This series of the board policy manual is devoted to the goals and objectives for the delivery of the education program. The board's objective in the design, contents and the delivery of the education program is to provide an equal opportunity for students to pursue an education free of discrimination on the basis of race, color, national origin, gender, sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed.

In providing the education program of the school district, the board will strive to meet its overall goal of providing the students an opportunity to develop a healthy social, intellectual, emotional, and physical self-concept in a learning environment that provides guidance and encourages critical thinking in students.

In striving to meet this overall goal, the objectives of the education program are to provide students with an opportunity to:

• Acquire basic skills in obtaining information, solving problems, thinking critically and
• communicating effectively;
• Become effective and responsible contributors to the decision-making processes of the
• social and political institutions of the community, state and nation;
• Acquire entry-level job skills and knowledge necessary for further education;
• Acquire the capacities for a satisfying and responsible role as family members;
• Acquire knowledge, habits and attitudes that promote personal and public health, both
• physical and mental;
• Acquire an understanding of ethical principles and values and the ability to apply them to
• their own lives;
• Develop an understanding of their own worth, abilities, potential and limitations; and,
• Learn and enjoy the process of learning and acquire the skills necessary for a lifetime of
• continuous learning and adaptation to change.

A School Improvement Advisory Committee comprised of representatives of the school district community and the school district is appointed to make recommendations for the goals and objectives of the education program. Annually, this committee will report to the board regarding progress toward achievement of the goals and objectives of the education program.

The goals and objectives of the school district are designed to achieve the philosophy statement of the school district. Short-term and long-term objectives for the education program are established annually by the board. These objectives will reflect the results of the needs assessment, recommendation of the advisory committee, recommendations from the superintendent, and changes in law.

Approved 6-16-03      Reviewed 11-19-07  1-15-13  08-15-18  4-17-19  10-22-20, 9-15-21     Revised 2-16-09

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

The academic school year for students shall begin no sooner than August 23.  Employees may be required to report to work at the school district prior to this date.

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

The board, in its discretion, may excuse graduating seniors from up to five days or 30 hours of instruction after the school district requirements for graduation have been met.  The board may also excuse graduating seniors from making up days missed due to inclement weather if the student has met the school district's graduation requirements.

It is the responsibility of the superintendent to develop the school calendar for recommendation, approval, and adoption by the board annually.

The board may amend the official school calendar when the board considers the change to be in the best interests of the school district's education program.  The board shall hold a public hearing on any proposed school calendar prior to adopting the school calendar.

NOTE:  This is a mandatory policy reflects Iowa law.

Approved: 6-16-03.      Reviewed: 11-19-07, 1-15-13, 8-15-18, 10-21-20, 9-15-21         Revised: 4-17-19 

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

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

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

When the school is forced to close due to weather or other emergencies, the part of the day during which school was in session will constitute a school day.  The superintendent and building principal will create administrative regulations necessary to utilize any remote learning opportunities that are available and permitted by law during the period of closure.  Remote learning opportunities will count toward instructional time requirements as allowed by law.  During the time of remote learning, student attendance will be taken, assessments may be administered and grades will count toward students’ cumulative grade point average.  The provision of special education and accommodations for students who have individualized education programs (IEPs) or Section 504 plans during periods of closure will be determined by each respective IEP or Section 504 team.   

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

Legal Reference:          

• 34 C.F.R. sec. 300
• 28 C.F.R. pt. 35
• Iowa Code § 256.7, 279.8, .10.
• 281 I.A.C. 12.1(1), .1(7-10).

Approved:  6-16-03        Reviewed: 11-19-07, 1-15-13, 08-15-18, 8/12/20, 10-21-20, 9-15-21     Revised: 4-17-19, 8/12/20

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

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

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

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

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

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

Approved 6-16-03      Reviewed 11-19-07   1-13-13    08-15-18  4-17-19  Revised 2-16-09

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

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

• Understanding the conceptual framework of the content/discipline being implemented; and,
• Organized assistance to understand the theory, observe exemplary demonstrations, have opportunities to practice, and receive coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level.

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

• Study and identify the best instructional practices and materials to deliver the content;
• Describe procedures for the purchase of instructional materials and resources
•  Identify/develop exemplars that demonstrate the learning behaviors, teaching, and learning environment to deliver the content;
• Study the current status of instruction in the content area (how teachers are teaching);
• Compare the desired and present delivery system, identify differences (gap analysis), and develop a plan for addressing the differences;
• Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps);
• Provide ongoing professional development related to instructional strategies and materials that focuses on theory, demonstration, practice and feedback;
• Regularly monitor and assess the level of implementation;
• Communicate with internal and external publics regarding curriculum implementation;
• Involve staff, parents, students, and community members in curriculum implementation decisions.

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

Approved 6-16-03      Reviewed 11-19-07  1-15-13   08-15-18 4-17-19    Revised

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

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

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

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

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

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

Approved 6-16-03      Reviewed 11-19-07    1-15-13    08-15-18  4-17-19 Revised

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

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

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

Approved 6-16-03      Reviewed 11-19-07   1-15-13    08-15-18   4-17-19  Revised

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

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

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

The basic instruction program of students enrolled in grades seven and eight will include English language arts, social studies, mathematics, science, health, age-appropriate and research based human growth and development, career exploration and development, physical education, music, and visual art.

The basic instruction program of students enrolled in grades nine through twelve will include English-language arts (6 units), social studies including at least one half unit of United States government and one half unit of United States history (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), career and technical education (12 units), financial literacy (1/2 unit).

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

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

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

Approved 6-16-03      Reviewed 11-19-07  2-19-13   08-15-18   Revised 11-19-07  4-17-19 

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

Approved 6-16-03      Reviewed 11-19-07 2-19-13  08-15-18  4-17-19   Revised 

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

As part of the education program, students 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 11-17-03      Reviewed 11-19-07  2-19-13  08-15-18   4-17-19  Revised  

Generally, only "Credit Recovery and Competency Based Education" will be offered during summer school. However, 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. This decision is within the discretion of the board.

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.

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

Approved 6-16-03      Reviewed 11-19-07  2-19-13   08-15-18  4-17-19 Revised  2-19-13

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

Special education students are required to meet the requirements listed for special education students in board policy 505.5 and in their IEPs for graduation.  It is the responsibility of the superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.

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

NOTE:  This is a mandatory policy and reflects state and federal law.  For more detailed discussion of this issue, see IASB's Policy Primers, Vol. 20 #7 – Dec. 4, 2008 and 13 #3- Jan. 22, 2001.

Legal Reference:          

• Board of Education v. Rowley, 458 U.S. 176 (1982).
• Springdale School District #50 v. Grace, 693 F.2d 41 (8th Cir. 1982).
• Southeast Warren Comm. School District v. Dept. of Public
• Instruction, 285 N.W.2d 173 (Iowa 1979).
• 20 U.S.C. §§1400 et seq.
• 34 C.F.R. Pt. 300 et seq.
• Iowa Code §§ 256.11(7); 256B; 273.1, .2, .5, .9(2)-(3); 280.8.
• 281 I.A.C. 41.109; 41.404

 Cross Reference:          

• 503      Student Discipline
• 505.5    Graduation Requirements
•  506      Student Records
• 507.2    Administration of Medication to Students
• 507.8    Student Special Health Services
• 601.1    School Calendar
• 603      Instructional Curriculum

Approved 6-16-03      Reviewed 11-19-07   2-19-13  08-15-18, 1/21/21   Revised 2-16-09  4-17-19, 1/21/21

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

The education program is free of discrimination and will provide 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 persons of diverse cultures 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 genders.

The board will adopt a written plan for the implementation of multicultural and gender fair education and will evaluate this plan at least every five years. During the evaluation process, the board will involve parents, students, employees and community members.

Approved 6-16-03 Reviewed 11-19-07  2-19-13   08-15-18   

Revised 11-19-07  2-16-09   4-17-19            

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

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

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

Approved 6-16-03      Reviewed 11-19-07   2-19-13  08-15-18 4-17-19  Revised

• the student is enrolled in academic courses not otherwise available, or
• the student has obtained a physical education waiver for a [semester or trimester] because the student is actively involved in an athletic program,
• the student is participating in the Legislative Page Program at the state capitol for a regular session of the general assembly; or
• the student is enrolled in a junior reserve officer training corps.

Approved 6-16-03      Reviewed 11-19-07  2-19-13  08-15-18  4-17-19 8-18-21 Revised 8-18-21

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

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

Approved 6-16-03      Reviewed 11-19-07 2-19-13  08-15-18 4-17-19   Revised

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

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

• 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.

Approved 6-16-03      Reviewed 11-19-07   2-19-13  08-15-18 4-17-19  Revised

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

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

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

Approved 06-16-03      Reviewed 11-19-07   08-15-18  4-17-19  Revised

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

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

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

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

Legal Reference:          

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

Cross Reference:          

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

Approved 8/12/20                          Reviewed  8/12/20                         Revised  8/12/20

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

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

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

Approved 6-16-03      Reviewed 11-19-07   3-26-13  08-15-18 4-17-19   Revised

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

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

Approved 6-16-03      Reviewed 11-19-07  3-26-13  08-15-18 4-17-19  Revised

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

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

Approved 6-16-03      Reviewed 11-19-07  3-26-13  08-15-18 4-17-19  Revised

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

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

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

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

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

Approved 6-16-03      Reviewed 11-19-07  3-26-13  4-17-19   Revised

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.   

If a student is unable to demonstrate proficiency or the school district or accredited nonpublic school determines that the course unit completed by the student does not meet the school district’s standards, the superintendent shall provide in writing to the student’s parent or guardian the reason for the denial of credit.

Legal References:        

• Iowa Code §§ 256.7, 11; 258; 261E; 279.61, 280.3, 280.14
• 281 I.A.C. 12 and 22

Cross References:        

• 505      Student Scholastic Achievement
• 604.3    Program for Talented and Gifted Students

Approved 6-16-03      Reviewed 11-19-07  3-26-13, 1/21/21    Revised  4-17-19, 1/21/21

The parent, guardian, or custodian of a student receiving competent private instruction may also enroll the student in the school district. The student is considered under dual enrollment. The parent, guardian, or custodian requesting dual enrollment for the student should notify the board secretary prior to the third Friday of September each year on forms provided by the school district. On the form, they will indicate the extracurricular and academic activities in which the student is interested in participating. The forms are available at the central administration office.

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

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

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

Approved 6-16-03      Reviewed 11-19-07   3-26-13   4-17-19  Revised

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

• 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.

Approved 6-16-03      Reviewed 11-19-07  3-26-13    Revised   4-17-19 

The board, recognizing alternatives to education outside the formal public school system, authorizes the establishment of a home school assistance program. This program will assist students receiving competent private instruction by providing licensed employees of the school district to assist the parent, guardian or legal custodian in the education of the student.

The parent, guardian or legal custodian registering for the home school assistance program will agree to comply with the requirements established by the faculty of the program.

Students registered for the home school assistance program will be counted in the basic enrollment.

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

Approved 6-16-03      Reviewed 11-19-07  3-26-13   4-17-19  Revised

Code No. 605.3E1

Instruction 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 designed 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. The recommendation should detail the rationale on which it was based. A letter will be sent to the complainant outlining the outcome. 

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

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

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 and at least every five years.

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

Approved 9-20-04      Reviewed 11-19-07  4-17-19     Revised

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 and as limited by applicable intellectual property law.

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

Approved 9-20-04      Reviewed 11-19-07      Revised  4-17-19 

Members of the school district community may object to the instructional and library materials utilized in the school district and ask for their use to be reconsidered. It is the responsibility of the superintendent, in conjunction with the principals, to develop administrative regulations for reconsideration of instructional materials. Information related to the process for reconsideration of instructional and library materials will be made available on the district’s website.

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

Note: This is a mandatory policy, including the language allowing parents or guardians to request their student not be provided with certain instructional materials. The district is required to provide this policy and accompanying regulation/exhibits to parents at least annually either in paper or electronic form. The board may edit the policy and regulation to reflect its philosophy, goals and practices.

Approved  11/15/2023     Reviewed   11/15/2023  Revised 11/15/2023

Code No. 605.3E2

RECONSIDERATION OF INSTRUCTIONAL AND LIBRARY MATERIALS REQUEST FORM

• See attached policy

Code No. 605.3E3

SAMPLE LETTER TO INDIVIDUAL CHALLENGING INSTRUCTIONAL OR LIBRARY MATERIALS

• See attached policy

1. 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.
       
      1. 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.
          
      2. 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.
          
      3. 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.
          
2. Request for Reconsideration
    
   1. A member of the school district community may formally challenge instructional and library materials on the basis of appropriateness used in the school district's education program.  This procedure is for the purpose of considering the opinions of those persons in the school district and the community who are not directly involved in the selection process.
       
   2. Each attendance center and the school district's central administrative office will keep on hand and make available Request for Reconsideration of Instructional and Library Materials Forms.  
       
   3. The individual will state the specific reason the instructional or library material is being challenged.  The Request for Reconsideration of Instructional and Library Materials Form is signed by the individual and filed with the building-level principal.  
       
   4. The building-level principal will promptly file the objection with the Superintendent for re-evaluation.
       
   5. The Superintendent will convene a reconsideration committee within two weeks of receipt of the Reconsideration Form.
       
   6. The committee will make their recommendation to the Superintendent within five school days of meeting.
       
   7. The Superintendent will issue a decision related to the Reconsideration Request Form within 5 school days of receipt of the committee’s recommendation.  A copy of the Superintendent’s decision will be provided to the complainant.
       
   8. An appeal of the Superintendent’s decision may be filed with the board secretary within five days of the Superintendent’s decision.  The board will determine whether to hear the appeal at the next regular meeting or within 30 days of the Superintendent’s decision, whichever is later.  If the board elects to hear the appeal, the board will act to affirm, modify or reverse the decision of the Superintendent.  The board’s decision will be communicated to the complainant. The board’s decision will be deemed final.
       
   9. Generally, access to challenged instructional material will not be restricted during the reconsideration process.  However, in unusual circumstances, the instructional material may be removed temporarily by following the provisions of Section B.10.d. of this rule.
       
   10. The Reconsideration Committee
        
       1. 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. 
              
       2. The committee will select their chairperson and secretary.
           
       3. The committee will meet at the request of the superintendent.
           
       4. 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.
           
       5. 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.
           
       6. The committee will receive the completed Reconsideration Request Form from the superintendent.
           
       7. 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.
              
       8. 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. 
           
       9. 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.
           
       10. 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.
            
       11. Following the superintendent’s decision with respect to the committee's recommendation, the individual may appeal the decision to the board for review.  
            
       12. 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.
            
       13. 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.  
            
       14. 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.

Approved11-15-23      Reviewed 11-15-23     Revised 11-15-23

I.C. Iowa Code
Description

Iowa Code § 279.8
Directors - General Rules - Bonds of Employees

Iowa Code § 280.14
Uniform School Requirements - Administrators

Iowa Code § 280.3
Education Program - Attendance Center Requirements

Iowa Code § 301
Textbooks

Iowa Code 279.74
Powers and Duties - Specific Defined Concepts

I.A.C. Iowa Administrative Code
Description

281 I.A.C. 12.3
Administration

Cross References

Code
Description

213
Public Participation in Board Meetings

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

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

Approved 9-20-04      Reviewed 11-19-07  4-17-19 10-21-20, 9-15-21     Revised

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

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

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

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

Approved 9-20-04      Reviewed 11-19-07   4-17-19    Revised 2-16-09

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. 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 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 Internet Safety Policy; Student safety with regard to:

• safety on the Internet;
• appropriate behavior while on online, on social networking Web sites, 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 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 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.

Note:  This is a mandatory policy. Parents must give permission to allow their children to access the internet according to the policy language; and districts are obligated to provide education/training on the safe use of the internet for students. 

Legal References:       47 C.F.R 54.520

                                    Iowa Code § 279.8

Cross References:      104      Anti-Bullying/Harassment

                                    502      Student Rights and Responsibilities

                                    506      Student Records

                                    605.5    School Library

Approved      Reviewed      Revised 7-17-12  4-17-19 

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

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

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

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

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

Legal References:       17 U.S. Code Sec. 101 et al.

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

Cross References:      605.6    Internet Appropriate Use

Approved: 10/22/2020                                  Reviewed: 10/22/2020                                   Revised: 10/22/2020

It is within the sole discretion of the board to determine the size of classes and to determine whether class grouping will take place. The board may review the class sizes annually.

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

Legal Reference: Iowa Code §§ 279.8; 280.3.

Cross Reference: 606.6 Insufficient Classroom Space

Approved 9-20-04      Reviewed 11-19-07, 4-17-19, 10-21-20, 9-15-21      Revised

Approved 9-20-04      Reviewed 11-19-07, 8-18-21      Revised  8-18-21

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

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

It is the responsibility of the principal to determine appropriate supervision of animals in the classroom.  This policy shall not be construed to exclude a “service animal” from school district facilities, as that term is defined under the Americans with Disabilities Act.

Legal Reference: Iowa Code § 279.8.

Cross Reference: 507 Student Health and Well-Being

Approved 9-20-04      Reviewed 11-19-07      Revised  4-17-19 

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

It is the responsibility of the superintendent to determine incidental expense.

Legal Reference: Iowa Code § 279.8.

Cross Reference: 408.2 Licensed Employee Publication or Creation of Materials

Approved 9-20-04      Reviewed 11-19-07   4-17-19    Revised

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

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

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

Approved 9-20-04      Reviewed 11-19-07  4-17-19     Revised 11-19-07

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 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.

Approved 9-20-04      Reviewed 11-19-07   4-17-19    Revised

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 6-16-03      Reviewed 11-19-07  4-17-19  10-21-20, 9-15-21    Revised