Policy 601.1 SCHOOL CALENDAR

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

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.

Legal Reference:

Iowa Code §§ 20.9; 279.10, 280.3, 299.1(2).

281 I.A.C. 12.1(7); 41.106.

Cross Reference:

501.3 Compulsory Attendance

601.2 School Day

603.3 Special Education

Approved     6/25/79           Reviewed     9-20-17            Revised     1-19-22       

Policy 601.2 SCHOOL DAY

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 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).

Cross Reference:

601.1 School Calendar

Approved     6/25/79           Reviewed    8/19/2020            Revised   1/19/22   

Policy 602.1 CURRICULUM DEVELOPMENT

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

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 (MCNS, school-to-work, etc);
• Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level.

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

NOTE:  This is a mandatory policy but the content is discretionary to the extent somewhere in the board policy the board describes its process for establishing content standards, benchmarks, performance levels, and annual improvement goals aligned with needs assessment information.  The bulleted items are suggestions for content of this policy.  The italicized items are not mandatory functions but are implied from the mandates.  Boards, in conjunction with their administrators, should review their curriculum development process and incorporate it into this policy – striking what doesn't apply and adding what does. 

Legal Reference:

20 U.S.C. § 1232h.

34 C.F.R. Pt. 98.

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

281 I.A.C. 12.5, .8.

Cross Reference:

101 Educational Philosophy of the School District

103 Long-Range Needs Assessment

602 Curriculum Development

603 Instructional Curriculum

604.10 Virtual/Online Courses

605 Instructional Materials

Approved     9/18/97           Reviewed   1/19/22           Revised    

Policy 602.2 CURRICULUM IMPLEMENTATION

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

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

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

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

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

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

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

Legal Reference:

20 U.S.C. § 1232h.

34 C.F.R. pt. 98.

Iowa Code §§ 216.9, 256.7, 279.8, 280.3-.14.

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

Cross Reference:

101 Educational Philosophy of the School District

103 Long-Range Needs Assessment

505 Student Scholastic Achievement

602 Curriculum Development

603 Instructional Curriculum

Approved     9/18/97           Reviewed   1/19/22            Revised              

Policy 602.3 CURRICULUM EVALUATION

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.

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

Legal Reference:

20 U.S.C. § 1232h.

34 C.F.R. pt. 98.

Iowa Code §§ 216.9, 256.7, 279.8, 280.3.

281 I.A.C. 12.8.

Cross Reference:

101 Educational Philosophy of the School District

103 Long-Range Needs Assessment

505 Student Scholastic Achievement

602 Curriculum Development

603 Instructional Curriculum

Approved     9/18/97           Reviewed    1/19/22           Revised   

Policy 602.4 PILOT - EXPERIMENTAL - INNOVATIVE PROJECTS

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.

Legal Reference:

20 U.S.C. § 1232h.

34 C.F.R. Pt. 98.

Iowa Code §§ 279.8, .10; 280.3.

281 I.A.C. 12.5, .8

Cross Reference:

602 Curriculum Development

603 Instructional Curriculum

Approved     3/19/01           Reviewed    9-20-17            Revised     1-19-22

Policy 603.1 BASIC INSTRUCTION PROGRAM

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

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

The basic instruction program of students enrolled in grades one through six will include English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, visual art and computer science.  Computer science will be offered during at least one grade level

The basic instruction program of students enrolled in grades seven and eight will include English-language arts, social studies, mathematics, science, health, human growth and development, family and consumer, career, technology education, physical education, music, visual art and computer science.  Computer science will be offered during at least one grade level

The basic instruction program of students enrolled in grades nine through twelve will include English-language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), financial literacy (1/2 unit) and vocational education (12 units) and computer science (1/2 unit).

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

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

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

NOTE:  This policy reflects the educational standards.  The financial literacy requirement is effective with the 2021 graduation class.  The computer science requirement for grades one through eight are effective with the school year beginning July 1, 2023.  The computer science requirement for grades nine through twelve is effective with the school year beginning July 1, 2022.  Districts must also develop and implement a kindergarten through grade twelve computer science plan by July 1, 2022 which incorporates the educational standards.

Legal Reference:

20 U.S.C. § 1232h.

34 C.F.R. Pt. 98.

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

281 I.A.C. 12.5, 11.

Cross Reference:

102 Equal Educational Opportunity

103 Long-Range Needs Assessment

505 Student Scholastic Achievement

602 Curriculum Development

603 Instructional Curriculum

Approved     9-15-97           Reviewed     10-18-17            Revised   2-23-22

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. 

Legal Reference:          Iowa Code §§ 256.11, .11A (2013).

                                    281 I.A.C. 12.5(11).

Cross Reference:    602    Curriculum Development

    603    Instructional Curriculum

Approved     8/19/89           Reviewed   10-18-17         Revised   2-23-22                  

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.

NOTE: This is a mandatory policy.

Legal Reference:          Iowa Code §§ 256.11, .11A (2013).

            281 I.A.C. 12.3(6), 12.5(3)(b)-(5)(b).

Cross Reference:    101    Educational Philosophy of the School District

    502    Student Rights and Responsibilities

    503    Student Discipline

Approved     9/15/97           Reviewed   10-18-17       Revised    2-23-22               

It shall be the policy of the Emmetsburg Community School District to encourage and require as homework those extra-class activities and assignments which may properly be considered as extensions and enrichment of the regular classroom instructional program.  The purpose of homework assigned and encouraged will include: research and exploratory activities, acquainted with the libraries and other sources of reference material, organizing the thoughts and thinking processes of pupils in preparation for classroom activities, and making up incomplete course or subject assignments.
 

Note: This is not a mandatory policy.

Approved     6/25/79           Reviewed    10-18-17           Revised                       

Policy 603.2 SUMMER SCHOOL INSTRUCTION

The Emmetsburg 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.

Legal Reference:

Iowa Code §§ 279.8; 280.3; 282.6.

281 I.A.C 41.106.

Cross Reference:

410.2 Summer School Licensed Employees

505.2 Student Promotion – Retention – Acceleration

603 Instructional Curriculum

711.4 Summer School Transportation

Approved    11-8-71               Reviewed    10-18-17           Revised    2-23-22

Policy 603.3 SPECIAL EDUCATION

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 IASB sample policy 505.5 – Graduation Requirements 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     11/8/71           Reviewed   10-17-17    Revised    2-23-22

Policy 603.4 MULTICULTURAL/GENDER FAIR EDUCATION

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

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

NOTE: This is a mandatory policy and reflects the educational standards. For more detailed discussion of this issue, see IASB's Policy Primer, Vol. 19 #10- June 8, 2007.

Legal Reference:

Iowa Code §§ 216.9; 256.11.

281 I.A.C. 12.5(8).

Cross Reference:

102 Equal Educational Opportunity

600 Goals and Objectives of the Education Program

Approved    4/9/01                   Reviewed    10-18-17                Revised      2-23-22

Policy 603.5 HEALTH EDUCATION

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

NOTE: This is a mandatory policy and reflects the educational standards.

Legal Reference:

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

281 I.A.C. 12.5.

Cross Reference:

502 Student Rights and Responsibilities

603 Instructional Curriculum

607 Instructional Services

Approved     9/15/97           Reviewed   10-18-17       Revised    2-23-22

Policy 603.6 PHYSICAL EDUCATION

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

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

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

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

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

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

NOTE:  This is a mandatory policy and reflects the educational standards.

Legal Reference:

Iowa Code § 256.11.

281 I.A.C. 12.5.

Cross Reference:

504 Student Activities

603 Instructional Curriculum

Approved     9/15/97           Reviewed    10-18-17       Revised 2-23-22

Policy 603.7 CAREER EDUCATION

Preparing students for careers is one goal of the education program. Career education will be written into the education program for grades kindergarten through twelve. This education 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.

NOTE: This is a mandatory policy and reflects the educational standards.

Legal Reference:

Iowa Code §§ 256.11, .11A; 280.9.

281 I.A.C. 12.5(7).

Cross Reference:

603 Instructional Curriculum

Approved     9/15/97           Reviewed   10-18-17            Revised    2-23-22

Policy 603.8 TEACHING ABOUT RELIGION

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.

NOTE: This policy and the accompanying regulation reflect the law on teaching religion in the public schools.

Legal Reference:

U.S. Const. amend. I.

Lee v. Weisman. 112 S.Ct. 2649 (1992).

Lemon v. Kurtzman, 403 U.S. 602 (1971).

Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).

Iowa Code §§ 279.8; 280.6.

Cross Reference:

603 Instructional Curriculum

604.5 Religious-Based Exclusion from a School Program

606.2 School Ceremonies and Observances

Approved     9/15/97           Reviewed 10-18-17           Revised    2-23-22

Policy 603.9 ACADEMIC FREEDOM

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

It 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.

NOTE: This is not a mandatory policy, but it is strongly recommended. The policy and accompanying regulation reflect current law on the subject.

Legal Reference:

Iowa Code §§ 279.8; 280.3, .6.

Cross Reference:

502 Student Rights and Responsibilities

603 Instructional Curriculum

903.5 Distribution of Materials

Approved     9/15/97           Reviewed     10-18-17            Revised   2-23-22

In the event a child of compulsory attendance age, over age six and under age sixteen, does not attend public school or an accredited nonpublic school the child must receive competent private instruction.

A parent choosing competent private instruction for a student must notify the school district prior to the first day of school on forms provided by the school district.  The forms are available in the central administration office. One copy of the completed forms will be kept by the school district and another copy will be forwarded to the area education agency.

The superintendent will determine whether the completed form is in compliance with the law.  Specifically, the superintendent will determine whether the individual providing the instruction is either the student's parent, guardian, legal custodian or an Iowa licensed practitioner; whether the licensed practitioner's license is appropriate for the age and grade level of the student; that the student is being instructed a minimum of one hundred and forty-eight days per year; that immunization evidence is provided for students placed under competent private instruction for the first time and that the report is timely filed.

The school district shall report noncompliance with the reporting, immunization, attendance, instructor qualifications, and assessment requirements of the compulsory attendance law to the county attorney of the county of residence of the student's parent, guardian or custodian.  

Students receiving competent private instruction are eligible to request open enrollment to another school district.  Prior to the request for open enrollment, the student shall request dual enrollment in the resident district. The receiving district shall not bill the resident district unless the receiving district complies with the reporting requirements.  If the parent, guardian or custodian fails to comply with the compulsory attendance requirements, the receiving district shall notify the resident district. The resident district shall then report the noncompliance to the county attorney of the county of residence of the parent, guardian or custodian.  

Students receiving competent private instruction from a parent, guardian or legal custodian must be evaluated annually by May 1 unless such person is properly licensed.  The parent, guardian or legal custodian may choose either a standardized test approved by the Iowa Department of Education or a portfolio evaluation. If the parent, guardian or legal custodian chooses standardized testing and the student is dual enrolled, the school district shall pay for the cost of the standardized test and the administration of the standardized test.  If the student is not dual enrolled, the parent, guardian or legal custodian shall reimburse the school district for the cost of the standardized test and the administration of the standardized test. If a parent, guardian or legal custodian of a student receiving competent private instruction chooses portfolio assessment as the means of annual assessment, the portfolio evaluator must be approved by the superintendent. Portfolio evaluators must hold a valid Iowa practitioner's license or teacher certificate appropriate to the ages and grade levels of the children whose portfolios are being assessed.  No annual evaluation is required for students receiving competent private instruction from an appropriately licensed or certified Iowa practitioner.

Upon the request of a parent, guardian or legal custodian of a student receiving competent private instruction or upon referral of a licensed practitioner who provides instruction or instructional supervision of a student under competent private instruction, the school district shall refer a student who may require special education to the area education agency, Division of Special Education, for evaluation.

Students in competent private instruction must make adequate progress.  Adequate progress includes scoring at the thirtieth percentile on a standardized test or a report by the portfolio evaluator indicating adequate progress.  Students who fail to make adequate progress under competent private instruction provided by the student's parent, guardian or legal custodian shall attend an accredited public or nonpublic school beginning the next school year.  The parent, guardian or legal custodian of a student who fails to make adequate progress may apply to the director of the Department of Education for approval of continued competent private instruction under a remediation plan.

The remediation plan shall be for no more than one year.  Before the beginning of the school year, the student may be re-tested and if the student achieves adequate progress the student may remain in competent private instruction.

Legal Reference:    Iowa Code §§ 256.11; 279.10, .11; 299.1-.6, .11, .15, .24, 299A (1999).

    281 I.A.C. 31.

Cross Reference:    501    Student Attendance

    502    Student Rights and Responsibilities

    504    Student Activities

    507.1    Student Health and Immunization Certificates

    604.7    Dual Enrollment

    604.9    Home School Assistance Program

Approved     9/15/97           Reviewed     2/19/01            Revised                           Reviewed     1/15/07       

Policy 604.1 PRIVATE INSTRUCTION

The Emmetsburg 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 either private instruction provided on a daily basis for at least one hundred forty-eight days during a school year, to be met by attendance for at least thirty-seven days each school quarter by or under supervision of a licensed practitioner, which results in the student making adequate progress, or private instruction provided by a parent, guardian or legal custodian. 

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

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

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.

Legal Reference:

Iowa Code §§ 299, 299A.

281 I.A.C. 31.

Cross Reference:

501 Student Attendance

502 Student Rights and Responsibilities

504 Student Activities

507.1 Student Health and Immunization Certificates

604.7 Dual Enrollment

604.9 Home School Assistance Program

Approved  9-15-97     Reviewed 3-16-22          Revised 11/15/2021

Policy 604.2 INDIVIDUALIZED INSTRUCTION

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

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

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

Legal Reference:

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

Cross Reference:

501.12 Pregnant Students

604.1 Competent Private Instruction

Approved     3/19/01           Reviewed     11-13-17             Revised  3-16-22                     

Policy 604.3 PROGRAM FOR TALENTED AND GIFTED STUDENTS

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.

Legal Reference:

Iowa Code §§ 257.42-.49.

281 I.A.C. 12.5(12); 59.

Cross Reference:

505 Student Scholastic Achievement

604.6 Instruction at a Post-Secondary Educational Institution

Approved     6/19/89           Reviewed     11-13-17            Revised      3-16-22  

Policy 604.4 PROGRAM FOR AT-RISK STUDENTS

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.

Legal Reference:

Iowa Code §§ 257.38-.41; 280.19, .19A.

281 I.A.C. 12.5(13); 33; 65.

Cross Reference:

505 Student Scholastic Achievement

607.1 Student Guidance and Counseling Program

Approved     6/19/89           Reviewed    11-13-17            Revised  3-16-22                    

Policy 604.5 RELIGIOUS-BASED EXCLUSION FROM A SCHOOL PROGRAM

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.

NOTE: Paragraph one of this policy reflects Iowa law regarding parents removing their children from parts of the education program. The rest of the policy is a process that boards can adapt but it's merely recommended, not mandatory.

Legal Reference:

U.S. Const. amend. I.

Lee v. Weisman, 112 S.Ct. 2649 (1992).

Lemon v. Kurtzman, 403 U.S. 602 (1971).

Graham v. Central Community School District of Decatur County, 608 F.Supp. 531 (S.D. Iowa 1985).

Iowa Code §§ 256.11(6); 279.8.

Cross Reference:

603 Instructional Curriculum

606.2 School Ceremonies and Observances

Approved     9/15/97           Reviewed     11-13-17            Revised   3-16-22              

Policy 604.6 INSTRUCTION AT A POST-SECONDARY EDUCATIONAL INSTITUTION

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

Concurrent Enrollment

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

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

Post-Secondary Enrollment Option

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

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

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

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

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 1-17-94              Reviewed 1/16/19                  Revised        3-16-22

Policy 604.7 DUAL ENROLLMENT

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

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

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

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

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

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

Legal Reference:

Iowa Code §§ 279.8, 299A.

281 I.A.C. 31.

Cross Reference:

502 Student Rights and Responsibilities

503 Student Discipline

504 Student Activities

507 Student Health and Well-Being

604.1 Private Instruction

604.9 Home School Assistance Program

Approved     9/15/97           Reviewed    3-16-22           Revised   11-13-17           

Policy 604.8 FOREIGN STUDENTS

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

• The student resides with his/her 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.

NOTE: The only legal requirement for foreign students is stated in the second bullet. However, the other requirements are strongly recommended.

Legal Reference:

Iowa Code § 279.8.

Cross Reference:

501 Student Attendance

507.1 Student Health and Immunization Certificates

Approved     9/15/97           Reviewed     11-13-17            Revised   3-16-22                    

Rescinded 3-16-22

Approved     3/19/01           Reviewed      11-13-17            Revised                       

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

High school students may earn a maximum of 50 credits to be applied toward graduation requirements by completing online courses offered through agencies approved by the board and the Iowa Department of Education, such as Iowa Learning Online (ILO).  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. (such as Emmetsburg Alternative Learning Center or Accelerated Program courses)

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

Provided online courses are part of the student’s regular school day coursework and within budgetary parameters, the tuition costs for an online course shall be borne by the school district during the fall and spring semesters, but may be passed on to the parent/guardian during the summer semester. Any additional costs such as textbooks, rentals 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.

Legal Reference:           Iowa Code § 256.9(56); 279.8.

    281 I.A.C. 15

Cross Reference:           605.6 Internet Appropriate Use

                                    501.6 Student Transfers In

 Approved 1/16/19    Reviewed   __________    Revised  __________

Policy 604.11 APPROPRIATE USE OF ONLINE LEARNING PLATFORMS

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 8/19/2020 Reviewed  __________  Revised  __________

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

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

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

In reviewing current instructional materials for continued use and in selecting additional instructional materials, the 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 the selection committee.

In making its recommendations to the superintendent, the licensed employees will select materials which:

        support the educational philosophy, goals and objectives of the school district;

        consider the needs, age, and maturity of students;

        are within the school district's budget;

        foster respect and appreciation for cultural diversity and difference of opinion;

        stimulate growth in factual knowledge and literary appreciation;

        encourage students to become decision-makers, to exercise freedom of thought and to make independent judgment through the examination and evaluation of relevant information, evidence and differing viewpoints;

        portray the variety of careers, roles, and lifestyles open to persons of both sexes; and,

        increase an awareness of the rights, duties, and responsibilities of each member of a multicultural society.

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

Gifts of instructional materials must meet these criteria stated above for the selection of instructional materials.  The gift must be received in compliance with board policy 704.4, "Gifts - Grants - Bequests."

Legal Reference:    Iowa Code §§ 279.8; 280.3, .14; 301 (1999).

Cross Reference:    208    Ad Hoc Committees

    505    Student Scholastic Achievement

    602    Curriculum

    605    Instructional Materials

Approved     1/14/74           Reviewed     8/18/97            Revised     3/19/01       

Approved                            Reviewed     2/19/01            Revised                       

    Reviewed     1/15/07       

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

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

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

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

Legal Reference: Goals 2000: Educate America Act, Pub. L. No. 103-227, 108 Stat. 125 (1994). Iowa Code §§ 279.8; 74; 280.3, .14; 301. 281 I.A.C. 12.3(12).

Approved     9/15/97           Reviewed: 1/15/07                 Revised: 8/23/23                       

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 do not include lesson plans. 

Legal Reference: Iowa Code §§ 279.8; 74; 77; 280.3, .14; 301. 281 I.A.C. 12.3(12).

Approved     3/19/01           Reviewed    4/20/22           Revised  8/23/23                      

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.

Legal Reference:    Iowa Code § 279.8 (1999).

    281 I.A.C. 12.5(10), .5(22).

Cross Reference:    602    Curriculum Development

    605    Instructional Materials

Approved     6/18/89           Reviewed     8/18/97            Revised                       

Approved                        _    Reviewed     2/19/01            Revised                       

    Reviewed     1/15/07       

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

It shall be 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.

Legal Reference:    Iowa Code §§ 279.8; 280.3, .14; 301 (1999).

    281 I.A.C. 12.5(22).

Cross Reference:    602    Curriculum Development

    605    Instructional Materials

Approved     9/15/97           Reviewed     2/19/01            Revised                       

    Reviewed     1/15/07       

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 (will not/may) be issued to students. If a student already has an electronic mail address, the student (will not/may, with the permission of the supervising teacher,) 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.
 

Cross References

Approved     1/15/96           Reviewed     2/19/01            Revised    6/15/22                  

    Reviewed     1/15/07       

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 – choose as many as apply or add others] who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required. 

It is the responsibility of the superintendent, in conjunction with the [principal, teacher or teacher-librarian – choose as many as apply or add others], to develop administrative regulations regarding this policy.
 

Note:  This is a mandatory policy.  The policy is based upon federal law.  It is strongly recommended the board seek legal counsel prior to making substantive edits to the policy and sample regulation.  For more detailed discussion of this issue, see IASB's Policy Primer, Vol. 20 #1-August 31, 2007.
 

Cross References

Approved  6-17-2002       Reviewed 3-19-07       Revised 6/15/22

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 or shall] 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     6/25/79           Reviewed     1/17/2018            Revised     6/15/22      

Policy 606.2 SCHOOL CEREMONIES AND OBSERVANCES

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

The district will provide and maintain a suitable flagstaff at each school site and raise the Iowa and United States flags each school day as weather conditions permit. The district will display the United States flag and administer the Pledge of Allegiance in each 1st through 12th grade classroom on school days.

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

Approved     9/15/97           Reviewed     08/15/18            Revised   6/15/22                  

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

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

It is the responsibility of the principal to determine appropriate supervision of animals in the classroom.  This policy is not intended to address the use of service animals, assistive animals, therapy animals or emotional support animals on District property. 

Approved    3/19/01           Reviewed    9/18/19                    Revised    6/15/22

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.

Cross References

Approved     9/15/97           Reviewed     1/17/2018            Revised     6/15/22               

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.  [ 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.  
 

NOTE:  This is not a required policy but one that is recommended.  The board may need to amend it to reflect current practice.

Cross References

Approved     6/25/79           Reviewed     1/17/2018            Revised    6/15/22

It is the goal of the district to create learning environments that encourage the growth and development of each student.  Providing classrooms with an appropriate student-teacher ratio is central to achieving this goal.  Insufficient classroom space exists when conditions in the district adversely affect the implementation of the district’s goals and its educational program.

Insufficient classroom space is determined on a case-by-case basis.  

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

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

NOTE:  This is a policy mandated by Iowa's open enrollment law and reflects the requirements of the law.

Legal Reference: Iowa Code § 282.18(13).281 I.A.C. 17.6(3).

Approved     7/17/89       Reviewed     8/17/2022           Revised    6/15/22

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.
 

NOTE:  Although it is not mandated to have a guidance counselor, it is required that a counseling program exist.  This is a mandated policy and reflects the educational standards.  For more detailed discussion of this issue, see IASB's Policy Primer, Vol. 14 #3- June 27, 2001.

Cross References

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Approved     11/8/71           Reviewed     2/12/18            Revised   6/15/22    

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.  The superintendent will provide a written report on the role of health services in the education program to the board annually.
 

Note:    This is a mandatory policy.  If a school district will be using federal money to perform physical exams or screenings on students, the school district must annually notify parents of the exam or screening except for hearing, vision or scoliosis.  The following language is suggested:

“The school district will annually notify parents of physical exams or screenings conducted on students except for vision, hearing or scoliosis.”

For more detailed discussion of this issue, see IASB's Policy Primer, Vol. 14 #3- June 28, 2001.

Cross References

Approved   12/16/85        Reviewed    2-12-18       Revised   6/15/22

Rescinded 6/15/22

Approved     11/8/71           Reviewed   2/12/18            Revised                       

Rescinded 6/15/22

Approved     6/19/89           Reviewed     2/12/18            Revised                       

Rescinded 6/15/22

Approved     11/8/71           Reviewed    2/12/18                         Revised                       

The Board of Directors recognizes that one of the greatest resources of the Emmetsburg Community school system is to be found in the people of the community who have special knowledge and particular talents to contribute to the school program.  The Board of Directors, therefore, encourages the use of community resources and citizens to assist in furthering the educational program. Use of the outside personnel and resources shall be under regulations as approved by the Superintendent of Schools.

It is a matter of courtesy as well as a method of providing knowledge of the presence of these outside resource people for the classroom teacher to notify his/her principal at least one week in advance of the expected attendance of the speaker.

Approved     6/25/79           Reviewed    6/15/22            Revised