600 GOALS AND OBJECTIVES OF THE EDUCATION PROGRAM
Original Adopted Date: 4-19-18
Last Revised Date:
Last Reviewed Date: 7-10-23
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, creed, color, sex, national origin, marital status, religion, sexual orientation, gender identity or disability.
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 satisfying and responsible roles 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.
An advisory committee of representatives of the school district community and the school district is appointed to make recommendations for the goals and objectives of the education program. Annually, the board will report to the committee regarding progress toward achievement of the goals and objectives of the education program.
Original Adopted Date: 3-4-83
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
GENERAL ORGANIZATION
The District shall be organized into levels of instruction as follows:
1. Elementary schools: The elementary schools shall consist of Preschool and or/ Kindergarten and grades one through fourth.
2. Middle School: The middle school shall consist of grades five through eight.
3. Senior High School: The senior high school shall consist of grades nine through twelve.
Each school building shall have a principal responsible for the administration and management of the school building.
Original Adopted Date: 3-14-83
Last Revised Date: 1-26-98,7-21-03,10-8-07
Last Reviewed Date: 7-10-23
The school calendar will accommodate the education program of the school district. The school calendar is for a minimum of 193 days and include, but not be limited to, the days for student instruction, staff development, in-service days, and teacher conferences. IASB Additional Sentence
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 §§ 20.9; 279.10, 280.3 (2013); 299.1 (2) (2015)
281 I.A.C. 12.1(7); 41.106.
Cross Reference: 501.3 Compulsory Attendance
601.2 School Day
603.3 Special Education
Original Adopted Date: 3-14-83
Last Revised Date: 1-26-98, 8-10-20
Last Reviewed Date: 7-10-23
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 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: Iowa Code § 256.7, 279.8, .10 (2013).
281 I.A.C. 12.1(1), .1(7-10).
Cross Reference: 601.1 School Calendar
Original Adopted Date: 3-14-83
Last Revised Date: 10-19-98, 10-8-07
Last Reviewed Date: 7-10-23
Curriculum development is an ongoing process in the school district and consists of both research and design. Research is the studious inquiry and critical investigation of the various content areas for the purpose of revising and improving curriculum and instruction based on relevant information pertaining to the discipline. This study is conducted both internally (what and how we are currently doing at the local level) and externally (what national standards, professional organizations, recognized experts, current research, etc. tell us relative to the content area). Design is the deliberate process of planning and selecting the standards and instructional strategies that will improve the learning experiences for all students.
A systematic approach to curriculum development (careful research, design, and articulation of the curriculum) serves several purposes:
Focuses attention on the content standards of each discipline and ensure the identified learnings are rigorous, challenging, and represent the most important learning for our students.
Increases the probability that students will acquire the desired knowledge, skills and dispositions and that our schools will be successful in providing appropriate learning experiences.
Facilitates communication and coordination.
Improves classroom instruction.
The superintendent is responsible for curriculum development and for determining the most effective method of conducting research and design activities. A curriculum framework will describe the processes and procedures that will be followed in researching, designing, and articulating each curriculum area. This framework will at a minimum, describe the processes and procedures for the following curriculum development activities to:
Study the latest thinking, trends research and expert advice regarding the content/discipline;
Study the current status of the content/discipline (what and how well students are currently learning);
Identify content standards, benchmarks, and grade level expectations for the content/discipline;
Describe the desired learning behaviors, teaching and learning environment related to the content/discipline;
Identify differences in the desired and present program and develop a plan for addressing the differences;
Communicate with internal and external publics regarding the content area; Involve staff, parents, students, and community members in curriculum development decisions;
Verify 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:
Ensure proposed curriculum complies with applicable laws;
Align annual improvement goals with needs assessment information.
It is the responsibility of the superintendent to keep the board apprised of necessary curriculum revisions, progress of 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 (2010).
34 C.F.R. Pt. 98 (2010).
Iowa Code §§ 216.9; 256.7, 279.8; 280.3 (2013).
281 I.A.C. 12.5..8.
Cross Reference: 101 Educational Philosophy of the School District
103 Long-Range Needs Assessment
602 Curriculum Development
603 Instructional Curriculum
605 Instructional Materials
Original Adopted Date: 4-24-89
Last Revised Date: 10-19-98, 10-8-07
Last Reviewed Date: 7-10-23
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 (2010).
34 C.F.R. pt. 98 (2010).
Iowa Code §§ 216.9, 256.7, 279.8, 280.3 (2013).
281 I.A.C. 12.8
Cross Reference: 101 Educational Philosophy of the School District
103 Long-Range Needs Assessment
505 Student Scholastic Achievement
602 Curriculum Development
603 Instructional Curriculum
Original Adopted Date: 4-24-89
Last Revised Date: 10-19-98, 10-8-07
Last Reviewed Date: 7-10-23
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 (2010).
34 C.F.R. pt. 98 (2010).
Iowa Code §§ 216.9, 256.7, 279.8, 280.3-.14 (2013).
281 I.A.C. 12.8.
Cross Reference: 101 Educational Philosophy of the School District
103 Long-Range Needs Assessment
505 Student Scholastic Achievement
602 Curriculum Development
603 Instructional Curriculu
Original Adopted Date: 10-19-98
Last Revised Date:
Last Reviewed Date: 7-10-23
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 (2010).
34 C.F.R. Pt. 98 (2010).
Iowa Code §§ 279.8, .10; 280.3 (2013).
281 I.A.C. 12.5., .8
Cross Reference: 602 Curriculum Development
603 Instructional Curriculum
Original Adopted Date: 3-14-83 Last Revised Date: 8-12-24 Last Reviewed Date: 8-12-24
The basic instruction program will include the courses required for each grade level by the State Department of Education. The instructional approach will be gender fair and multicultural.
The basic instruction program of students enrolled in kindergarten is designed to develop healthy emotional and social habits, language arts and communication skills, the capacity to complete individual tasks, character education and the ability to protect and increase physical well-being with attention given to experiences relating to the development of life skills and human growth and development.
The basic instruction program of students enrolled in grades one through six will include English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, visual art and computer science. Computer science will be offered during at least one grade level.
The basic instruction program of students enrolled in grades seven and eight will include English-language arts, social studies, mathematics, science, health, human growth and development, family and consumer, career, technology education, physical education, music, visual art and computer science.
The basic instruction program of students enrolled in grades nine through twelve will include English language arts (8 units), social studies (6 units), mathematics (6 units), science (6 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), financial literacy (.5 units) and vocational education (12).
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 (2010).
34 C.F.R. Pt. 98 (2010).
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
Original Adopted Date: 3-14-83
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
The Mid-Prairie Community School District recognizes the importance of ongoing learning opportunities for students. As such, the district shall offer summer school instruction in accordance with the following:
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. 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.
If a child who is eligible for special education has been determined to need extended school year services as necessary to receive a free appropriate public education, as determined according to state and federal law, such services shall be provided as described in the child’s individualized education program.
In additional instances as provided by law.
The superintendent may develop administrative regulations regarding this policy.
Legal Reference: Iowa Code §§ 279.8, .11; 280.3, .14; 282.6
Iowa Admin. Code. 41.106.
Cross Reference: 410.2 Summer School Licensed Employees
505.2 Student Promotion-Retention-Acceleration
603 Instructional Curriculum
711.4 Summer School Program Transportation Service
Original Adopted Date: 3-14-83
Last Revised Date: 11-16-98, 7-21-03, 1-14-13
Last Reviewed Date: 7-10-23
The board recognizes all students have different educational needs than other students. The board will provide a free appropriate public education program and related services to students identified in need of special education. The special education services will be provided from birth until the appropriate education is completed, age twenty-one or to maximum age allowable in accordance with the law. Students requiring special education will attend general education classes, participate in nonacademic and extracurricular services and activities and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student. The appropriate education for each student is written in the student's Individualized Education Program (IEP).
Special education students are required to meet the requirements stated in board policy or in their IEPs for graduation. It is the responsibility of the superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.
Children from birth through age 2 and children age 3 through age 5 are provided comprehensive special education services within the public education system. The school district will work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age 2. This is done to ensure a smooth transition of children entitled to early childhood special education services.
Legal Reference: Board of Education v. Rowley, 458 U.S. 176 (1982).
Springdale School District #50 v. Grace, 693 F.2d 41 (8th Cir. 1982).
Southeast Warren Comm. School District v. Dept. of Public
Instruction, 285 N.W.2d 173 (Iowa 1979).
20 U.S.C. §§1400 et seq. (2010).
34 C.F.R. Pt. 300 et seq. (2010).
Iowa Code §§ 256.11(7); 256B; 273.1, .2, .5, .9(2)-(3); 280.8 (2013).
281 I.A.C. 41.109
Cross Reference: 503 Student Discipline
505.5 Graduation Requirements
506 Student Records
507.2 Administration of Medication to Students
507.8 Student Special Health Services
601.1 School Calendar
603 Instructional Curriculum
Original Adopted Date: 3-14-83
Last Revised Date: 11-16-98, 10-8-07
Last Reviewed Date: 7-10-23
Students will have an equal opportunity for a quality education without discrimination, regardless of their race, religion, creed, socioeconomic status, color, sex, marital status, national origin, sexual orientation, gender identity or disability.
The education program is free of discrimination and provides equal opportunity for the students. The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society. Special emphasis is placed on Hispanic, Latino or Spanish students that may identify as any race, Black or African American, American Indian, Alaska Native, Asian, Native Hawaiian or other Pacific Islander and persons with disability. It will also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.
Legal Reference: Iowa Code §§ 216.9; 256.11 (2013).
281 I.A.C. 12.5(8).
Cross Reference: 102 Equal Educational Opportunity
600 Goals and Objectives of the Education Program
Original Adopted Date: 3-14-83
Last Revised Date: 11-16-98
Last Reviewed Date: 7-10-23
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 (2013).
281 I.A.C. 12.5.
Cross Reference: 502 Student Rights and Responsibilities
603 Instructional Curriculum
607 Instructional Services
Original Adopted Date: 4-24-89
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
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/term because the student is actively involved in an athletic program.
the student is participating in the Legislative Page Program at the state capitol for a regular session of the general assembly; or
the student is enrolled in a junior reserve officer training corps.
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 (2013).
281 I.A.C. 12.5.
Cross Reference: 504 Student Activities
603 Instructional Curriculum
Original Adopted Date: 4-28-89
Last Revised Date: 1-26-98
Last Reviewed Date: 7-10-23
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, .11A; 280.9 (2013).
281 I.A.C. 12.5(7).
Cross Reference: 603 Instructional Curriculum
Original Adopted Date: 1-26-98
Last Revised Date:
Last Reviewed Date: 7-10-23
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:
1. the proposed activity must have a secular purpose;
2. the primary objective of the activity must not be one that advances or
inhibits religion; and
3. the activity must not foster excessive governmental entanglement with
religion.
Legal Reference: U.S. Const. amend. I.
Lee v. Weisman. 112 S.Ct. 2649 (1992).
Lemon v. Kurtzman, 403 U.S. 602 (1971).
Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).
Iowa Code §§ 279.8; 280.6 (2013).
Cross Reference: 603 Instructional Curriculum
604.6 Religious-Based Exclusion from a School Program
606.4 School Ceremonies and Observances
Original Adopted Date: 3-14-83
Last Revised Date: 1-26-98
Last Reviewed Date: 7-10-23
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 (2013).
Cross Reference 502 Student Rights and Responsibilities
603 Instructional Curriculum
904.5 Distribution of Materials
Original Adopted Date: 4-24-89
Last Revised Date: 11-16-98, 7-21-03, 1-14-13
Last Reviewed Date: 7-10-23
Because of our growing interdependence with other nations in the world, global education is incorporated into the education program for grades pre-school 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, .11A (2013).
281 I.A.C. 12.5(11).
Cross Reference: 602 Curriculum Development
603 Instructional Curriculum
Original Adopted Date: 4-24-89
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
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, .11A (2013).
281 I.A.C. 12.3(6).
Cross Reference: 101 Educational Philosophy of the School District
502 Student Rights and Responsibilities
503 Student Discipline
Original Adopted Date: 8-12-24 Last Revised Date: 8-12-24 Last Reviewed Date: 8-12-24
The district believes in the importance of education to shape the lives of all students. Some students may consider postsecondary education and training beyond their secondary education, and have questions related to the cost of education programs and the future employability of graduates. It is valuable for students who express an interest in postsecondary education to make informed decisions related to their future options.
The district will ensure that students in grades eleven and twelve who express interest in postsecondary education will be provided with basic information to assist in their decision-making. This information includes but may not be limited to:
A link to the annual report published by the State Board of Regents pursuant to Iowa Code 262.9(38); and
a link to the Iowa Student Outcomes internet site maintained by the Department of Education.
If the district employs a college and career transition counselor, this staff member will provide the information to interested students. If the district does not employ this type of counselor, the superintendent will designate a staff member to ensure this information is provided to interested students.
NOTE: This policy is not mandatory, but the second and third paragraphs are legal requirements for school districts.
Legal Reference : Iowa Code § 279
Cross References Code Description
603.07 Career Education
Original Adopted Date: 4-9-18
Last Revised Date:
Last Reviewed Date: 7-10-23
The Mid-Prairie School District recognizes that families with students of compulsory attendance age may select alternative forms of education outside the traditional school setting, including private instruction. The applicable legal requirements for private instruction, including, but not limited to those relating to reporting and evaluations for progress, shall be followed.
Except as otherwise exempted, in the event a child of compulsory attendance age as defined by law does not attend public school or an accredited nonpublic school, the child must receive private instruction. Private instruction means instruction using a plan and a course of study in a setting other than a public or organized accredited nonpublic school.
Private instruction can take the form of competent private instruction and independent private instruction. The Iowa Department of Education recognizes three options for delivery of this form of instruction: two options for delivery of competent private instruction and one option for independent private instruction.
Competent private instruction means private instruction provided on a daily basis for at least one hundred forty-eight days during a school year, to be met by attendance for at least thirty-seven days each school quarter, which results in the student making adequate progress. Competent private instruction is provided by or under the supervision of a licensed practitioner or by other individuals identified in law.
Independent private instruction means instruction that meets the following criteria: (i) is not accredited, (ii) enrolls not more than four unrelated students, (iii) does not charge tuition, fees, or other remuneration for instruction, (iv) provides private or religious-based instruction as its primary purpose, (v) provides enrolled students with instruction in mathematics, reading and language arts, science, and social studies, (vi) provides, upon written request from the superintendent of the school district in which the independent private instruction is provided, or from the director of the department of education, a report identifying the primary instructor, location, name of the authority responsible for the independent private instruction, and the names of the students enrolled, (vii) is not a nonpublic school and does not provide competent private instruction as defined herein, and (viii) is exempt from all state statutes and administrative rules applicable to a school, a school board, or a school district, except as otherwise provided by law.
It is the responsibility of the superintendent to develop administrative regulations regarding this policy.
Legal Reference: Iowa Code §§ 299, 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
Original Adopted Date: 1-26-98
Last Revised Date: 7-21-03, 1-14-13
Last Reviewed Date: 7-10-23
The board's primary responsibility is to ensure successful learning for all students. 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. The Board desires student learning that recognizes students are individuals and learning optimized to meet learning standards.
Legal Reference: Iowa Code §§ 256.11; 279.8, .10, .11; 280.3, .14; 299.1-.6, .11, .15, .24; 299A (2013).
Cross Reference: 604.1 Private Instruction
Original Adopted Date: 4-24-89
Last Revised Date: 11-16-98, 10-8-07
Last Reviewed Date: 7-10-23
The board recognizes some students may benefit from programming beyond the regular education program. The board will identify students with special interests and 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 (2013).
281 I.A.C. 12.5(12); 59.
Cross Reference: 505 Student Scholastic Achievement
604.6 Instruction at a Post-Secondary Educational Institution
Original Adopted Date: 4-24-89
Last Revised Date: 7-21-03, 1-14-13
Last Reviewed Date: 7-10-23
The board recognizes students may require some additional assistance in order to graduate from the education program. The district 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 (2013).
281 I.A.C. 12.5(13); 33; 61; 65.
Cross Reference: 505 Student Scholastic Achievement
607.1 Student Guidance and Counseling Program
Original Adopted Date: 4-24-89
Last Revised Date: 1-26-98, 10-8-07
Last Reviewed Date: 7-10-23
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 the 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.
Legal Reference: U.S. Const. amend. I.
Lee v. Weisman, 112 S.Ct. 2649 (1992).
Lemon v. Kurtzman, 403 U.S. 602 (1971).
Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).
Iowa Code §§ 256.11(6); 279.8 (2013).
Cross Reference: 603 Instructional Curriculum
606.2 School Ceremonies and Observances
Original Adopted Date: 2-12-90
Last Revised Date: 8-24-92, 7-21-03, 7-9-18
Last Reviewed Date: 7-10-23
Students in grades nine through twelve may receive academic or vocational-technical credits that count toward the graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. The student may receive academic or vocational-technical credits through an agreement between a post-secondary educational institution or with the board's approval on a case-by-case basis.
Students in grades nine through twelve who successfully complete courses in post-secondary educational institutions under an agreement between the school district and the post-secondary educational institution will receive academic and vocational-technical credits in accordance with the agreement.
Students wanting to withdraw/drop a concurrent, alternative concurrent or PSEO course must notify the district’s high school contact within the first 14 calendar days of starting the class to avoid any mark on the MPHS/MPHSAP official transcript. Students notifying the school district contact of their intention to withdraw from a class between 15 and 28 calendar days of starting the class will have a non-weighted “W” placed on the MPHS/MPHSAP official transcript. Students notifying the school district contact of their intention to withdraw from a class on the 29th calendar day of starting the class or later will have an “F” placed on the MPHS/MPHSAP official transcript. In addition to any mark placed on the MPHS/MPHSAP official transcript, all students withdrawing from a concurrent, alternative concurrent or PSEO class will be subject to the Iowa Department of Education Scholarship Rule 36.15 (2) for extracurricular activity eligibility.
Students who have completed the eleventh grade but who have not completed the graduation requirements set out by the board may take up to seven semester hours of credit at a post-secondary educational institution during the summer months when school is not in session if the student pays for the courses. Upon successful completion of these summer courses, the students will receive academic or vocational-technical credit toward the graduation requirements set out by the board. Successful completion of the course is determined by the post-secondary educational institution. The board will have complete discretion to determine the academic credit to be awarded to the student for the summer courses.
The following factors are considered in the board's determination of whether a student will receive academic or vocational-technical credit toward the graduation requirements set out by the board for a course at a post-secondary educational institution:
1. the course is taken from a public or accredited private post-secondary educational institution;
2. a comparable course is not offered in the school district. A comparable course is one in which the subject matter or the purposes and objectives
of the course are similar, in the judgment of the board, to a course offered in the school district;
3. the course is in the discipline areas of mathematics, science, social sciences, humanities, vocational-technical education, or a course offered in
the community college career options program;
4. the course is a credit-bearing course that leads to a degree;
5. the course is not religious or sectarian; and
6. the course meets any other requirements set out by the board.
Students in grades eleven and twelve who take courses, other than courses taken under an agreement between the school district and the post-secondary educational institution, are responsible for transportation without reimbursement to and from the location where the course is being offered.
Ninth and tenth-grade talented and gifted students and all students in grades eleven and twelve will be reimbursed for tuition and other costs directly related to the course up to $250. Students who take courses during the summer months when school is not in session are responsible for the costs of attendance for the courses.
Students who fail the course and fail to receive credit will reimburse the school district for all costs directly related to the course. Prior to registering for the course, students under age eighteen will have a parent sign a form indicating that the parent is responsible for the costs of the course should the student fail the course and fail to receive credit for the course. Students who fail the course and fail to receive credit for the course for reasons beyond their control, including, but not limited to, the student's incapacity, death in the family or a move to another district, may not be responsible for the costs of the course. The school board may waive reimbursement of costs to the school district for the previously listed reasons. Students dissatisfied with a school board's decision may appeal to the AEA for a waiver of reimbursement.
The superintendent is responsible for annually notifying students and parents of the opportunity to take courses at post-secondary educational institutions in accordance with this policy. The superintendent will also be responsible for developing the appropriate forms and procedures for implementing this policy.
Legal Reference: Iowa Code §§ 256.11, .11A; 261C; 279.8; 280.3, .14 (2013).
281 I.A.C. 12, 22.
Cross Reference: 505 Student Scholastic Achievement
604.3 Program for Talented and Gifted Students
Original Adopted Date: 8-24-92
Last Revised Date: 11-16-98, 7-21-03
Last Reviewed Date: 7-10-23
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 (2015).
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 Private Instruction
Original Adopted Date: 3-14-83
Last Revised Date: 2-26-96, 7-21-03, 2-26-0
Last Reviewed Date: 7-10-23
Foreign students must meet all district entrance requirements including age, place of residence and immunization. Students who are citizens of a foreign country will be considered residents if they meet one of the following requirements:
The student resides with his/her parents(s) or legal guardian;
The student is in the United States with appropriate documentation (Form I-20) from the United States Department of Justice-Immigration and Naturalization Services; or
The student is a participant in a recognized foreign exchange program and provides the necessary medical history, including proof of
Immunization as required by the school district and is physically able to function in classes.
The Mid-Prairie District recognizes that the promotion of friendship and understanding throughout the world through a greater understanding among people and cultures is an appropriate and worthwhile goal. Most student exchange organizations identify similar goals. The board reserves the right to limit the number of foreign exchange students accepted. The district shall admit foreign exchange students under the following conditions:
The number of foreign exchange students per year shall be limited to no more than three students. Potential foreign exchange students must be sponsored by organizations adhering to nationally recognized standards for exchange student programs. The district reserves the right to provide preference to students sponsored by programs with which it has had successful relationships in the past.
The high school principal may recommend that a regular diploma be awarded if review of the student’s transcript at the end of the year indicates sufficient credits have been earned. Participation in the graduation ceremony will be made on an individual basis by the administration;
An individual from the sponsoring organization shall inform the high school principal by August 1 of the organization’s desire to place a foreign exchange student at Mid-Prairie for the coming school year. By August 1, or as soon after August 1 as possible, information about the specific student shall be submitted to school officials by the sponsoring organization. If deemed necessary by school officials, prior to the start of school, a meeting shall be held between an individual representing the sponsoring organization, a member of the host family, and the appropriate school district representative(s);
School officials, on an individual basis, shall decide if the exchange student’s English language ability is sufficient enough to function in classes.
School officials may deny admission to exchange students deemed not having sufficient English language ability;
In order to be admitted to Mid-Prairie, foreign exchange students must reside with a resident host family or a family that open-enrolls their children to Mid-Prairie.
It shall be the responsibility of the superintendent to develop administrative regulations regarding foreign students including those placed at Mid-Prairie through student exchange programs.
Legal Reference: Iowa Code § 279.8 (2013).
Cross Reference: 501 Student Attendance
507.1 Student Health and Immunization Certificates
Original Adopted Date: 4-24-92
Last Revised Date: 11-16-98
Last Reviewed Date: 7-10-23
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 (2013).
281 I.A.C. 31.
Cross Reference: 504 Student Activities
507 Student Health and Well-Being
604.1 Private Instruction
604.8 Dual Enrollment
Original Adopted Date: 10-8-07
Last Revised Date:
Last Reviewed Date: 7-10-23
The board recognizes that on-line coursework may be a good alternative for students to not only meet graduation requirements but, also have the opportunity to take advanced or other courses not offered by the school district.
High school students may earn a maximum of 10 credits to be applied toward graduation requirements by completing on-line courses offered through agencies approved by the board, such as the Iowa On-Line Learning. Credit from an on-line or virtual course may be earned only in the following circumstances:
The course is not offered at the high school;
Although the course is offered at the high school, the student will not be able to take it due to an unavoidable scheduling conflict that would keep the student from meeting graduation requirements;
The course will serve as a supplement to extend homebound instruction;
The students has been expelled from the regular school setting, but educational services are to be continued; or,
The principal, with agreement from the student's teachers and parents, determines the student requires a differentiated or accelerated learning environment.
Students applying for permission to take a virtual course shall complete prerequisites and provide teacher/counselor recommendations to confirm the student possesses the maturity level needed to function effectively in an on-line learning environment. In addition, the express approval of the principal shall be obtained before a student enrolls in an on-line course. The school must receive an official record of the final grade before credit toward graduation will be recognized.
Provided courses are part of the student’s regular school day coursework and within budgetary parameters, the costs for a virtual course, such as textbooks or school supplies, shall be borne by the parents for students enrolled full-time.
It is the responsibility of the superintendent to develop administrative regulations to implement this policy.
Legal Reference: Iowa Code § 279.8 (2013) 281 I.A.C. 15
Cross Reference: 605.6 Internet Appropriate Use
501.6 Student Transfers In
Original Adopted Date: 8-10-20
Last Revised Date:
Last Reviewed Date: 7-10-23
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
Original Adopted Date: 4-24-89
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
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, other than textbooks, 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.
The board will make the final decision about instructional materials after receiving a recommendation from the superintendent. The superintendent may develop another means for the selection of instructional materials. Instructional materials are reviewed as needed and at least every 7 years.
Education materials given to the school district must meet the criteria established above. The gift must be received in compliance with board policy.
The superintendent will establish additional criteria to guide the selection of instructional materials through administrative regulation, ensuring alignment with educational goals and compliance with laws.
Legal Reference: Iowa Code §§ 279.8; 280.3, .14; 301 (2013).
281 I.A.C. 12.3(12).
Cross Reference: 208 Ad Hoc Committees
505 Student Scholastic Achievement
602 Curriculum Development
605 Instructional Materials
Original Adopted Date: 4-24-89
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
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. The district will publish on the district website a comprehensive list of all books available to students in libraries operated by the school district.
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 (2013).
Cross Reference: 602 Curriculum Development
605 Instructional Materials
901.1 Public Examination of School District Records
Original Adopted Date: 4-24-89
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
Members of the school district community may object to the instructional and library materials utilized in the school district and ask for their use to be reconsidered.
It is the responsibility of the superintendent, in conjunction with the principals, to develop administrative regulations for reconsideration of instructional materials. Information related to the process for reconsideration of instructional and library materials will be made available on the district’s website.
Parents or guardians of students enrolled in the district have the ability to request that their student not be able to access certain instructional material or check out certain library materials.] For purposes of prohibiting access to instructional materials, Iowa law has defined instructional materials to mean either printed or electronic textbooks and related core materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a state educational agency or district for use by students in the student’s classes by the teacher of record. Instructional materials does not include lesson plans.
Legal Reference: Iowa Code §§ 279.8; 280.3, .14; 301 (2013).
281 I.A.C. 12.3(12).
Cross Reference: 215 Public Participation in Board Meetings
402.5 Public Complaints About Employees
602 Curriculum Development
605 Instructional Materials
605.03-R(1) Objection to Instructional and Library Materials-Reconsideration of Instructional Materials Regulation
A. A member of the school district community may raise an objection to instructional materials used in the school district's education program. While the individuals recommending the selection of such material were duly qualified to make the selection and followed the proper procedure and observed the criteria for selecting such material; the district must be ready to acknowledge that an error in selection may have been made despite this process. School employees regularly read great numbers of reviews in the selection process, and occasional errors are possible.
1. The complainant will address the complaint at the lowest organizational level of licensed staff. Often this will be the classroom teacher.
2. The school official or employee receiving a complaint regarding instructional or library materials will try to resolve the issue at the lowest organizational level. The materials generally will remain in use pending the outcome of the reconsideration procedure.
a. The school official or employee initially receiving a complaint will explain to the individual the district's selection procedure, criteria to be met by the instructional materials, and qualifications of those persons selecting the material.
b. The school official or employee initially receiving a complaint will explain to the individual the role of the objected material in the education program, its intended educational purpose, and additional information regarding its use. In the alternative, the employee may refer the individual to the teacher-librarian who can identify and explain the use of the material.
c. The school official or employee receiving the initial complaint will direct the complainant to complete the Request for Reconsideration of Instructional and Library Materials Form, and notify the building level principal of receipt of the complaint within two school days after the reconsideration form is received. Schools officials will offer to assist the complainant in completing the form, but if a complainant refuses to complete the form, the complaint will be deemed invalid and no further action taken.
B. Request for Reconsideration
1. A member of the school district community may formally challenge instructional and library materials on the basis of appropriateness used in the school district's education program. This procedure is for the purpose of considering the opinions of those persons in the school district and the community who are not directly involved in the selection process.
2. Each attendance center and the school district's central administrative office will keep on hand and make available Request for Reconsideration of Instructional and Library Materials Forms.
3. The individual will state the specific reason the instructional or library material is being challenged. The Request for Reconsideration of Instructional and Library Materials Form is signed by the individual and filed with the building-level principal.
4. The building-level principal will promptly file the objection with the Superintendent for re-evaluation.
5. The Superintendent will convene a reconsideration committee within two weeks of receipt of the Reconsideration Form.
6. The committee will make their recommendation to the Superintendent within five school days of meeting.
7. The Superintendent will issue a decision related to the Reconsideration Request Form within 5 school days of receipt of the committee’s recommendation. A copy of the Superintendent’s decision will be provided to the complainant.
8. An appeal of the Superintendent’s decision may be filed with the board secretary within five days of the Superintendent’s decision. The board will determine whether to hear the appeal at the next regular meeting or within 30 days of the Superintendent’s decision, whichever is later. If the board elects to hear the appeal, the board will act to affirm, modify or reverse the decision of the Superintendent. The board’s decision will be communicated to the complainant. The board’s decision will be deemed final.
9. Generally, access to challenged instructional material will not be restricted during the reconsideration process. However, in unusual circumstances, the instructional material may be removed temporarily by following the provisions of Section B.10.d. of this rule.
10. The Reconsideration Committee
a. The reconsideration committee is made up of eight members.
(1) One licensed employee designated annually, as needed, by the superintendent.
(2) One teacher-librarian designated annually by the superintendent.
(3) One member of the administrative team designated annually by the superintendent.
(4) Three members of the community appointed annually, as needed, by the board.
b. The committee will select their chairperson and secretary.
c. The committee will meet at the request of the superintendent.
d. Special meetings may be called by the board to consider temporary removal of materials in unusual circumstances. A recommendation for temporary removal will require a two-thirds vote of the committee.
e. The committee may be subject to applicable open meetings and public records laws. Notice of the committee meeting is made public through appropriate communication methods as required by law.
f. The committee will receive the completed Reconsideration Request Form from the superintendent.
g. The committee will determine its agenda for the meeting which may include the following:
(1) Distribution of copies of the completed Reconsideration Request Form.
(2) An opportunity for the individual or a group spokesperson to talk about or expand on the Reconsideration Request Form.
(3) Distribution of reputable, professionally prepared reviews of the challenged instructional material if available.
(4) Distribution of copies of the challenged instructional material as available.
h. The Committee will determine whether interested persons, including the individual filing the challenge, may have the opportunity to share their views. The committee may request that individuals with special knowledge be present to give information to the committee.
i. The committee's final recommendation may be to take no removal action, to remove the challenged material from the school environment, or to limit the educational use of the challenged material. The sole criterion for the final recommendation is the appropriateness of the material for its intended educational use. The written final recommendation and its justification are forwarded to the superintendent, the complainant and the appropriate attendance centers.
j. The individual filing the challenge is kept informed by the Superintendent of the status of the reconsideration request throughout the reconsideration process. The individual filing the challenge and known interested parties are given appropriate notice of meetings as required by law.
k. Following the superintendent’s decision with respect to the committee's recommendation, the individual may appeal the decision to the board for review.
l. A recommendation to sustain a challenge will not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the material.
m. Requests to reconsider materials which have previously been reconsidered by the committee must receive approval of two-thirds of the committee members before the materials will again be reconsidered.
n. If necessary or appropriate in the judgment of the committee, the committee may consolidate related challenges, or decline to hear multiple challenges to the same materials. Generally, the committee will not hear subsequent challenges to the same materials within the same school year.
Original Adopted Date: 5-10-00
Last Revised Date:
Last Reviewed Date: 7-10-23
The board supports the use of innovative methods and the use of technology in the delivery of the education program. The board encourages employees to investigate economic ways to utilize instructional television, audiovisual materials, computers, and other technological advances 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 (2013).
281 I.A.C. 12.3(12), 12.5(4), .5(10).
Cross Reference: 602 Curriculum Development
605 Instructional Materials
Original Adopted Date: 2-8-88
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
The school district will maintain a media center in each building for use by employees and by students during the school day.
Materials for the centers will be acquired according to board policy, "Instructional Materials Selection." The district shall provide access to all parents and guardians of students enrolled in the district an online catalog of all books available to students in the school libraries. This access will be displayed on the school district’s website. Any challenges to library materials will be handled following the process for handling challenges to instructional and library materials as established in board policy.
It is the responsibility of the principal of the building in which the media center is located to oversee the use of materials in the media center.
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 (2013).
281 I.A.C. 12.3(11), (12).
Cross Reference: 602 Curriculum Development
605 Instructional Materials
Original Adopted Date: 9-9-96
Last Revised Date: 8-26-02, 07-09-12
Last Reviewed Date: 7-10-23
The board is committed to making available to students and staff members access to a wide range of electronic learning facilities, equipment, and software, including computers, computer-like equipment (such as tablets), computer network systems, and the internet. The goal in providing this technology and access is to support the educational objectives and mission of the school district and to promote resource sharing, innovation, problem-solving, and communication. The District’s computers, computer-like equipment, computer network and/or internet connection is not a public access service or a public forum. The District has the right to place reasonable restrictions on the material accessed and/or posted through the use of its computers, computer-like equipment, computer network and/or internet connection.
Access to the District’s computers, computer-like equipment, computer network, and internet shall be available to all students and staff within the District. However, access is a privilege, not a right. Each student and staff member must have a signed acceptable use agreement on file prior to having access to and using the District’s computers, computer-like equipment, computer network and the internet. The amount of time and type of access available for each student and staff member may be limited by the District’s technology and the demands for the use of the District’s technology. Even if students have not been given access to and/or use of the District’s computers, computer-like equipment, computer network and the internet, they may still be exposed to information from the District’s computers, computer-like equipment, computer network and/or the internet in guided curricular activities at the discretion of their teachers.
Every computer and/or computer-like equipment in the District having internet access shall not be operated unless internet access from the computer is subject to a technology protection measure (i.e. filtering software). The technology protection measure employed by the District shall be designed and operated with the intent to ensure that students are not accessing inappropriate sites that have visual depictions that include obscenity, child pornography or are otherwise harmful to minors. The technology protection measure may only be disabled for an adult’s use if such use is for bona fide research or other lawful purposes.
The technology coordinator may close a user account at any time as required and administrators, faculty, and staff may request the technology coordinator to deny, revoke or suspend user accounts. Any user identified as a security risk or having a history of problems with computer systems may be denied access to the District’s computers, the District’s computer-like equipment, the District’s computer network systems and the internet. Students and staff members will be instructed by the District’s technology coordinator or other appropriate personnel on the appropriate use of the District’s computers, computer-like equipment computer network and the internet.
The use of the District’s computers, computer-like equipment, computer network and internet access shall be for educational purposes only. Students and staff members shall only engage in appropriate, ethical, and legal utilization of the District’s computers, computer network systems, and internet access. Student and staff member use of the District’s computers, computer-like equipment, computer network and internet access shall also comply with all District policies and regulations. The following rules provide guidance to students and staff for the appropriate use of the District’s computers, computer-like equipment, computer network and internet access. Inappropriate use and/or access will result in the restriction and/or termination of the privilege of access to and use of the District’s computers, computer-like equipment, computer network and internet access and may result in further discipline for students up to and including expulsion and/or other legal action and may result in further discipline for staff members up to and including termination of employment and/or other legal action. The District’s administration will determine what constitutes inappropriate use and their decision will be final. Inappropriate use of the District’s computers, computer-like equipment, computer network and internet access includes, but is not limited to a violation of the following rules:
-Do not make or disseminate offensive or harassing statements or use offensive or harassing language including disparagement of others based on age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status. Do not swear, use vulgarities or any other inappropriate language. Be polite and follow the same privacy, ethical, educational, and other considerations observed regarding other forms of communication.
-Do not access, create or disseminate any material that is obscene, libelous, indecent, vulgar, profane or lewd; any material regarding products or services that are inappropriate for minors including products or services that the possession and/or use of by minors is prohibited by law; any material that constitutes insulting or fighting words, the very expression of which injures or harasses others; and/or any material that presents a clear and present likelihood that, either because of its content or the manner of distribution, 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 will cause the violation of lawful school regulations.
-Do not disseminate or solicit sexually oriented messages or images.
-Do not transmit your credit card information or other personal identification information, including your home address or telephone number from any District computer without prior permission from the building principal, the superintendent or other appropriate personnel. Do not publish personal or private information about yourself or others on the internet without prior written permission. If any information is to be provided regarding students, it should be limited to the student’s first name and the initial of the student’s last name only. Do not arrange or agree to meet with someone met online.
-Do not use the District’s computers, computer-like equipment and/or computer network systems to participate in illegal activities. Illegal activities include, but are not limited to, gambling, fraud, and pornography.
-Do not subscribe to or access listservs, bulletin boards, online services, e-mail services, social networking sites (i.e., myspace, Facebook,) or other similar services without prior permission from the technology coordinator or other appropriate personnel.
-Do not use, possess or attempt to make or distribute illegal/unauthorized copies of software or other digital media. Illegal/unauthorized software or other digital media means any software or other digital media that has been downloaded or copied or is otherwise in the user’s possession or being used without the appropriate registration and/or license for the software or in violation of any applicable trademarks and/or copyrights, including the payment of any fees to the owner of the software or other digital media.
-Do not alter, modify, corrupt or harm in any way the computer software stored on the District’s computers or computer network systems. Do not install any software on the hard drive of any District computer or on the District’s computer network systems or run any personal software from either floppy disk, CD-ROM, DVD, flash drives or other storage media or alter or modify any data files stored on the District’s computers, computer-like equipment or computer network systems without prior permission and/or supervision from the technology coordinator or other appropriate personnel.
-Do not download any programs or files from the internet without prior permission from the District’s technology coordinator or other appropriate personnel. Any programs or files downloaded from the internet shall be strictly limited only to those that you have received permission from the technology coordinator or other appropriate personnel to download.
-Do not use any encryption software from any access point within the District.
-Do not share a personal user account with anyone. Do not share any personal user account passwords with anyone or leave your account open or unattended.
-Do not access the District’s computers, computer-like equipment or computer network systems or use the District’s internet connection from a non-District computer without prior authorization from the technology coordinator or other appropriate personnel.
-Do not use an instant messenger service or program, internet relay chat or other forms of direct electronic communication or enter a chat room while using the District’s computers, computer-like equipment, computer network systems and/or the District’ internet connection without prior authorization from the technology coordinator or other appropriate personnel.
-Do not disable or circumvent or attempt to disable or circumvent filtering software without prior permission from the District’s technology coordinator or other appropriate personnel.
-Do not play any games or run any programs that are not related to the District’s educational program.
-Do not vandalize the District’s computers, computer-like equipment or its computer network systems. Vandalism is defined as any attempt to harm, modify, deface or destroy physical computer equipment, computer-like equipment or the computer network and any attempt to harm or destroy data stored on the District’s computer equipment, computer-like equipment or the computer network or the data of another user. All users are expected to immediately report any problems or vandalism of computer equipment to the administration, the technology coordinator or the instructor responsible for the equipment.
-Do not commit or attempt to commit any act that disrupts the operation of the District’s computers, computer-like equipment or computer network systems or any network connected to the internet, including the use or attempted use or possession of computer viruses or worms or participation in hacking or other unlawful/inappropriate activities on line. Users must report any security breaches or system misuse to the administration or technology coordinator. Do not demonstrate any security or other network problems to other users; give your password to another user for any reason; and/or use another individual's account. Do not attempt to log on to any device as a system administrator.
-Do not use the network in such a way that you would disrupt the use of the network by other users or would waste system resources (e.g. listening to internet radio, printing web pages without prior permission from the technology coordinator or other appropriate personnel, staying on the network longer than is necessary to obtain needed information).
-Do not use the District’s computers, computer-like equipment and/or computer network systems for any commercial or for-profit purposes, personal or private business, (including but not limited to shopping or job searching), product advertisement or political lobbying.
-Do not use the District’s computers, computer-like equipment, computer network systems and/or the internet to access, download, transmit, and/or disseminate any material in violation of any federal or state law, copyrighted material, obscene material, hate literature, material protected by trade secret, computer viruses and/or worms, offensive material, spam e-mails, any threatening or harassing materials, and/or any material that will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities. If a user encounters potentially inappropriate information, the user shall immediately terminate contact with such information and notify the technology coordinator or other appropriate personnel of the contact with inappropriate information.
-Do not plagiarize information accessed through the District’s computer; computer-like equipment, computer network systems and/or the internet. Students and staff shall obtain permission from appropriate parties prior to using copyrighted material that is accessed through the District’s computer, computer network systems, and/or the internet.
The District will, within the curriculum currently being offered, include age-appropriate content related to children’s use of the internet. This may include anti-bullying and harassment considerations, social networking considerations and other considerations involving internet usage.
Although reasonable efforts will be made to make sure students will be under supervision while on the network, it is not possible to constantly monitor individual students and what they are accessing on the network. Some students may encounter information that may not be of educational value and/or may be inappropriate. If a student encounters such information, the student should terminate access to the information immediately and notify supervisory personnel or other appropriate personnel of what occurred.
Students will be able to access the District’s computers, computer-like equipment and computer network systems, including use of the internet, through their teachers and/or other appropriate supervisors. Individual electronic mail addresses will be issued to students. Students will not be allowed to use e-mail except under very specific, limited educational circumstances. If a student has an electronic mail address that has been set up outside of school, the student may be permitted to access that e-mail account or use that address to send and receive mail at school.
Parents will be required to sign a permission form to allow their students to access the District’s computers, computer-like equipment, computer network systems and the internet. Students and staff members will sign a form acknowledging they have read and understand the District’s policies and regulations regarding appropriate use of the District’s computers, computer-like equipment, computer network systems and the internet; that they will comply with the policies and regulations; and understand the consequences for violation of the policy or regulations. Prior to publishing any student work and/or pictures on the internet, the District will obtain permission from the student’s parents to do so.
The District has the right, but not the duty, to monitor any and all aspects of its computers, computer-like equipment, computer network systems and internet access including, but not limited to, monitoring sites students and staff visit on the internet and reviewing e-mail. The administration and the technology coordinator shall have both the authority and right to examine all computer and computer-like equipment and internet activity including any logs, data, e-mail, computer disks and/or other computer related records of any user of the system. Student use of e-mail is limited to District and educational purposes only. Staff email use that is not district and educationally related is restricted to lunch and break time. Students and staff waive any right to privacy in anything they create, store, send, disseminate or receive on the District’s computers, computer-like equipment and computer network systems, including the internet.
No warranties, expressed or implied, are made by the District for the computer technology and internet access being provided. Although the District has taken measures to implement and maintain protection against the presence of computer viruses, spyware, and malware on the District’s computers, computer network systems, and internet access, the District cannot and does not warranty or represent that the District’s computers, computer-like equipment, computer network systems or internet access will be secure and free of computer viruses, spyware or malware at all times. The District, including its officers and employees, will not be responsible for any damages including, but not limited to, the loss of data, delays, non-deliveries, misdeliveries or service interruptions caused by negligence or omission. Individual users are solely responsible for making backup copies of their data. The District is not responsible for the accuracy of information users access on the internet and is not responsible for any unauthorized charges students or staff members may incur as a result of their use of the District’s computers, computer-like equipment, computer network systems, and/or internet access. Any risk and/or damages resulting from information obtained from the District’s computers, computer-like equipment, computer network systems, and/or internet access is assumed by and is the responsibility of the user.
Students, parents, and staff members may be asked from time to time to sign a new consent and/or acceptable use agreement to reflect changes and/or developments in the law or technology. When students, parents, and staff members are presented with new consent and/or acceptable use agreements to sign, these agreements must be signed for students and/or staff to continue to have access to and use of the District’s computers, computer-like equipment, computer network systems, and the internet.
The interpretation, application, and modification of this policy are within the sole discretion of the school district. Any questions or issues regarding this policy should be directed to the Superintendent, any building principal or the technology coordinator. The board will review and update this policy as necessary. The district will maintain this policy at least five (5) years after the termination of funding pursuant to the Children’s Internet Protection Act (CIPA) or E-rate.
Legal References: Iowa Code § 279.8 (2013).
Cross References: 502 Student Rights and Responsibilities
506 Student Records
605.5 Media Centers
Original Adopted Date: 7-9-12
Last Revised Date:
Last Reviewed Date: 7-10-23
The purpose of this policy is to provide a safe environment for students through the use of technology protection measures (i.e. filtering software) to enhance education in the school district.
The internet is an ever expanding resource that adds large quantities of content on a daily basis. However, some of the content is inappropriate for student use and may even be harmful to students' health, safety and welfare. Therefore, the school district has determined that it will establish this policy to limit student access to certain undesirable topics, including but not limited to, information and images that are obscene, constitute child pornography or are otherwise harmful to minors. Since it is not feasible for the school district to continually monitor the content of the internet, the school district will employ technology protection measures in the form of internet filtering software in an attempt to block access to these types of harmful and inappropriate materials.
The school district’s implementation of internet filtering software does not guarantee that students will be prevented from accessing materials that may be considered inappropriate and/or harmful. However, it is a meaningful effort on the part of the school district to prevent students from accessing inappropriate and/or harmful materials on the internet. The school district makes no guarantee that the filtering software will be available at all times or that the filtering software will block all inappropriate and/or harmful material.
If there is an accessible Uniform Resource Locator [URL] that may be inappropriate, students, staff, and parents may request a review by designated district personnel, by completing an Add URL to Blocked Status Form. Upon review, the technology coordinator or other appropriate personnel will make a determination about blocking access to that site. If there is an educationally valuable URL that is blocked, students, staff, and parents may fill out the Remove URL from Blocked Status Form. The technology coordinator or other appropriate personnel will review the request and make a determination about unblocking the site.
Staff members may request that the internet filtering software be disabled for bona fide research or other lawful purposes. A Bona Fide Research Form will need to be filled out and reviewed by the technology coordinator or other appropriate personnel before the internet filtering software is disabled.
Legal References: Iowa Code § 279.8 (2013)
Cross Reference: 605.6 Appropriate Use of Internet
Original Adopted Date: 4-9-18
Last Revised Date:
Last Reviewed Date: 7-10-23
In order for students to experience a diverse curriculum, the board encourages employees to supplement their regular curricular materials with other resources. In so doing, the board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for plagiarism, unauthorized copying or using of media, including, but not limited to, print, electronic and web-based materials, unless the copying or using conforms to the "fair use" doctrine. Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research providing that all fair use guidelines are met.
While the school district encourages employees to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of employees to abide by the school district's copying procedures and obey the requirements of the law. In no circumstances shall it be necessary for school district staff to violate copyright requirements in order to perform their duties properly. The school district will not be responsible for any violations of the copyright law by employees or students. Violation of the copyright law by employees may result in discipline up to, and including, termination. Violation of the copyright law by students may result in discipline, up to and including, suspension or expulsion.
Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the school district received permission to perform a copyrighted work does not mean outsiders can copy it and re-play it. Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure the copyright law is followed. The school district is not responsible for outsiders violating the copyright law or this policy.
Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with the school district's procedures or is permissible under the law should contact the building principal or librarian who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.
It is the responsibility of the superintendent, in conjunction with the principal, to develop administrative regulations regarding this policy.
Legal References: 17 U.S.C. § 101 et al. (2012)
281 I.A.C. 12.3(12).
Cross References: 605.6 Internet Appropriate Use
Original Adopted Date: 8-28-89
Last Revised Date: 2-24-97
Last Reviewed Date: 7-10-23
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 (2013).
Cross Reference: 606.6 Insufficient Classroom Space
Original Adopted Date: 2-8-99
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
The school district will continue school ceremonies and observances which have become a tradition and a custom of the education program. These include, but are not limited to, reciting the Pledge of Allegiance and observance of holidays by programs and performances. Such ceremonies or observances will have a secular purpose and will not advocate or sponsor a particular religion.
The district will provide and maintain a suitable flagstaff at each school site and raise the Iowa and United States flags each school day as weather conditions permit. The district will display the United States flag and administer the Pledge of Allegiance in each 1st through 12th-grade classroom on school days.
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.
Lee v. Weisman, 112 S.Ct. 2649 (1992).
Lemon v. Kurtzman, 403 U.S. 602 (1971).
Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).
Iowa Code § 279.8 (2013).
Cross Reference: 603 Instructional Curriculum
604.5 Religious-Based Exclusion From A School Program
Original Adopted Date: 2-8-99
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
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 is not intended to address the use of service animals, assistive animals, therapy animals or emotional support animals on District property.
Legal Reference: Iowa Code § 279.8 (2013).
Cross Reference: 507 Student Health and Well-Being
Original Adopted Date: 2-8-99
Last Revised Date: 7-21-03
Last Reviewed Date: 7-10-23
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 (2013).
Cross Reference: 408.2 Licensed Employee Publication or Creation of Materials
Original Adopted Date: 3-13-83
Last Revised Date: 4-24-89, 4-13-92, 2-8-99, 7-21-03
Last Reviewed Date: 7-10-23
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 will be notified for field trips and excursions outside the state. Superintendent approval will be required for field trips and excursions which involve unusual length or expense.
Field trips and excursions are to be arranged with the principal well in advance. A detailed schedule and budget must be submitted by the employee. The school district will be responsible for obtaining a substitute teacher if one is needed. Following field trips and excursions, the teacher may be required to submit a written summary of the event.
Legal Reference: 390 C.F.R. Pt. 390.3(f) (2012).
Iowa Code § 279.8 (2013).
281 I.A.C. 43.9.
Cross Reference: 503.1 Student Conduct
503.4 Good Conduct Rule
603 Instructional Curriculum
711 Transportation
Original Adopted Date: 2-23-97
Last Revised Date: 7-10-23
Last Reviewed Date: 7-10-23
It is the goal of the district to create learning environments that encourage the growth and development of each student. Providing classrooms with an appropriate student-teacher ratio is central to achieving this goal. Insufficient classroom space exists when conditions in the district adversely affect the implementation of the district’s goals and its educational program.
Insufficient classroom space is determined on a case-by-case basis.
In making its determination whether insufficient classroom space exists, the board may consider several factors, including but not limited to, the nature of the education program, the grade level, the available licensed employees, the instructional method, the physical space, student-teacher ratios, equipment and materials, facilities either being planned or under construction, facilities planned to be closed, financial condition of the school district and projected to be available, a sharing agreement in force or planned, a bargaining agreement in force, laws or rules governing special education class size, board-adopted school district goals and objectives, and other factors considered relevant by the board.
This policy is reviewed by the board annually. It is the responsibility of the superintendent to bring this policy to the attention of the board each year.
|
Legal Reference: |
Iowa Code § 282.18(13). 281 I.A.C. 17.6(3).
|
Original Adopted Date: 8-8-16
Last Revised Date:
Last Reviewed Date: 7-10-23
The Mid-Prairie Community School District believes that therapy dogs can be a vital resource in district schools and classrooms and their use will be encouraged.
Professional School Therapy Dogs certified with their handlers as Certified Assistance Dog Teams provide emotional and physical support in the educational setting. These highly trained dogs model good behavior, tolerance, and acceptance. All Certified Assistance Dog Teams in the Mid-Prairie Community School District (MPCSD) work to support and positively influence both student achievement and student well being.
Professional Therapy Dogs are trained and tested to provide specific physical or therapeutic functions under the direction and control of a qualified handler who works with the dog as a team, and as a part of the handler’s occupation or profession.
The MPCSD retains ownership of the therapy dog until such services of the therapy dog are no longer needed or when the therapy dog retires from duty.
The daily care health management plan must be managed by the Handler and follow the guidelines recommended by CARES Inc. in Concordia, Kansas. Daily care includes the following: nutritional needs including pet food and water; grooming; and provisions for exercising the animal.
1. The Handler must provide a record of annual vaccinations received by the dog and signed by the primary veterinarian; these health records should be kept on file in the school building and in the MPCSD Central Office.
2. The therapy dog shall be given a comprehensive wormer or fecal check for worms annually.
3. The dog shall be checked for external parasite control.
4. The Handler shall give preventive parasite (fleas and ticks) control and heartworm medication year-round. Annual tests shall be given for heartworm.
5. The therapy dog shall be groomed and bathed regularly as well as regular brushing of the dog’s teeth, regular nail trimming, and cleaning/checks of the dog’s ears.
The scheduling of therapy dog services will be coordinated with the Handler and/or the following staff: Behavior Interventionist(s), Classroom Teacher(s), Counselor(s), and/or Building Principal.
The Mid-Prairie Community School District will pay for all expenses in obtaining a therapy dog.
Therapy dog guidelines and procedures will be reviewed at least annually with all staff and students. Public and staff concerns about the use of therapy dogs shall be directed to the building administrator. A school district canine oversight committee may be established to assist with concerns. The oversight committee purpose is to provide general assistance with questions and answers pertinent to the use of therapy dogs; review therapy dog policies, procedures, and guidelines as needed; and educate the school community regarding the use of and value of therapy dogs in the school setting. This committee’s members may include therapy dog handler(s), school counselors, teachers, parents, building administrator(s), a veterinarian, and/or service dog trainers.
The Handler can submit veterinary expenditures and pet food receipts for a total amount up to $1,500.00 per year. Any amount over $1,500.00 shall require district preapproval.
The School Board shall determine a specific therapy dog’s future should that therapy dog’s Handler leave district employment before the therapy dog retires. Options include the following: district maintains possession, Handler possession with full or partial replacement costs paid to district, or Handler possession with no payment to the district. The school board, with superintendent recommendation, shall consider, but not be limited to, the following factors: age of therapy dog, estimated years of useful service until retirement, health of therapy dog, original costs of therapy dog, and therapy dog replacement costs.
Legal Reference:
Cross Reference:
Original Adopted Date: 11-11-19
Last Revised Date:
Last Reviewed Date: 7-10-23
For the purposes of this policy, “District premises” refers to school buildings, vehicles, and all other District property. The District shall comply with all state and federal laws, regulations, and rules regarding the use and presence of animals by staff or students with a disability under appropriate circumstances.
District owned therapy dogs are covered under School Board Policy #606.7. This policy applies to service dogs needed by students, employees, or visitors to Mid-Prairie facilities. MPCSD shall comply with all state and federal laws, regulations, and rules regarding the use of service animals by disabled staff or students under appropriate circumstances. The District shall not be responsible to provide a service animal for any student or employee, nor shall the District be responsible to care for any service animal, except as required by law and this policy.
For the purposes of this policy, the term “service animal” includes any dog or miniature horse that is individually trained to do work or perform tasks for the benefit of an individual with a disability, as defined by the Americans with Disabilities Act (ADA) including, but not limited to, guiding individuals with impaired vision, alerting individuals with impaired hearing to intruders or sounds, providing minimal protection or rescue work, pulling a wheelchair, or fetching dropped items. The work or task that a service animal has been trained to provide must be directly related to the person’s disability. “Service animals” are working animals, not pets. The definition does not include wild animals, farm animals and rodents, or animals whose sole function is to provide emotional support, comfort, therapy, companionship, therapeutic benefits, or to promote emotional well-being.
Service animals must be current on all required vaccinations.
Service animals also must be under control while on district grounds.
The animal may be under control by either the individual with a disability, or a handler of the service or assistive animal. Under control means harnessed, leashed or tethered, unless these devices interfere with the animal’s work, in which case under voice or other directive control.
While on District property, the owner must have the means to remove any waste left by the animal.
The owner is responsible for immediate repair and cleanup of incidental damage caused by the animal (including digging damage). Cleanup and repairs should be thorough enough to not add additional work for the District staff, or inconvenience for members of the community or visitors.
PROCEDURES/REQUIREMENTS
Use of service animals by staff or students with a qualifying disability is subject to the following procedures and requirements:
The parent/guardian of a student with a disability must submit a request for the use of a service animal to their building principal. Any request for the use of a service animal must identify if the service animal is required because of a disability and the work or task the animal has been trained to perform. Information about the nature or extent of the disability is not required.
Requests for the use of service animals on District property must be made, whenever possible, no less than three (3) weeks prior to the proposed use of the service animal. Under no circumstances may a service animal be on District property on a regular basis without prior approval under this policy. Student requests shall be reviewed by the building principal, in consultation with the Director of Special Education. Employee requests shall be reviewed by the Superintendent.
The owner of any service animal allowed onto District property shall be responsible to properly ensure that the animal is properly licensed pursuant to regular local animal control laws and ordinances and that the animal has received all vaccinations required by law.
The use of a service animal on District premises may be subject to a plan designed to introduce the service animal to the school environment, any appropriate training for staff and students regarding interaction with the service animal, and other activities or conditions deemed necessary by the District. However, an individual with a disability who uses a service animal will not be restricted from entry onto District premises prior to completion of any training/familiarization deemed appropriate.
Service animals must be under the control of their handlers at all times. Service animals must wear proper identification and always be on a leash or other form of restraint mechanism, unless the handler is unable because of a disability to use a harness, leash, or other tether, or the use of such mechanism would interfere with the service animal’s safe, effective performance of work or tasks, in which case the service animal must otherwise be under the handler’s control (voice control, signals, or other effective means).
It is the responsibility of the student, or if the student is unable, the student's parent/guardian or designee, or staff person who uses a service animal pursuant to this policy to be the animal's handler. Each school building or other District property where a service animal is regularly present will have a designated animal waste area. The handler of any service animal must direct the animal to utilize the designated animal waste area and must properly dispose of any fecal matter.
Service Animals will be allowed in MPCSD transportation vehicles only when the service animal is under the control of a properly trained handler at all times, including entering and exiting the vehicle.
The District retains discretion to exclude or remove a service animal from its property if:
The animal is out of control and the animal’s handler does not take effective action to control the animal’s behavior.
The animal is not housebroken.
The animal’s presence or behavior fundamentally interferes in the functions of the District.
The animal poses a direct threat to the health or safety of others that cannot be eliminated by reasonable modifications.
In addition, in the case of a service animal that is a miniature horse, the District retains discretion to exclude or remove any service animal from its property based upon:
The type, size, and weight of the miniature horse and whether the facility where the miniature horse will be used can accommodate the miniature horse
Whether the handler has sufficient control of the miniature horse.
A student who uses a service animal on MPCSD property and the student’s parent/guardian, or a District employee who uses a service animal on District property, shall be liable for any damage to District's real or personal property, or another student’s or employee’s personal property, and for any injuries to individuals caused by the person’s service animal. A student who uses a
service animal on District property and the student’s parent/guardian, a MPCSD employee who uses a service animal on District property, or a person who is a designated handler of a service animal on behalf of another, will hold MPCSD harmless and indemnify MPCSD from any damages or injuries to the service animal, the student or employee who uses the service animal, or the handler of the service animal, as a result of the person’s use or participation in the use of the service animal.
Legal Reference:
Cross Reference:
GUIDELINES FOR THE USE OF PROFESSIONAL THERAPY DOGS BY SCHOOL EMPLOYEES
The Role and Purpose of Certified Assistance Dog Teams in MPCSD
Professional School Therapy Dogs certified with their owners/handlers as Certified Assistance Dog Teams provide emotional and physical support in the educational setting. These highly trained dogs model good behavior, tolerance, and acceptance. All Certified Assistance Dog Teams in the Mid-Prairie Community School District work to support and positively influence student achievement.
Professional Therapy Dogs - definition
Professional therapy dogs are dogs trained and tested to provide specific physical or therapeutic functions under the direction and control of a qualified handler who works with the dog as a team, and as a part of the handler’s occupation or profession.
A professional therapy dog has been temperament tested by a trainer affiliated with an organization recognized as qualified to do temperament testing.
Professional therapy dogs have passed a Public Access Test administered by a trainer/evaluator recognized by Mid-Prairie Community School District for this purpose.
Professional therapy dogs are owned by a professional educator in the Mid-Prairie Community School District who wishes to use a professional therapy dog to augment his/her educational program.
Professional Therapy Dogs may be used in the school setting on a regular basis when the following documentation is in place:
Administrative Approval
Review of Professional School Therapy Dog Guidelines and Procedures:
1) Professional Therapy Dog guidelines and procedures will be reviewed annually with all staff and students at the start of the academic year.
Review of guidelines and procedures will take place as needed (determined by the administrator and dog owner/handler) throughout the year.
Pet Visitation Dogs – definition
A pet visitation dog is a dog owned by a volunteer or student who is NOT employed by the Mid-Prairie Community School District, but who has received registration and/or recognition for volunteer pet visitation.
These dogs are NOT considered to be Professional Therapy Dogs.
For a dog to be used on a volunteer basis, these guidelines must be followed:
The following documents must be kept on file in the Superintendent’s office and the building(s) in which the pet visitation dog is used.
Current certification /registration from the therapy dog organization doing the evaluation and testing.
Current veterinary records of worming schedules and annual vaccinations for five-way Parvo and bordatella as well as rabies vaccinations every three years.
Proof of insurance
The privilege to bring the dog into the school setting may be terminated should the handler or dog behave in a way deemed unprofessional or unsafe.
When an educator uses a professional therapy dog according to the above guidelines, the educator will be covered by their private insurance policy (minimum $1 million liability coverage).
Such dogs, with their handlers, perform such functions in institutional settings, community-based group settings, or when providing services to specific persons who have disabilities.
Professional therapy dogs in the MPCSD are family pets that have been certified as pet therapy animals.(See section II, “Pet Visitation”)
All costs are the responsibility of the owner and if the owner leaves the district, the dog will go with them.
See attached Therapy Dog Handler Ethics.
See attached documentation requirements (checklist of information) for Certified Assistance Dog Teams in the MPCSD.
The use of the animal or animals must be approved by the administrator(s) of the building(s) in which the Professional Therapy Dog’s handler works.
Health Records and Hygiene/Animal Care
The owner/handler must provide a record of annual vaccinations received by the dog and signed by a veterinarian; these health records should be kept on file in the school building and in the Superintendent’s office.
The dog should receive a bordatella vaccination annually; rabies vaccinations and five-way parvo/distemper (DHPP) shall be updated every three years. Please note: dogs less than one year of age or receiving their rabies and parvo vaccinations for the first time shall receive a follow-up vaccine in one year, with vaccinations every three years thereafter.
The dog should be given a comprehensive wormer or fecal check for worms annually.
The dog should be checked for external parasite control.
All owners will give preventive parasite (fleas and ticks) control and heartworm medication year-round. Annual tests for heartworm are recommended. Please note: Frontline Plus is recommended by the veterinarian – this is due to its non-toxic nature, which is important in a school environment.
The dog should be groomed and bathed regularly. For dogs in a working environment, monthly to bi-monthly baths are recommended as is daily brushing. (Good judgment should be used based on the dog’s hair, skin, and dander concerns.)The owner/handler must also ensure proper health care through regular (several times weekly) brushing of the dog’s teeth, regular nail trimming as needed, and weekly cleaning/checks of the dog’s ears.
A copy of the Public Access Test certificate of completion should be kept on file in the school building and in the Superintendent’s office.
Records of advanced obedience, agility, or other training may be kept updated in the employee’s file.
The handler of the dog must be an employee of MPCSD, the dog and handler MUST be certified under the Professional Therapy Dog guidelines listed above.
All animals will be approved on a case-by-case basis.
Original Adopted Date: 2-8-99
Last Revised Date: 1-14-13
Last Reviewed Date: 7-10-23
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 preschool 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.
Legal Reference: Iowa Code § 280.14; 622.10 (2013).
281 I.A.C. 12.3(11).
Cross Reference: 506 Student Records
603 Instructional Curriculum
604.4 Program for At-Risk Students
Original Adopted Date: 3-13-83
Last Revised Date: 7-10-23
Last Reviewed Date: 8-12-24
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.
Except in emergent care situations or child abuse assessments, the district will not administer invasive physical examinations or health screenings of a student that are not required by state or federal law without first obtaining the written consent of the student’s parent or guardian.
Emergent care situation means a sudden or unforeseen occurrence of onset of a medical or behavioral condition that could result in serious injury or harm to a student or others in the event immediate medical attention is not provided. Emergent care situation includes the need to screen a student or others for symptoms or exposures during an outbreak or public health event of concern as designated by the department of public health.
Invasive physical examination means any medical examination that involves the exposure of private body parts or any act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision or scoliosis screening.
Student health screening means an intentionally planned, periodic process to identify if students may be at risk for a health concern and to determine if a referral for an in-depth assessment is needed to consider appropriate health services. Student health screening does not include an episodic, individual screening done in accordance with professional licensed practice.
The superintendent, in conjunction with the school nurse and appropriate school personnel, 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: No Child Left Behind, Title II, Sec. 1061, P.L. 107-110 (2002).
42 U.S.C. §§ 12101 et seq. (2012).
20 U.S.C. 1232g § 1400 6301 et seq. (2012).
29 U.S.C. § 794(a)(2012)
28 C.F.R. 35
34 C.F.R. pt. 99, 104, 200, 300 et seq. (2012)
Iowa Code §§ 22.7, 139A.3. .8, .21; 143.1, 152, 256.7(24), .11, 280.23 (2013).
281 I.A.C. 12.3(4), (7), (11); 12.4(12); 12.8; 41.405.
282 I.A.C. 15.3(14); 22.
641 I.A.C. 7.
655 I.A.C. 6, 6.3(1), 6.3(6), 6.6(1), 7.
Cross Reference: 501.4 Entrance - Admissions
507 Student Health and Well-Being
The goals and objectives of the school district are designed to achieve the mission statement of the school district. Short-term and long-term objectives for the education program will be reviewed annually by the board. These objectives will reflect the results of the needs assessment, recommendations from the superintendent, changes in law, and any other relevant factors. Annually, the board will report regarding the progress toward the achievement of the goals and objectives of the education program.