The Board of Directors recognizes its obligation and duty to provide an educational program equally available to all young people of the school district.  The Board of Directors believes that all children should have the opportunity to be educated to the full extent of their abilities, aptitudes, capabilities, and interests through a program that recognizes and provides for the individual differences of all children of the school district.  Innovation and change, based upon thorough research, study, deliberation, and evaluation shall be encouraged.

The curriculum content and instructional materials utilized shall reflect the diversity present in the United States and the variety of careers, roles, and life styles in our society.  The curriculum should foster respect and appreciation for the diversity found in our country and an awareness of the contributions that members of various minorities have contributed to the overall growth and development of the United States.

Approved:  October 19, 1998

Revised/Reviewed:   February 27, 2023

The school calendar shall accommodate the education program of the school district. The school calendar shall be for a minimum of 1080 hours and include, but not be limited to, the hours 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 be for a minimum of one-thousand eighty hours in the school calendar. The academic school year for students may not begin prior to August 23rd.  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 30 hours of instruction after the school district requirements for graduation have been met. The board may also excuse graduating seniors from making up hours missed due to inclement weather if the student has met the school district's graduation requirements.

It shall be the responsibility of the superintendent to develop the school calendar for recommendation, approval, and adoption by the board annually.  The board may amend the official school calendar when the board considers the change to be in the best interests of the school district's education program.

The board shall hold a public hearing prior to adoption or amendment of the school calendar.

Approved: November 25, 2019

Revised/Reviewed: April 22, 2024

The school year shall accommodate the education program of the school district.  The school calendar shall be for a minimum of one hundred ninety-one (191) days and include, but not be limited to, the days for student instruction, staff development, in-service days and teacher conferences.

The student school year for grades one through twelve may consist of one of the following: (1) a minimum of one hundred eighty (180) days with each day having a minimum of six (6) hours of instruction or (2) one thousand eighty hours (1,080) of instruction.  Lunch periods will not count as part of instructional time.  Time during which students are released from school for parent/teacher conferences and passing time will be counted as part of instructional time.

If the school district chooses a minimum one hundred eighty (180) day school year, the school district may also record a day of school with less than the minimum of six (6) hours of instruction if the total hours of instructional time for grades one through twelve for 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 professional instructional staff or because parent-teacher conferences have been scheduled beyond the regular school day.  If the total hours of instructional time for the first four consecutive days equal at least thirty (30) hours because parent-teacher conferences have been scheduled beyond the regular school day, the school district may record zero hours of instructional time on the fifth consecutive school day as a school day.

The academic school year for students may not begin prior to August 23 unless a waiver is obtained from the Iowa Department of Education.  Employees may be required to report to work at the school district prior to this date.

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

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

It shall be the responsibility of the superintendent to develop the school calendar for recommendation, approval, and adoption by the board annually.  The board may amend the official school calendar when the board considers the change to be in the best interests of the school district’s education program.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

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

The school district may also record a day of school with less than the minimum instructional hours if the total hours of instructional time for grades one through twelve in any five (5)  consecutive school days equals a minimum of twenty-seven and one-half (27.5) hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the instructional staff or parent-teacher conferences have been scheduled beyond the regular school day.  If the total hours of instructional time for the first four (4) consecutive days equal at least twenty-seven and one-half (27.5) hours because parent-teacher conferences have been scheduled beyond the regular school day, the school district may record zero hours of instructional time on the fifth consecutive school day as a school day.

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.

Schedule revisions and changes in time allotments will be made by the superintendent. 

The superintendent has the authority to determine which continuous remote learning opportunities are appropriate in accordance with the district’s Return to Learn Plan as approved by the Department of Education. The superintendent shall consult with the Iowa Department of Public Health, the Madison County Department of Public Health, Iowa Department of Education and Center for Disease Control guidance, and may take additional precautions to keep staff and students as safe as reasonably possible. Instructional time shall be consistent with the district’s approved Return to Learn plan for students, classrooms, attendance centers or the district as a whole when engaged in a method of continuous remote learning.

It shall be the responsibility of the superintendent to inform the board annually of the length of the school day.  If a parent or guardian of a student notifies the district in writing that the student, student’s immediate family member or primary caretaker has a significant health condition that increases the risk of COVID-19, documented by their doctor, the superintendent shall make reasonable accommodation, on a case-by-case basis, for the student to attend school through remote learning as detailed in the Return to Learn plan.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

          1.     Elementary Schools:  The elementary school shall consist of grades PK-4.

          2.     Middle Schools:  The middle school shall consist of grades 5-8.

          3.     High School:  The senior high school shall consist of grades 9-12.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

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

•           Focuses attention on the content standards of each discipline and ensures the identified learnings are rigorous, challenging, and represent the most important learnings for our students.

•           Increases the probability that students will acquire the desired knowledge, skills and dispositions and that our school will be successful in providing appropriate learning experiences.

•           Facilitates communication and coordination.

•           Improves classroom instruction.

The superintendent shall be responsible for curriculum development and for determining the most effective method of conducting research and design activities.  A curriculum framework shall describe the processes and procedures that will be followed in researching, designing, and articulating each curriculum area.

In making recommendations to the board, the superintendent shall propose a framework which will, at a minimum, describe the processes and procedures for the curriculum development activities that will:

•           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 integration of local, state, and/or federal mandates (MCNS, school-to-work, etc.);

•           Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level.

It is the responsibility of the superintendent to keep the board apprised of 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.

Approved: September 18, 2000

Revised/Reviewed:   February 27, 2023

Curriculum of the district must be approved by the board. The board shall consider the changes to existing curriculum or the introduction of new curriculum that is recommended by the superintendent or by a committee established for the purpose of making a recommendation to the board on curriculum.

The board may authorize the use of curriculum guides when it adopts curriculum. Such guides will be used when, in the opinion of the superintendent, they will be of assistance to the instructional program and will provide a consistent approach in the instructional program.

Approved: September 29, 2015

Revised/Reviewed: February 27, 2023

The school district's curriculum implementation plan shall contain a framework that describes 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.

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

•           Understanding the conceptual framework of the content/discipline being implemented; and, 

•           Organized assistance to understand the theory, observe exemplary demonstrations, have opportunities to practice, and receive coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level. 

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

•           Study and identify the best instructional practices and materials to deliver the content; 

•           Describe procedures for the purchase of instructional materials and resources;

•           Identify/develop exemplars that demonstrate the learning behaviors, teaching, and learning environment to deliver the content;

•           Study the current status of instruction in the content area (how teachers are teaching); 

•           Compare the desired and present delivery system, identify differences (gap analysis), and develop a plan for addressing the differences; 

•           Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps); 

•           Provide ongoing professional development related to instructional strategies and materials that focus on theory, demonstration, practice and feedback; 

•           Regularly monitor and assess the level of implementation;  

•           Communicate with internal and external publics regarding curriculum implementation; and

•           Involve staff, parents, students, and community members in curriculum implementation decisions.

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

Approved:  September 18, 2000

Revised/Reviewed:  February 27, 2023

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

The superintendent shall be 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 shall 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 (databased 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-

It shall be 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.

Approved: September 18, 2000

Revised/Reviewed:  February 27, 2023

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

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

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

Approved:  October 19, 1998

Revised/Reviewed: February 27, 2023

The superintendent of schools for the District or the superintendent’s designee shall have the authority to close schools because of extreme weather or other emergency conditions for the length of time the conditions exist. The superintendent shall make provisions to publicly announce such closings via available mass communication media as soon as possible after the decision to close.

Every reasonable effort shall be made to have students attend the total amount of school days or hours annually as specified by statute, state departmental rules, the district’s Return to Learn plan and local school board policy.

Approved:  March 28, 2016

Revised/Reviewed: February 27, 2023

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

The basic instruction program of students enrolled in grades one through six shall include English-language arts, reading, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, character education and visual art.

The basic instruction program of students enrolled in grades seven and eight shall include English-language arts, social studies, mathematics, science, health, human growth and development, family consumer education, career education, technology education, physical education, music, character education and visual art.

The basic instruction program of students enrolled in grades nine through twelve shall include character education, English-language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (2 units), fine arts (3 units), foreign language (4 units), and vocational education (12 units).  Specific courses shall include instruction in the subjects for college preparatory, comprehensive, and vocational training approved annually by the board.

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

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

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

The school district’s summer school program shall be conducted in such buildings, on such grade levels, for such lengths of time as the board, upon the recommendation of the superintendent, may determine.  The summer school program exists to provide an extension of the school programs and philosophies.  Toward this end the following objectives are strived for throughout the program.  The summer school program shall be designed so that the following purposes or objectives may be met:

1. Diversity in learning by offering a variety of courses through various methods and innovations designed to broaden student knowledge and understanding;
2. Enrichment and extension of the program provided during the regular academic year designed to raise individual student achievement;
3. Remedial work designed to raise individual student achievement consistent with the PASS program.
4. Driver education.
5. Special education extended year program.

Approved:  October 19, 1998

Revised/Reviewed: February 27, 2023

The education program of the Interstate 35 Community School District revolves around a philosophy of equal educational opportunities and non-discrimination in educational programs and activities.  The educational objectives outlined in the Board’s policies are the means whereby the District shall achieve its philosophy.  Students will have an equal opportunity for a quality education without discrimination, regardless of their sex, race, color, national origin, religion, creed, age (except for permitting/prohibiting students to engage in certain activities), marital/parental status, sexual orientation, gender identity, genetic information, disability or socioeconomic status.

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, American Indians, European-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.

It shall be the responsibility of the various curriculum development committees and the educational equity/equal employment opportunity/affirmative action coordinator to ensure that relevant and responsive educational opportunities are provided to students.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

The Board of Directors of the district recognizes that the general objectives of continuing educational programs shall be the same as those of other levels of education.  These general objectives include the preparation of individuals for democratic citizenship, providing individuals with means for economic improvement and cultural development, and the enrichment of the personal lives of all the participating individuals.

The continuing educational programs shall be coordinated through the administrative staff of the school district.  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.

Approved:  October 19, 1998

Revised/Reviewed:   February 27, 2023

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

The school district, through its educational philosophy and the adoption of instructional goals, provides educational opportunities that will enable every student to develop to their full potential by:

1. Ensuring that instruction is relevant to real-life concerns of students.
2. Providing all opportunities to explore the knowledge, skills, technical requirements, working conditions, and political and social environments and responsibilities of the career fields that are open to them.
3. Providing guidance services adequate to ensure that every student gains expert help in assessing his/her personal interests, aptitudes, and abilities, in making career choices, and in planning an appropriate educational program.
4. Providing a pre-kindergarten through grade twelve curriculum that incorporates the total concept of career education and will allow all students to prepare for the occupational fields of their choice by acquiring knowledge and skills that will help them to:
   1. obtain entry-level employment in jobs not requiring advance training, and
   2. continue education and training in post-high school institutions or in business and industry.

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

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

Students may be excused from physical education courses if the student presents a written statement from a doctor stating that such activities could be injurious to the health of the student or the student has been exempted because of a conflict with the student’s religious beliefs.  Parents of students requesting such exemption should file a written request that shall include the basis for the request (e.g. verified health concerns and/or a religious conflict) and a proposed alternate activity or study acceptable to the superintendent.  The superintendent shall have the final authority to determine the alternate activity or study.

Students in grades nine through twelve may also be excused from physical education courses if the student has obtained a physical education waiver for a quarter, semester or trimester because the student is actively involved in an athletic program; or if the student is enrolled in academic courses not otherwise available.  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.

Approved:  October 19, 1998

Revised/Reviewed:   February 27, 2023

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

The purpose of the health education program is to help each student protect, improve and maintain physical, emotional and social well-being.  The health/human growth and development instruction shall be research-based, which means that the curriculum is verified or supported by the weight of the research conducted in compliance with accepted scientific professional organizations and agencies with relevant expertise in the field.

The areas stated above shall be included in health education and the instruction shall be adapted at each grade level to aid understanding by the students.  Elementary parents shall be notified annually in written form of the general dates of instruction in human growth and development.

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

Approved:  October 19, 1998

Revised/Reviewed:   February 27, 2023

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

The historical and contemporary significance of religious holidays may be included in the program of education provided that such instruction is presented in an unbiased and objective manner; has a secular purpose; is not intended to advance or inhibit religion; is not preferential or derogatory towards any particular religion(s), and does not foster an excessive government entanglement with religion.

The selection of holidays to be recognized or studied shall take into account major celebrations of several world religions, not just those of a single religion.  Holiday-related activities shall be educationally sound and sensitive to religious differences and shall be selected carefully to avoid the excessive or unproductive use of school time.  Teachers shall be especially discriminating in planning activities that are to take place immediately preceding or on a religious holiday.

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

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

Expressions of belief or non-belief initiated by individual students shall be permitted in composition, art forms, music, speech, and debate.  However, teachers may not require projects or activities which are indoctrinational or force students to contradict their personal religious beliefs or non-beliefs.  In instances where many students might naturally choose to make a religious expression, alternate activities shall be offered.

Approved:  October 19, 1998

Revised/Reviewed:   February 27, 2023

A “controversial issue” is defined as an area of significant academic inquiry about which substantial segments of the citizens of this community, state, or nation hold sincere, conflicting points of view.

It is the belief of this school board that controversial issues should be fairly presented in a spirit of honest academic freedom.   To that end, individual students may recognize the validity of other points of view.  Students will be encouraged to formulate their own opinions based upon dispassionate, objective, unbiased study and discussion of the factual bases underlying the controversy.

It shall be the responsibility of the instructor to present fully and fairly the opportunity and means for students to study, consider, and discuss all sides of controversial issues.  It shall be the responsibility of the instructor to protect the rights of the student to study pertinent controversial issues within limits of good judgment.  Students will be allowed appropriate expression of their personal opinions without jeopardizing their relationships with their instructors or school.

It shall be the responsibility of the instructor to refrain from advocating partisan causes, sectarian religious views, or selfish propaganda of any kind through any classroom or school device.  However, an instructor shall not be prohibited from expressing a personal opinion as long as the student is encouraged to reach his/her own decision independently.

It shall be the policy of the school board to encourage instructors to lead full discussions in a spirit of academic freedom.  To that end, the student may learn that individuals have the right to disagree with the opinion of another.  Both students and the instructor have the responsibility to base the disagreement upon the facts and at the same time respect the right of another to hold a conflicting opinion.

Approved:       October 19, 1998

Revised/Reviewed:  February 27, 2023

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.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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 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.

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

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

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

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

Approved:  October 19, 1998

Revised/Reviewed:   February 27, 2023

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

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

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

An English Learners (“EL”) student is defined as a student whose native language is not English and whose inability or limited ability to speak, understand, read or write English significantly impedes educational progress.

Identification of EL Students

For the purpose of identifying potential EL students, a language survey is to be filled out for each student at the time of initial registration for school.  The survey ascertains the first language acquired by the student, the language most often spoken by the student, and the language spoken in the home.

Assessment of EL Students

A student whose language survey indicates that s/he may have limited English proficiency is assessed specifically for English language proficiency. If the results of the assessment demonstrate inability or limited ability to speak, understand, read, or write English, the school will design a program designed to promote functional ability in English in the preceding skill areas.

Since it is also important for placement decisions to assess content area knowledge, the school will seek this information through previous school records, nonverbal measures, and so on.

The district will also attempt to assess native language proficiency, as indicative of conceptual development for younger children, and degree of literacy for older children.

Student Placement

Students deemed to be Limited English Proficient are to be placed at the grade level of their age group as much as possible in order to facilitate language acquisition and social adaptation. Placement in a language instruction program depends on the age and English proficiency of the student.

Language Instruction Programs

Due to small numbers of students of widely varying language backgrounds and levels of English proficiency, English as a Second Language programs are those commonly chosen to meet the instructional needs of EL students at the district.  Such a program is designed to provide EL students with a functional ability in the English language and an awareness of American cultural patterns.

Program Goals

The major aim of ESL instruction is to develop the skills of EL students so they can function in school and in society at a level comparable to their native English speaking peers. The goals of the program are to:

1. provide students with English language skills appropriate to their grade level as efficiently and carefully as possible.
2. orient students to the cultural patterns of American life so they can fully participate in classroom activities and community activities.
3. develop students' awareness of cultural diversity and encourage pride in their own bilingualism and biculturalism.
4. enable students to make as much progress as possible in their academic subjects by providing them with supplementary materials, instruction and tutoring.
5. provide a person in the school environment who understands the growth and development patterns of the learner.

Design a Program

Assessment measures used to determine English proficiency are also used diagnostically, along with any other measures deemed necessary. Based on this diagnosis, a specific program design is selected (pull out, content area English, and so on).

ESL Teacher/Tutor

The teacher in the ESL program must be certified in the state of Iowa.

Reassessment of Student

EL students are reassessed annually in order to determine whether they are ready to exit the program or need continued instructional support. In order to exit the program, the following areas are considered:

1. teacher observation and assessment
2. parent reports
3. student attitudes and behaviors
4. self-image
5. cultural pride and adjustment to new culture
6. awareness of new value system
7. positive school attitudes
8. language proficiency assessment instruments
9. student grade reports
10. standardized test results

If continued support is needed, diagnosis takes place again, and the program may be modified to meet changing student needs.

Evaluation of Program

The program itself is evaluated at the end of the year by the ESL teacher and the school principal with input from various client groups.

Approved: September 29, 2015

Revised/Reviewed:   February 27, 2023

Students in grades nine through twelve may receive academic or vocational-technical credits that count toward the graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions.  The student may receive academic or vocational-technical credits through an agreement between the district and a post-secondary educational institution or with the board’s approval on a case-by-case basis.

Students in grades nine and ten who the district has identified as talented and gifted students and any students in grades eleven and twelve are eligible to take post-secondary educational courses.  Students are eligible to take post-secondary educational courses if they meet all of the requirements outlined in this policy and as required by the post-secondary educational institution, and if the student has obtained the approval of the Superintendent and/or designee. 

Eligible students who intend to enroll in post-secondary educational courses shall notify the school district during the course scheduling process prior to each semester.  Eligible students wishing to enroll in post-secondary educational courses may need to apply to the post-secondary educational institution.  Students may attend courses at a post-secondary educational institution only after the school district certifies that the student is eligible to attend under this policy.

Students may not enroll in a post-secondary education course if the district offers a comparable course through its curricular program.  For purposes of this policy, comparable course is determined at the discretion of administration and generally means that the content of a course provided to a high school student for post-secondary credit consists of substantially the same concepts and skills as the content of a course provided by the district.

Students in grades nine and ten who are in the talented and gifted program and all students in grades eleven and twelve who successfully complete courses at post-secondary educational institutions under an agreement between the district and the post-secondary educational institution or with the board’s approval shall be reimbursed for tuition and other costs directly related to taking any post-secondary education course during the school year up to $250, except as otherwise outlined in this policy.  The district may, instead of reimbursing the student, directly pay the post-secondary educational institution.

Students in grades nine through twelve who take courses, other than courses taken under an agreement between the school district and the post-secondary educational institution and/or approved by the board, shall be responsible for tuition, transportation to and from the location where the course is being offered, and other costs directly related to taking any post-secondary education course.  The students and/or their parents shall not receive reimbursement for tuition, transportation or other expenses.  Students who take courses during the summer months when school is not in session are responsible for tuition, transportation to and from the location where the course is being offered, and other costs directly related to taking any post-secondary education course.

Eligible students who successfully complete courses in post-secondary educational institutions under an agreement between the school district and the post-secondary educational institution or with the board’s approval may receive academic and vocational-technical credits in accordance with the agreement.  Students who have completed the eleventh grade but who have not completed the graduation requirements set out by the board may take up to seven semester hours of credit at a post-secondary educational institution during the summer months when school is not in session.  Upon successful completion of these summer courses, the students may receive academic or vocational-technical credit toward the graduation requirements set out by the board.

Successful completion of any course at a post-secondary educational institution is determined by the post-secondary educational institution.  The board shall have complete discretion to determine the amount of academic or vocational-technical credit to be awarded to the student for the courses taken during the school year and for the courses taken during the summer.

The following factors shall be considered in the board’s determination of whether a student will receive academic or vocational-technical credit toward the graduation requirements set out by the board for a course at a post-secondary educational institution:

• the course is taken from a public or accredited private post-secondary educational institution;
• a comparable course is not offered in the school district.  A comparable course is one in which the subject matter or the purposes and objectives of the course are similar, in the judgment of the board, to a course offered in the school district;
• the course is in the discipline areas of mathematics, science, social sciences, humanities, vocational-technical education, or a course offered in the community college career options program
• the course is a credit-bearing course that leads to a degree;
• the course is not religious or sectarian; and
• the course meets any other requirements set out by the board.

Should a student fail any course at a post-secondary educational institution and fail to receive credit for any course at a post-secondary educational institution, the student over the age of eighteen or the parent of a student under the age of eighteen shall be responsible for the costs of the course, which may include reimbursing the district for said costs.  Prior to registering for any course at a post-secondary educational institution, students under age eighteen shall have a parent sign a form indicating that the parent is responsible for the costs of the course should the student fail the course and fail to receive credit for the course.  Students who fail the course and fail to receive credit for the course for reasons beyond their control, including, but not limited to, the student’s incapacity, death in the family or a move to another district, in the board’s discretion, may not be responsible for the costs of the course.  Students dissatisfied with a school board’s decision regarding the re-payment of the costs of the course shall appeal to the AEA for a waiver of reimbursement.

All courses approved and paid for by the district, and those courses approved by the district and paid for by the student/family will:

1. Be recorded on the official student transcript, including the letter grade granted by the post-secondary educational institution or the pass-fail indication granted by the post-secondary educational institution.
2. Be included in figuring class rank, including valedictorian and salutatorian status, and GPA at the  high school.
3. Be given graduation credit, as determined by the board.  Typically, a three (3) or four (4) semester hour post-secondary course will be awarded one (1) graduation credit.

The superintendent shall be responsible for annually notifying students and parents of the opportunity to take courses at post-secondary educational institutions in accordance with this policy.  The superintendent shall also be responsible for developing the appropriate forms and procedures for implementing this policy.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

Selection of Instructional Materials

The board recognizes that the selection of instructional materials is a vital component of the school district’s curriculum.

The board has sole discretion to approve instructional materials for the school district.  The board delegates its authority to determine which instructional materials will be utilized and purchased by the school district to licensed employees.  The licensed employees shall work closely together to ensure vertical and horizontal articulation of textbooks in the education program.

The board may appoint an ad hoc committee for the selection of instructional materials.  The committee may be composed of any of the following groups of stakeholders: school district employees, parents, students, community members or representatives of community groups.

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, the licensed employees and/or the committee will consider the current and future needs of the school district as well as the changes and the trends in education and society.  Additionally, the licensed employees and/or the committee are to select instructional materials and textbooks that are free from discrimination, regardless of sex, race and color, national origin, religion and creed, age, marital/parental status, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, or socioeconomic status or familial status.  It is the responsibility of the superintendent to report to the board the action taken by the licensed employees and/or the selection committee.

In making its recommendations to the superintendent, the licensed employees and/or the committee will select materials which:

• support the educational philosophy, goals and objectives of the school district;
• consider the needs, age, and maturity of students;
• are within the school district’s budget;
• foster respect and appreciation for cultural diversity and difference of opinion;
• stimulate growth in factual knowledge and literary appreciation;
• encourage students to become decision-makers, to exercise freedom of thought and to make independent judgment through the examination and evaluation of relevant information, evidence and differing viewpoints;
• portray the variety of careers, roles, and lifestyles;
• offer students opportunities to extend and refine knowledge and use knowledge in meaningful ways; and,
• increase an awareness of the rights, duties, and responsibilities of each member of a multicultural society.

In the case of textbooks, the board will make the final decision after a recommendation from the superintendent.  The criteria stated above for selection of instructional materials shall also apply to the selection of textbooks.  The superintendent may appoint licensed employees to assist in the selection of textbooks.

Gifts of instructional materials must meet these criteria stated above for the selection of instructional materials.  The gift must be received in compliance with board policy regarding gifts, grants or bequests.

Approved:  October 19, 1998

Revised/Reviewed:  December 18, 2023

Parents and other members of the school district community may view the instructional materials used by the students.  All instructional materials, including teacher’s manuals, and other supplementary material which will be used in connection with any survey, analysis, or evaluation as part of any federally funded programs must be available for inspection by parents.  The district will publish on the district’s website a comprehensive list of all books available to students in libraries operated by the district.

The instructional materials must be viewed on school district premises.  Copies may be obtained according to board policy.

Approved:  October 19, 1998

Revised/Reviewed:  December 18, 2023

Members of the school district community may object to the instructional materials utilized in the school district and ask for their use to be reconsidered.  Information related to the process for reconsideration of instructional and library materials will be made available on the district’s website.
Parents or guardians of students enrolled in the district have the ability to request that their student not be able to access certain instructional material or check out certain library materials. For purposes of prohibiting access to instructional materials, Iowa law has defined instructional materials to mean either printed or electronic textbooks and related core materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a state educational agency or district for use by students in the student’s classes by the teacher of record.  Instructional materials does not include lesson plans. 

Approved:  October 19, 1998

Revised/Reviewed:   December 18, 2023

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

It is the responsibility of the superintendent (or superintendent designee) to develop a plan for the use of technology in the curriculum and to evaluate it annually. 

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

The school district may maintain a media center 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.  The 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 published in board policy.

It shall be the responsibility of the principal of the building in which the media center is located to oversee the use of materials in the media center. 

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

Approved:  October 19, 1998

Revised/Reviewed:  December 18, 2023

In order for students to experience a diverse curriculum, the board encourages employees to supplement their regular curricular materials with other resources.  In so doing, the board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes.  Severe penalties may be imposed for plagiarism, unauthorized copying or using of media, including, but not limited to, print, electronic and web-based materials, unless the copying or using conforms to the “fair use” doctrine.  Under the “fair use” doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research providing that all fair use guidelines are met. 

While the school district encourages employees to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of employees to abide by the school district's copying procedures and obey the requirements of the law.  In no circumstances shall it be necessary for school district staff to violate copyright requirements in order to perform their duties properly.  The school district will not be responsible for any violations of the copyright law by employees or students.  Violation of the copyright law by employees may result in discipline up to, and including, termination.  Violation of the copyright law by students may result in discipline, up to and including, suspension or expulsion.

Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the school district received permission to perform a copyrighted work does not mean outsiders can copy it and re-play it.  Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure the copyright law is followed.  The school district is not responsible for outsiders violating the copyright law or this policy.

Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with the school district's procedures or is permissible under the law should contact the principal, assistant principal or teacher librarian who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.

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

Approved:  September 17, 2012

Revised/Reviewed:   February 27, 2023

The district believes that to adequately prepare modern learners for the future, advances in technology should first be explored within the education environment.  At its most simple, generative artificial intelligence (AI) is automation based on association.  AI tools analyze large amounts of information and detect patterns using that information to draw a conclusion.  The AI tools then improve the conclusions drawn based upon additional data reviewed, patterns found, and prior conclusions drawn.  Generative AI for the education environment has the potential to automate classroom organizational tasks, enhance individualized student learning, teaching, assessment of student learning, and even enhance research and professional development for educators.

However, generative AI tools can be vulnerable to inaccuracy in some significant ways. AI tools can: have bias in how the tools detect patterns; detect patterns/draw conclusions based on inaccurate data; and may not be fully accessible to students to differing abilities.  It is valuable for students to understand the potential uses and limitations of this imperfect technology in an educational environment where AI tools have been carefully selected and are monitored and reviewed within appropriate guidelines.  For this reason, human oversight and decision making must lead the selection, use, and review of AI tools in the education environment.  

Only humans can verify the accuracy of AI tools and apply proper context to any information generated from them. AI tools will never be the sole determining factor used to make decisions related to student learning, assessment, academic integrity, and behavior.  All decisions must be made by appropriate licensed staff and based upon a holistic analysis of available evidence. 

Privacy must be protected when using generative AI tools.  AI draws conclusions based on analysis of data.  No personally identifiable information about other students or staff will be shared with AI tools, without prior written consent from the parent or guardian of the student, or from the student/staff if applicable. Permission must be granted prior to students using open-source AI tools that may share information outside the tool itself, and with any entities outside the control of the privacy terms and conditions of the AI tool.

Use of AI tools by students and staff will be at all times appropriate to the educational environment and subject to all applicable laws, regulations and policies.  This includes but is not limited to the Family Education Rights and Privacy Act, Children’s Internet Protection Act, and the Children’s Online Privacy Protection Rule; as well as district policies on student conduct, copyright protections, student records, personnel records, bullying and harassment, and staff/student expression.

The Superintendent, working in collaboration with relevant staff, will develop regulations necessary to carry out the intent of this policy.

Approved:  April 22, 2024

Revised/Reviewed:

The board is committed to making available to students and staff members access to a wide range of electronic learning facilities, technology (potentially including, but not limited to, computers, tablets, and hand held devices), equipment and software, network systems, and the internet.  The goal in providing this technology and access is to support the educational objectives and mission of the district and to promote resource sharing, innovation, problem solving, and communication.  The district’s technology, network and/or internet connection is not a public access service or a public forum.  The district has the right to place reasonable restrictions on the material accessed and/or posted through the use of its technology, network and/or internet connection, including the use of personal technology brought into the district by students and staff and the ability of students and staff to access the district’s network systems and internet access using personal technology.

The district’s technology, network systems, and internet access shall be available to all students and staff within the district.  However, access is a privilege, not a right.  Each student and staff member must have a signed acceptable use agreement on file prior to having access to and using the district’s technology, network, and the internet.  The amount of time and type of access available for each student and staff member may be limited by the district’s technology and the demands for the use of the district’s technology.  Even if students have not been given access to and/or use of the district’s technology, network, and the internet, they may still be exposed to information from the district’s technology, network, and/or the internet in guided curricular activities at the discretion of their teachers.

Every item of technology in the district having internet access shall not be operated unless internet access from the item of technology is subject to a technology protection measure (i.e. filtering software).  The technology protection measure employed by the district shall be designed and operated with the intent to ensure that students are not accessing inappropriate sites that have visual depictions that include obscenity, child pornography, or are otherwise harmful to minors.  The technology protection measure may only be disabled for an adult’s use only if such use is for bona fide research or other lawful purposes.

The technology director may close a user account at any time as required and administrators, faculty, and staff may request the technology director to deny, revoke, or suspend user accounts.  Any user identified as a security risk or having a history of problems with technology and/or network systems may be denied access to the district’s technology, network systems, and the internet.  Students and staff members will be instructed by the district’s technology director or other appropriate personnel on the appropriate use of the district’s technology, network, and the internet.

The use of the district’s technology, network, and internet access shall be for educational purposes only.  Students and staff members shall only engage in appropriate, ethical, and legal utilization of the district’s technology, network systems, and internet access.  Student and staff member use of the district’s technology, network, and internet access shall also comply with all district policies and regulations.

The following rules provide guidance to students and staff for the appropriate use of the district’s technology, network, and internet access.  Inappropriate use and/or access will result in the restriction and/or termination of the privilege of access to and use of the district’s technology, network, and internet access and may result in further discipline for students up to and including expulsion and/or other legal action and may result in further discipline for staff members up to and including termination of employment and/or other legal action.  The district’s administration will determine what constitutes inappropriate use and its decision will be final.

Inappropriate use of the district’s technology, network, and internet access includes, but is not limited to any violation of the following rules:

·      Do not make or disseminate offensive or harassing statements or use offensive or harassing language including disparagement of others based on age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status.

·      Do not swear, use vulgarities or any other inappropriate language.  Be polite and follow the same privacy, ethical, educational, and other considerations observed regarding other forms of communication.

·      Do not access, create, or disseminate any material that is obscene, libelous, indecent, vulgar, profane, or lewd; any material regarding products or services that are inappropriate for minors including products or services that the possession and/or use of by minors is prohibited by law; any material that constitutes insulting or fighting words, the very expression of which injures or harasses others; and/or any material that presents a clear and present likelihood that, either because of its content or the manner of distribution, will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or will cause the violation of lawful school regulations.

·      Do not disseminate or solicit sexually oriented messages or images.

·      Do not transmit your credit card information or other personal identification information, including your home address or telephone number from any district item of technology without prior permission from the building principal, the superintendent, or other appropriate personnel.

·      Do not publish personal or private information about yourself or others on the internet without prior written permission.

·      Do not repost a message that was sent to you privately without permission of the person who sent the message.  If any information is to be provided regarding students, it should be limited to the student’s first name and the initial of the student’s last name only.

·      Do not arrange or agree to meet with someone met online.

·      Do not use the district’s technology and/or network systems to participate in illegal activities and/or activities that are inappropriate for the workplace, including, but not limited to, gambling, fraud, and pornography.

·      Do not use, possess or attempt to make or distribute illegal/unauthorized copies of software or other digital media.  Illegal/unauthorized software or other digital media means any software or other digital media that has been downloaded or copied or is otherwise in the user’s possession or being used without the appropriate registration and/or license for the software or in violation of any applicable trademarks and/or copyrights, including the payment of any fees to the owner of the software or other digital media.

·      Do not alter, modify, corrupt or harm in any way the software stored on the district’s technology or network systems.  Do not install any software on the hard drive of any district technology or on the district’s network systems or run any personal software from either floppy disk, CD-ROM, DVD, flash drives or other storage media or alter or modify any data files stored on the district’s technology or network systems without prior permission and/or supervision from the technology coordinator or other appropriate personnel.

·      Do not download any programs or files from the internet without prior permission from the district’s technology director or other appropriate personnel.  Any programs or files downloaded from the internet shall be limited to those for school use.

·      Do not use any encryption software from any access point within the district.

·      Do not access the internet from a district item of technology using a non-district internet account.

·      Do not share personal user account information with anyone.  Each user shall change his/her personal user account passwords as required by the technology director and/or the district’s procedures.  Do not share any personal user account passwords with anyone or leave your account open or unattended.  Every user shall utilize a ‘screensaver’ and/or a ‘lock-out’ method each time the user walks away from the item of technology.

·      Do not access the district’s item of technology or network systems or use the district’s internet connection from a non-district item of technology without prior authorization from the technology coordinator or other appropriate personnel.

·      Do not use an instant messenger service or program, internet relay chat or other forms of direct electronic communication or enter a chat room while using the district’s technology, network systems, and/or internet connection.

·      Do not disable or circumvent or attempt to disable or circumvent filtering software without prior permission from the district’s technology coordinator or other appropriate personnel.

·      Do not play any games or run any programs that are not related to the district’s educational program.

·      Do not vandalize the district’s technology or its network systems.  “Vandalism” is defined as any attempt to harm, modify, deface, or destroy physical technology or the network and any attempt to harm or destroy data stored on the district’s technology or the network or the data of another user.  All users are expected to immediately report any problems or vandalism of technology equipment to the administration, the technology director, or the instructor responsible for the equipment.

·      Do not commit or attempt to commit any act that disrupts the operation of the district’s technology or network systems or any network connected to the internet, including the use or attempted use or possession of viruses or worms or participation in hacking or other unlawful/inappropriate activities on line.  Users must report any security breaches or system misuse to the administration or technology coordinator.

·      Do not demonstrate any security or other network problems to other users; give your password to another user for any reason; and/or use another individual's account.

·      Do not attempt to access any device as a system administrator.

·      Do not use the network in such a way that you would disrupt the use of the network by other users or would waste system resources (e.g. listening to internet radio, printing web pages without prior permission from the technology coordinator or other appropriate personnel, staying on the network longer than is necessary to obtain needed information).

·      Do not use the district’s technology and/or network systems for any commercial or for-profit purposes, personal or private business, (including but not limited to shopping or job searching), product advertisement, or political lobbying.

·      Do not use the district’s technology, network systems, and/or the internet to access, download, transmit, and/or disseminate any material in violation of any federal or state law, copyrighted material, obscene material, hate literature, material protected by trade secret, viruses and/or worms, offensive material, spam e-mails, any threatening or harassing materials, and/or any material that will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities.

·      Do not plagiarize information accessed through the district’s technology, network systems, and/or the internet.  Students and staff shall obtain permission from appropriate parties prior to using copyrighted material that is accessed through the district’s technology, network systems, and/or the internet.

The district will, within the curriculum currently being offered, include age-appropriate content related to children’s use of the internet.  This may include anti-bullying and harassment considerations, social networking considerations, and other considerations involving internet usage.

Although reasonable efforts will be made to make sure students will be under supervision while on the network, it is not possible to constantly monitor individual students and what they are accessing on the network.  Some students may encounter information that may not be of educational value and/or may be inappropriate.  If a student encounters such information, the student should terminate access to the information immediately and notify supervisory personnel or other appropriate personnel of what occurred.

Students will be able to access the district’s technology and network systems, including use of the internet, through their teachers and/or other appropriate supervisors.  Students will not be allowed to use personal e-mail except under very specific, limited educational circumstances.  If a student already has an electronic mail address that has been set up outside of school, the student may, with the permission of the technology coordinator, be permitted to access that e-mail account and/or use that address to send and receive mail at school.

Parents will be required to sign a permission form to allow their students to access the district’s technology, network systems, and the internet.  Students and staff members will sign a form acknowledging they have read and understand the district’s policies and regulations regarding appropriate use of the district’s technology, network systems and the internet; that they will comply with the policies and regulations; and understand the consequences for violation of the policy or regulations.  Prior to publishing any student work and/or pictures on the internet, the district will obtain written permission from the student’s parents to do so.

The district has the right, but not the duty, to monitor any and all aspects of its   technology, network systems and internet access including, but not limited to, monitoring sites students and staff visit on the internet and reviewing e-mail.  The administration and the technology coordinator shall have both the authority and right to examine all technology and internet activity including any logs, data, e-mail, storage, and/or other technology related records of any user.  The use of e-mail is limited to district and educational purposes only.  Students and staff waive any right to privacy in anything they create, store, send, disseminate or receive on the district’s technology and network systems, including the internet.

No warranties, expressed or implied, are made by the district for the technology and internet access being provided.  Although the district has taken measures to implement and maintain protection against the presence of viruses, spyware, and malware on the district’s technology, network systems, and internet access, the district cannot and does not warranty or represent that the district’s technology, network systems or internet access will be secure and free of viruses, spyware or malware at all times.  The district, including its officers and employees, will not be responsible for any damages including, but not limited to, the loss of data, delays, non-deliveries, mis-deliveries or service interruptions caused by negligence or omission.  Individual users are solely responsible for making backup copies of their data.  The district is not responsible for the accuracy of information users access on the internet and is not responsible for any unauthorized charges students or staff members may incur as a result of their use of the district’s technology, network systems, and/or internet access.  Any risk and/or damages resulting from information obtained from the district’s technology, network systems, and/or internet access is assumed by and is the responsibility of the user.

Students, parents, and staff members may be asked from time to time to sign a new consent and/or acceptable use agreement to reflect changes and/or developments in the law or technology.  When students, parents, and staff members are presented with new consent and/or acceptable use agreements to sign, these agreements must be signed for students and/or staff to continue to have access to and use of the district’s technology, network systems, and the internet.

The interpretation, application, and modification of this policy are within the sole discretion of the school district.  Any questions or issues regarding this policy should be directed to the Superintendent, any building principal or the technology coordinator.

The board will review and update this policy as necessary.  The district will maintain this policy at least five (5) years after the termination of funding pursuant to the Children’s Internet Protection Act (CIPA) or E-rate.

Approved:  March 15, 2004

Revised/Reviewed:  February 27, 2023

The purpose of this policy is to provide a safe environment for students through the use of technology protection measures (i.e., filtering software) to enhance education in the district.

The internet is an ever-expanding resource that adds large quantities of content on a daily basis.  However, some of the content is inappropriate for student use and may even be harmful to students’ health, safety and welfare.  Therefore, the district has determined that it will establish this policy to limit student access to certain undesirable topics, including but not limited to, information and images that are obscene, constitute child pornography or are otherwise harmful to minors.  Since it is not feasible for the district to continually monitor the content of the internet, the district will employ technology protection measures in the form of internet filtering software in an attempt to block access to these types of harmful and inappropriate materials.

The district’s implementation of internet filtering software does not guarantee that students will be prevented from accessing materials that may be considered inappropriate and/or harmful.  However, it is a meaningful effort on the part of the district to prevent students from accessing inappropriate and/or harmful materials on the internet.  The district makes no guarantee that the filtering software will be available at all times or that the filtering software will block all inappropriate and/or harmful material.

If there is an accessible Uniform Resource Locator [URL] that may be inappropriate, students, staff, and parents may request a review by designated district personnel regarding blocking the URL.  Upon review, the technology coordinator or other appropriate personnel will make a determination about blocking access to that site.  If there is an educationally valuable URL that is blocked, students, staff, and parents may request a review by designated district personnel regarding un-blocking the URL.  The technology coordinator or other appropriate personnel will review the request and make a determination about unblocking the site.

Staff members may request that the internet filtering software be disabled for bona fide research or other lawful purposes.  Such a request may be submitted to, and will be reviewed by, the technology coordinator or other appropriate personnel before the internet filtering software is disabled.

Approved: September 29, 2015

Revised/Reviewed:  February 27, 2023

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. 

Approved: May 20, 2024

Reviewed/Revised:

It shall be within the sole discretion of the board, in consultation with the superintendent, to determine the size of classes and to determine whether class grouping shall take place.  Class grouping is the organization of pupils into classroom units for the purpose of instruction.  The board may review the class sizes and class grouping annually.

Grouping into instructional levels may be defined as the placement of pupils in groups so that the individual needs of pupils may be met in a more satisfactory manner.  The practice of grouping pupils by instructional levels shall be done solely for the purpose of providing an improved educational opportunity for each child to develop to the maximum of his/her potential.  Such grouping shall be done only so that the maximum learning and performance of each child may be achieved.

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

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

Insufficient classroom space shall be determined on a case-by-case basis.  In making its determination whether insufficient classroom space exists, the board may consider several factors, including but not limited to, the nature of the education program, the grade level, the available licensed employees, the instructional method, the physical space, student-teacher ratios, equipment and materials, facilities either being planned or under construction, facilities planned to be closed, financial condition of the school district and projected to be available, a sharing agreement in force or planned, a bargaining agreement in force, laws or rules governing special education class size, board-adopted school district goals and objectives, and other factors considered relevant by the board.

This policy shall be reviewed by the board annually.  It shall be the responsibility of the superintendent to bring this policy to the attention of the board each year.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

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.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

Except in emergent care situations or child abuse assessments, the district will not administer invasive physical examinations or health screenings of a student that are not required by state or federal law without first obtaining the written consent of the student’s parent or guardian.  

• Emergent care situation means a sudden or unforeseen occurrence of onset of a medical or behavioral condition that could result in serious injury or harm to a student or others in the event immediate medical attention is not provided.  Emergent care situation includes the need to screen a student or others for symptoms or exposures during an outbreak or public health event of concern as designated by the department of public health.  
• Invasive physical examination means any medical examination that involves the exposure of private body parts or any act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision or scoliosis screening.  
• Student health screening means an intentionally planned, periodic process to identify if students may be at risk for a health concern and to determine if a referral for an in-depth assessment is needed to consider appropriate health services.  Student health screening does not include an episodic, individual screening done in accordance with professional licensed practice.

The superintendent, in conjunction with the school nurse will develop administrative regulations implementing this policy.  The superintendent will provide a written report on the role of health services in the education program to the board annually.

Approved: April 22, 2024

Revised/Reviewed:

The principal may authorize field trips and excursions when such events contribute to the achievement of education goals of the school district.  In authorizing field trips and excursions, the principal shall consider the financial condition of the school district, the educational benefit of the activity, the inherent risks or dangers of the activity, and other factors deemed relevant by the superintendent.

An employee wishing to take a student field trip and/or excursion must arrange it with the principal well in advance of the scheduled trip and must submit a detailed schedule and budget.  Following a field trip or excursion, the employee may be required to submit a written summary of the event.

The superintendent’s approval will be required for field trips and excursions that take place on Sunday or Wednesday evenings or involve overnight stays.  Board approval will be required for field trips and excursions which take students out-of-state and that which involve unusual length or expense.

The school district will provide transportation for field trips and excursions.  The school district will be responsible for obtaining a substitute teacher if one is needed. 

Written permission of a student’s parent or guardian, notifying parent or guardian as to the means of student transportation, will be required prior to a student participating in a field trip or excursion.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

The Board of Directors recognizes that one of the greatest resources of the school system is  found in the people of the community who have special knowledge and particular talents to contribute to the school program.  The board, therefore, encourages the use of community resources and citizens to assist in furthering the educational program.  The use of outside personnel and resources shall be approved by the principal and reported to the superintendent.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

It shall be the policy of the Interstate 35 Community School District to encourage and require as homework those extra-class activities and assignments which may properly be considered as extensions and enrichment of the regular classroom instructional program.

Homework may include:  research and exploratory activities, sharing and discussing ideas, reviewing and summarizing materials studied, becoming acquainted with the libraries and other sources of reference material, organizing the thoughts and thinking processes of pupils in preparation for classroom activities, and finishing incomplete course or subject assignments.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

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

Materials and services produced by employees at the expense of the school district are the property of the school district.  Materials and services produced by employees at the employee’s expense, except for incidental expense to the school district, are the property of the employee.

It shall be the responsibility of the superintendent to determine incidental expense.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

The board shall provide a student guidance and counseling program.  The guidance counselor shall be certified with the Iowa Department of Education and hold the qualifications required by the board.  The guidance and counseling program will serve grades kindergarten through twelve.  The program will assist students with their personal, educational, and career development.  The program shall be coordinated with the education program and involve licensed employees.

Approved:  October 19, 1998

Revised/Reviewed:  February 27, 2023

The board recognizes some students have different educational needs than other students.  The board shall provide a free appropriate education program and related services to students identified in need of special education.  Special education services will be provided from birth until the appropriate education is completed, age twenty-one or the maximum age allowable in accordance with the law.  Students requiring special education shall attend regular education classes, participate in non-academic and extracurricular services and activities and receive services in a regular education setting to the maximum extent possible appropriate to the needs of each individual student.

The appropriate education for each student shall be written in the student's Individualized Education Program (IEP).  Special education students shall be required to meet the requirements stated in board policy as modified in their Individualized Education Programs (IEP) consistent with board policy, for graduation.  However, beginning with the graduating class of 2022, students receiving special education services shall meet the state requirement of completing four years of English-language arts and three years each of mathematics, science and social students, known as 4-3-3-3, aligned to state required standards, with support and accommodations as described in their IEP for graduation with a regular diploma.  A student’s IEP Team may determine how a particular student meets 4-3-3-3.

The superintendent may provide a certificate of completion/attendance to those students receiving special education services who do not complete requirements for graduation with a regular diploma, including 4-3-3-3.  Student who receive a certificate of completion/attendance remain eligible for special education services until they reach maximum age of twenty-one.

It shall be the responsibility of the superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.

Children from birth through age 2 and age 3 through 5 shall be provided comprehensive special education services within the public education system.  The school district shall work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age 2.  This shall be done to ensure a smooth transition of children entitled to early childhood special education services.

Approved:  November 25, 2019

Revised/Reviewed:  February 27, 2023

The District considers child exposure to adverse childhood experience, child mental health, and suicide as serious matters which impact learning opportunities for students, classroom, and instructional challenges for staff and ultimately, if not addressed, can lead to lifelong struggles, attempted suicide and loss of life. The District will follow all laws and regulations regarding the training required to inform staff of identification and referral to services for students with mental health challenges. 

The District shall provide suicide prevention and postvention training and training on the identification of adverse childhood experiences and strategies to mitigate toxic stress response for all school personnel who hold a license, certificate, authorization or statement of recognition issued by the board of educational examiners and who have regular contact with students in kindergarten through grade twelve. The training shall begin July 1, 2019, and occur annually between July 1 and June 30, thereafter.  The content of the training shall be based on nationally recognized best practices.

“Adverse childhood experience” means a potentially traumatic event occurring in childhood that can have negative, lasting effects on an individual’s health and well-being.

“Postvention” means the provision of crisis intervention, support, and assistance for those affected by a suicide or suicide attempt to prevent further risk of suicide.

The suicide prevention and postvention training shall be evidence-based, evidence-supported and be at least one hour in length.  The content of the training shall be based on nationally recognized best practices.

The identification of adverse childhood experiences (ACES) and strategies to mitigate toxic stress response training shall be evidence-based, evidence-supported, and be at least one hour in length or as determined by the Superintendent. The content of the training shall be based on nationally recognized best practices.

Approved:  November 25, 2019

Revised/Reviewed:  February 27, 2023