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

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

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

The board, in its discretion, may excuse graduating seniors from up to five days 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 on any proposed school calendar prior to adopting the school calendar.

Cross Reference:         
501.3   Compulsory Attendance
601.2   School Day
603.3   Special Education
606.9   Early Release for Seniors

Approved: September 2007
Reviewed:  May 2018
Revised:  June 2018

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

The board may define the number of days pre-pre-kindergarten will be held and the length of each school day for the students attending pre-pre-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 twenty-seven and one-half hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the instructional staff or parent-teacher conferences have been scheduled beyond the regular school day.  If the total hours of instructional time for the first four consecutive days equal at least twenty-seven and one-half hours because parent-teacher conferences have been scheduled beyond the regular school day, the school district may record zero hours of instructional time on the fifth consecutive school day as a school day.  Schedule revisions and changes in time allotments will be made by the superintendent.

When the school is forced to close due to weather or other emergencies, that part of the day during which school was in session will constitute a school day.

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

Cross Reference:          601.1   School Calendar

Approved: September 2007
Reviewed:  May 2018

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

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

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

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

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

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

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

Approved: September 2007
Reviewed:  May 2018

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

• Study and identify the best instructional practices and materials to deliver the content;
• Describe procedures for the purchase of instructional materials and resources (See Policy 605.1);
• 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 shall be the responsibility of the superintendent to keep the board apprised of curriculum implementation activities, progress of each content area related to curriculum implementation activities, and to develop administrative regulations for curriculum implementation including recommendations to the board.

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

Approved: September 2007
Reviewed:  May 2018

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

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

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

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

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

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

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

Approved: September 2007
Reviewed:  May 2018

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

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

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

Cross Reference:         
602      Curriculum Development
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

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

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

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

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

The basic instruction program of students enrolled in grades nine through twelve shall include English‑language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), and vocational education (12 units).

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

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

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

Cross Reference:         
103      Equal Educational Opportunity
105      Long-Range Needs Assessment
505      Student Scholastic Achievement
602      Curriculum Development
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

The Webster City Community School District recognizes the importance of ongoing learning opportunities for students. As such, the district shall offer summer school instruction in accordance with the following:

• The board, in its discretion, may offer summer school for one or more courses and student activities for students who need additional help and instruction or for enrichment in those areas.  Upon receiving a request for summer school, the board will weigh the benefit to the students and the school district as well as the school district's budget and availability of licensed employees to conduct summer school.

• If a child who is eligible for special education has been determined to need extended school year services as necessary to receive a free appropriate public education, as determined according to state and federal law, such services shall be provided as described in the child’s individualized education program.

• In additional instances as provided by law.

The superintendent may develop administrative regulations regarding this policy.

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

Approved: September 2007
Reviewed:  May 2018
Revised:  April 2018

The board recognizes some students have different educational needs than other students.  The board shall provide a free appropriate public education program and related services to students identified in need of special education.  The special education services will be provided from birth until the appropriate education is completed, age twenty-one or to maximum age allowable in accordance with the law.  Students requiring special education shall attend general education classes, participate in nonacademic and extracurricular services and activities and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student.  The appropriate education for each student 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 or in their IEPs for graduation.  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 children age 3 through age 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.

Cross Reference:         
503      Student Discipline
505.6   Graduation Requirements
506      Student Records
507.2   Administration of Medication to Students
507.8   Student Special Health Services
601.1   School Calendar
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018
Revised:  February 2009

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 or disability.

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

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

Approved: September 2007
Reviewed:  May 2018

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

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

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

Cross Reference:         
502      Student Rights and Responsibilities
603      Instructional Curriculum
607      Instructional Services

Approved: September 2007
Reviewed:  May 2018

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.

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

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

Cross Reference:         
504      Student Activities
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

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

It shall be the responsibility of the superintendent to assist 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.

Cross Reference:         
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

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

It shall be the responsibility of the superintendent to ensure the study of religion in the schools in keeping with the following guidelines:

•           the proposed activity must have a secular purpose;
•           the primary objective of the activity must not be one that advances or inhibits religion; and
•           the activity must not foster excessive governmental entanglement with religion.

Cross Reference:         
603      Instructional Curriculum
604.6   Religious-Based Exclusion from a School Program
606.3   School Ceremonies and Observances

Approved: September 2007
Reviewed:  May 2018

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.

Cross Reference:         
502      Student Rights and Responsibilities
603      Instructional Curriculum
904.5   Distribution of Materials

Approved: September 2007
Reviewed:  May 2018

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

Cross Reference:         
602      Curriculum Development
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

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

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

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

Approved: September 2007
Reviewed:  May 2018

The Webster City Community School District recognizes that families with students of compulsory attendance age may select alternative forms of education outside the traditional school setting, including private instruction. The applicable legal requirements for private instruction, including, but not limited to those relating to reporting and evaluations for progress, shall be followed.

Except as otherwise exempted, in the event a child of compulsory attendance age as defined by law does not attend public school or an accredited nonpublic school, the child must receive private instruction. Private instruction means instruction using a plan and a course of study in a setting other than a public or organized accredited nonpublic school.

Private instruction can take the form of competent private instruction and independent private instruction. The Iowa Department of Education recognizes three options for delivery of this form of instruction: two options for delivery of competent private instruction and one option for independent private instruction.

Competent private instruction means private instruction provided on a daily basis for at least one hundred forty-eight days during a school year, to be met by attendance for at least thirty-seven days each school quarter, which results in the student making adequate progress.  Competent private instruction is provided by or under the supervision of a licensed practitioner or by other individuals identified in law. 

Independent private instruction means instruction that meets the following criteria: (i) is not accredited, (ii) enrolls not more than four unrelated students, (iii) does not charge tuition, fees, or other remuneration for instruction, (iv) provides private or religious-based instruction as its primary purpose, (v) provides enrolled students with instruction in mathematics, reading and language arts, science, and social studies, (vi) provides, upon written request from the superintendent of the school district in which the independent private instruction is provided, or from the director of the department of education, a report identifying the primary instructor, location, name of the authority responsible for the independent private instruction, and the names of the students enrolled, (vii) is not a nonpublic school and does not provide competent private instruction as defined herein, and (viii) is exempt from all state statutes and administrative rules applicable to a school, a school board, or a school district, except as otherwise provided by law.

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

NOTE: This policy reflects Iowa law on competent private instruction and independent private instruction. For additional information, including applicable forms, please visit the “Options for Educational Choice” section of the Iowa Department of Education’s website, located at https://www.educateiowa.gov/pk-12/options-educational-choice.

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

Approved:  September 2007
Reviewed:  May 2018
Revised:     August 2015

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

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

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

Cross Reference:         
501.11 Pregnant Students
604.1   Competent Private Instruction

Approved: September 2007
Reviewed:  May 2018

The board recognizes some students may wish to take courses outside the country.  Generally, students must obtain board approval prior to participating in the international student exchange program if the student wants to receive credit for the program.  If it is a continuing program which has received a favorable evaluation by the administration and the program will be carried out in the future as it has in the past, prior board approval is not required.

The board's approval is not an assumption of liability, but rather an approval of the credits from the program toward graduation requirements.  The students, employees or others traveling with the students shall assume all costs and maintain personal and liability insurance protection.  The school district assumes no cost or liability for the participants.

It shall be the responsibility of the superintendent to keep the board informed of ongoing programs and to bring new programs to the board's attention.

Cross Reference:         
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

The board recognizes some students require programming beyond the regular education program.  It shall be the responsibility of the superintendent to develop a talented and gifted program which provides for identifying students, for program evaluation, and for training of employees.

Cross Reference:         
505      Student Scholastic Achievement
604.7   Instruction at a Post-Secondary Educational Institution

Approved: September 2007
Reviewed:  May 2018

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

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

Cross Reference:         
505      Student Scholastic Achievement
607.1   Student Guidance and Counseling Program

Approved: September 2007
Reviewed:  May 2018

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

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

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

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

Cross Reference:         
603      Instructional Curriculum
606.3   School Ceremonies and Observances

Approved: September 2007
Reviewed:  May 2018

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 is responsible for determining the number of high school credits that shall be granted to a student who successfully completes a concurrent enrollment course.  

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.  This would include courses at a community college with which the district has a concurrent enrollment agreement.  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 is responsible for determining the number of high school credits that shall be granted to a student who successfully completes a PSEO course.  Students may not enroll on a full-time basis to any post-secondary institution through the PSEO program.

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.   

Cross References:        
505      Student Scholastic Achievement
604.3   Program for Talented and Gifted Students

Approved:   March 2007
Reviewed:   May 2018
Revised:     June 2018

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

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

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

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

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

Cross Reference:         
502      Student Rights and Responsibilities
503      Student Discipline
504      Student Activities
507      Student Health and Well-Being
604.1   Private Instruction
604.9   Home School Assistance Program

Approved:  March 2007
Reviewed: May 2018
Revised:    August 2015

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

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

Cross Reference:         
501      Student Attendance
507.1   Student Health and Immunization Certificates

Approved: September 2007
Reviewed:  May 2018

The board recognizes that on-line coursework may be a good alternative for students to not only meet graduation requirements but, also have the opportunity to take advanced or other courses not offered by the school district.

High school students may earn a maximum of four credits to be applied toward graduation requirements by completing on-line courses offered through agencies approved by the board, such as the Iowa On-Line Learning.  Credit from an on-line or virtual course may be earned only in the following circumstances: 

• The course is not offered at the high school;
• Although the course is offered at the high school, the student will not be able to take it due to an unavoidable scheduling conflict that would keep the student from meeting graduation requirements;
• The course will serve as a supplement to extend homebound instruction;
• The student has been expelled from the regular school setting, but educational services are to be continued; or
• The principal, with agreement from the student's teachers and parents, determines the student requires a differentiated or accelerated learning environment.

Students applying for permission to take a virtual course shall complete prerequisites and provide teacher/counselor recommendations to confirm the student possesses the maturity level needed to function effectively in an on-line learning environment.  In addition, the express approval of the principal shall be obtained before a student enrolls in an on-line course. The school must receive an official record of the final grade before credit toward graduation will be recognized.

Provided courses are part of the student’s regular school day coursework and within budgetary parameters, the costs for a virtual course, such as textbooks or school supplies, shall be borne by the parents for students enrolled full-time. 

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

Cross Reference:         
605.6   Internet Appropriate Use
501.6   Student Transfers In

Approved:  March 2007
Reviewed:  May 2018

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

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

In the case of textbooks, the board shall make the final decision after receiving a recommendation from the superintendent.  The criteria stated above for selection of other instructional materials shall apply to the selection of textbooks.  The superintendent may develop another means for the selection of textbooks.  Textbooks shall be reviewed as needed and at least every seven years.

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

Cross Reference:         
209.1   Ad Hoc Committees
505      Student Scholastic Achievement
602      Curriculum Development
605      Instructional Materials

Approved: September 2007
Reviewed:  May 2018

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

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

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

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

Approved: September 2007
Reviewed:  May 2018

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, in conjunction with the principals, to develop administrative regulations for reconsideration of instructional materials.

Cross Reference:     
215          Public Participation in Board Meetings
402.5       Public Complaints About Employees
602          Curriculum Development
605           Instructional Materials

Approved: September 2007
Reviewed:  May 2018

The board supports the use of innovative methods and the use of technology in the delivery of the education program.  The board encourages employees to investigate economic ways to utilize instructional television, audiovisual materials, computers, and other technological advances as a part of the curriculum.

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

Cross Reference:         
217.4   Board of Directors and Area Education Agency
602      Curriculum Development
605      Instructional Materials

Approved: September 2007
Reviewed:  May 2018

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

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

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

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

Cross Reference:          
602      Curriculum Development
605      Instructional Materials

Approved:  September 2007
Reviewed:  May 2018

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.  Individual student accounts and electronic mail will not be issued to students.  If a student already has an electronic mail address, the student will not be permitted to use the address to send and receive mail at school.

The Internet can provide a vast collection of educational resources for students and employees.  It is a global network which makes it impossible to control all available information.  Because information appears, disappears and changes constantly, it is not possible to predict or control what students may locate.  The school district makes no guarantees as to the accuracy of information received on the Internet.  Although students will be under teacher supervision while on the network, it is not possible to constantly monitor individual students and what they are accessing on the network.  Some students might encounter information that 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 measure to protect students from inappropriate access.

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

Cross References:        
502      Student Rights and Responsibilities
506      Student Records
605.5   Media Centers

Approved:  September 2007
Reviewed:  May 2018

The District supports the appropriate use of technology-based information resources by staff members.  These resources include District provided networks, electronic media, and telecommunications tools, such as access to Internet resources.

Access privileges to District networks and electronic information resources will be given to the staff as is appropriate to the site and assignment.  Staff use of telecommunications and electronic information resources external to District provided networks is a privilege which may be permitted upon submission of a telecommunications use agreement form by the staff member.  In addition, each staff member will read and understand the Computer Acceptable Use Policy which provides for the appropriate use of telecommunications, electronics and networked information resources.

District provided telecommunications, electronic and networked information resources are provided solely for the advancement and promotion of learning and teaching.  The use of these resources shall be consistent with the District’s educational mission, policy and state and federal laws and regulations.  Failure to abide by District policy, applicable laws and administrative regulations governing use of these resources may result in disciplinary action, up to and including termination, in accordance with appropriate board policies and administrative rules.  Fees, fines or other charges may also be imposed as a result of misuse of these technology resources by the staff member.

Approved:  September 2007
Reviewed:  May 2018

The board may make arrangements for sharing students with neighboring school districts in order to expand the opportunities available in the education program or in the operation of the school district.  It shall be within the discretion of the board to determine when and with which school district sharing agreements will be made.

It shall be the responsibility of the superintendent to bring to the board's attention opportunities for sharing students with neighboring school districts.

Cross Reference:         
217.3   Board of Directors and Adjoining District Board of Directors
302.3   Administration and Adjoining District Administration
410.1   Shared Licensed Employees

Approved:  September 2007
Reviewed:  May 2018

Homework, extra class activities or assignments beyond the regular classroom instruction program are a part of the education program.  Homework will be an extension and an enrichment of the classroom instruction.

Homework shall be an opportunity for students to practice skills and activities, to share and discuss ideas, to review materials, to become acquainted with resources, to organize thoughts, to prepare for classroom activity, or to make up incomplete assignments.

The amount of homework in grades one through six shall be appropriate.  A reasonable amount of homework is required in grades seven through twelve.

Guidelines regarding homework shall be developed in conjunction with the curriculum of the education program.

Cross Reference:         
501      Student Attendance
606      Instructional Arrangements

Approved:  September 2007
Reviewed:  May 2018

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

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

Cross Reference:         
603      Instructional Curriculum
604.6   Religious-Based Exclusion From A School Program

Approved:  September 2007
Reviewed:  May 2018

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

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

It shall be the responsibility of the principal to determine appropriate supervision of animals in the classroom.

Cross Reference:         
507      Student Health and Well-Being

Approved:  September 2007
Reviewed:  May 2018

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

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

Cross Reference:         
408.2   Licensed Employee Publication or Creation of Materials

Approved:  September 2007
Reviewed:  May 2018

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.  The board's approval will be required for field trips and excursions overnight or outside the state.

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

Cross Reference:         
503.1   Student Conduct
503.4   Good Conduct Rule
603      Instructional Curriculum
711      Transportation

Approved:  September 2007
Reviewed:  May 2018

The building principal may authorize programs or activities in the form of a school assembly when such events contribute to the achievement of education goals of the school district.  School assemblies shall comply with the school calendar.

In authorizing a school assembly, the building 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 the building principal or superintendent consider relevant.

Cross Reference:         
504      Student Activities

Approved:  September 2007
Reviewed:  May 2018

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

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

Cross Reference:         
105      Long-Range Needs Assessment
501.15 Open Enrollment Transfers - Procedures as a Receiving District

Approved:  September 2007
Reviewed:  May 2018

The school academic year for students shall be for a minimum of one-hundred and eighty days in the school calendar.  Seniors may be excused up to five days of instruction after they have met the district's requirements for graduation.  The board may also excuse graduating seniors from making up days due to inclement weather if the student has met the school district's graduation requirements.

The superintendent has the authority to deny early release, or reduce the number of days for which graduating seniors may be excused, if a senior has failed to meet the requirements for graduation, as a form of discipline for an individual or for the class as a whole, or if the academic year has been disrupted by school closings for severe weather or other emergencies.

Cross Reference:         
501      Student Attendance
601.1   School Calendar

Approved:  September 2007
Reviewed:  May 2018

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

Cross Reference:         
506      Student Records
603      Instructional Curriculum
604.5   Program for At-Risk Students

Approved:  September 2007
Reviewed:  May 2018

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

The superintendent, in conjunction with the (school nurse, health advisory committee, public health nurse, school health team, etc.) will develop administrative regulations implementing this policy. 

Cross Reference:   
501.4         Entrance - Admissions
506            Student Health and Well-Being

Approved:  September 2007
Reviewed:  May 2018

Annually, as a service to students and their parents, the board may hold a musical instrument display night.  The event is designed to provide an opportunity for students and their parents to view, purchase, or rent musical instruments and accessories if they desire.

This policy does not require students and parents to purchase musical instruments from the vendor displaying at this event.  This policy shall not limit a student's participation in the band or require a student to participate in band or other activities involving musical instruments.

It shall be the responsibility of the superintendent to develop guidelines regarding the qualifications a vendor must meet to display at this event.  Vendors invited by the teacher must meet those qualifications.

Cross Reference:         
504      Student Activities
906      Use of School District Facilities & Equipment

Approved:  September 2007
Reviewed:  May 2018

Annually, as a service to students and their parents, the board may provide a class ring display for students in grades nine through twelve.  The service is designed to provide an opportunity for students and their parents to view class rings and accessories.

This policy does not require students or parents to purchase class rings from the vendor displaying at the school.

It shall be the responsibility of the superintendent to develop guidelines regarding the qualifications a vendor must meet to display at this event.  Vendors are chosen by the principal and must meet the qualifications established by the superintendent.

Cross Reference:         
504      Student Activities
906      Use of School District Facilities & Equipment

Approved:  September 2007
Reviewed:  May 2018