9, 256.7, 279.8, 280.3.
281 I.A.C. 12.8.

Cross Reference: 101 Educational Philosophy of the School District
103 Long-Range Needs Assessment
505 Student Scholastic Achievement
602 Curriculum Development
603 Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07  1-15-13  4-29-12  11-21-16   3-18-19    Revised

602.3 Curriculum Evaluation

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

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

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

The superintendent is responsible for curriculum evaluation and for determining the most effective way of ensuring that assessment activities are integrated into instructional practices as part of school improvement with a particular focus on improving teaching and learning. A curriculum framework will describe the procedures that will be followed to establish an evaluation process that can efficiently and effectively evaluate the total curriculum. This framework will, at a minimum, describe the procedures for the following curriculum evaluation activities:

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

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

Legal Reference:

20 U.S.C. § 1232h.
34 C.F.R. pt. 98.

Iowa Code §§ 216.9, 256.7, 279.8, 280.3.
281 I.A.C. 12.8.

Cross Reference:

101 Educational Philosophy of the School District
103 Long-Range Needs Assessment
505 Student Scholastic Achievement
602 Curriculum Development
603 Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07    1-15-13  4-29-12 11-21-16   3-18-19    Revised

602.4 Pilot-Experimental-Innovative Projects

The board welcomes new ideas in curriculum. Proposals for pilot or experimental projects will first be reviewed and analyzed by the superintendent. Projects recommended by the superintendent will be considered by the board. Pilot and experimental projects approved by the board, the Iowa Department of Education, or the U. S. Department of Education may be utilized in the education program.

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

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

Legal Reference:

20 U.S.C. § 1232h.
34 C.F.R. Pt. 98.

Iowa Code §§ 279.8, 280.3.
281 I.A.C. 12.5, .8.

Cross Reference:

602 Curriculum Development
603 Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07   1-15-13   4-29-12 11-21-16   3-18-19    Revised

603.1 Basic Instruction Program

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

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

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

The basic instruction program of students enrolled in grades seven and eight will include English-Language arts, social studies, mathematics, science, health, age-appropriate and research based human growth and development, career exploration and development,  physical education, music, and visual art.

The basic instruction program of students enrolled in grades nine through twelve will include English-language arts (6 units), social studies including at least one half unit of United States government and one unit of United States history (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), and career and technical education (12 units), financial literacy (1/2 unit).

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

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

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

Legal Reference:

20 U.S.C. § 1232h.
34 C.F.R. Pt. 98.

Iowa Code §§ 216.9; 256.11; 279.8; 280.3-.14.
281 I.A.C. 12.5.

Cross Reference:

102 Equal Educational Opportunity
103 Long-Range Needs Assessment
505 Student Scholastic Achievement
602 Curriculum Development
603 Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07  2-19-13  4-29-12  11-21-16  3-18-19  Revised 11-19-07  3-18-19 

603.2 Summer School Instruction

Generally, only "Credit Recovery and Competency Based 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 is within the discretion of the board.

Upon receiving a request for summer school, the board will weigh the benefit to the students and the school district as well as the school district's budget and availability of licensed employees to conduct summer school.

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

Legal Reference:

Iowa Code §§ 279.8, .11; 280.3, 282.6.

Cross Reference:

410.2 Summer School Licensed Employees
603 Instructional Curriculum
711.4 Summer School Transportation

Approved 6-16-03      Reviewed 11-19-07  2-19-13   4-29-14  11-21-16 3-18-19   Revised  2-19-13

603.3 Special Education

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

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

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

Legal Reference:

20 U.S.C. §§1400 et seq.
34 C.F.R. Pt. 300 et seq.
Iowa Code §§ 256.11(7) 280.8; Ch. 256B; Ch. 273.
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 6-16-03      Reviewed 11-19-07   2-19-13   4-29-14  11-21-16  3-18-19  Revised 2-16-09  3-18-19 

603.4 Multicultural/Gender Fair

Students will have an equal opportunity for a quality education without discrimination, regardless of their race, color, national origin, gender, sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed.  The education program is free of discrimination and will provide equal opportunity for the students. The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups different racial and ethnic groups, and men and women to society.

The board will adopt a written plan for the implementation of multicultural and gender fair education and will evaluate this plan at least every five years. During the evaluation process, the board will involve parents, students, employees and community members.

Multicultural (MC) approaches to the educational program are defined as those that foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of diverse cultural groups, including race, color, national origin, sex, disability, religion, creed, and socioeconomic background. Gender fair (GF) approaches to the educational program are defined as approaches which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of women and men to society. The program shall reflect the wide variety of roles open to both women and men and which provide equal opportunity to both sexes.

Legal Reference:

Iowa Code §§ 216.9; 256.11; 280.3.
281 I.A.C. 12.5(8).

Cross Reference:

102 Equal Educational Opportunity
600 Goals and Objectives of the Education Program

Approved 6-16-03   3-30-15 Reviewed 11-19-07  2-19-13  4-29-14  2-24-15 11-21-16 3-18-19    Revised 11-19-07  2-16-09   3-30-15 3-18-19 

603.5 Health Education

Students in grade levels one through twelve will receive, as part of their health education, instruction about personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; human growth and development; substance abuse and non-use, including the effects of alcohol, tobacco, drugs and poisons on the human body; human sexuality; self-esteem; stress management; interpersonal relationships; emotional and social health; health resources; prevention and control of disease; and communicable diseases, including acquired immune deficiency syndrome. The purpose of the health education program is to help each student protect, improve and maintain physical, emotional and social well-being.

The areas stated above are included in health education and the instruction are adapted at each grade level to aid understanding by the students.

Parents who object to health education instruction in human growth and development may file a written request that the student be excused from the instruction. The written request will include a proposed alternate activity or study acceptable to the superintendent. The superintendent will have the final authority to determine the alternate activity or study.

Legal Reference:

Iowa Code §§ 256.11; 279.8; 280.3-.14.
281 I.A.C. 12.5.

Cross Reference:

502 Student Rights and Responsibilities
603 Instructional Curriculum
607 Instructional Services

Approved 6-16-03      Reviewed 11-19-07   2-19-13  4-29-14  11-21-16  3-18-19  Revised

603.5E1 Human Growth and Development Student Excuse Form

Form Attached

603.6 Physical Education

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

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

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

  • the student is enrolled in academic courses not otherwise available, or
  •  the student has obtained a physical education waiver for a semester because the student is actively involved in an athletic program.

Twelfth grade students may also be excused from physical education courses if the student is enrolled in a cooperative, work study or other educational program authorized by the school which requires the student's absence from school.

Students who will not participate in physical education must have a written request or statement from their parents.

Legal Reference:

Iowa Code § 256.11.
281 I.A.C. 12.5.

Cross Reference:

504 Student Activities
603 Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07  2-19-13  4-29-14  11-21-16 3-18-19  Revised

603.7 Career Education

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

It is the responsibility of the superintendent to assist licensed employees in finding ways to provide career education in the education program. Special attention should be given to courses of vocational education nature. The board, in its review of the curriculum, will review the means in which career education is combined with other instructional programs.

Legal Reference:

Iowa Code §§ 256.11; 280.9.
281 I.A.C. 12.5(7).

Cross Reference: 603 Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07 2-19-13  4-29-14  11-21-16  3-18-19   Revised

603.8 Teaching About Religion

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

It is the responsibility of the superintendent 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.

Iowa Code §§ 279.8; 280.6.

Cross Reference:

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

Approved 6-16-03      Reviewed 11-19-07   2-19-13  4-29-14  11-21-16 3-18-19   Revised

603.8R1 Teaching About Religion Regulation-Religious Holidays

The historical and contemporary significance of religious holidays may be included in the education program provided that the instruction is presented in an unbiased and objective manner. The selection of holidays to be studied will take into account major celebrations of several world religions, not just those of a single religion. Holiday-related activities will be educationally sound and sensitive to religious differences and will be selected carefully to avoid the excessive or unproductive use of school time. Teachers will be especially careful in planning activities that are to take place immediately
preceding or on a religious holiday.

Music, art, literature and drama having religious themes (including traditional carols, seasonal songs and classical music) will be permitted if presented in an objective manner without sectarian indoctrination. The emphasis on religious themes is only as extensive as necessary for a balanced and comprehensive study or presentation. Religious content included in student performances is selected on the basis of its independent educational merit and will seek to give exposure to a variety of religious customs, beliefs and forms of expression. Holiday programs, parties or performances will not become religious celebrations or be used as a forum for religious worship, such as the devotional reading of sacred writings or the recitations of prayers.

The use of religious symbols (e.g. a cross, menorah, crescent, Star of David, lotus blossom, nativity scene or other symbol that is part of a religious ceremony) are permitted as a teaching aid, but only when such symbols are used temporarily and objectively to give information about a heritage associated with a particular religion. The Christmas tree, Santa Claus, Easter eggs, Easter bunnies and Halloween decorations are secular, seasonal symbols and as such can be displayed in a seasonal context.

Expressions of belief or nonbelief initiated by individual students is permitted in composition, art forms, music, speech and debate. However, teachers may not require projects or activities which are indoctrinate or force students to contradict their personal religious beliefs or nonbeliefs.

603.9 Academic Freedom

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

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

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

Legal Reference:

Iowa Code §§ 279.8; 280.3, .6.

Cross Reference:

502 Student Rights and Responsibilities
603 Instructional Curriculum
903.5 Distribution of Materials

Approved 06-16-03      Reviewed 11-19-07 4-29-14  11-21-16    3-18-19  Revised

603.9R1 Teaching Controversial Issues

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

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

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

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

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

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

603.10 Global Education

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

Legal Reference:

Iowa Code §§ 256.11.
281 I.A.C. 12.5(11).

Cross Reference:

602 Curriculum Development
603 Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07 2-19-13  4-29-14  11-21-16  3-18-19  Revised 

603.11 Citizenship

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

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

Legal Reference:

Iowa Code §§ 256.11.
281 I.A.C. 12.3(6).

Cross Reference:

101 Educational Philosophy of the School District
502 Student Rights and Responsibilities
503 Student Discipline

Approved 11-17-03      Reviewed 11-19-07  2-19-13   4-29-14  11-21-16  3-18-19   Revised  

604.1 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 or independent private instruction.

A parent choosing competent private instruction or independent 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.

For competent private instruction, the superintendent will determine whether the individual providing the instruction is either the student's parent, guardian, legal custodian or an Iowa licensed practitioner; whether the licensed practitioner's license is appropriate for the age and grade level of the student; that the student is being instructed a minimum of one hundred and forty-eight days per year; that immunization evidence is provided for students placed under competent private instruction for the first time and that the report is timely filed.

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

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

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

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

Students in competent private instruction must make adequate progress. Adequate progress includes scoring at the 30th percentile on a standardized test or a report by the portfolio evaluator indicating adequate progress. Students who fail to make adequate progress under competent private instruction provided by the student's parent, guardian or legal custodian will attend an accredited public or nonpublic school beginning the next school year. The parent, guardian or legal custodian of a student who fails to make adequate progress may apply to the director of the Department of Education for approval of continued competent private instruction under a remediation plan.

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

Legal Reference:

Iowa Code §§ 256.11; 279.10, .11; 299.1-.6, .11, .15, .24, 299A.
281 I.A.C. 31.

Cross Reference:

501 Student Attendance
502 Student Rights and Responsibilities
504 Student Activities
507.1 Student Health and Immunization Certificates
604.7 Dual Enrollment
604.9 Home School Assistance Program

Approved 6-16-03           Reviewed 11-19-07  3-26-13   5-20-14  11-21-16   3-18-19    Revised  6-22-14  3-18-19 

604.11 Appropriate Use of Online Learning Platforms

It is important to embrace technology that can foster a creative, interactive learning environment for students, and facilitate employee professional development and collaboration.  The use of online platforms to host remote interaction between students and employees and to facilitate learning is encouraged in the district.

While student and employee instruction and communication using virtual and online platforms provides a wide array of learning opportunities, it is imperative that employees and students recognize that the use of such platforms is a privilege.  Training related to the use of online learning platforms will be provided to employees and students.

The district shall carefully safeguard the right of students and employees to learn and teach in a respectful environment regardless of the method. All instruction and communication through online learning platforms should be appropriate to the age and ability of the participants.  Students and employees should be aware that online platforms may be monitored by the district.  Verbal and written communication occurring on these platforms may be recorded and stored by the district in accordance with applicable laws.    

Any verbal or written communication on these platforms deemed to be inappropriate will subject the student and/or employee to the same disciplinary measures that would exist if the interaction took place through traditional in-person learning. Students and employees who have concerns about the proper use of these platforms are encouraged to speak with their teachers or building principal. The superintendent will make administrative regulations necessary to enforce this policy.

 

 

Legal Reference:       

20 U.S.C. §1232g; 34 C.F.R. Part 99

47 U.S.C. §254

20 U.S.C. §6777

Iowa Code §§ 715C

 

 

Cross Reference:    

104       Anti-Bullying/Anti-Harassment

401.13   Staff Technology Use/Social Networking

506.1     Student Records

605.4     Technology in the Classroom

605.6    Internet Appropriate Use

501.6    Student Transfers In

 

 

Approved 8-17-20    Reviewed   __________            Revised  __________

604.1E1 Competent Private Instruction Report

Form Attached

604.2 Individualized Instruction

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

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

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

Legal Reference:

Iowa Code §§ 256.11; 279.8, .10, .11; 280.3, .14; 299.1-.6, .11, .15, .24;
299A.

Cross Reference:

501.12 Pregnant Students
604.1 Competent Private Instruction

Approved 6-16-03      Reviewed 11-19-07   3-26-13     5-20-14  11-21-16  3-18-19  Revised

604.3 Program for Talented and Gifted Students

The board recognizes some students require programming beyond the regular education program. The board will identify students with special abilities and provide education programming.

It is the responsibility of the superintendent to develop a talented and gifted program which provides for identifying students, for program evaluation, and for training of employees.

Legal Reference:

Iowa Code §§ 257.42-.49.
281 I.A.C. 59.

Cross Reference:

505 Student Scholastic Achievement
604.6 Instruction at a Post-Secondary Educational Institution

Approved 6-16-03      Reviewed 11-19-07  3-26-13    5-20-14  11-21-16  3-18-19  Revised

604.3E Academic Acceleration Policy

Research conducted nationally and within Iowa’s public schools has demonstrated that academic acceleration can be a powerful and cost-effective strategy for providing appropriately challenging, standards-based instruction for students who are ready to learn above grade-level content. Acceleration has also been shown to increase motivation, reduce apathy, and enhance the social and emotional well-being of appropriately selected students.

Policy on Academic Acceleration:

In accordance with the belief that all students are entitled to an education commensurate with their particular needs, students who can exceed the essential skills and concepts set forth in the curriculum standards must be afforded the opportunity and be encouraged to do so.

The East Union Board of Education believes that such students often require access to advanced curriculum in order to realize their potential contribution to themselves and society.

All students learn and experience success given time and opportunity, but the degree to which academic content standards are met and the time it takes to reach the standards will vary from student to student. The East Union Board of Education believes that all students, including advanced learners, should be challenged and supported to reach their full potential. For many advanced learners, this can best be achieved by affording them access to curriculum, learning environments, and instructional interventions more commonly provided to older peers.

This policy describes the process that shall be used for evaluating students for possible accelerated placement and identifying students who should be accelerated in one or more individual subject areas, promoted to a higher grade level than their same-age peers, and granted early graduation from high school.

1) Referrals and Evaluation

(a) Any student residing in the district may be referred by a teacher, administrator, gifted education specialist, guidance counselor, school psychologist, or a parent or legal guardian of the student to the principal (or his or her designee) of his or her school for evaluation for possible accelerated placement. A student may refer himself or herself or a peer through a district staff member who has knowledge of the referred student’s abilities.

(b)             Copies of this policy and referral forms for evaluation for possible, whole-grade acceleration, individual subject acceleration, and early high school graduation shall be made available to district staff and parents at each school building. The principal of each school building (or his or her designee) shall solicit referrals of students for evaluation for possible accelerated placement annually, and ensure that all staff he or she supervises are aware of procedures for referring students for evaluation for possible accelerated placement.

(c) The principal (or his or her designee) of the referred student’s school shall obtain written permission from the student’s parent(s) or legal guardian(s) to evaluate the student for possible accelerated placement. The district shall evaluate all students who are referred for evaluation and whose parent(s) or legal guardian(s) have granted permission to evaluate the student for possible accelerated placement.

(d)             Students who are referred for evaluation for possible accelerated placement sixty or more days prior to the start of the school year shall be evaluated in advance of the start of the school year so that the student may be placed in the accelerated placement on the first day of school. Students who are referred for possible accelerated placement sixty or more days prior to the start of the second semester shall be evaluated for possible accelerated placement at the start of the second semester. In all other cases, evaluations of a referred student shall be scheduled at the student’s principal’s discretion and placed in the accelerated setting(s) at the time recommended by the Acceleration Evaluation Committee – if the committee determines the student should be accelerated.

(e) A parent or legal guardian of the evaluated student shall be notified in writing of the outcome of the evaluation process within 45 days of the submission of the referral to the referred student’s principal. This notification shall include instructions for appealing the outcome of the evaluation process.

(f) A parent or legal guardian of the referred student may appeal in writing the decision of the evaluation committee to the local Superintendent within thirty days of being notified of the committee’s decision. The Superintendent shall review the appeal and notify the parent or legal guardian who filed the appeal of his or her final decision within thirty days of receiving the appeal. The Superintendent’s decision shall be final. However, the student may be referred and evaluated again at the next available opportunity if he or she is again referred for evaluation by an individual eligible to make referrals as described in this policy.

2) Acceleration Evaluation Committee

The referred student’s principal (or his or her designee) shall convene an evaluation committee to determine the most appropriate available learning environment for the referred student. This committee shall be comprised of the following:

(a) A principal or assistant principal from the student’s current school;

(b)             A current teacher of the referred student;

(c) A teacher at the grade level to which the student may be accelerated (with the exception of students referred for possible early graduation from high school);

(d)             A parent or legal guardian of the referred student or a representative designated by a parent or legal guardian of the referred student;

(e) A gifted education coordinator or gifted intervention specialist. If a gifted coordinator or gifted intervention specialist is not available in the district, a school psychologist or guidance counselor with expertise in the appropriate use of academic acceleration may be substituted.

 (f) The Acceleration Evaluation Committee shall conduct a fair and thorough evaluation of the student.

The acceleration of a student is an individual matter, and the circumstances of each student shall be considered on their own merits and with regard to the best interests of the student.  These decisions shall be made by the principal after consultation with the teachers and counselors involved and with input from the parents or guardians.  The final decision rests in the principal and the evaluation committee. 

604.4 Program for At-Risk Students

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

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

Legal Reference:

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

Cross Reference:

505 Student Scholastic Achievement
607.1 Student Guidance and Counseling Program

Approved 6-16-03      Reviewed 11-19-07  3-26-13    5-20-14  11-21-16  3-18-19  Revised

604.5 Religious-Based Exclusion from A School Program

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

In notifying the superintendent, the parents will abide by the following:

  • The notice is in writing;
  • The objection is based on religious beliefs;
  • The objection will state which activities or studies violate their religious beliefs;
  • The objection will state why these activities or studies violate their religious beliefs and
  • The objection will state a proposed alternate activity or study.

The superintendent will have discretion to make this determination. The factors the superintendent will consider when a student requests to be excluded from a program or activity because of religious beliefs include, but are not limited to, staff available to supervise a student who wishes to be excluded, space to house the student while the student is excluded, available superintendent-approved alternative course of study or activity while the student is excluded, number of students who wish to be excluded, whether allowing the exclusion places the school in a position of supporting a particular religion, and whether the program or activity is required for promotion to the next grade level or for graduation.

Students who are allowed to be excluded from a program or activity which violates their religious beliefs are required to do an alternate supervised activity or study.

Legal Reference:

U.S. Const. amend. I.

Iowa Code §§ 256.11(6); 279.8.

Cross Reference:

603 Instructional Curriculum
606.2 School Ceremonies and Observances

Approved 6-16-03      Reviewed 11-19-07  3-26-13     5-20-14  11-21-16 3-18-19  Revised

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 in addition to high school 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. 

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”).  To qualify, a course must be a nonsectarian, credit-bearing course that leads to a degree, and in the areas of:  mathematics, science, social science, 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 post-secondary institution 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.  Students may not enroll on a full-time basis to any post-secondary institution through the PSEO program.

Transportation to and from the post-secondary institution is the responsibility of the student or parent or 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 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 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 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 denial of credit. 

 

 

 

 

 

Legal Reference:

Iowa Code §§ 256.7, .11,; 279.61, 280.3, 280.14; Chap. 258; 261E.
281 I.A.C. 12, 22.

Cross Reference:

505 Student Scholastic Achievement
604.3 Program

Approved 6-16-03      Reviewed 11-19-07  3-26-13     5-20-14  11-21-16  3-18-19  Revised  3-18-19 

604.7 Dual Enrollment

The parent, guardian, or custodian of a student receiving competent private instruction may also enroll the student in the school district. The student is considered under dual enrollment. The parent, guardian, or custodian requesting dual enrollment for the student should notify the board secretary prior to the third Friday of September each year on forms provided by the school district. On the form, they will indicate the extracurricular and academic activities in which the student is interested in participating. The forms are available at the central administration office.

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

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

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

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

Legal Reference:

Iowa Code §§ 279.8, 299A.
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 6-16-03      Reviewed 11-19-07   3-26-13     5-20-14  11-21-16  3-18-19  Revised

604.8 Foreign Students

Foreign-exchange students must meet all district entrance requirements including age, place of residence and immunization. Foreign-exchange students must be approved by the board. The board reserves the right to limit the number of foreign-exchange students accepted. Foreign-exchange students will be considered residents if they meet one of the following requirements:

  • The student is in the United States with appropriate documentation (Form I-20) from the United States Department of Justice-Immigration and Naturalization Services; or
  • The student is a participant in a recognized foreign exchange program; and,
  • The student is physically able to attend school and has provided the school district with such proof, including a current TB test.

Legal Reference: Iowa Code § 279.8.

Cross Reference:

501 Student Attendance
507.1 Student Health and Immunization Certificates

Approved 6-16-03      Reviewed 11-19-07  3-26-13     5-20-14  11-21-16 3-18-19   Revised  3-18-19 

604.9 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. This program will assist students receiving competent private instruction by providing licensed employees of the school district to assist the parent, guardian or legal custodian in the education of the student.

The parent, guardian or legal custodian registering for the home school assistance program will agree to comply with the requirements established by the faculty of the program.

Students registered for the home school assistance program will be counted in the basic enrollment.

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

Legal Reference:

Iowa Code §§ 279.8; 299A.
281 I.A.C. 31.

Cross Reference:

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

Approved 6-16-03      Reviewed 11-19-07  3-26-13 5-20-14 11-21-16  3-18-19  Revised

605.1 Instructional Materials Selection

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

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

In the case of textbooks, the board will make the final decision after receiving a recommendation from the superintendent. The criteria stated above for selection of other instructional materials will apply to the selection of textbooks. The superintendent may develop another means for the selection of textbooks. Instructional materials are reviewed as needed and at least every five 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.
281 I.A.C. 12.3(12).

Cross Reference:

208 Ad Hoc Committees
505 Student Scholastic Achievement
602 Curriculum Development
605 Instructional Materials

Approved 9-20-04      Reviewed 11-19-07  11-21-16    3-18-19  Revised   5-21-13

605.1R1 Selection of Instructional Materials

 

I. Responsibility for Selection of Instructional Materials
A. The board is responsible for matters relating to the operation of the East Union 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 multimedia materials (not equipment), whether considered text materials or library materials.  The board retains the final  authority for the approval of instructional materialss.
 
C. While selection of materials may involve many people including principals, teacher-librarian, students, parents and community members, the responsibility for coordinating the selection of most instructional materials and making the recommendation for the purchase rests with licensed employees.  
 
D. Responsibility for coordinating the selection of text materials for distribution to classes will rest with the licensed employees, principal and superintendent.  For the purpose of this rule the term 'text materials' includes instructional materialss 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 is formed and appointed in compliance with the board policy on Ad Hoc Committees.
 
1. The superintendent will inform the committee as to their role and responsibility in the process.
 
2. The following statement is given to the ad hoc committee members:
 
Bear in mind the principles of the freedom to learn and to read and base your decision on these broad principles rather than on defense of individual materials.  Freedom of inquiry is vital to education in a democracy.
 
Study thoroughly all materials referred to you and read available reviews.  The general acceptance of the materials should be checked by consulting standard evaluation aids and local holdings in other schools.
 
Passages or parts should not be pulled out of context.  The values and faults should be weighed against each other and the opinions based on the material as a whole.  Your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of our discussion of the questioned
material.
 
II. Material selected for use in libraries and classrooms will meet the following guidelines:
 
A. Religion - Material will represent the major religions in a factual, unbiased manner.  The primary source material of the major religions is considered appropriate, but material whic advocates rather than informs, or is designed to sway reader judgment regarding religion, will not be included in the school libraries or classrooms.
 
B. Racism - Material will present a diversity of race, custom, culture, and belief as a positive aspect of the nation's heritage and give candid treatment to unresolved intercultural problems, including those which involve prejudice, discrimination, and the undesirable consequences of withholding rights, freedom, or respect of an individual.
 
C. Sexism - Material will reflect sensitivity to the needs, rights, traits and aspirations of men and women without preference or bias.
 
D. Age - Material will recognize the diverse contributions of various age groups and portray the continuing contributions of maturing members of society.
 
E. Ideology - Material will present basic primary and factual information on an ideology or philosophy of government which exerts or has exerted a strong force, either favorably or unfavorably, over civilization or society, past or present.  This material will not be selected with the intention to sway reader judgment and is related to the maturity level of the intended audience.
 
F. Profanity and Sex - Material is subjected to a test of literary merit and reality by the eacherlibrarians and licensed staff who will take into consideration their reading of public and community standards of morality.
 
G. Controversial issues materials will be directed toward maintaining a balanced collection representing various views.
 
The selection decision should be made on the basis of whether the material presents an accurate representation of society and culture, whether the circumstances depicted are realistically portrayed, or whether the material has literary or social value when the material is viewed as a whole.
 
These guidelines will not be construed in such a manner as to preclude materials which accurately represent the customs, morals, manners, culture, or society of a different time or a different place.
 
III. Procedure for Selection
 
A. Material purchased for libraries and classrooms is recommended for purchase by licensed employees, in consultation with administrative staff, school library staff, students or an ad hoc committee as appointed by the board.  The material recommended for purchase is approved by the appropriate building administrator.
 

1. The materials selected will support stated objectives and goals of the school district.  

Specifically, the goals are:
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 aterials 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 are consistent with stated principles of selection.  These principles are:
a. To select material, within established standards, which will meet the goals and objectives of the school district;
b. To consider the educational characteristics of the community in the selection of materials within a given category;
c. To present the sexual, racial, religious and ethnic groups in the community by:
1. Portraying people, both men and women, adults and children, whatever their ethnic, religious or social class identity, as human and recognizable, displaying a familiar range of emotions, both negative and positive.
2. Placing no constraints on individual aspirations and opportunity.
3. Giving comprehensive, accurate, and balanced representation to minority groups and women - in art and science, history and literature, and in all other fields of life and culture.
4. Providing abundant recognition of minority groups and women by
showing them frequently in positions of leadership and authority.
 
d. To intelligently, quickly, and effectively anticipate and meet needs through awareness of subjects of local, national and international interest and significance; and,
e. To strive for impartiality in the selection process.
 
3. The materials selected will meet stated selection criteria.  These criteria are:
a. Authority-Author's qualifications - education, experience, and previously published works;
b. Reliability:
1. Accuracy-meaningful organization and emphasis on content, meets the material's goals and objectives, and presents authoritative and realistic factual material.
2. Current-presentation of content which is consistent with the finding of recent and authoritative research.
c. Treatment of subject-shows an objective reflection for the multi-ethnic character and cultural diversity of society.
d. Language:
1. Vocabulary:
a. Does not indicate bias by the use of words which may result in negative value judgments about groups of people;
b. Does not use "man" or similar limiting word usage in generalization or ambiguities which may cause women to feel excluded or dehumanized.
2. Compatible to the reading level of the student for whom it is intended.
e. Format:
1. Book
a. Adequate and accurate index;
b. Paper of good quality and color;
c. Print adequate and well spaced;
d. Adequate margins;
e. Firmly bound; and,
f. Cost.
2. Nonbook
a. Flexibility, adaptability;
b. Curricular orientation of significant interest to students;
c. Appropriate for audience;
d. Accurate authoritative presentation;
e. Good production qualities (fidelity, aesthetically adequate);
f. Durability; and,
g. Cost.
3. Illustrations of book and nonbook materials should:
a. Depict instances of fully integrated grouping and settings to indicate
equal status and nonsegregated social relationships.
b. Make clearly apparent the identity of minorities;
c. Contain pertinent and effective illustrations;
4. Flexible to enable the teacher to use parts at a time and not follow a comprehensive instructional program on a rigid frame of reference.
f. Special Features:
1. Bibliographies.
2. Glossary.
3. Current charts, maps, etc.
4. Visual aids.
5. Index.
6. Special activities to stimulate and challenge students.
7. Provide a variety of learning skills.
g. Potential use:
1. Will it meet the requirement of reference work?
2. Will it help students with personal problems and adjustments?
3. Will it serve as a source of information for teachers and librarians?
4. Does it offer an understanding of cultures other than the student's own and is it free of racial, religious, age, disability, ethnic, and sexual stereotypes?
5. Will it expand students' sphere of understanding and help them to
understand the ideas and beliefs of others?
6. Will it help students and teachers keep abreast of and understand current 
events?
7. Will it foster and develop hobbies and special interest?
8. Will it help develop aesthetic tastes and appreciation?
9. Will it serve the needs of students with special needs?
10. Does it inspire learning?
11. Is it relevant to the subject?
12. Will it stimulate a student's interest?
 
4. Gifts of library or instructional materials may be accepted if the gift meets existing criteria for library and instructional materials.  The acceptance and placement of such gifts is within the discretion of the board.
5. In order to provide a current, highly usable collection of materials, teacher-librarians will ensure constant and continuing renewal of the collection, not only the addition of up-to-date materials, but by the judicious elimination of materials which no longer meet school district needs or find use.  The process of weeding instructional materials will be done according to established and accepted standards for determining the relevance and value of materials in a given context.

 

605.2 Instructional Materials Inspection

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

The instructional materials must be viewed on school district premises. Copies may be obtained according to board policy and as limited by applicable intellectual property law.

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

Legal Reference:

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

Cross Reference:

602 Curriculum Development
605 Instructional Materials
901.1 Public Examination of School District Records

Approved 9-20-04      Reviewed 11-19-07   5-21-13  11-21-16   3-18-19  Revised  3-18-19 

605.3 Objection to Instructional Materials

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

Legal Reference:

Iowa Code §§ 279.8; 280.3, .14; 301.
281 I.A.C. 12.3(12).

Cross Reference:

213 Public Participation in Board Meetings
402.5 Public Complaints About Employees
602 Curriculum Development
605 Instructional Materials

Approved 9-20-04      Reviewed 11-19-07    5-21-13  11-21-16  3-18-19  11-22-21   Revised

605.4 Technology and Instructional Materials

The board supports the use of innovative methods and the use of technology in the delivery of the education program. The board encourages employees to investigate economical ways to utilize multimedia, computers, and other technologies as a part of the curriculum.

It is the responsibility of the superintendent to develop a plan for the use of technology in the curriculum and to evaluate it annually. The superintendent will report the results of the evaluation and make a recommendation to the board annually regarding the use of technology in the curriculum.

Legal Reference:

Iowa Code § 279.8.
281 I.A.C. 12.3(12), 12.5(10).

Cross Reference:

602 Curriculum Development
605 Instructional Materials

Approved 9-20-04      Reviewed 11-19-07    5-21-13  11-21-16  3-18-19  11-22-21  Revised

605.5 School Library

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

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

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

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

Legal Reference:

Iowa Code §§ 256.7(24); 279.8; 280.14; 301.
281 I.A.C. 12.3(12).

Cross Reference:

602 Curriculum Development
605 Instructional Materials

Approved 9-20-04      Reviewed 11-19-07  5-21-13 11-21-16 3-18-19  Revised 2-16-09

605.6 Internet Appropriate Use

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

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

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

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

     The standards and acceptable use of Internet services as set forth in the Internet Safety Policy; Student safety with regard to:

  • safety on the Internet;
  • appropriate behavior while on online, on social networking Web sites, and in chat rooms; and
  • cyberbullying awareness and response.

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

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

Approved      Reviewed      Revised 7-17-12    5-21-13  6-24-14 11-21-16

605.6E1 Internet Access Permission Letter to Parents

Form attached

605.6E2 Internet Appropriate Use Violation Notice

Student:                                                    

Teacher:                                                   
 
Date:                                                         
 
Students who access restricted items on the Internet are subject to the appropriate action described in the school's discipline policy or student handbook or to the following consequences: 
                First Offense: 
The above student has violated the Student Internet Policy by intentionally accessing restricted material.  He/she may lose Internet access for up to three weeks at the discretion of the supervising teacher.  A second offense will result in the student losing Internet access for a period                    .    
                       
               Second Offense: 
The above student has violated the Student Internet Policy by intentionally accessing
restricted material for a second time.  As a consequence of this violation the above student has lost Internet access for a period                    .      
                     
              Third Offense: 
 
The above student has violated the Student Internet Policy by intentionally accessing 
restricted material for a third time.  As a consequence of this violation the above student has forfeited all Internet privileges for a period of                               or the balance of the school year. 

605.6R1 Internet-Appropriate Use Regulation

 I. Responsibility for Internet Appropriate Use. 

  A. The authority for appropriate use of electronic Internet resources is delegated to
the licensed employees.   
  B. Instruction in the proper use of the Internet will be available to employees who
will then provide similar instruction to their students. 
  C. Employees are expected to practice appropriate use of the Internet, and violations
may result in discipline up to, and including, discharge. 
 
 II. Internet Access. 
 
  A. Access to the Internet is available to teachers and students as a source of
information and a vehicle of communication. 
  B. Students will be able to access the Internet through their teachers.  
Individual student accounts and electronic mail addresses will be issued to
students at this time. 
   1. Making Internet access available to students carries with it the potential that
some students might encounter information that may not be appropriate for students.  However, on a global network, it is impossible to control all materials.  Because information on the Internet appears, disappears and changes, it is not possible to predict or control what students may locate. 
   2. It is a goal to allow teachers and students access to the rich opportunities on the Internet, while we protect the rights of students and parents who choose not to risk exposure to questionable material. 
   3. The smooth operation of the network relies upon the proper conduct of the end
users who must adhere to strict guidelines which require efficient, ethical and legal utilization of network resources. 
   4. To reduce unnecessary system traffic, users may use real-time conference
features such as talk/chat/Internet relay chat only as approved by the supervising teacher. 
   5. Transmission of material, information or software in violation of any board policy or regulation is prohibited. 
   6. System users will perform a virus check on downloaded files to avoid spreading computer viruses. 
   7. The school district makes no guarantees as to the accuracy of information received on the Internet. 
 
III. Permission to Use Internet - Annually, parents will grant permission for their student to use the Internet using the prescribed form. 
 
IV. Student Use of Internet. 
  A. Equal Opportunity - The Internet is available to all students within the school district through teacher access.  The amount of time available for each student may be limited by the number of available terminals and the demands for each terminal.
B. On-line Etiquette. 
 
1. The use of the network is a privilege and may be taken away for violation of board policy or regulations.  As a user of the Internet, students may be allowed access to other networks.  Each network may have its own set of policies and procedures.  It is the user's responsibility to abide by the policies and procedures of these other networks. 
2. Students should adhere to on-line protocol: 
 a. Respect all copyright and license agreements. 
 b. Cite all quotes, references and sources. 
 c. Remain on the system long enough to get needed information, then exit the system. 
 d. Apply the same privacy, ethical and educational considerations utilized in 
other forms of communication. 
3. Student access for electronic mail will be through their own school issued account.  
Students should adhere to the following guidelines: 
a. Others may be able to read or access the mail so private messages should not be sent. 
 b. Delete unwanted messages immediately. 
 c. Use of objectionable language is prohibited. 
 d. Always sign messages. 
 e. Always acknowledge receipt of a document or file. 
 
 C. Restricted Material - Students will not intentionally access or download any text file or picture or engage in any conference that includes material which is obscene, libelous, indecent, vulgar, profane or lewd; advertises any product or service not permitted to minors by law; constitutes insulting or fighting words, the very expression of which injures or harasses others; or presents a clear and present likelihood that, either because of its content or the manner of distribution, it will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or the violation of lawful school regulations. 
 D. Unauthorized Costs - If a student gains access to any service via the Internet which has a cost involved or if a student incurs other types of costs, the student accessing such a service will be responsible for those costs

 

606.1 Class Size-Class Grouping

It is within the sole discretion of the board to determine the size of classes and to determine whether class grouping will take place. The board may review the class sizes annually.

It is the responsibility of the superintendent to make a recommendation to the board on class size based upon the financial condition of the school district, the qualifications of and number of licensed employees, and other factors deemed relevant to the board.

Legal Reference: Iowa Code §§ 279.8; 280.3.

Cross Reference: 606.6 Insufficient Classroom Space

Approved 9-20-04      Reviewed 11-19-07  11-21-16 3-18-19  11-22-21  Revised

606.2 School Ceremonies and observances

The school district will continue school ceremonies and observances which have become a tradition and a custom of the education program. The school district’s practices should further curricular goals and objectives and be integrated into the regular education programming whenever possible.  Any ceremony, observance, recognition, or party must comply with the school district’s policy on multi-cultural, gender fair education and religion in the school.

Students who do not wish to participate in these activities may be silent during the ceremony or observance or receive permission from the principal to be excused from the ceremony for religious reasons in compliance with board policy.

Legal Reference:

U.S. Const. amend. I.
 

Iowa Code § 279.8.

Cross Reference:

603 Instructional Curriculum
604.5 Religious-Based Exclusion From A School Program

Approved 9-20-04      Reviewed 11-19-07 11-21-16    3-18-19   Revised  3-18-19 

606.3 Animals in the Classroom

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

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

It is the responsibility of the principal to determine appropriate supervision of animals in the classroom.  This policy shall not be construed to exclude a “service animal” from school district facilities, as that term is defined under the Americans with Disabilities Act. 

Legal Reference: Iowa Code § 279.8.

Cross Reference: 507 Student Health and Well-Being

Approved 9-20-04      Reviewed 11-19-07   11-21-16  3-18-19   Revised  3-18-19 

606.4 Student Production of Materials and Services

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

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

Legal Reference: Iowa Code § 279.8.

Cross Reference: 408.2 Licensed Employee Publication or Creation of Materials

Approved 9-20-04      Reviewed 11-19-07   11-21-16   3-18-19  Revised

606.5 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 will consider the financial condition of the school district, the educational benefit of the activity, the inherent risks or dangers of the activity, and other  factors deemed relevant by the superintendent. Written parental permission will be required prior to the student's participation in field trips and excursions. The 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:

Iowa Code § 279.8.
281 I.A.C. 43.9.

Cross Reference:

503.1 Student Conduct
503.4 Good Conduct Rule
603 Instructional Curriculum
711 Transportation

Approved 9-20-04      Reviewed 11-19-07  11-21-16   3-18-19   Revised 11-19-07

606.6 Insufficient Classroom Space

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

Legal Reference:

Iowa Code § 282.18.
281 I.A.C. 17.6(3).

Cross Reference:

103 Long-Range Needs Assessment
501.15 Open Enrollment Transfers - Procedures as a Receiving District
606.1 Class Size - Class Grouping

Approved 9-20-04      Reviewed 11-19-07 11-21-16  3-18-19  11-22-21     Revised

607.1 Student Guidance and Counseling Program

The board will provide a student guidance and counseling program. The guidance counselor will be certified with the Iowa Department of Education and hold the qualifications required by the board. The guidance and counseling program will serve grades kindergarten through twelve. The program will assist students with their personal, educational, and career development. The program is coordinated with the education program and will involve licensed employees.  The student guidance and counseling program will be accessible to all students, including those with limited English-speaking abilities and hearing impairment.

Legal Reference:

Iowa Code § 280.14.
281 I.A.C. 12.3(11).

Cross Reference:

506 Student Records
603 Instructional Curriculum
604.4 Program for At-Risk Students

Approved 9-20-04      Reviewed 11-19-07 11-21-16 3-18-19      Revised  3-18-19 

607.2 Student Health Services

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

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

Every Student Succeeds Act, 20 U.S.C. § 1001 et seq.; Iowa Code Chapter 139A; 143; §§ 147.2, 256.11, 279.50, 280.3, 280.7, 280.14, 280.23.  281 Iowa Admin. Code r. 12.3(4), 12.3(11), 12.4(12), 12.8.  655 I.A.C. ch. 6, 7.

Cross Reference:

501.4 Entrance - Admissions
507 Student Health and Well-Being

Approved 6-16-03      Reviewed 11-19-07  11-21-16 3-18-19  11-22-21     Revised

607.2R1 Student Health Services Regulation

Student Health Services Administrative Regulations

I. Student Health Services  - Each school building may develop a customized student health services program within comprehensive school improvement based on its unique needs and resources. Scientific advances, laws, and school improvement necessitate supports to students with health needs to receive their education program.
 
Supports to improve student achievement include:
• qualified health personnel
• school superintendent, school nurse, and school health team working collaboratively
• family and community involvement
• optimal student health services program with commitment to its continuing improvement
 
Components provided within a coordinated school health program include:
• health services                         
• health education
• nutrition                                    
• physical education and activity
• healthy, safe environment        
• counseling, psychological, and social services
• staff wellness                          
• family and community involvement
 
Student health services are provided to identify health needs; facilitate access to health care; provide for health needs related to educational achievement; promote health, well-being, and safety; and plan and develop the health services program.
 
II. Student Health Services Essential Functions
A. Identify student health needs:
1. Provide individual initial and annual health assessments
2. Provide needed health screenings
3. Maintain and update confidential health records
4. Communicate (written, oral, electronic) health needs as consistent with confidentiality laws
B. Facilitate student access to physical and mental health services:
1. Link students to community resources and monitor follow through
2. Promote increased access and referral to primary health care financial resources much as Medicaid, HAWK-I, social security, and community health clinics
3. Encourage appropriate use of heath care
C. Provide for student health needs related to educational achievement:
1. Manage chronic and acute illnesses
2. Provide special health procedures and medication including delegation, training, and supervision of qualified designated school personnel
3. Develop, implement, evaluate, and revise individual health plans (IHPs) for all students with special health needs according to mandates in the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act (Section 504), and American with Disabilities Act (ADA)
4. Provide urgent and emergency care for individual and group illness and injury
5. Prevent and control communicable disease and monitor immunizations
6. Promote optimal mental health
7. Promote a safe school facility and a safe school environment
8. Participate in and attend team meetings as a team member and health consultant
D. Promote student health, well-being, and safety to foster healthy living:
1. Provide developmentally appropriate health education and health counseling for individuals and groups
2. Encourage injury and disease prevention practices
3. Promote personal and public health practices
4. Provide health promotion and injury and disease prevention education
E. Plan and develop the student health services program collaboratively with the superintendent, school nurse, and school health team:
1. Gather and interpret data to evaluate needs and performance
2. Establish health advisory council and school health team
3. Develop health procedures and guidelines
4. Collaborate with staff, families, and community
5. Maintain and update confidential student school health records
6. Coordinate program with all school health components
7. Coordinate with school improvement
8. Evaluate and revise the health service program to meet changing needs
9. Organize scheduling and direct health services staff
10. Develop student health services annual status report
11. Coordinate information and program delivery within the school and between school and major constituents
12. Provide health services by qualified health professionals to effectively deliver services, including multiple levels of school health expertise such as registered nurses, physicians, and advanced registered nurse practitioners
13. Provide for professional development for school health services staff
 
III. Expanded Health Services
These additional health services address learning barriers and the lack of access to health care. Examples include school-based services in the school, school-linked services connected to the school, primary care, mental health, substance abuse, and dental health.