600 Education Program

The goals and objectives of the school district are designed to achieve the mission statement of the school district.  Short-term and long-term objectives for the education program will be reviewed annually by the board. These objectives will reflect the results of the needs assessment, recommendations from the superintendent, changes in law, and any other relevant factors.  Annually, the board will report regarding the progress toward the achievement of the goals and objectives of the education program.

 

Approved:   9/23/2019                              Reviewed:                     Revised:

601.1 School Calendar

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 days for student instruction, staff development, in-service days, and teacher conferences. Each year the minimum school calendar may include up to 5 days or 30 hours of instruction delivered primarily over the internet. 

The academic school year for students 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 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.

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

 

Approved:   9/23/2019                              Reviewed:                     Revised: 01/08/2024

601.2 School Day

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

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

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

When the school is forced to close due to weather or other emergencies, those hours of the day during which school was in session will count toward the 1,080 total hours required. The administrator will create administrative regulations necessary to utilize any remote learning opportunities that are available and permitted by law during the period of closure.  The provision of special education and accommodations for students who have individualized education programs (IEPs) or Section 504 plans during periods of closure will be determined by each respective IEP or Section 504 team. 

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

Approved:  9/23/2019                                 Reviewed:  11/28/2022                              Revised:  11/28/2022

602.1 Curriculum Development

Curriculum development shall be an ongoing process in the school district. Each curriculum area shall be reviewed and revised when necessary according to the timelines set out by the superintendent and/or director of teaching & learning. These timelines will provide for periodic review of each curriculum area. The board delegates the curriculum development process to the superintendent/director of teaching and learning who will make curriculum development recommendations and submit them to the board for final approval. 

The superintendent/director of teaching & learning is responsible for the curriculum development process and for determining the most effective way of conducting research of the school district's curriculum needs and a long-range curriculum development program. In making recommendations to the board, the superintendent and/or director of teaching & learning shall propose a curriculum that will:

  • fulfill the mission, beliefs, and vision of the school district;
  • reflect current research and best practice;
  • reflect the educational and operational assessments of the school district;
  • identity Standards, Benchmarks, and Critical Objectives for each course or grade level;
  • articulate courses of study from kindergarten through grade twelve;
  • provide for continual assessment of a student's progress;
  • improve instructional practice;
  • meet the long and short range student achievement goals found in the District's School Improvement Plan;
  • meet the requirements of the Iowa Department of Education in meeting General Accreditation Standards;
  • ensures proposed curriculum complies with applicable laws.

It shall be the responsibility of the superintendent to keep the board apprised of necessary curriculum changes and revisions and to develop administrative regulations for curriculum development. 

 

Approved:      9/23/2019                            Reviewed: 11/28/2022                    Revised:  11/28/2022 

 

602.2 Curriculum Adoption (Implementation)

There are two componentts of curriculum implementation that must be present to ensure the planned changes in curriculum and instruction succeed as intended. 

  • Understanding the conceptual framework of the content being implemented; and
  • Organized assistance to understand the theory, observe demonstrations, have opportunities to practice and receive coaching and feedback on the strategies to deliver the content. 

The superintendent/director of teaching and learning 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 curriculum in each content area. This framework will, at a minimum, describe the processes and procedures for the following curriculum implementation activities to:

  • Study and identify the best instructional practices and materials to deliver the content;
  • Describe procedures for the purchase of instructional materials and resources (See Policy 605.1);
  • Identify/develop exemplars that demonstrate the learning behaviors, teaching, and learning environment to deliver the content;
  • Study the current status of instruction in the content area (how teachers are teaching);
  • Compare the desired and present delivery system, identify differences (gap analysis), and develop a plan for addressing the differences;
  • Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps);
  • Provide ongoing professional development related to instructional strategies and materials that focuses on theory, demonstration, practice and feedback;
  • Regularly monitor and assess the level of implementation;
  • Involve stakeholders in curriculum reviews;
  • Ensure the curriculum framework complies with applicable laws;
  • Provide professional development to staff to support effective curriculum implementation.

It is the responsibility of the superintendent/director of teaching and learning 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:  9/23/2019                                Reviewed:  11/28/2022                   Revised:  11/28/2022 

 

602.2 Curriculum Implementation

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

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

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

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

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

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

  • Describe procedures for the purchase of instructional materials and resources (See Policy 605.1);

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

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

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

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

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

  • Regularly monitor and assess the level of implementation;

  • Communicate with internal and external publics regarding curriculum implementation;

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

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

 

Note:    This is a mandatory policy but the content is discretionary to the extent somewhere in board policy the board describes its process for establishing content standards, benchmarks, performance levels, and annual improvement goals aligned with needs assessment information.  The bulleted items are suggestions for content of this policy.  The italicized items are not mandatory functions but are implied from the mandates.  Boards, in conjunction with their administrators, should review their curriculum implementation process and incorporate it into this policy – striking what doesn’t apply and adding what does.   For more detailed discussion of this issue, see IASB's Policy Primer, Vol. 13 #1- May 15, 2000.

 

Approved: 11/28/2022                Reviewed: 11/28/2022                   Revised: 11/28/2022

602.3 Curriculum Evaluation

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

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

It is the responsibility of the superintendent/director of teaching and learning 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:  9/23/2019                               Reviewed: 11/28/2022                    Revised:  11/28/2022 

603 Emergency School Closings

The superintendent of schools for the District or the superintendent’s designee shall have the authority to close schools because of extreme weather or other emergency conditions for the length of time the conditions exist. The superintendent shall make provisions to publicly announce such closings via available mass communication media as soon as possible after the decision to close. Every reasonable effort shall be made to have students attend the total amount of school days or hours annually as specified by statute, state departmental rules, the district's Return-to-Learn plan, and local school board policy. 

 

Approved:  9/23/2019                                Reviewed:                     Revised:   8/24/2020

603.11 Citizenship

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

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

 

Approved: 11/28/2022.         Reviewed: 11/28/2022                 Revised: 11/28/2022

603.5 Health Education

Students shall receive, as part of their health education, instruction about personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; human growth and development; substance abuse and non-use, including the effects of alcohol, tobacco, drugs, and poisons on the human body; human sexuality; self-esteem; stress management; interpersonal relationships; emotional and social health; health resources; prevention and control of disease; communicable diseases, including sexually transmitted diseases and 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 instruction provided shall be adapted in each grade level to aid understanding by the students.  Parents who object to health education instruction in human growth and development may file a written request that the student be excused from that instruction.  The written request shall include a proposed alternate activity or study acceptable to the superintendent or designee, if needed. The superintendent or designee shall have the final authority to determine the alternate activity or study.

 

Approved:     9/23/2019                         Reviewed:                     Revised:   08/14/2023

 
 

604.6 Instruction at a Post-Secondary Educational Institution

In accordance with this policy, students in grades nine through twelve may receive academic or career and technical education credits that count toward the graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. Students and parents or guardians shall be made aware of the post-secondary instructional opportunities as part of the development of each student’s individual career and academic plan as required by law. The Superintendent or designee is responsible for developing the appropriate forms and procedures for implementing this policy and the following post-secondary educational opportunities:

Concurrent Enrollment

The board may, in its discretion, enter into a contractual agreement with a community college to provide courses for eligible students in grades nine through twelve when comparable courses are not offered by the school district. Notice of the availability of the concurrent enrollment program shall be included in the school district’s registration handbook, and the handbook shall identify which courses, if successfully completed, generate post-secondary credit. Students shall not be charged tuition for concurrent enrollment courses and shall not be required to reimburse the school district for tuition if they do not successfully complete a course. Students or their parents or guardians may be required to pay a fee consistent with the school district’s established textbook policy and other materials for the concurrent enrollment course to the extent permitted by law. Students or their parents or guardians may also be required to provide their own transportation to and from concurrent enrollment courses to the extent permitted by law. However, transportation shall be the responsibility of the school district for any contracted course that is used to meet school district accreditation requirements.

Students who successfully complete a concurrent enrollment course, as determined by the postsecondary institution, shall receive postsecondary credit in accordance with the institution’s policies and high school credit that will be reflected on their high school transcript. The Superintendent or designee shall grant to a student who successfully completes a concurrent enrollment course a unit of high school graduation credit for every unit of high school level instruction successfully completed.

Post-Secondary Enrollment Option

Ninth and tenth grade students who have been identified by the school district as gifted and talented, and eligible eleventh and twelfth grade students, may utilize the Post-Secondary Enrollment Option (“PSEO”) program. To qualify, a course must be a nonsectarian, credit-bearing course that leads to a degree, and in the areas of: mathematics, science, social sciences, humanities, career and technical education. A course is not eligible for PSEO if a comparable course is offered by the school district. In addition, courses at a community college with which the district has a concurrent enrollment agreement are not eligible for PSEO. Students shall not be charged for tuition, textbooks, materials, or fees related to a PSEO course with the exception of equipment that becomes the property of the student.

The school district shall reimburse the post-secondary institution for tuition and other expenses for each PSEO course up to $250. Students who successfully complete a PSEO course, as determined by the postsecondary institution, shall receive postsecondary credit and high school credit. The Superintendent or designee shall grant to a student who successfully completes a PSEO course a unit of high school graduation credit for every unit of high school level instruction successfully completed.

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

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

 

Approved:     06/26/2023                     Reviewed:                     Revised:   

605.1 Instructional Materials Selection

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

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

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

Education materials gifted to the school district must meet the criteria established above.  The gift must be received in compliance with board policy.

The superintendent/director of teaching and learning will establish additional criteria to guide the selection of instructional materials through administrative regulation, ensuring alignment with educational goals and compliance with applicable laws.

 

 

Approved:       9/23/2019                       Reviewed: 08/08/2023                    Revised:   11/28/2022

605.1R1 Instructional Materials Selection-Regulation

I. Responsibility for Selection of Instructional Materials

A. The board is responsible for matters relating to the operation of the school district.

B. The responsibility for the selection of instructional materials is delegated to the professionally trained and licensed employees of the school system.  

C. While selection of materials may involve many people including principals, teachers, teacher-librarians, students, parents, and community members, the responsibility for coordinating the selection of most instructional materials and making the recommendation for the purchase rests with licensed employees.

D. Responsibility for coordinating the selection of instructional materials for distribution to classes will rest with the licensed employees, principals, and superintendent.  

E. If the board appoints an ad hoc committee to make recommendations on the selection of instructional materials, the ad hoc committee is formed and appointed in compliance with the board policy.

1. The superintendent/director of teaching and learning will inform the committee as to their role and responsibility in the process.

2. The following statement will be provided to the ad hoc committee members:

Bear in mind the principles of the freedom to learn and to read and base your decision on these broad principles rather than on defense of individual materials. Freedom of inquiry is vital to education in a democracy.

Study thoroughly all materials referred to you and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and local holdings in other schools.

Passages or parts should not be pulled out of context. The values and faults should be weighed against each other and the opinions based on the material as a whole.

Your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of our discussion of the questioned material.

 

II. Material selected for use in media center, libraries and classrooms will meet the following guidelines:

A. Religion - Material will represent any religions in a factual, unbiased manner. The primary source material of the major religions is considered appropriate, but material which advocates rather than informs, or is designed to sway reader judgment regarding religion, will not be included in the school libraries or classrooms.

B. Racism - Material will present a diversity of race, custom, culture, and belief as a positive aspect of the nation's heritage and give candid treatment to unresolved intercultural problems, including those which involve prejudice, discrimination, and the undesirable consequences of withholding rights, freedom, or respect from an individual. Required material will comply with all applicable laws.

C.  Sexism - Material will reflect sensitivity to the needs, rights, traits and aspirations of individuals without preference or bias. Required material will comply with all applicable laws

D.  Age - Material will recognize the diverse contributions of various age groups and portray the continuing contributions of maturing members of society.

E.  Ideology - Material will present basic primary and factual information on an ideology or philosophy of government which exerts or has exerted a strong force, either favorably or unfavorably, over civilization or society, past or present. This material will not be selected with the intention to sway reader judgment and is related to the maturity level of the intended audience.

F. Profanity and Sex - Material complies with all applicable laws and is subjected to a test of literary merit and reality by the teacher-­librarians and licensed staff who will take into consideration their reading of public and community standards of morality .

G.  Controversial issues materials will be directed toward maintaining a balanced collection representing various views.

The selection decision should be made on the basis of whether the material presents an accurate representation of society and culture, whether the circumstances depicted are realistically portrayed, or whether the material has literary or social value when the material is viewed as a whole.

These guidelines will not be construed in such a manner as to preclude materials which accurately represent the customs, morals, manners, culture, or society of a different time or a different place.

 

III. Procedure for Selection

A. Material purchased for media centers, libraries and classrooms is recommended for purchase by licensed employees, in consultation with administrative staff, school library staff, students or an ad hoc committee as appointed by the board.  The material recommended for purchase is approved by the appropriate building administrator.

1.  The materials selected will support stated objectives and goals of the school district.  Specifically, the goals are:

a. To acquire materials and provide service consistent with the demands of the curriculum;

b. To develop students' skills and resourcefulness in the use of libraries and learning resources;

c.  To effectively guide and counsel students in the selection and use of materials and libraries;

d. To foster in students a wide range of significant interests;

e.  To provide opportunities for aesthetic experiences and development of an appreciation of the fine arts;

f.  To provide materials to motivate students to examine their own attitudes and behaviors and to comprehend their own duties and responsibilities as citizens in a pluralistic democracy;

g. To encourage life-long education through the use of the library; and,

h.  To work cooperatively and constructively with the instructional and administrative staff in the school.

2.  Materials selected are consistent with stated principles of selection. These principles are:

a. To select materials, within established standards that will meet the goals and objectives of the school district;

b.  To consider the educational characteristics of the community in the selection of materials within a given category;

c. To present the racial, religious and ethnic groups in the community by:

1. Portraying people, adults and children, whatever their ethnic, religious or social class identity, as human and recognizable, displaying a familiar range of emotions, both negative and positive.

2. Placing no constraints on individual aspirations and opportunity.

3. Giving comprehensive, accurate, and balanced representation to minority groups and women - in art and science, history and literature, and in all other fields of life and culture.

4. Providing abundant recognition of minority groups and women by showing them frequently in positions of leadership and authority.

d.  To intelligently, quickly, and effectively anticipate and meet needs through awareness of subjects of local, national and international interest and significance; and,

e.  To strive for impartiality in the selection process.

3. The materials selected will meet stated selection criteria. These criteria are:

a. Authority-Author's qualifications - education, experience, and previously published works.

b. Reliability -

1.  Accuracy-meaningful organization and emphasis on content, meets the material's goals and objectives, and presents authoritative and realistic factual material.

2.  Current-presentation of content which is consistent with the findings of recent and authoritative research.

c.  Treatment of subject-shows an objective reflection for the multi-ethnic character and cultural diversity of society.

d.  Language -

1.  Vocabulary –

a. Does not indicate bias by the use of words which may result in negative value judgments about groups of people;

b. Does not use "man" or similar limiting word usage in generalization or ambiguities which may cause others to feel excluded or dehumanized.

2. Compatible to the reading level of the student for whom it is intended.

e.  Format -

1.  Book –

a.  Adequate and accurate index;

b.  Paper of good quality and color;

c.  Print adequate and well spaced;

d. Adequate margins;

e.  Firmly bound; and,

f.  Cost.

2.  Non-book, including software and electronically available materials –

a.  Flexibility, adaptability;

b.  Curricular orientation of significant interest to students;

c.   Appropriate for audience;

d.  Accurate authoritative presentation;

e.  Good production qualities (fidelity, aesthetically adequate);

f.   Durability; and,

g.  Cost.

3.  Illustrations of book and non-book materials should:

a. Depict instances of fully integrated grouping and settings to indicate equal status and non-segregated social relationships.

b.  Make clearly apparent the identity of minorities;

c.  Contain pertinent and effective illustrations;

d.   Flexible to enable the teacher to use parts at a time and not follow a comprehensive instructional program on a rigid frame of reference.

f.  Special Features -

1.  Bibliographies.

2.  Glossary.

3.  Current charts, maps, etc.

4.  Visual aids.

5.   Index.

6.  Special activities to stimulate and challenge students.

7.  Provide a variety of learning skills.

g.  Potential use:

1. Will it meet the requirement of reference work?

2. Will it help students with personal problems and adjustments?

3.  Will it serve as a source of information for teachers and librarians?

4. Does it offer an understanding of cultures other than the student's own and is it free of racial, religious, age, disability, ethnic, gender identity and sexual stereotypes?

5.  Will it expand students' sphere of understanding and help them to understand the ideas and beliefs of others?

6. Will it help students and teachers keep abreast of and understand current events?

7.  Will it foster and develop hobbies and special interests?

8.  Will it help develop aesthetic tastes and appreciation?

9.  Will it serve the needs of students with special needs?

10.  Does it inspire learning?

11.  Is it relevant to the subject?

12. Will it stimulate a student's interest?

4.  Gifts of library or instructional materials may be accepted if the gift meets existing criteria for library and instructional materials.  The acceptance and placement of such gifts is within the discretion of the board.

5.  In order to provide a current, highly usable collection of materials. teacher-librarians will ensure constant and continuing renewal of the collection, not only the addition of up-to-date materials, but by the judicious elimination of materials which no longer meet school district needs or find use.  The process of reviewing and eliminating instructional materials will be done according to established and accepted standards for determining the relevance and value of materials in a given context.

 

Approved:       9/23/2019                       Reviewed: 11/28/2022                    Revised: 08/14/2023

605.2 Instructional Materials Inspection and Display

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

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

The district will publish on the district’s website a comprehensive list of all books available to students in libraries operated by the school district.

It shall be the responsibility of the superintendent/director of teaching and learning to develop administrative regulations regarding the inspection of instructional materials.

 

Approved:     9/23/2019                           Reviewed:  11/28/2022                   Revised:  08/14/2023 

605.3 Objection to Instructional and Library Materials

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

It is the responsibility of the superintendent/director of teaching and learning, in conjunction with the principals, to develop administrative regulations for reconsideration of instructional materials. Information related to the process for reconsideration of instructional and library materials will be made available on the district’s website.

Parents or guardians of students enrolled in the district have the ability to request that their student not be able to access certain instructional material. 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:     9/23/2019                           Reviewed: 11/28/2022                    Revised:  08/14/2023

 

605.3E1 IASB Instructions to the Reconsideration Committee

 

INSTRUCTIONS TO THE RECONSIDERATION COMMITTEE

The policy of this school district related to selection of learning materials states that any member of the school district community may formally challenge instructional and library materials used in the district's education program. This policy allows those persons in the school and the community who are not directly involved in the selection of materials to make their own opinions known. The task of the reconsideration committee is to make an informed recommendation on the challenge. The meetings of the committee may be subject to the open meetings law.

The most critical component of the reconsideration process is the establishment and maintenance of the committee's credibility in the community. For this purpose, the committee is composed of a combination of community members and licensed employees as detailed in 605.3R1. The community should not, therefore, infer that the committee is biased or is obligated to uphold prior professional decisions.

The reconsideration process, the task of this committee, is just one part of the selection continuum. Material is purchased to meet a need. It is reviewed and examined, if possible, prior to purchase. It is periodically re-evaluated through updating, discarding, or re-examination. The committee must be ready to acknowledge that an error in selection may have been made despite this process. Librarians and school employees regularly read great numbers of reviews in the selection process, and occasional errors are possible.

In reconsidering challenged materials, the role of the committee, and particularly the chairperson, is to produce a climate for meaningful discussion of disparate views. The committee should begin by finding items of agreement, keeping in mind that the larger the group participating, the greater the amount of information available and, therefore, the greater the number of possible approaches to the problem. The committee may, at its discretion, hear an oral presentation from the complainant to the committee to expand and elaborate on the complaint.

The committee may listen to the complainant, to those with special knowledge, and any other interested persons. In these discussions, the committee should be aware of relevant social pressures which are affecting the situation. Individuals who may try to dominate or impose a decision must not be allowed to do so. Minority viewpoints expressed by groups or individuals must be heard, and observers must be made to feel welcome. It is important that the committee create a calm, nonvolatile environment in which to deal with a potentially volatile situation. To this end, the complainant will be kept informed of the progress of the complaint.

The committee will listen to the views of all interested persons before making recommendations. In deliberating its recommendation, the committee should remember that the school system must be responsive to the needs, tastes, and opinions of the community it serves. Therefore, the committee must distinguish between broad community sentiment and attempts to impose personal standards. The deliberations should concentrate on the appropriateness of the material. The question to be answered by the committee is, "Is the material appropriate for its designated audience at this time?"

The committee's final recommendation will be (1) to remove the challenged material from the total school environment, (2) to take no removal action, or (3) to agree on a limitation of the educational use of the materials.

The committee chairperson will instruct the secretary to convey the committee's recommendation to the office of the superintendent/director of teaching and learning. The recommendation should detail the rationale on which it was based. A letter will be sent to the complainant outlining the outcome.

Approved: 11/28/2022                 Reviewed: 11/28/2022            Revised: 11/28/2022

605.3E2 Reconsideration of Instructional And Library Materials Request Form

Request for reconsideration of printed or multi-media material to be submitted to the superintendent

 

Review Initiated By:                                                                            Date:_______________

 

Name:________________________________________Telephone:_____________________

Address:__________________________________City/State:________________Zip Code:________

School(s) in which item is used:__________________________.  Relationship (parent, student, citizen, etc.):______________

 

Book or Other Printed Material, If Applicable:

Author:____________________________    Hardcover:_____ Paperback:_____       Other:_____

Title:________________________________________Publisher:_____________________________

Date of Publication:_____________________________ 

 

Multimedia Material, If Applicable:

Title:________________________________________ Producer:_____________________________ 

Type of material (video, online resource, motion picture, etc.):______________________________

 

Person Making the Request Represents: (circle one)   Self Group or Organization           

Name and Address of Group or Organization:_________________________________________

_____________________________________________________________________________

 1.  What brought this item to your attention?

 

 

 

2.  To what in the item do you object? (please be specific -- cite pages, frames, etc.)

 

 

 

3.  In your opinion, what harmful effects upon students might result from use of this item?

 

  

 

4.  Do you perceive any instructional value in the use of this item?

 

  

 

5.  Did you review the entire item? If not, what sections did you review?

 

 

 

6.  Should the opinion of any additional experts in the field be considered? Yes  _____ No ____

      If yes, please list specific suggestions: 

 

7.  To replace this item, do you recommend other material which you consider to be of equal or superior quality for the purpose intended?

 

 

8. Do you wish to make an oral presentation to the Review Committee? 

__________Yes   (a) Please contact the Superintendent 

(b) Please be prepared at this time to indicate the approximate length of time your presentation will require. Although this is no guarantee that you will be allowed to present to the committee, or that you will get your requested amount of time.  Minutes requested: __________

___________ No 

  

 

Signature:_______________________________________                  Date:____________________

 

Approved:     9/23/2019                           Reviewed:  11/28/2022                   Revised:  11/28/2022 

 
 

605.3E3 IASB Sample Letter to Individual Challenging Instructional or Library Materials

SAMPLE LETTER TO INDIVIDUAL CHALLENGING INSTRUCTIONAL OR LIBRARY MATERIALS

 

Dear:

We recognize your concern about the use of______________________________________________________ in our school district. The school district has developed procedures for selection of instructional materials but realizes that not everyone will agree with every selection made.

To help you understand the selection process, we are sending copies of the school district's:

1. Instructional goals and objectives,

2. Instructional and Library Materials Selection policy statement, and

3. Procedure for reconsideration of instructional and library materials.

If you are still concerned after you review this material, please complete the Reconsideration Request Form and return it to me. You may be assured of prompt attention to your request. If I have not heard from you within one week, we will assume you no longer wish to file a formal complaint.

 

Sincerely,

 

Approved: 11/28/2022              Reviewed: 11/28/2022                 revised: 11/28/2022

605.3E4 IASB Request to Prohibit a Student From Checking Out Specific Library Materials

 

REQUEST TO PROHIBIT A STUDENT FROM CHECKING OUT SPECIFIC LIBRARY MATERIALS

Request to prohibit a student from checking out certain library materials to be submitted to the superintendent. Please complete one form per student.

REQUEST INITIATED BY ___________________________________________ DATE ___________

Name ____________________________________________________________________________

Address __________________________________________________________________________

City/State _________________________ Zip Code__________________ Telephone_____________

Name of affected Student _____________________________________________________________

Requester’s Relationship to Student (must be parent/legal guardian)____________________________

BOOK OR OTHER PRINTED MATERIAL TO PROHIBIT STUDENT FROM CHECKING OUT:

Author___________________________ Hardcover____ Paperback____ Other____

Title _______________________________________________________________

Publisher (if known) ______________________________ Date of Publication ________________________

 

MULTIMEDIA MATERIAL TO PROHIBIT STUDENT FROM CHECKING OUT:

Title _________________________________________________________

Producer (if known) _____________________________________________

Type of material (filmstrip, motion picture, etc.) _________________________

Signature _______________________________________________ Dated ______________________________

 

Approved: 11/28/2022              Reviewed: 11/28/2022               Revised: 11/28/2022

605.3E5 Objection to Instructional and Library Materials - Request to Prohibit a Student from Accessing Specific Instructional Material

Code No. 605.3E5

REQUEST TO PROHIBIT A STUDENT FROM ACCESSING SPECIFIC INSTRUCTIONAL MATERIALS

Request to prohibit a student from checking out certain instructional materials to be submitted to the superintendent.
Please complete one form per student.

REQUEST INITIATED BY ____________________________________ DATE _____________________

Name _______________________________________________________________________________ 

Address _____________________________________________________________________________

City/State_______________________________ Zip Code __________Telephone __________________

Name of affected Student _______________________________________________________________

Requester’s Relationship to Student (must be parent/legal guardian) _____________________________

BOOK OR OTHER PRINTED MATERIAL TO PROHIBIT STUDENT FROM ACCESSING:

Author ____________________________    Hardcover _____   Paperback ___    Other ______

Title _________________________________________________________________________________

Publisher (if known) _____________________________________________________________________

Date of Publication ______________________________________________________________________

 

MULTIMEDIA MATERIAL TO PROHIBIT STUDENT FROM ACCESSING:

Title _________________________________________________________________________________

Producer (if known) _____________________________________________________________________

Type of material (filmstrip, motion picture, etc.) ________________________________________________

 

_______________________________     ____________________________________________________
Date                                                            Signature

605.3R1 Reconsideration of Instructional Materials Regulation

A.         A member of the school district community may raise an objection to instructional materials used in the school district's education program. While the individuals recommending the selection of such material were duly  qualified to make the selection and followed the proper procedure and observed the criteria for selecting such material; the district must be ready to acknowledge that an error in selection may have been made despite this process.  School employees regularly read great numbers of reviews in the selection process, and occasional errors are possible.

1.    The complainant will address the complaint at the lowest organizational level of licensed staff.  Often this will be the classroom teacher.

2.     The school official or employee receiving a complaint regarding instructional or library materials will try to resolve the issue at the lowest organizational level.  The materials generally will remain in use pending the outcome of the reconsideration procedure.

        a.    The school official or employee initially receiving a complaint will explain to the individual the district's selection procedure, criteria to be met by the instructional materials, and qualifications of those persons selecting the material.
        b.    The school official or employee initially receiving a complaint will explain to the individual the role of the objected material in the education program, its intended educational purpose, and additional information regarding its use.  In the alternative, the employee may refer the individual to the teacher-librarian who can identify and explain the use of the material.
        c.    The school official or employee receiving the initial complaint will direct the complainant to complete the Request for Reconsideration of Instructional and Library Materials Form, and notify the building level principal of receipt of the complaint within two school days after the reconsideration form is received.  Schools officials will offer to assist the complainant in completing the form, but if a complainant refuses to complete the form, the complaint will be deemed invalid and no further action taken.

B.    Request for Reconsideration

    1.    A member of the school district community may formally challenge instructional and library materials on the basis of appropriateness used in the school district's education program.  This procedure is for the purpose of considering the opinions of those persons in the school district and the community who are not directly involved in the selection process.
    
    2.    Each attendance center and the school district's central administrative office will keep on hand and make available Request for Reconsideration of Instructional and Library Materials Forms.  

    3.    The individual will state the specific reason the instructional or library material is being challenged.  The Request for Reconsideration of Instructional and Library Materials Form is signed by the individual and filed with the building-level principal.  

    4.    The building-level principal will promptly file the objection with the Superintendent/Director of Teaching and Learning for re-evaluation.

    5.       The Superintendent/Director of Teaching and Learning will convene a reconsideration committee within two weeks of receipt of the Reconsideration Form.

    6.       The committee will make their recommendation to the Superintendent within five school days of meeting.

    7.       The Superintendent/Director of Teaching and Learning will issue a decision related to the Reconsideration Request Form within 5 school days of receipt of the committee’s recommendation.  A copy of the Superintendent's/Director of Teaching and Learning’s decision will be provided to the complainant.

    8.       An appeal of the Superintendent’s/Director of Teaching and Learning's decision may be filed with the board secretary within five days of the decision.  The board will determine whether to hear the appeal at the next regular meeting or within 30 days of the decision, whichever is later.  If the board elects to hear the appeal, the board will act to affirm, modify or reverse the decision.  The board’s decision will be communicated to the complainant. The board’s decision will be deemed final.

    9.       Generally, access to challenged instructional material will not be restricted during the reconsideration process.  However, in unusual circumstances, the instructional material may be removed temporarily by following the provisions of Section B.10.d. of this rule.

   10.     The Reconsideration Committee
                  a.       The reconsideration committee is made up of six members.
                              (1)    One licensed employee designated annually, as needed, by the superintendent.
                              (2)    One teacher-librarian designated annually by the superintendent.
                              (3)    One member of the administrative team designated annually by the superintendent.
                              (4)    Three members of the community appointed annually, as needed, by the board.
                             
                  b.       The committee will select their chairperson and secretary.

                  c.       The committee will meet at the request of the superintendent/director of teaching and learning.

                  d.       Special meetings may be called by the board to consider temporary removal of materials in unusual circumstances.  A recommendation for temporary removal will require a two-thirds vote of the committee.

                  e.       The committee may be subject to applicable open meetings and public records laws.  Notice of the committee meeting is made public through appropriate communication methods as required by law.

                  f.        The committee will receive the completed Reconsideration Request Form from the superintendent.

                  g.       The committee will determine its agenda for the meeting which may include the following:
                            (1)    Distribution of copies of the completed Reconsideration Request Form.
                            (2)    An opportunity for the individual or a group spokesperson to talk about or expand on the Reconsideration Request Form.

                            (3)    Distribution of reputable, professionally prepared reviews of the challenged instructional material if available.
                            (4)    Distribution of copies of the challenged instructional material as available.
                 h.    The Committee will determine whether interested persons, including the individual filing the challenge, may have the opportunity to share their views.  The committee may request that individuals with special knowledge be present to give information to the committee. 

                  i.    The committee's final recommendation may be to take no removal action, to remove the challenged material from the school environment, or to limit the educational use of the challenged material.  The sole criterion for the final recommendation is the appropriateness of the material for its intended educational use.  The written final recommendation and its justification are forwarded to the superintendent, the complainant and the appropriate attendance centers.
        
                  j.    The individual filing the challenge is kept informed by the Superintendent of the status of the reconsideration request throughout the reconsideration process.  The individual filing the challenge and known interested parties are given appropriate notice of meetings as required by law.

                  k.    Following the superintendent’s/director of teaching and learning's decision with respect to the committee's recommendation, the individual may appeal the decision to the board for review.  

                   l.    A recommendation to sustain a challenge will not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the material.

                  m.    Requests to reconsider materials which have previously been reconsidered by the committee must receive approval of two-thirds of the committee members before the materials will again be reconsidered.  

                   n.    If necessary or appropriate in the judgment of the committee, the committee may consolidate related challenges, or decline to hear multiple challenges to the same materials.  Generally, the committee will not hear subsequent challenges to the same materials within the same school year.

 

Approved:  9/23/2019                                 Reviewed: 11/28/2022                    Revised:  01/08/2024

605.4 Technology and Instructional Materials

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

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

 

Approved: 11/28/2022                 Reviewed: 11/28/2022            Revised: 11/28/2022

605.5 School Library

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

Materials for the centers will be acquired consistent with all applicable laws and board policy, Instructional Materials Selection. The district shall provide access to all parents and guardians of students enrolled in the district an online catalog of all books available to students in the school libraries. This access will be displayed on the school district’s website.  Any challenges to library materials will be handled following the process for handling challenges to instructional and library materials as established in board policy.

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

It is the responsibility of the director of teaching and learning to develop procedures for the selection and replacement of both library and instructional materials.

 

Approved:       9/23/2019                       Reviewed:  11/28/2022                   Revised:  08/14/2023

605.6 Internet - Appropriate Use

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

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

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

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

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

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

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

Approved:       9/23/2019                       Reviewed:                     Revised: 02/26/2024  

605.7 Use of Information Resources

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

 

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

 

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

 

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

 

It is the responsibility of the superintendent, in conjunction with the principal to develop administrative regulations regarding this policy.

 

Approved:     9/23/2019                       Reviewed:                     Revised:   

605.7-R1 Use of Information Resources Regulation

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

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

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

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

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

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

Authorized Reproduction and Use of Copyrighted Material Reminders

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

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

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

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

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

  • A chapter from a book;

  • An article from a newspaper or periodical;

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

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

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

  • Brevity

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

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

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

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

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

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

Copying Limitations

Circumstances will arise when employees are uncertain whether or not copying is prohibited. In those circumstances, the librarian should be contacted. The following prohibitions have been expressly stated in federal guidelines:

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

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

  • Employees shall not:

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

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

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

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

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

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

Authorized Reproduction and Use of Copyrighted Materials in the Library

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

  • An unpublished work in its collection;

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

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

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

Authorized Reproduction and Use of Copyrighted Music or Dramatic Works

Teachers may:

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

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

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

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

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

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

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

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

  • The performance is not for a commercial purpose;

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

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

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

Recording of Copyrighted Programs

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

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

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

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

Authorized Reproduction and Use of Copyrighted Computer Software

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

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

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

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

  • A copy of the software license agreement shall be retained by the technology director or librarian; and,

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

Fair Use Guidelines for Educational Multimedia

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

Educators may perform or display their own multimedia ­based instructional activities. These projects may be used:

  • In face-to-face instruction;

  • In demonstrations and presentations, including conferences;

  • In assignments to students;

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

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

  • In their personal portfolios.

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

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

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

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

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

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

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

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

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

 

 

Approved:     9/23/2019                       Reviewed: 08/08/2023                    Revised:   

605.8 Artificial Intelligence in the Educational Enviornment

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: 02/26/2024                   Reviewed:                               Revised: 

605.8R1 Artificial Intelligence in the Educational Environment - Regulation

Selection of AI tools

AI tools will be vetted by relevant stakeholders including, but not limited to the district’s IT staff and, when related to student learning or assessment, by the Curriculum Director.  Decisions to use AI tools should be focused on:

  • Protection of students: Any AI tools used in the district must comply with the requirements to safeguard students from accessing material that is obscene, child pornography and harmful to minors. 
  • Privacy:  Personally identifiable information of students will not be shared without necessary written consents.  Further, any AI tools utilized must meet the requirements of the School Official exemption listed in FERPA, and described in policy 712.
  • Accessibility: Is the tool available to students of all abilities?  If not, what comparable alternatives will be offered to ensure an equitable learning environment for all students?
  • Accuracy: To the extent reasonable, the AI tool should be both reliable and unbiased in its pattern recognition, and data used by the tool should be verified for accuracy.
  • Transparent and Interruptible: Student use of AI tools must be able to be monitored by licensed staff to safeguard the appropriateness of the learning experience for the student and monitor for accuracy of the AI tool.  

Academic Integrity
Use of AI in research and graded work by students must include proper source citations.  Copyright protections must be strictly adhered to.  Students who fail to comply with these requirements may face discipline as stated in relevant district policies.

Appropriate Use
Prior to using AI tools, classroom teachers will clearly state how AI tools may be used to engage in and complete educational tasks and assignments.  Classroom teachers will establish appropriate parameters for AI tool usage and will monitor student use of AI tools as appropriate.  

Prohibited Uses
Students will not use AI tools to access or create information that is discriminatory, constitutes bullying or harassment, shares confidential or personally identifiable information of others, or access/create material that is harmful to minors, obscene, or child pornography.  Any violation of this regulation will be treated as a violation of relevant district policies and may be subject to loss of access to the AI tool, and further discipline.

Approved: 02/26/2024                  Reviewed:                 Revised:

606.6 Insufficient Classroom Space

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

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

 

Approved: 11/28/2022                 Reviewed: 11/28/2022               Revised: 11/28/2022

607 Adult Education

The board recognizes that the general objectives of post-high school and adult education programs shall be the same as those of other levels of public 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 post-high school and adult education programs shall be administered by the school district’s administrative staff.  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.  Recommendations for extension and expansion of adult education programs shall be made through the prescribed lines of authority and shall be presented to the board by the superintendent.

 

Approved:  9/23/2019                               Reviewed:                     Revised:   

607.1 Student Guidance and Counseling Program

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

607.2 Student Health Services

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:     9/23/2019                         Reviewed:                     Revised:  08/14/2023

607.2R1 Student Health Services - Regulation

Student Health Services Administrative Regulations

I. Student Health Services  - Each school building may develop a customized student health services program based on its unique needs and resources. Scientific advances, laws, and school improvement necessitate supports to students with health needs to receive their education program.

Supports to improve student achievement include:

  • qualified health personnel
  • school superintendent, school nurse, and school health team working collaboratively
  • family and community involvement
  • optimal student health services program with commitment to its continuing improvement

Components provided within a coordinated school health program include:

  • health services
  • nutrition
  • healthy, safe environment
  • staff wellness
  • health education
  • physical education and activity
  • counseling, psychological, and social services
  • family and community involvement

Student health services are provided to identify health needs; facilitate access to health care; provide for health needs related to educational achievement; promote health, well-being, and safety; and plan and develop the health services program.

II. Student Health Services Essential Functions

  1. Identify student health needs:
    1. Provide individual initial and annual health assessments
    2. Provide needed health screenings
    3. Maintain and update confidential health records
    4. Communicate (written, oral, electronic) health needs as consistent with confidentiality laws
       
  2. Facilitate student access to physical and mental health services:
    1. Link students to community resources and monitor follow through
    2. Promote increased access and referral to primary health care financial resources such as Medicaid, HAWK-I, social security, and community health clinics
    3. Encourage appropriate use of heath care
  3. Provide for student health needs related to educational achievement:
    1. Manage chronic and acute illnesses
    2. Provide special health procedures and medication including delegation, training, and supervision of qualified designated school personnel
    3. Develop, implement, evaluate, and revise individual health plans (IHPs) for all students with special health needs according to mandates in the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act (Section 504), and American with Disabilities Act (ADA)
    4. Provide urgent and emergency care for individual and group illness and injury
    5. Prevent and control communicable disease and monitor immunizations
    6. Promote optimal mental health
    7. Promote a safe school facility and a safe school environment
    8. Participate in and attend team meetings as a team member and health consultant
  4. Promote student health, well-being, and safety to foster healthy living:
    1. Provide developmentally appropriate health education and health counseling for individuals and groups
    2. Encourage injury and disease prevention practices
    3. Promote personal and public health practices
    4. Provide health promotion and injury and disease prevention education
      ​​​​​​​
  5. Plan and develop the student health services program collaboratively with the superintendent, school nurse, and school health team:
    1. Gather and interpret data to evaluate needs and performance
    2. Establish health advisory council and school health team
    3. Develop health procedures and guidelines
    4. Collaborate with staff, families, and community
    5. Maintain and update confidential student school health records
    6. Coordinate program with all school health components
    7. Coordinate with school improvement
    8. Evaluate and revise the health service program to meet changing needs
    9. Organize scheduling and direct health services staff
    10. Develop student health services annual status report
    11. Coordinate information and program delivery within the school and between school and major constituents
    12. Provide health services by qualified health professionals to effectively deliver services, including multiple levels of school health expertise such as registered nurses, physicians, and advanced registered nurse practitioners
    13. Provide for professional development for school health services staff

III. Expanded Health Services
These additional health services address learning barriers and the lack of access to health care. Examples include school-based services in the school, school-linked services connected to the school, primary care, mental health, substance abuse, and dental health.

Approved:  08/14/2023                              Reviewed:                                    Revised: 

608 Basic Instruction Program

The basic instruction program shall include the content required for each grade level by the State Department of Education. The instructional approach will be nonsexist and multicultural.  The board may, in its discretion, offer additional content in the instruction program for any grade level.

 

Each instruction program shall be 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:     9/23/2019                         Reviewed:                     Revised:  

609 Summer School Instruction

The board, in its discretion, may offer summer school for one or more courses and student activities for students who need additional assistance and instruction or for enrichment in those areas.

Upon receiving a request for summer school, the board shall weigh the benefit to the students and the school district as well as the school district's budget and availability of licensed employees to conduct summer school.  The decision whether the school district will offer summer school shall be within the discretion of the board.

 

Approved:     9/23/2019                         Reviewed:                     Revised:  

610 Special Education

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:     9/23/2019                         Reviewed:                     Revised:   

611 Multicultural/Gender Fair Education

Students will have an equal opportunity for a quality education without discrimination, regardless of their race, religion, socioeconomic status, color, sex, marital status, national origin, sexual orientation, gender identity or disability.  The education program will be free of discrimination and provide equal opportunity for students and will foster knowledge of, respect, and appreciation for the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society with special emphasis on Asian-Americans, African-Americans, Hispanic-Americans and persons with disabilities. It will also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.

 

Approved:     9/23/2019                         Reviewed:                     Revised:   

613 Human Growth and Development Student Excuse Form

Student Name:___________________________________                              Grade:__________

 

 

    Parent/Guardian:___________________________________        Phone #:___________________

 

 

Please list the curricular objective(s) from which you wish to have your child excused in the class or grade in which each is taught.

 

 

 

 

 

 

 

 

 

 

 

 

Proposed Alternative Activity:

  

 

 

 

 

 

 

 

I  have reviewed the Human Growth and Development program goals, objectives, and materials and wish my child to be excused from class when these objectives are taught. I understand my child will incur no penalty but may be required to complete an alternative assignment that relates to the class and is consistent with assignments required of all students in the class.

 

 

Signed:___________________________________________                      Date:_______________

            Parent or Guardian

 

 

 

 

 

Signed:___________________________________________                      Date:_______________

            School Administrator

 

Approved:     9/23/2019                         Reviewed:                     Revised:   

 

614 Physical Education

Students in grades one through twelve shall be required to participate in physical education courses unless they are excused by the principal of their attendance center.  Students may be excused from physical education courses if the student presents a written statement from a doctor stating that such activities could be injurious to the health of the student or the student has been exempted because of a conflict with the student's religious beliefs, provided such excuse fits within federal and state laws.

 

Students in grades nine through twelve may also be excused from physical education courses if the student is enrolled in academic courses not otherwise available or the student has obtained a physical education waiver for a semester because the student is actively involved in an athletic program.  Twelfth grade students may also be excused from physical education courses if the student is enrolled in a cooperative, work study or other educational program authorized by the school which requires the student's absence from school. Students who will not participate in physical education must have a written request or statement from the parents.

 

Approved:     9/23/2019                         Reviewed:                     Revised:   

 

615 Career Education

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

 

It shall be the responsibility of the superintendent and/or director of teaching & learning 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:     9/23/2019                         Reviewed:                     Revised:   

 

616 Academic Freedom

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

 

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

 

Approved:     9/23/2019                         Reviewed:                     Revised:   

 

617 Teaching Controversial Issues

A "controversial issue" is a topic of significant academic inquiry about which substantial groups of citizens of this community, this state or this nation hold sincere, conflicting points of view.  It is the belief of the board that controversial issues should be fairly presented in a spirit of honest academic freedom so that students may recognize the validity of other points of view but can also learn to formulate their own opinions based upon dispassionate, objective, unbiased study and discussion of the facts related to the controversy.

 

It shall be the responsibility of the teacher to present a full and fair opportunity and means for students to study, consider and discuss all sides of controversial issues including, but not limited to, political philosophies.  It shall be the responsibility of the teacher to protect the right of the student to study pertinent controversial issues within the limits of good taste and to allow the student to express personal opinions without jeopardizing the student's relationship with the teacher.  It shall be the responsibility of the teacher to refrain from advocating partisan causes, sectarian religious views or selfish propaganda of any kind through any classroom or school device; however, an instructor shall not be prohibited from expressing a personal opinion as long as students are encouraged to reach their own decisions independently.

 

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

Approved:     9/23/2019                         Reviewed:                     Revised:   

 

626 Implementation of Technology Protection Measures Regarding the Use of the District’s Computers, Computer-like Equipment, Computer Network Systems and Internet Access

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

 

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

 

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

 

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

 

Approved:    9/23/2019                             Reviewed:                     Revised:   

628 Staff Laptop Computer and/or Tablet Acceptance Form and the Use of the District's Computer, Computer-like Equipment, Computer Network Systems, and the Internet Access

 

Name:______________________________                         Date:_______________

I hereby certify that I have received, read, understand and agree to all of the terms and conditions in the Knoxville Community School District’s Appropriate Use of Computers, Computer-Like Equipment, Computer Network Systems, and the Internet policy.

I understand that the laptop computer, tablet, and related equipment I am being issued is the property of the Knoxville Community School District.  I will return the laptop computer and/or tablet and any related equipment I am issued in the same condition in which receive it, excluding normal wear and tear and unforeseen system breakdowns, i.e. hard drive failure, etc.  I understand that I am responsible for any damage or loss of any component of the laptop computer, tablet, and/or related equipment I am issued. In case of damage or loss, I agree that I will replace any damaged or lost component and/or equipment with components and/or equipment of equal value and functionality as approved by the District's administration.

I accept full responsibility for my use of the district’s computers, computer-like equipment, computer network systems, and the internet through the District in accordance with the terms, conditions, and guidelines as stated by the District in its policies and regulations and as set out in federal and state law.  I understand that violation of these provisions will result in the restriction and/or termination of my ability to use the District’s computers, computer-like equipment (such as tablets), computer network systems, and internet access and may result in further discipline up to and including termination of my employment with the District and/or other legal action.

I will not hold the District responsible in any way for materials accessed through the District’s computers, computer-like equipment, computer network systems, and/or the District’s internet access.  I relieve the Knoxville Community School District and its officers and employees from any and all financial responsibility that may be incurred by my use of the District’s computers, computer-like equipment, computer network systems, and the internet.

 

__________________________________               ______________                                      

Signature                                                                    Date

                                            

Approved:     9/23/2019                           Reviewed:                     Revised:   

629 Student Use of the District's Computer, Computer-like Equipment, Computer Network Systems, and the Internet Access

I hereby certify that I have received, read, understand and agree to the Knoxville Community School District’s Appropriate Use of Computers, Computer-Like Equipment, Computer Network Systems, and the Internet Policy.

 

I recognize that although the Knoxville Community School District has taken measures to restrict access to controversial materials, it cannot guarantee that students will be protected from accessing any controversial materials during the student’s use of the District’s computers, computer-like equipment, computer network systems, and the internet.

 

I accept full responsibility for my student’s use of the District’s computers, computer-like equipment, computer network systems, and the internet through the District in accordance with the terms, conditions, and guidelines as stated by the District in its policies and regulations and as set out in federal and state law.  I relieve the Knoxville Community School District and its officers and employees, from any and all financial responsibility that may be incurred by my student’s use of the District’s computers, computer-like equipment, computer network systems, and the internet.

There is significant student use of Internet resources in our classrooms.  In selecting No, I acknowledge that my child may have limited access to instructional materials and resources making full mastery of 21st Century technology literacy skills and other assignments more difficult than if Internet access was allowed.

I hereby give the District permission to publish my child’s work, picture, and/or first name on the internet through the District’s web site._____ Yes        ____ No

 

 

___________________________________                            __________________

Child’s Name                                                                            Date of Birth

 

 

___________________________________                            __________________

PARENT/GUARDIAN SIGNATURE                                        DATE

 

 

 

Student Handbook will contain procedures for students. 

 

I have read the Knoxville Community School District’s Appropriate Use of Computers, Computer-Like Equipment, Computer Network Systems, and the Internet policy and agree to abide by its provisions.  I understand that violation of these provisions will result in the restriction and/or termination of my ability to use the District’s computers, computer-like equipment, computer network systems, and internet access and may result in further discipline up to and including expulsion and/or other legal action.  I agree to be responsible for payment of costs incurred by accessing any internet services that have a cost involved.

 

 

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                                                      Signature             Printed Name

                                            

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Date

Approved:     9/23/2019                           Reviewed:                     Revised:   

632 Student Production of Materials and Services

Materials and services produced by students at the expense of the school district are to be the property of the school district. Materials and services produced by students at the student's expense, except for incidental expense to the school district, are to be the property of the student. It shall be the responsibility of the superintendent to determine incidental expense.

 

Approved:     9/23/2019                       Reviewed:                     Revised:   

633 Student Field Trips and Excursions

The principal may authorize field trips and excursions when such events contribute to the achievement of education goals of the school district. The school district will provide transportation for field trips and excursions.

 

In authorizing field trips and excursions, the principal shall consider the financial condition of the school district, the educational benefit of the activity, the inherent risks or dangers of the activity, and other factors deemed relevant by the superintendent. Written parental permission will be required prior to the student's participation in field trips and excursions. Board approval will be required for field trips and excursions out of state, overnight, and unusual length or expense.

 

Field trips and excursions are to be arranged with the principal well in advance and a detailed schedule and budget must be submitted by the employee to the principal along with the request for authorization of the field trip or excursion. The school district will be responsible for obtaining a substitute teacher if one is needed. Following field trips and excursions, the teacher may be required to submit a written summary of the event.

 

Approved:     9/23/2019                       Reviewed:                     Revised:   

634 Student Health Services

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

 

Approved:     9/23/2019                       Reviewed:                     Revised:   

635 Student Health Services Regulation

 

Student Health Services Administrative Regulations

I.  Student Health Services - Each school building may develop a customized student health services program within comprehensive school improvement based on its unique needs and resources. Scientific advances, laws, and school improvement necessitate supports to students with health needs to receive their education program.

  1. Supports to improve student achievement include:

    1. qualified health personnel;

    2. school superintendent, school nurse, and school health team working collaboratively;

    3. family and community involvement;

    4. optimal student health services program with commitment to its continuing improvement.

  2. Components provided within a coordinated school health program include:

    1.  health services;

    2.  health education;

    3. nutrition;

    4. physical education and activity;

    5. healthy, safe environment;

    6. counseling, psychological, and social services;

    7. staff wellness;

    8. family and community involvement.

 

Student health services are provided to identify health needs; facilitate access to health care; provide for health needs related to educational achievement; promote health, well-being, and safety; and plan and develop the health services program.

 

II.  Student Health Services Essential Functions

  1. Identify student health needs:

    1. Provide individual initial and annual health assessments.

    2. Provide needed health screenings.

    3. Maintain and update confidential health records;

    4. Communicate (written, oral, electronic) health needs as consistent with confidentiality laws.

  2. Facilitate student access to physical and mental health services:

    1. Link students to community resources and monitor follow through.

    2. Promote increased access and referral to primary health care financial resources such as Medicaid, HAWK-I, social security, and community health clinics.

    3. Encourage appropriate use of heath care.

  3. Provide for student health needs related to educational achievement:

    1. Manage chronic and acute illnesses.

    2. Provide special health procedures and medication including delegation, training, and supervision of qualified designated school personnel.

    3. Develop, implement, evaluate, and revise individual health plans (IHPs) for all students with special health needs according to mandates in the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act (Section 504), and American with Disabilities Act (ADA).

    4. Provide urgent and emergency care for individual and group illness and injury.

    5. Prevent and control communicable disease and monitor immunizations.

    6. Promote optimal mental health.

    7. Promote a safe school facility and a safe school environment.

    8. Participate in and attend team meetings as a team member and health consultant.

  4. Promote student health, well-being, and safety to foster healthy living:

    1. Provide developmentally appropriate health education and health counseling for individuals and groups.

    2. Encourage injury and disease prevention practices.

    3. Promote personal and public health practices.

    4. Provide health promotion and injury and disease prevention education.

    5. Plan and develop the student health services program collaboratively with the superintendent, school nurse, and school health team:

    6. Gather and interpret data to evaluate needs and performance.

    7. Establish health advisory council and school health team.

    8. Develop health procedures and guidelines.

    9. Collaborate with staff, families, and community.

    10. Maintain and update confidential student school health records.

    11. Coordinate program with all school health components.

    12. Coordinate with school improvement.

    13. Evaluate and revise the health service program to meet changing needs.

    14. Organize scheduling and direct health services staff.

    15. Develop student health services annual status report.

    16. Coordinate information and program delivery within the school and between school and major constituents.

    17. Provide health services by qualified health professionals to effectively deliver services, including multiple levels of school health expertise such as registered nurses, physicians, and advanced registered nurse practitioners.

    18. Provide for professional development for school health services staff.

 

Ill.         Expanded Health Services

These additional health services address learning barriers and the lack of access to health care. Examples include school-based services in the school, school-linked services connected to the school, primary care, mental health, substance abuse, and dental health.

 

Approved:     9/23/2019                       Reviewed:                     Revised:   

636 Suicide Prevention and ACES Training Requirements

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:     9/23/2019                       Reviewed:                     Revised:   

DRAFT: 605.6.R1 Internet - Appropriate Use - Regulation

I. Responsibility for Internet Appropriate Use.

  1. The authority for appropriate use of electronic Internet resources is delegated to the licensed employees.  
     
  2. Instruction in the proper use of the Internet will be available to licensed employees who will then provide similar instruction to their students.
     
  3. Employees are expected to practice appropriate use of the Internet, and violations may result in discipline up to, and including, discharge.

II. Internet Access.

  1. Access to the Internet is available to teachers and students as a source of information and a vehicle of communication.
     
  2. Students will be able to access the Internet through their teachers.  Individual Internet-based collaboration software student accounts and electronic mail addresses may be issued to students..
     
    1. Making Internet access available to students carries with it the potential that some students might encounter information that may not be appropriate for students.  However, on a global network, it is impossible to control all materials.  Because information on the Internet appears, disappears and changes, it is not possible to predict or control what students may locate.
    2. It is a goal to allow teachers and students access to the rich opportunities on the Internet, while we protect the rights of students and parents who choose not to risk exposure to questionable material.
    3. The smooth operation of the network relies upon the proper conduct of the end users who must adhere to strict guidelines which require efficient, ethical and legal utilization of network resources.
    4. To r promote accountability users may use real-time conference features such as talk/chat/Internet relay chat only as approved by the supervising teacher.
    5. Transmission of material, information or software in violation of any board policy or regulation is prohibited.
    6. System users will follow district cybersecurity policy and procedures to ensure network security..
    7. The school district makes no guarantees as to the accuracy of information received on the Internet.    

III. Student Use of Internet.

  1. Equal Opportunity - The Internet is available to all students within the school district through teacher access.  
     
  2. On-line  Protocol.
     
    1. The use of the network is a privilege and may be taken away for violation of board policy or regulations.  As a user of the Internet, students may be allowed access to other networks.  Each network may have its own set of policies and procedures.  It is the user's responsibility to abide by the policies and procedures of these other networks.
    2. Students should adhere to on-line protocol:
      1. Respect all copyright and license agreements.
      2. Cite all quotes, references and sources.
      3. Remain on the system long enough to get needed information, then exit the system.
      4. Apply the same privacy, ethical and educational considerations utilized in other forms of communication.
    3. Student access for electronic mail will be through (the supervising teacher's account/their own account).  Students should adhere to the following guidelines:
      1. Others may be able to read or access the mail so private messages should not be sent.
      2. Delete unwanted messages immediately.
      3. Use of objectionable language is prohibited.
      4. Always sign messages.
      5.  
  3. Restricted Material - Students will not intentionally access or download any text file or picture or engage in any conference that includes material which is obscene, libelous, indecent, vulgar, profane or lewd; advertises any product or service not permitted to minors by law; constitutes insulting or fighting words, the very expression of which injures or harasses others; or presents a clear and present likelihood that, either because of its content or the manner of distribution, it will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or the violation of lawful school regulations.
     
  4. Unauthorized Costs - If a student gains access to any service via the Internet which has a cost involved or if a student incurs other types of costs, the student accessing such a service will be responsible for those costs.

IV. Student Violations--Consequences and Notifications.
Students who access restricted items on the Internet are subject to the appropriate action described in board policy or regulations or the following consequences:

  1. Technology Violation:  A verbal "Warning" notice will be issued to the student and the parent or guardian will be notified.  The student may lose iPad priveledges for a period of up to 10 days.  
     
  2. Additional Violations: A verbal "Warning" notice will be issued to the student and the parent or guardian will be notified.  The student will lose iPad priveledges for a period of up to 10 days.