Code No. 601.1

SCHOOL CALENDAR

The school calendar will accommodate the education program of the school district.  The school calendar is for a minimum of 180 days or 1080 hours and includes, but is not limited to, the days for student instruction, staff development, in-service days, and teacher conferences.  Each year the minimum school calendar may include up to 5 days or 30 hours of instruction delivered primarily over the internet.

The academic school year for students 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.

Approved  7-1-92                  Reviewed  1-12-98, 12-11-00     Revised   4-9-07, 0-13-12        

1-12-04, 12-14-09, 6-11-12 7-14-14, 7-13-15, 12-13-22, 5-8-17 12-20-23

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

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

The school district may also record a day of school with less than the minimum instructional hours if the total hours of instructional time for grades one through twelve in any five consecutive school days equals a minimum of thirty hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the instructional staff or parent-teacher conferences have been schedule beyond the regular school day.  If the total hours of instruction 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.  The provision of special education and accommodations for students who have individualized education programs (IEPs) or Section 504 plans during periods of closure will be determined by each respective IEP or Section 504 team.

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

Approved:  7-1-92            
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 12-14-09, 06-11-12, 5-8-17
Revised: 12-13-22

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.  The board delegates the curriculum development process to the superintendent, who will make curriculum development recommendations and submit them to the board for final approval.

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

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

• Increases the probability that students will acquire the desired knowledge, skills, and dispositions and that our schools will be successful in providing appropriate learning experiences.
• Facilitates communication and coordination.
• Improves classroom instruction.

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

• Study the latest thinking, trends, research, and expert advice regarding the content/discipline;
• Study the current status of the content/discipline (what and how well students are currently learning);
• Identify content standards, benchmarks, and grade level expectations for the content/discipline;
• Describe the desired learning behaviors, teaching, and learning environment related to the content/discipline;
• Identify differences in the desired and present program and develop a plan for addressing the differences;
• Communicate with internal and external publics regarding the content area;
• Involve staff, parents, students, and community members in curriculum development decisions;
• Verify 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.
• Ensure proposed curriculum complies with applicable laws.
• Align annual improvement goals with needs assessment information.

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

Approved                                        
Reviewed  5-8-17, 7-8-19                                                                      
Revised        11-13-00, 12-13-22           

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

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

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

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

• Study and identify the best instructional practices and materials to deliver the content;
• Describe procedures for the purchase of instructional materials and resources;
• 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;
• Ensure the curriculum framework complies with applicable laws;
• Provide professional development to staff to support effective curriculum implementation.

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

Approved:                                    
Reviewed:  12-11-00, 01-12-04, 02-13-07, 12-14-09, 06-11-12, 5-8-17
Revised: 11-13-00, 12-13-22

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

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

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

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

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

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

           
Approved                      
Reviewed  5-8-17                      
Revised 12-13-22

The board welcomes new ideas in curriculum.  Proposals for pilot or experimental projects shall 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 United States 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’/guardians’ written consent on file prior to participating in the project or program.  A research or experimentation program or project requiring parents' prior written consent is a program or project designed to explore or develop new or unproven teaching methods or techniques.  These programs or projects shall be designated as research or experimental projects or programs.  The educational materials of a program or project designated as a research or experimental program or project may be inspected and reviewed by the parents of the students participating or being considered for participation in the program or project.  The inspection and review by the parents/guardians shall be in accordance with board policy.

Approved:  7-1-92     
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-14-07, 12-14-09, 5-8-17
Revised: 12-13-22       

The basic instruction program shall include the courses required for each grade level by the Iowa 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 shall 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 shall include English-language arts, social studies including instruction related to civics, 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 shall include English-language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (2 units), foreign language (2 units), financial literacy (1/2 unit), 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 instructional 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 instructional program's plan should describe the program, its goals, the effective materials, the activities, and the method for student evaluation.

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

Approved:  7-1-92            
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-08, 12-14-09, 5-8-17, 8-21-24
Revised: 12-13-22, 9-19-24

The district believes in the importance of education to shape the lives of all students. Some students may consider postsecondary education and training beyond their secondary education, and have questions related to the cost of education programs and the future employability of graduates. It is valuable for students who express an interest in postsecondary education to make informed decisions related to their future options.  

The district will ensure that students in grades eleven and twelve who express interest in postsecondary education will be provided with basic information to assist in their decision-making. This information includes but may not be limited to: 

• A link to the annual report published by the State Board of Regents pursuant to Iowa Code 262.9(38); and
• a link to the Iowa Student Outcomes internet site maintained by the Department of Education.

If the district employs a college and career transition counselor, this staff member will provide the information to interested students. If the district does not employ this type of counselor, the superintendent will designate a staff member to ensure this information is provided to interested students. 

Approved   8-21-24                 Reviewed                Revised  

The school district recognizes the importance of ongoing learning opportunities for students. As such, the school 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.

Approved: 7-1-92                  
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07
Revised:  12-14-15, 9-20-17, 12-13-22        

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 stated in board policy 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.

Approved:                         
Reviewed:  12-11-00, 1-12-04, 02-13-07, 5-8-17                                  
Revised:  11-13-00, 03-09-09, 12-13-22

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

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

Approved:  07-01-92                      
Reviewed:  01-12-98, 02-12-01, 01-12-04, 5-8-17                                                     
Revised:  04-10-06, 02-09-09. 03-09-09, 12-13-22                           

603.5

HEALTH EDUCATION

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

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

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

Approved:  07-01-92                 Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17, 12-20-23            Revised:  12-13-22

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

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

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; or

•           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.

Approved:  07-01-92                                                                                               
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 01-13-07, 12-14-09, 06-11-12, 5-8-17                                      
Revised:  08-13-12, 12-13-22

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

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

Approved:  7-1-92                                                                                               
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17                                            
Revised: 12-13-22

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 to a single religion shall not take place.

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

•           the proposed activity must have a secular purpose;

•           the primary object of the activity must not be one that advances or inhibits religion; and

•           the activity must not foster excessive governmental entanglement with religion.

Approved:  7-1-92                                                                                                
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17                                   
Revised:12-13-22

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

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

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

Approved:  7-1-92                 
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17        
Revised:  12-13-22                                                                

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

Approved:  07-01-92             
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17
Revised:  12-13-22

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

Approved:   07-01-92            
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-17-09, 5-8-17
Revised:  12-13-22

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

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

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

Competent private instruction means private instruction provided on a daily basis for at least one hundred forty-eight days during a school year, to be met by attendance for at least thirty-seven days each school quarter 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 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.

Approved                                                                                               
Reviewed 1-14-98, 12-11-00, 6-11-12, 5-8-17
Revised 1-12-04, 8-10-12, 1-12-04, 1-17-07, 12-14-09, 7-13-15, 12-13-22

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.

Approved:  07-01-92             
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17                                                
Revised:  12-13-22

The board recognizes some students may wish to take courses outside the country.  The board must approve international exchange student study programs prior to acceptance of the program by the student.  The board's approval is not an assumption of liability, but rather an approval of the credits from the program toward the graduation requirements.

Students must obtain board approval prior to participating in the international exchange student program, unless it is a continuing program which has received a favorable evaluation by the administration and the program will be carried out in the future as it has been in the past.

The students and employees or others, traveling with the students, shall assume all costs and have personal insurance and liability protection.  The school district assumes no cost or liability for the participants.

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

Approved                                                                                               
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-04-04, 02-13-07, 12-14-09, 5-8-17
Revised:  7-1-92, 12-13-22 

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

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

Approved:  7-1-92     
Reviewed:  02-14-95, 01-18-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17
Revised:  12-13-22                                                    

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

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

Approved:  07-01-92             
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17
Revised: 12-13-22                                                     

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 education interest. Further, the exclusion must not interfere with other school district operations.

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

•           The notice shall be in writing;

•           The objection shall be based on religious beliefs;

•           The objection shall state which activities or studies violate their religious beliefs;

•           The objection shall state why these activities or studies violate their religious beliefs; and

•           The objection shall state a proposed alternate activity or study.

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

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

Approved:                              
Reviewed:  5-8-17                             
Revised:  12-13-22

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.

 Approved:                 
Reviewed:  06-11-12, 5-8-17             
Revised:  08-13-12, 12-13-22

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 in 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

Approved: 11-11-91        
Reviewed: 2-14-95, 1-12-98, 12-11-00, 1-12-04, 2-13-07, 12-14-09, 5-8-17           
Revised: 7-13-15, 12-13-22

Foreign students must meet all school 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.

Approved:                                                                                               
Reviewed:  02-14-95, 01-12-98, 12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17
Revised:  07-01-92, 12-13-22

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 4 credits to be applied toward graduation requirements by completing online courses offered through the district or through agencies approved by the board and the Iowa Department of Education . Credit from an online 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 virtual educational setting will be more conducive to the student’s individual learning needs;
• 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 given a long-term suspension from the regular school setting, but educational services are to be continued; or
• The principal, with agreement from the student's teachers and parents, determines the student requires a differentiated or accelerated learning environment.

Students applying for permission to take 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 online course. The school district 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.

Approved: 12-12-05        
Reviewed: 12-13-07, 12-14-05, 5-8-17                                         
Revised:  12-12-05, 7-8-19, 12-13-22

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 school district. 

While student and employee instruction and communication using 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 school 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 school district.  Verbal and written communication occurring on these platforms may be recorded and stored by the school 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.

Approved: 12-13-22              
Reviewed:                                                
Revised:

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

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

In the case of textbooks, the board will make the final decision after receiving a recommendation from the superintendent.  The criteria stated above for selection of other instructional materials will apply to the selection of textbooks.  The superintendent may develop another means for the selection of textbooks.  Textbooks are reviewed as needed and at least every 10 years.

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

Approved:  12-10-07             
Reviewed:  12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17, 12-20-23
Revised: 12-13-22                                                     

INSTRUCTIONAL AND LIBRARY MATERIALS INSPECTION

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 must be viewed on school district premises.

The District will publish on the District’s website a 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.

Approved:  12-10-07  Reviewed:  12-14-09, 5-8-17  Revised: 12-13-22, 12-20-23

605.3

OBJECTION TO INSTRUCTIONAL AND LIBRARY MATERIALS

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

Approved                    Reviewed:  12-11-00, 01-12-04, 02-13-07, 12-14-09, 5-8-17                              Revised:  12-08-03,12-13-22, 12-20-23

605.03E5

REQUEST TO PROHIBIT A STUDENT FROM ACCESSING 

SPECIFIC INSTRUCTIONAL MATERIALS

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

REQUEST INITIATED BY___________________________________   DATE _______________

Name___________________________________________________________________________

Address_________________________________________________________________________

City/State_____________________________  ZipCode _________  Telephone _______________

Name of affected Student___________________________________________________________

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

BOOK OR OTHER PRINTED MATERIAL TO PROHIBIT STUDENT FROM ACCESSING:

Author Hardcover Paperback Other

Title

Publisher (if known)

Date of Publication

MULTIMEDIA MATERIAL TO PROHIBIT STUDENT FROM ACCESSING:

Title

Producer (if known)

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

Dated Signature

Approved : 12-20-23                  Reviewed:                         Revised: 

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

It is the responsibility of the superintendent 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:  12-10-07                         
Reviewed:  023-14-95, 01-12-98, 12-11-00, 01-12-04, 02-0-13-07, 12-14-09, 5-8-17
Revised:  12-13-22                                                                                                                                                                                   

SCHOOL LIBRARY 

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

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

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

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

Approved:  12-10-07     Reviewed:  01-12-04, 02-13-07,12-14-09, 05-08-17      Revised:  12-13-22, 12-20-23

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

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

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

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

The use of the school district’s technology, network systems, and internet access shall be for educational purposes only.  Students and staff members shall only engage in appropriate, ethical, and legal utilization of the school district’s technology, network systems, and internet access.  Student and staff member use of the school district’s technology, network systems, and internet access shall also comply with all school district policies and regulations.  The following rules provide guidance to students and staff for the appropriate use of the school district’s technology, network systems, and internet access.  Inappropriate use and/or access will result in the restriction and/or termination of the privilege of access to and use of the school district’s technology, network systems, and internet access and may result in further discipline for students up to and including expulsion and/or other legal action and may result in further discipline for staff members up to and including termination of employment and/or other legal action.  The school district’s administration will determine what constitutes inappropriate use and their decision will be final.  Inappropriate use includes, but is not limited to:

*          Making or disseminating offensive or harassing statements or using offensive or harassing language including disparagement of others based on age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status.

*          Swearing or using vulgarities or any other inappropriate language.

*          Failing to be polite and/or not following the same privacy, ethical, educational, and other considerations observed regarding other forms of communication.

*          Accessing, creating or disseminating any material that is obscene, libelous, indecent, vulgar, profane or lewd; any material regarding products or services that are inappropriate for minors including products or services that the possession and/or use of by minors is prohibited by law; any material that constitutes insulting or fighting words, the very expression of which injures or harasses others; and/or any material that presents a clear and present likelihood that, either because of its content or the manner of distribution, will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or will cause the violation of lawful school regulations.

*          Disseminating or soliciting sexually oriented messages or images.

*          Transmitting personal credit card information or other personal identification information, including home addresses or telephone numbers from any District item of technology.

*          Publishing personal or private information about yourself or others on the internet without prior written permission.

*          Reposting a message that was sent to you privately without permission of the person who sent the message.  Any information regarding students should be limited to the student’s first name and the initial of the student’s last name only.

*          Arranging or agreeing to meet in person with someone met online.

*          Using the District’s technology, network systems, and/or internet access to participate in illegal activities, including but not limited to, gambling, fraud, and pornography.

*          Creating and/or accessing personal social media accounts (i.e. Facebook, Twitter, Instagram, Tik Tok, Snapchat) without prior permission from the technology coordinator or other appropriate personnel.  Accessing school district-created, school district-sponsored or school district-related social media accounts to support the educational objectives and mission of the District is allowed and encouraged.

*          Using, possessing or attempting to make or distribute illegal/unauthorized copies of software or other digital media, including any software or other digital media that has been downloaded or copied or is otherwise in the user’s possession or is being used without the appropriate registration and/or license for the software or in violation of any applicable trademarks and/or copyrights, including the payment of any fees to the owner of the software or other digital media.

*          Altering, modifying, corrupting or harming in any way the software stored on the school district’s technology or network systems, including installing any software on school district technology or on the school district’s network systems or running any personal software from either floppy disk, CD-ROM, DVD, flash drives or other storage media or altering or modifying any data files stored on the school district’s technology or network systems without prior permission and supervision from the technology coordinator or other appropriate personnel.

*          Downloading programs or files from the internet without prior permission from the school district’s technology coordinator or other appropriate personnel.  Any programs or files downloaded from the internet shall be strictly limited only to those that the technology coordinator or other appropriate personnel have approved for download.

*          Using encryption software from any access point within the school district.

*          Accessing the internet from school district technology using a non-school district internet, e-mail or social network account.

*          Sharing personal user account information with anyone or leaving your account open or unattended.

*          Accessing the school district’s technology or network systems or the school district’s internet connection from a non-school district owned technology without prior authorization from the technology coordinator or other appropriate personnel.

*          Using an instant messenger service or program, internet relay chat or other forms of direct electronic communication (i.e. Facebook, Twitter, Instagram, Tik Tok, Snapchat) or entering a chat room while using the school district’s technology, network systems, and/or the school district’s internet access.

*          Disabling, circumventing or attempting to disable or circumvent filtering software.

*          Playing non-educational games or running programs that are not related to the school district’s educational program.

*          Vandalizing the school district’s technology or its network systems, including, but not limited to, any attempt to harm, modify, deface or destroy physical equipment or the functionality of the equipment or the network and any attempt to harm or destroy data stored on the school district’s technology or network or the data of another user.  All users are expected to immediately report any problems or vandalism of technology equipment or network systems to the administration, the technology coordinator or the instructor responsible for the equipment or network.

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

*         Demonstrating any security or other network problems to other users; giving passwords to other users for any reason; and/or using another individual's account. 

*          Attempting to log on to any device as a system administrator.

*          Using the network in such a way to cause a disruption in the use of the network by other users or wasting system resources (e.g. listening to internet radio, printing web pages without prior permission from the technology coordinator or other appropriate personnel, staying on the network longer than is necessary to obtain needed information).

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

*          Using the school district’s technology, network systems, and/or internet access, to download, transmit, and/or disseminate any material in violation of any federal or state law, copyrighted material, obscene material, hate literature, material protected by trade secret, viruses and/or worms, offensive material, spam e-mails, any threatening or harassing materials, and/or any material that will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities.  If a user encounters potentially inappropriate information, the user shall immediately terminate contact with such information and notify the technology coordinator or other appropriate personnel of the contact with inappropriate information.

*          Plagiarizing information accessed through the school district’s technology, network systems, and/or the internet.  Students and staff shall obtain permission from appropriate parties prior to using copyrighted material that is accessed through the school district’s technology, network systems, and/or the internet.

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

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

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

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

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

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

The interpretation, application, and modification of this policy are within the sole discretion of the school district.  Any questions or issues regarding this policy should be directed to the superintendent, any building principal or the technology coordinator.  The board will review and update this policy as necessary.

Approved:  12-13-22                         
Reviewed:                                                             
Revised: 

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 replay 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, who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.

Approved:  12-10-07                         
Reviewed:  12-14-09, 5-8-17                         
Revised: 12-13-22