Code No. 601.1

SCHOOL CALENDAR

The school calendar will accommodate the education program of the school district.  The school calendar is for a minimum of 1080 hours and includes, but is not limited to, the days for student instruction, staff development, in-service days and teacher conferences. Each year the minimum school calendar may include up to 5 days or 30 hours of instruction delivered primarily over the internet.

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, 299.1 (2), 281 I.A.C. 12.1(7); 41.106.
 

Cross Reference: 501.3 Compulsory Attendance

601.2 School Day

603.3 Special Education

Approved 03/17/1989

Reviewed 08/15/2023

Revised: 08/15/2023

School day

Code No. 601.2

The student school day for grades one through twelve will consist of a minimum of six (6) hours, not including the lunch period. The school day consists of the schedule of class instruction and class activities as established and sponsored by the school district. Time during which students are released from school for parent/teacher conferences may be counted as part of the student’s instructional time. The minimum school day 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 (30) 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. Parent-teacher conference time is included in the total of instructional hours for the day, week, and calendar total hours or days. Schedule revisions and changes in time allotments will be made by the superintendent.

When the school is forced to close due to weather or other emergencies that part of the day during which school was in session will constitute a school day if the calendar is based on 180 instructional days. If the calendar is based on hours, the hours during which school was in session prior to the closure will count toward the 1,080 total hours in the school calendar. 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. The provision of special education and accommodations for students who have individualized education programs (IEPs) or Section 504 plans during periods of closure will be determined by each respective IEP or Section 504 team.  

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

Legal Reference:          34 C.F.R. sec. 300

                                    28 C.F.R. pt. 35

                                    Iowa Code § 256.7 (3) (21) (32), 279.8, .10.

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

Approved 03/17/1989

Reviewed 11/21/2022

Revised 11/21/2022

The school shall be organized into levels of instruction as follows:

            1.         Elementary schools:  the elementary school may consist of  pre-kindergarten, kindergarten, and grades one through six.

            2.         Junior High schools - Middle schools:  these schools shall consist of grades seven through eight.

            3.         Senior High schools:  the senior high schools shall consist of grades nine through twelve.

Legal Reference:  Iowa Code  Section 279.11; 280.14
                                      Iowa Administrative Code:  3.2 (1) through 3.2 (8)

Adopted:               03/03/1986
Reviewed:             12/10/2019

Because the Board recognizes the importance of staff development, there will be designated days for staff development during the school year.

In development of the school calendar, the Administration with input from the professional teaching staff will designate the in-service days in a manner which will best serve the district instructional staff needs.

Where the school district bargains collectively with an approved employee organization, the number of in-service days is a mandatory item for negotiations.

Legal Reference:  Iowa Code Section 272.3.
                                      Iowa Administrative Code 3.7 (1-2).

Cross Reference:  405.6 Professional Credit Programs and In-Service for Certified Personnel.

Adopted:               03/03/1986
Reviewed:             12/10/2019

Code No.  602.1

CURRICULUM DEVELOPMENT

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

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 the curriculum development process 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 or each content area related to curriculum development activities, and to develop administrative regulations for curriculum development including recommendations to the board.

Legal Reference:          20 U.S.C. § 1232h.

                                    34 C.F.R. Pt. 98.

                                    Iowa Code §§ 216.9; 256.7; 279.8; .74; 280.3.

                                    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

                                    604.10  Online Courses

                                    605      Instructional Materials

Approved: 05/15/2000               Reviewed: 11/21/2022              Revised: 11/21/2022

Curriculum Implementation

Code No. 602.2

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 feedback focused on the most powerful instructional strategies to deliver the content at the classroom level.

The superintendent shall be responsible for curriculum implementation and for determining the most effective way of providing organized assistance and monitoring the level of implementation.  A curriculum framework shall 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.  (See Policy 605.1 and 605.1-R.);
• 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
• Involve staff, parents, students, and community members in curriculum implementation decisions.
• Ensure the curriculum framework complies with applicable laws.
• Provide professional development to staff to support effective curriculum implementation.

It shall be 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 (1994).

                                34 C.F.R. pt. 98 (1996).

                                Iowa Code §§ 216.9 256.7, 279.8, 280.3-.14 (1999).

                                281 I.A.C. 12.8 (1)(c)(1).

Adopted:               05/15/2000

Reviewed:             11/21/2022

Revised:                11/21/2022

Curriculum Evaluation

Code No. 602.3

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 standard-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.

• Ensure curriculum complies with applicable laws.

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

Legal Reference: 20 U.S.C. § 1232h

                        34 C.F.R. pt. 98Iowa Code §§ 216.9;, 256.7;, 279.8; .74; 280.3.

                        281 I.A.C.  12.8.

Cross Reference: 101 Educational Philosophy of the School District

                        103  Long-Range Needs Assessment

                        505  Student Scholastic Achievement

                        602  Curriculum Development

                        603  Instructional Curriculum

Adopted:               05/15/2000

Reviewed              11/21/2022

Revised:                11/21/2022

The administration of the Edgewood-Colesburg Community School District will develop and conduct a one-year and five year graduate survey.  This survey will provide the district with additional information in its ongoing process of collecting, analyzing, and interpreting data for curriculum evaluation and evaluation of instructional practices.

Identified school personnel will contact all graduates one year after graduation.   The survey will consist of an interview with the student or parent/guardian to gather essential information concerning the students post secondary status and evaluation of their high school educational program.  This survey will be used to benchmark the students post secondary status longitudinally at the five-year follow-up.

The five-year graduate survey will be used to collect data on the students intended outcome.  This data most accurately reflects the student’s true transition status.

Graduate survey data will be shared with the School Board annually.

A copy of the survey is available at the high school office.

Adopted:         08/20/2007
Reviewed:       12/10/2019

Administrative rules and regulations enacted to implement board policies on student affairs and educational programs shall be contained in a student handbook.  The rules and regulations shall note the code number of the board policy from which they derive their authority.  The text of the student handbook shall be included as an exhibit to the board policy manual.

It shall be the responsibility of the Superintendent, and those administrators selected by the superintendent, to prepare and enact the administrative rules and regulations of the student handbook in conformance with board policy.

Legal Reference:  Iowa Code §§ 279.8, .20 (1989)

Cross Reference:  Review of Administrative Regulations
                                      Administrative Team
                                      Development and Enforcement of Administrative Regulations
                                      Monitoring of Administrative Regulations

Adopted:               07/17/1989
Reviewed:             12/10/2019

Code No.  603.1

BASIC INSTRUCTION PROGRAM

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

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

The basic instruction program of students enrolled in grades one through six will include English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, 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 including instruction related to civics, mathematics, science, health, human growth and development, family and consumer, career, technology education, physical education, 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 nine through twelve will include English-language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), financial literacy (1/2 unit)  vocational education (12 units) and computer science (1/2 unit).

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

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

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

Legal Reference:             20 U.S.C. § 1232h.

                                      34 C.F.R. Pt. 98.

                                      Iowa Code §§ 216.9; 256.11; 279.8; 280.3-.14.

                                      281 I.A.C. 12.5; .11.

Cross Reference:             102                                      Equal Educational Opportunity

                                      102.R1                                      Equal Educational Opportunity-Grievance Procedure

                                      102.E1                                      Equal Educational Opportunity-Annual Notice of Nondiscrimination

                                      102.E2                                      Equal Educational Opportunity-Continuous Notice of Nondiscrimination

                                      102.E3                                      Equal Educational Opportunity-Notice of Section 504 Student & Parental                                                                             Rights

                                    102.E4  Equal Educational Opportunity-Discrimination Complaint Form

                                    102.E5  Equal Educational Opportunity-Witness Disclosure Form

                                      103                                      Long-Range Needs Assessment

                                      103.R1                                      Long-Range Needs Assessment-Regulation

                                      903.2                                      Community Resource Persons & Volunteers

Approved: 12/10/2019                           Reviewed: 08/12/2024                                                            Revised: 08/12/2024

The Edgewood-Colesburg 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:

• • Beginning in the summer of 2017, the district shall offer, unless a waiver from this requirement is granted by the Iowa Department of Education, an intensive summer literacy program for students assessed as exhibiting a substantial deficiency in reading. The applicable legal requirements for the intensive summer literacy program, including, but not limited to those relating to criteria and notification, shall be followed.
• • 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.

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

Legal Reference:  Iowa Code §§ 279.8; 280.3; 282.6.
                                      281 I.A.C. 41.106.

Cross Reference:  410.2   Summer School Licensed Employees
                                      505.2   Student Promotion – Retention – Acceleration
                                       603      Instructional Curriculum
                                      711.4   Summer School Transportation

Approved: 03/31/1986                         
Reviewed: 12/10/2019                         
Revised: 12/10/2019

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

Special education students are required to meet the requirements listed for special education students in board policy 505.5 and 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.
                                      34 C.F.R. Pt. 300 et seq.
                                      Iowa Code §§ 256.11(7); 256B; 273.1, .2, .5, .9(2)-(3); 280.8.
                                      281 I.A.C. 41.109; 41.404

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

Adopted:               03/03/1986
Reviewed:             12/10/2019
Revised:                02/19/2001

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

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

Legal Reference:  Iowa Code §§ 216.9; 256.11 (2007).
                                      281 I.A.C. 12.5(8).

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

Adopted:         06/08/1967
Reviewed:       12/10/2019
Revised:          11/15/2010

Code No. 603.5

Health Education

Students in grade levels one through twelve will receive, as part of their health education, instruction about personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; human growth and development; substance abuse and non-use, including the effects of alcohol, tobacco, drugs and poisons on the human body; human sexuality; self-esteem; stress management; interpersonal relationships; emotional and social health; health resources; prevention and control of disease; and communicable diseases.  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; .80; 280.3-.14.

281 I.A.C. 12.5.
 

Cross Reference: 502 Student Rights and Responsibilities

603 Instructional Curriculum

607 Instructional Services

Adopted: 11/15/1999

Reviewed: 08/15/2023

Revised: 08/15/2023

PHYSICAL EDUCATION

Code No.  603.6

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

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

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

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

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

• 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 (1997).

                                                281 I.A.C. 12.5

Cross Reference: 504 Student Activities

                                603 Instructional Curriculum

Adopted:               11/15/1999
Reviewed:             12/19/2022

Revised:                 12/19/2022

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

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

Legal Reference:  Iowa Code §§ 256.11, 280.9 (1989)
                                      670 Iowa Administration Code 3.5 (9)
                                      281 Iowa administration Code 12.5 (7) (new standards)

Cross Reference:  Instructional Curriculum

Adopted:               03/03/1986
Reviewed:             12/10/2019

Since the contribution of religions to civilization is one of the crucial keys to understanding human history and development, the study of religious history and traditions should be part of the school curriculum, and can play a vital role in enhancing and understanding among people of different religious background and beliefs.  Such study should give neither preferential nor derogatory treatment to any single religion or to religion in general, and should not be introduced or utilized for devotional purposes.  Furthermore, no religious belief or non-belief should be promoted by the school district or its employees.

Criteria used to guide academic inquiry in the study of religion should seek the same objectivity and educational effectiveness expected in other areas of the curriculum.  In addition, materials and activities should be sensitive to America’s pluralistic society and should educate rather than indoctrinate.  All instructional and other school-sponsored activities should meet the three-part test established by the Supreme Court to determine constitutionality:  (1) the activity must have a secular purpose; (2) the activity’s principle or primary effect must be one that neither advances or inhibits religion; and (3) the activity must not foster an excessive governmental entanglement with religion.

Written guidelines should be provided for use in planning and conducting studies and activities that have a relationship to religion.  The guidelines should be general enough to allow flexibility, yet specific enough to encourage consistency.

Adopted:               03/30/1986
Reviewed:             12/10/2019

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

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

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

Legal Reference:  Iowa Code §§ 279.8; 280.3, .6 ( 1997)

Cross Reference:  Students Rights and Responsibilities
                                      Instructional Curriculum
                                      Distribution of Materials

Adopted:               11/15/1999
Reviewed:             12/10/2019

Because of our growing interdependence with other nations in the world, global education shall be incorporated into the education program for grades kindergarten through twelve so students have the opportunity to acquire a perspective on world issues, problems, and prospects for an awareness of the relationship between an individual’s self-interest and the concerns of people elsewhere in the world.  Global education, in the education program is the lifelong growth in understanding, through study and participation, of the world community and the interdependency of its people and systems--social, cultural, racial, economic, linguistic, technological, and ecological.

Legal Reference:  Iowa Code §§256
                                      281 Iowa Administrative Code 12.5 (11) (new standards)

Cross Reference:  Career Education
                                      Curriculum Development

Adopted:               07/17/1989
Reviewed:             12/10/2019
Revised:                                ????????

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

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

Legal Reference:  Iowa Code §§ 256.11,
                                     281 I.A.C. 12.3 (8)

Cross Reference:  Educational Philosophy of the School District
                                     Students Rights and Responsibilities
                                     Student Discipline

Adopted:               11/15/1999
Reviewed:             12/10/2019
Revised:                ??????????????

Code No.  603.12

POSTSECONDARY EDUCATION TRAINING

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.

Legal Reference: Iowa Code §§ 279

Cross Reference: 603.7   Career Education

Approved: 08/12/2024                          

Reviewed:                                           

Revised:

The Board of Directors of the district recognizes that the general objectives of post-high school and adult education programs are the same as those of other levels of public education:  preparing individuals for democratic citizenship, providing individuals with means for economic improvement and cultural development, and enriching of the personal lives of all who participate.

The post-high school and adult education programs shall be administered by the administrative staff of the school system.

The physical facilities of the school district shall be made available for use in these programs when there is no conflict with regular school activities.

Legal Reference:  Iowa Code Chapter 276; 288.1

Cross Reference:  Community Education
                                      Use of School Facilities, and Sub Codes

Adopted:               03/03/1986
Reviewed:             12/10/2019

Because it recognizes that learning is a life-long activity, the Board of Directors supports the concept of community education.  Because school facilities belong to the people, they will be made available whenever they are not being used for the district’s regular program-day and night, year-round, including weekends and during school vacation-for educational, recreational, cultural, and other community services and programs for all age, ethnic, and socioeconomic groups residing in the community.

Legal Reference:  Iowa Code Chapter 276

Cross Reference:  Adult Education
                                      Use of School Facilities, and Sub Codes

Adopted:               03/03/1986
Reviewed:            12/10/2019

Code No. 604.1

PRIVATE INSTRUCTION

The Edgewood-Colesburg 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 either 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, by or under supervision of a licensed practitioner which results in the student making adequate progress; or private instruction provided by a parent, guardian, or legal custodian.   

Independent private instruction means private 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

Adopted:               11/15/1999

Reviewed:             12/19/2022

Revised:                12/19/2022

Code No. 604.2

INDIVIDUALIZED INSTRUCTION

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

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

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

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

Cross References:         501.12  Pregnant Students

                                    604.01  Competent Private Instruction

Adopted:   06/26/2023      

Reviewed:           

Revised:              

The board recognizes some students require qualitative differentiated programming beyond the regular education program.  The board shall identify students with special abilities and provide educational programming.

It shall be the responsibility of the superintendent to develop a talented and gifted program. 

It shall also be the responsibility of the superintendent to develop administrative regulations for identifying students, for programs evaluation, and for training of school district personnel.

The following elements will be considered in developing our Talented and Gifted program:

            1)         Providing a learning environment that will permit and encourage capable students to develop their individual potential while interacting with intellectual peers;

            2)         Establishing a climate that values and enhances intellectual ability, talent, creativity, and decision-making;

            3)         Encouraging capable students in developing and using abilities for self-appraisal, recognition of personal talents/interests, and setting short and long-term goals;

            4)         Assisting capable students in acquiring a sense of social responsibility in developing and using their special abilities;

            5)         Enhancing the development of leadership skills, social awareness, and personal responsibility;

            6)         Providing opportunities for and developing skills in independent study, self-directed learning and research;

            7)         Providing linkages between meaningful tasks/class assignments and independent study/research;

            8)         Providing instruction in problem solving and critical thinking skills;

            9)         Encouraging the development of and providing opportunities for using higher level thinking skills;

          10)         Encouraging creative thinking and expression in a variety of communication skills; and

          11)         Providing for aesthetic awareness and the ability for self-expression through artistic means.

          12)        The post-secondary enrollment option authorized in Iowa Code 261C and the Department of Education rules.

Legal Reference:  Iowa Code §§ 256.11, 261C, 442.31-.36 ( 1989)
                                  670 Iowa Administration Code 56
                                  281  Iowa Administration Code 12.5 (12) (new standards)

Cross Reference:  Student Scholastic Achievement

Adopted:               07/17/1989
Reviewed:             01/20/2020

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

It shall be the responsibility of the superintendent to develop a program for students at risk.

It shall also be the responsibility of the superintendent to develop administrative regulations for identifying students, for program evaluation, and for the training of school district personnel.

In development of the program, the following elements will be considered:

            1)  develop a competency in basic skills;

            2)  assuring new learning opportunities;

            3)  offering counseling to a wide variety of social and personal problems;

            4)  involving the members of the school district community;

            5)  stimulating interest in learning; and

            6)  assuring flexibility of physical facilities, programs, schedules, and resources, both human and material.

Legal Reference:  Iowa Code §§ 256.9, 261C, 262.71, 280.19, 442.51-.54 ( 1989)

Cross Reference:  Student Scholastic Achievement
                                      Student Guidance and Counseling Program

Adopted:               07/17/1989
Reviewed:             01/15/2020

Parents who wish to have their child excluded from a school program because of religious beliefs must inform the superintendent.  The board authorizes the administration to allow the exclusion if it is not disruptive to the education program and it does not infringe on a compelling state or educational interest.  Further, the exclusion must not interfere with other school district operations.

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

                        •  The notice shall be in writing;

                        •  The objection shall be based on religious beliefs;

                        •  The objection shall state which activities or studies violate their religious beliefs;

                        •  The objection shall state why these activities or studies violate their religious beliefs; and

                        •  The objection shall state a proposed alternate activity or study.

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

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

Legal Reference:  U.S. Const. Amend. I.
                                      Lee vs. Weisman, 112 S. Ct. 2649 (1992).
                                      Lemon vs. Kurtzman, 403 U.S. 602 (1971).
                                      Graham vs. Central C.S.D. of Decatur County, 608 F.Supp. 531
                                      (S.D. Iowa 1985).
                                      Iowa Code §§ 256.11 (6); 279.8 (1997).

Cross Reference:  Instructional Curriculum
                                  School Ceremonies and Observances

Adopted:               11/15/1999
Reviewed:             01/20/2020

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

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

Legal References:         Iowa Code §§ 256.7; 11; 258; 261E; 279.61, 280.3, 280.14

281 I.A.C. 12 and 22

Cross References:         505       Student Scholastic Achievement

                                    604.3    Program for Talented and Gifted Students

Adopted:           07/17/1989

Reviewed:        06/26/2023

Revised:           06/26/2023

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

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

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

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

NOTE:  This policy reflects Iowa's dual enrollment law.

Legal Reference:  Iowa Code §§ 279.8, 299A (2013).
                                      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
                                      604.9   Home School Assistance Program

Approved:             01/15/2020
Reviewed:            
Revised:

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

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

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

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

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

Legal Reference:  Iowa Code § 279.8 (1997)

Cross Reference:  Student Attendance
                                      Student Health and Immunization Certificate

Adopted:               11/15/1999
Reviewed:             01/15/2020

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 shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.

Legal Reference:  Iowa Code §§ 279.8; 299A (1997).
                                      281 I.A.C. 31.

Cross Reference:  Student Activities
                                      Student Health and Well-Being
                                      Competent private Instruction
                                      Dual Enrollment

Adopted:               11/15/1999
Reviewed:             01/15/2020

The board recognizes that online 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.

Credit from an online 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 virtual educational setting will be more conducive to the students’ individual learning needs:
• 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 student has been given a long-term suspension 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 an online course shall complete prerequisites and provide teacher/counselor recommendations to confirm the student possesses the maturity level needed to function effectively in the online learning environment.  In addition, the express approval of the principal shall be obtained before a student enrolls in an online course. The school must receive an official record of the student’s final percentage score and suggested grade before credit toward graduation will be recognized.

Provided online courses are part of the student’s regular school day coursework and within budgetary parameters, the tuition costs for online courses shall be borne by the school district during the fall and spring semesters, but may be passed on to the parent/guardian during the summer semester.  Any additional costs, such as textbook rentals or school supplies, shall be borne by the Edgewood Colesburg CSD for online health consortium classes and by the parent for all other online courses for students enrolled full-time.

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

Legal Reference:  Iowa Code § 256.9(56); 279.8
                                      281 I.A.C. 15

Cross Reference:  605.6   Internet Appropriate Use
                                      501.6   Student Transfers In

Approved: 01/15/2020                         
Reviewed:
Revised:

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

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

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

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

Legal Reference:  20 U.S.C. §1232g; 34 C.F.R. Part 99
                                      47 U.S.C. §254
                                      20 U.S.C. §6777
                                      Iowa Code §§ 715C

Cross Reference:  104       Anti-Bullying/Anti-Harassment
                                      401.13   Staff Technology Use/Social Networking
                                      506.1     Student Records
                                      605.4     Technology in the Classroom
                                      605.6   Internet Appropriate Use
                                      501.6   Student Transfers In

Approved: 11/16/2020
Reviewed
Revised

Code No. 605.1

INSTRUCTIONAL MATERIALS SELECTION

The board has sole discretion to approve instructional materials for the school district.  The board delegates this authority to licensed employees to determine which instructional materials, other than textbooks, will be utilized by the school district.  The Superintendent will provide licensed employees necessary training to ensure selected instructional materials comply with applicable laws.  All instructional materials are available for review upon request and subject to all applicable laws.

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

In the case of textbooks, the board will make the final decision after receiving a recommendation from the superintendent.  The criteria stated above for selection of other instructional materials will apply to the selection of textbooks.  The superintendent may develop another means for the selection of textbooks. 

Education materials gifted 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; 279.74; 280.3, 14; 301.

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

Cross Reference:           208       Ad Hoc Committees

                                    208.E1  Ad Hoc Committees-Exhibit

Adopted:              03/03/1989

Reviewed:            11/21/2022

Revised:

Code No.  605.2

INSTRUCTIONAL AND LIBRARY MATERIALS INSPECTION AND DISPLAY

Parents and other members of the school district community may view the instructional and library 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.  

Instructional and library materials may be viewed on school district premises.  
 

The district will publish on the district’s 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.

NOTE:  The federally funded program portion of this policy reflects federal law on the subject of parental rights to inspect instructional materials.  

NOTE:  The publication requirement listed is a legal requirement.  Until July 1, 2025, if districts do not currently use electronic library catalogs, the district may request a waiver from the Department of Education from this requirement. 

Legal Reference: Goals 2000:  Educate America Act, Pub. L. No. 103-227, 108 Stat. 125 (1994). 

Iowa Code §§ 279.8, .74; 280.3, .14; 301.

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

Cross Reference: 602 Curriculum Development

                               605 Instructional Materials

                             901 Public Examination of School District Records

Approved: 03/03/1989

Reviewed: 08/15/2023

Revised: 08/15/2023

Technology and Instructional Materials

Code No. 605.4

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

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

Legal Reference: Iowa Code §§ 256.17, 279.8, 282.14 (1989)

                                670 Iowa Administrative Code 3.5 (21) .5(10)

                                281 Iowa Administrative Code 12.5  (10) (new standards)

Cross Reference: 602 Instructional Materials

                                605 Curriculum Development

Adopted:               03/03/1986

Reviewed:             11/21/2022

Revised:                11/21/2022

School Library

Code No. 605.5

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

Materials for the libraries will be acquired consistent with all applicable laws and 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 school library is located to oversee the use of materials in the library.

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

Legal Reference: Iowa Code §§ 256.7(24); 256.11(9); 279.8, .50; 280.6; .14; 301.

281 I.A.C. 12.3(11), (12).
 

Cross Reference: 602 Curriculum Development

                               605 Instructional Materials

Adopted: 11/15/1999

Reviewed: 08/15/2023

Revised: 08/15/2023

Code No. 605.6

INTERNET–APPROPRIATE USE

The district recognizes the importance of developing students into agile learners who are capable of addressing the complex needs of our future workforce. For this reason, the district has prioritized making available technology and programs that teach students to embrace modern technology and tools while fostering a secure learning environment for students to the extent reasonable. Because technology is a vital part of the school district curriculum, the Internet will be made available to employees and students.  Appropriate and equitable use of the Internet will allow employees and students to access resources unavailable through traditional means.

Students will be able to access the Internet through their teachers.  Individual student accounts and electronic mail addresses may be issued to students.  Students may be permitted to use district issued email addresses and internet-based collaboration software to send and receive messages at school.

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

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

• • The standards and acceptable use of Internet services as set forth in this policy and regulation;
  • Student safety with regards to:
    • safety on the Internet;
    • appropriate behavior while on online, on social networking Web sites, and
    • in chat rooms; and
    • cyber bullying awareness and response.
  • Compliance with the E-rate requirements on the Children’s Internet Protection Act

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

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

Legal References:         47 C.F.R 54.520

Iowa Code § 279.8
 

Cross References:                            104        Anti-Bullying/Harassment

502        Student Rights and Responsibilities
506        Student Records

605.5     Media Centers

Adopted:              05/20/2002

Revised:               04/22/2024

Reviewed:            04/22/2024

Code No. 605.7R1

USE OF INFORMATION RESOURCES REGULATION

Employees and students may make copies of copyrighted materials that fall within the following guidelines. Where there is reason to believe the material to be copied does not fall within these guidelines, prior permission shall be obtained from the publisher or producer with the assistance of the [principal, teacher, librarian, teacher-librarian – choose all that apply or add others].  Employees and students who fail to follow this procedure may be held personally liable for copyright infringement and may be subject to discipline by the board.

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

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

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

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

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

Authorized Reproduction and Use of Copyrighted Material Reminders:

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

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

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

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

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

• A chapter from a book; 

• An article from a newspaper or periodical; 

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

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

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

• Brevity

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

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

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

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

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

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

Copying Limitations 

Circumstances will arise when employees are uncertain whether or not copying is prohibited.  In those circumstances, the, [principal, teacher, librarian or teacher-librarian – choose all that apply or add others] should be contacted.  The following prohibitions have been expressly stated in federal guidelines: 

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

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

• Employees shall not: 

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

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

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

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

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

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

Authorized Reproduction and Use of Copyrighted Materials in the Library

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

• An unpublished work in its collection; 

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

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

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

Authorized Reproduction and Use of Copyrighted Music or Dramatic Works

Teachers may:

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

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

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

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

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

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

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

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

• The performance is not for a commercial purpose; 

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

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

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

Recording of Copyrighted Programs 

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

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

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

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

Authorized Reproduction and Use of Copyrighted Computer Software

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

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

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

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

• A copy of the software license agreement shall be retained by the, [board secretary, technology director, librarian or teacher-librarian - choose all that apply or add others]; and,

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

Fair Use Guidelines for Educational Multimedia

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

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

• In face-to-face instruction;

• In demonstrations and presentations, including conferences;

• In assignments to students;

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

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

• In their personal portfolios.

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

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

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

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

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

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

• Illustrations, cartoons and photographs: No more that five images by an artist, and no more than ten percent or fifteen images whichever is less from a collective work;

• Numerical data sets: Up to ten percent or 2,500 field or cell entries, whichever is less;

Fair use does not include posting a student or teacher’s work on the Internet if it includes portions of copyrighted materials.  Permission to copy shall be obtained from the original copyright holder(s) before such projects are placed online.  The opening screen of such presentations shall include notice that permission was granted and materials are restricted from further use.
 

Notices – Before including this section, make sure employees are ready to comply with it and notices are posted.

The [superintendent, principal, teacher, librarian, teacher-librarian, choose all that apply or add others] is responsible for ensuring that appropriate warning devices are posted.  The warnings are to educate and warn individuals using school district equipment of the copyright law.  Warning notices must be posted:

• On or near copiers;

• On forms used to request copying services;

• On video recorders;

• On computers; and, 

• At the library and other places where interlibrary loan orders for copies of materials are accepted.

Adopted: 08/15/2023

Reviewed:

Revised:

The size of each class shall depend upon the type of instruction needed to assist each student to develop his/her academic and occupational capacities to the utmost.  Effective use of staff shall also be considered in organizing and scheduling classroom instruction.  The administrators of each school shall determine class size for each school unit, within the general policy established for class size by the Board of Education.

Class size for special education students is established by state statute and AEA (Area Education Agency) guidelines.

The superintendent of school and his/her administrative staff are instructed to investigate new approaches and techniques for organizing and scheduling classroom instruction.

Adopted:               03/03/1989
Reviewed:             01/15/2020

Code No. 606.2

SCHOOL CEREMONIES AND OBSERVANCES

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

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 1^st through 12^th 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; 280.5

Cross Reference:          603      Instructional Curriculum

                                    604.5   Religious-Based Exclusion From A School Program

Approved   12/19/2022                          

Reviewed  12/19/2022                           

Revised 12/19/2022

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

Cross Reference:  105      Assistance Animals
                                      507      Student Health and Well-Being

Adopted: 09/17/2018
Reviewed: 01/15/2020                         
Revised:

The Board of Directors recognizes that a properly planned, well-conducted, and carefully supervised field trip is a vital part of the curriculum of any classroom.  As such, student trips of significant educational value are to be encouraged.

Field trips shall have the prior approval of the building principal.  Advance consent of the students’ parents or guardians is required for any excursion involving the use of public or private transportation.  When the district provides transportation, the cost must be deducted from the yearly transportations costs.

Field trips outside the state must have the approval of the superintendent or his/her designated representative.

Excursions outside the United States must have the recommendation of the administration and the approval of the Board of Directors.

Legal Reference:  Iowa Administrative Code 22.9 (285)

Adopted:               03/03/1989
Reviewed:             01/15/2020

Insufficient Classroom Space-Code No. 606.6