This series of the Board policy manual is devoted to the goals and objectives for the delivery of the education program.  The Board's objective in the design, contents and the delivery of the education program is to provide an equal opportunity for students to pursue an education free of discrimination on the basis of race, religion, creed, color, sex, national origin, marital/parental status, religion, sexual orientation, age (except for permitting/prohibiting students to engage in certain activities), gender identity, socioeconomic status or disability.

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

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

•       Acquire basic skills in obtaining information, solving problems, thinking critically and communicating effectively;

•       Become effective and responsible contributors to the decision-making processes of the social and political institutions of the community, state and nation;

•       Acquire entry-level job skills and knowledge necessary for further education;

•       Acquire the capacities for a satisfying and responsible role as family members;

•       Acquire knowledge, habits and attitudes that promote personal and public health, both physical and mental;

•       Acquire an understanding of ethical principles and values and the ability to apply them to their own lives;

•       Develop an understanding of their own worth, abilities, potential and limitations; and,

•       Learn and enjoy the process of learning and acquire the skills necessary for a lifetime of continuous learning and adaptation to change.

An advisory committee of representatives of the school district community and the school district is appointed to make recommendations for the goals and objectives of the education program.  Annually, the Board will report to the committee regarding progress toward achievement of the goals and objectives of the education program.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The education program of the Columbus Community School District revolves around a philosophy of equal educational opportunities and non-discrimination in educational programs and activities.  Students will have an equal opportunity for a quality education without discrimination, regardless of their sex, race, color, national origin, religion, creed, age (except for permitting/prohibiting students to engage in certain activities), marital/parental status, sexual orientation, gender identity, genetic information, disability or socioeconomic status.

The education program shall be free of discrimination and provide equal opportunity for the students.  The education program shall 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 shall be placed on Asian-Americans, African-Americans, Hispanic-Americans, American Indians, European-Americans, and persons with disabilities.  It shall also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The school calendar will accommodate the education program of the District. The school calendar shall be for a minimum of two-hundred (200) days and include, but not be limited to, the days for student instruction, staff development, in-service days and teacher conferences.

The academic school year for students is for a minimum of one-hundred and eighty (180) days or one thousand eighty (1080) hours in the school calendar. The academic school year for students may begin on August 23rd or the first date allowable under state law. Employees may be required to report to work at the 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 (5) days of instruction after the 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 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 District’s education program.  The Board reserves the right to request a waiver for an early start date with the Department of Education.

Approved: 1995-1996

Reviewed: FY 2016-2017 August 15, 2016, June 28, 2021

Revised: 02/24/2017

The student school year for grades one through twelve may consist of one of the following: (1) a minimum of one hundred eighty (180) days with each day having a minimum of six (6) hours of instruction or (2) one thousand eighty (1080) hours of instruction.  Lunch periods will not counted as part of instructional time.  Time during which students are released from school for parent/teacher conferences and passing time will be counted as part of instructional time.

If the school district chooses a minimum one hundred eighty (180) day school year, the school district may also record a day of school with less than the minimum of six (6) hours of instruction if the total hours of instructional time for grades one through twelve for any five (5) consecutive school days equals a minimum of thirty (30) hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the professional instructional staff or because parent-teacher conferences have been scheduled beyond the regular school day.  If the total hours of instructional time for the first four (4) consecutive days equal at least thirty (30) hours because parent-teacher conferences have been scheduled beyond the regular school day, the school district may record zero (0) hours of instructional time on the fifth (5th) consecutive school day as a school day.  Schedule revisions and changes in time allotments will be made by the superintendent.

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

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The Superintendent or the Superintendent’s designee shall have the authority to close schools because of extreme weather or other emergency conditions for the length of time the conditions exist. The Superintendent or the Superintendent’s designee shall make provisions to publicly announce such closings via available mass communication media as soon as possible after the decision to close.

Every reasonable effort shall be made to have students attend the total amount of school annually as specified by statute, state departmental rules, and Board policy.

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

-       Focuses attention on the content standards of each discipline and ensures the identified learnings are rigorous, challenging, and represent the most important learning for the District’s students;

-       Increases the probability that students will acquire the desired knowledge, skills, and dispositions and that the District will be successful in providing appropriate learning experiences;

-       Facilitates communication and coordination; and

-       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;

-       Develop curriculum maps for each discipline with instructional strategies;

-       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.); and

-       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 and progress on each content area related to curriculum development activities.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

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

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

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

-       Describe procedures for the purchase of instructional materials and resources;

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

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

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

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

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

-       Regularly monitor and assess the level of implementation;

-       Communicate with internal and external publics regarding curriculum implementation;

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

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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 District to evaluate 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;

-       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/achievement;

-       Identify roles and responsibilities of key groups;

-       Involve staff, parents, students, and community members in curriculum evaluation; and

-       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 and the progress of each content area related to curriculum evaluation activities.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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 (1994).
34 C.F.R. Pt. 98 (1999).
Iowa Code §§ 279.8, .10; 280.3-.14 (1999).
281 I.A.C. 12.5.

Cross Reference:
602 Curriculum Development
603 Instructional Curriculum

Approved: 1995-1996
Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021
Revised: 02/24/17

The basic instruction program will include the courses required for each grade level by the State Department of Education.  The instructional approach will be nonsexist 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, and visual art.

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

The basic instruction program of students enrolled in grades nine through twelve will include English‑language arts, social studies, mathematics, science, health, physical education, fine arts, foreign language, and vocational education.

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 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.  In all instances, the basic instructional program shall meet or exceed the educational requirements established by state statute and the State Department of Education

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

Generally, only drivers’ education will be offered during summer school. However, the Board, in its discretion or by state mandate, 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 District as well as the District’s budget and availability of licensed employees to conduct summer school.  The decision whether the District will offer summer school shall be within the discretion of the Board.

If offered, the summer school program shall be designed to meet the following objectives:

1.     Enrichment and extension of the program provided during the regular academic year; and

2.     Remedial work for those pupils who need and can benefit from further study in the basic subjects.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/2017

The Board recognizes some students have different educational needs than other students. The Board will provide a free appropriate 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 regular education classes, participate in nonacademic and extracurricular services and activities, and receive services in a regular education setting to the maximum extent appropriate to the needs of each individual student. Students requiring special education services shall be placed in the least restrictive environment possible 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 shall be required to meet the requirements stated in Board policy or in their IEPs for graduation. It shall be the responsibility of the Superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.

Children from birth through age two and children age three through age five are provided comprehensive special education services within the public education system. The 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 two. This is done to ensure a smooth transition of children entitled to early childhood special education services.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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 sexually transmitted disease and acquired immune deficiency syndrome and current health issues. The purpose of the health education program is to help each student protect, improve, and maintain physical, emotional, and social well-being.

The instruction provided shall be adapted in each grade level to aid understanding by the students.  Parents who object to health education instruction in human growth and development may file a written request that the student be excused from the instruction. The written request will include a proposed alternate activity or study acceptable to the Superintendent. The Superintendent will have the final authority to determine the alternate activity or study.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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, provided such excuse complies with the requirements of federal and state law.  Parents of students requesting such an exemption should file a written request that shall include the basis for the request (i.e. verified health concerns and/or a religious conflict) and a proposed alternative activity or study acceptable to the Superintendent.  The Superintendent and/or designee shall have the final authority to determine the alternative activity or study.

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.

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 District which requires the student's absence from school.  Students who will not participate in physical education must have a written request or statement from the parents.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The 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.

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.  The Superintendent shall determine the alternate activity or study for that student.

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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 District operations.

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

-       The notice will be in writing;

-       The objection will be 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, whether there is staff available to supervise a student who wishes to be excluded; whether there is space to house the student while the student is excluded; the availability of a Superintendent-approved alternative course of study or activity while the student is excluded; the number of students who wish to be excluded; whether allowing the exclusion places the school in a position of supporting a particular religion; and whether the program or activity is required for promotion to the next grade level or for graduation.

Students who are allowed to be excluded from a program or activity which violates their religious beliefs are required to do an alternate supervised activity or study.  The Superintendent shall determine the alternate activity or study for that student.

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

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

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

Based upon 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 students have the opportunity to acquire a perspective on world issues, problems, and perspectives 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, focuses on the lifelong growth and understanding through the study and participation of the world community and the interdependency of its people and systems—social, cultural, racial, economic, linguistic, technological, and ecological.

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

Being a citizen of the United States, of Iowa and of the District community entitles students to special privileges and protections as well as requiring students to assume civic, economic, and social responsibilities and to participate in their country, state, and 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 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 District community.

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The Board's primary responsibility in the management of the District is the operation and delivery of the regular education program.  Generally, students attending the 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 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: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The board recognizes some students require programming beyond the regular education program.

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

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

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

Students in grades nine through twelve may receive academic or vocational-technical credits that count toward the graduation requirements set out by the Board for courses successfully completed at post-secondary educational institutions.  The student may receive academic and/or vocational-technical credits through an agreement between the District and a post-secondary educational institution or with the Board's approval on a case-by-case basis.

Students in grades nine and ten who the District has identified as talented and gifted students and any students in grades eleven and twelve are eligible to take post-secondary educational courses.  Students are eligible to take post-secondary educational courses if they meet all of the requirements outlined in this policy and as required by the post-secondary educational institution, and if the student has obtained the approval of the Superintendent and/or designee.  Eligible students wishing to participate in the post-secondary educational courses shall apply to the eligible post-secondary educational institution.

Students may not enroll in a post-secondary education course if the District offers a comparable course through its curricular program.  For purposes of this policy, comparable course is determined at the discretion of administration and generally means that the content of a course provided to a high school student for post-secondary credit consists of substantially the same concepts and skills as the content of a course provided by the District.

Students in grades nine and ten who are in the talented and gifted program and all students in grades eleven and twelve who successfully complete courses at post-secondary educational institutions under an agreement between the District and the post-secondary educational institution or with the Board’s approval shall be reimbursed for tuition and other costs directly related to taking any post-secondary education course during the school year up to $250, except as otherwise outlined in this policy.  The District may, instead of reimbursing the student, directly pay the post-secondary educational institution.

Should a student fail any PSEO course taken at a 4-year post-secondary educational institution and fail to receive credit for any PSEO course at a post-secondary educational institution, the student, if the student is over the age of eighteen, or the parent of a student under the age of eighteen shall be responsible for the costs of the course. Prior to registering for any PSEO course at a post-secondary educational institution, students under age eighteen shall have a parent sign a form indicating that the parent is responsible for the costs of the PSEO course should the student fail the PSEO course and fail to receive credit for the course.  Students who fail a PSEO course and fail to receive credit for a PSEO course for reasons beyond their control, including, but not limited to, the student's incapacity, death in the family or a move to another district, in the Board’s discretion, may not be responsible for the costs of the PSEO course.  Students dissatisfied with the Board's decision regarding the re-payment of the costs of the PSEO course may appeal to the area education agency for a waiver of reimbursement.

Students in grades nine and ten who are not in the talented and gifted program and students in grades eleven and twelve who take courses, other than courses taken under an agreement between the District and the post-secondary educational institution and/or approved by the Board, are responsible for tuition, transportation to and from the location where the course is being offered, and other costs directly related to taking any post-secondary education course.  The students and/or their parents shall not receive reimbursement for tuition, transportation or other expenses.  Students who take courses during the summer months when school is not in session are responsible for tuition, transportation to and from the location where the course is being offered, and other costs directly related to taking any post-secondary education course.

Eligible students may take up to seven (7) semester hours of credit at a post-secondary educational institution during the summer months when school is not in session if the student pays for the courses. Upon successful completion of these summer courses, students may receive academic and/or vocational-technical credit toward the graduation requirements set out by the Board.

Successful completion of any course at a postsecondary educational institution is determined by the post-secondary educational institution.  The Board shall have complete discretion to determine the amount of academic credit to be awarded to the student for the courses taken during the school year and for the courses taken during the summer.

The following factors are considered in the Board's determination of whether a student will receive academic and/or vocational-technical credit toward the graduation requirements set out by the Board for a course at a post-secondary educational institution:

-       the course is taken from a public or accredited private post-secondary educational institution;

-       a comparable course is not offered in the District;

-       the course is in the discipline areas of mathematics, science, social sciences, humanities, vocational-technical education or a course offered in the community college career options program;

-       the course is a credit-bearing course that leads to a degree;

-       the course is not religious or sectarian; and

-       the course meets any other requirements set out by the Board.

All courses approved and paid for by the District, and those courses approved by the District and paid for by the student/family will:

-       Be recorded on the official student transcript, including the letter grade granted by the post-secondary educational institution or the pass-fail indication granted by the post-secondary educational institution.

-       Be included in figuring class rank, including valedictorian and salutatorian status, and the student’s grade point average.

-       Be given graduation credit, as determined by the Board.  Typically, a three (3) or four (4) semester hour post-secondary course will be awarded one (1) graduation credit.

The Superintendent is responsible for annually notifying students and parents of the opportunity to take courses at post-secondary educational institutions in accordance with this policy. The Superintendent will also be responsible for developing the appropriate forms and procedures for implementing this policy.

Approved: 05/24/2021

Reviewed:  FY 2020-2021, May 24, 2021, June 28, 2021

Revised: 05/27/2021

The Board recognizes that learning is a life-long process and supports the concept of community and adult education. 

The physical facilities of the District shall be made available for use with any adult or community education programs when there is no conflict with regular school activities.  The facilities may be used day or night, including weekends, and during school vacation for such purposes.

Approved: 10/16/14

Reviewed:  FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The Board recognizes that the selection of instructional materials is a vital component of the District’s curriculum.

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

The Board may appoint an ad hoc committee to make recommendations to the District’s licensed employees and administration concerning the selection of instructional materials. The committee may be composed of 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 will consider the current and future needs of the District as well as the changes and trends in education and society.  Additionally, licensed employees are to select instructional materials and textbooks that are free from discrimination, regardless of sex, race and color, national origin, religion and creed, age, marital/parental status, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, or socioeconomic status or familial status.  It is 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 recommend materials which:

-       support the educational philosophy, goals and objectives of the District;

-       consider the needs, age, and maturity of students;

-       are within the 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 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 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.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

The instructional materials must be viewed on District premises. Copies may be obtained according to Board policy.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

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

Approved: 1995-1996

Reviewed: October 28, 2024

Revised: October 28, 2024

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 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: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

The District will maintain a media center in each building for use by employees and by students during the school day.  Materials for the centers will be acquired according to Board policy, "Instructional Materials Selection."  It is the responsibility of the principal of the building in which the media center is located to oversee the use of materials in the media center.

It is the responsibility of the Superintendent to develop procedures for the selection and replacement of both library and instructional materials, for the acceptance of gifts, for the review of library and instructional materials, for the removal of obsolete materials, and for the handling of challenges to materials.

Approved: 1995-1996

Reviewed:FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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 and software, network systems, and the internet.  The goal in providing this technology and access is to support the educational objectives and mission of the District and to promote resource sharing, innovation, problem solving, and communication.  The District’s technology, network and/or internet connection is not a public access service or a public forum.  The 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 connection, including the use of personal technology brought into the District by students and staff and the ability of students and staff to access the district’s network systems and internet access using personal technology.

The District’s technology, network systems, and internet access shall be available to all students and staff within the 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 having access to and using the District’s technology, network and the internet.  The amount of time and type of access available for each student and staff member may be limited by the District’s technology and the demands for the use of the District’s technology.  Even if students have not been given access to and/or use of the District’s technology, network and the internet, they may still be exposed to information from the District’s technology, network, and/or the internet in guided curricular activities at the discretion of their teachers.

Every item of technology in the District having internet access shall not be operated unless internet access from the item of technology is subject to a technology protection measure (i.e. filtering software).  The technology protection measure employed by the 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 protection measure employed by the 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, staff, 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 technology and/or network systems may be denied access to the District’s technology, network systems and the internet.  Students and staff members will be instructed by the District’s technology coordinator or other appropriate personnel on the appropriate use of the District’s technology, network and the internet.

The use of the District’s technology, network and internet access shall be for educational purposes only.  Students and staff members shall only engage in appropriate, ethical, and legal utilization of the District’s technology, network systems, and internet access.  Student and staff member use of the District’s technology, network and internet access shall also comply with all district policies and regulations.

The following rules provide guidance to students and staff for the appropriate use of the District’s technology, network 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 District’s technology, network, 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 administration will determine what constitutes inappropriate use and their decision will be final.

Inappropriate use of the District’s technology, network, and internet access includes, but is not limited to a violation of the following rules:

• Do not make or disseminate offensive or harassing statements or use 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.

• Do not swear, use vulgarities or any other inappropriate language.  Be polite and follow the same privacy, ethical, educational, and other considerations observed regarding other forms of communication.

• Do not access, create or disseminate 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.

• Do not disseminate or solicit sexually oriented messages or images.

• Do not transmit your credit card information or other personal identification information, including your home address or telephone number from any District item of technology without prior permission from the building principal, the superintendent or other appropriate personnel.

• Do not publish personal or private information about yourself or others on the internet without prior written permission.

• Do not repost a message that was sent to you privately without permission of the person who sent the message.  If any information is to be provided regarding students, it should be limited to the student’s first name and the initial of the student’s last name only.

• Do not arrange or agree to meet with someone met online.

• Do not use the District’s technology and/or network systems to participate in illegal activities and/or activities that are inappropriate for the workplace, including, but not limited to, gambling, fraud, and pornography.

• Do not subscribe to or access listservs, bulletin boards, online services, e-mail services, social networking sites (i.e., myspace, facebook, twitter) or other similar services without prior permission from the technology coordinator or other appropriate personnel.

• Do not use, possess or attempt to make or distribute illegal/unauthorized copies of software or other digital media.  Illegal/unauthorized software or other digital media means any software or other digital media that has been downloaded or copied or is otherwise in the user’s possession or 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.

• Do not alter, modify, corrupt or harm in any way the software stored on the District’s technology or network systems.  Do not install any software on the hard drive of any District technology or on the District’s network systems or run any personal software from either floppy disk, CD-ROM, DVD, flash drives or other storage media or alter or modify any data files stored on the District’s technology or network systems without prior permission and/or supervision from the technology coordinator or other appropriate personnel.

• Do not download any programs or files from the internet without prior permission from the District’s technology coordinator or other appropriate personnel.  Any programs or files downloaded from the internet shall be strictly limited only to those that you have received permission from the technology coordinator or other appropriate personnel to download.

• Do not use any encryption software from any access point within the school district.

• Do not access the internet from a school district item of technology using a non-district internet account.

• Do not share personal user account information with anyone.  Each user shall change his/her personal user account passwords at least once every ninety (90) days.  Do not share any personal user account passwords with anyone or leave your account open or unattended.  Every user shall utilize a ‘screensaver’ and/or a ‘lock-out’ method each time the user walks away from the item of technology.

• Do not access the District’s item of technology or network systems or use the District’s internet connection from a non-district item of technology without prior authorization from the technology coordinator or other appropriate personnel.

• Do not use an instant messenger service or program, internet relay chat or other forms of direct electronic communication or enter a chat room while using the District’s technology, network systems and/or internet connection.

• Do not disable or circumvent or attempt to disable or circumvent filtering software without prior permission from the school district’s technology coordinator or other appropriate personnel.

• Do not play any games or run any programs that are not related to the school district’s educational program.

• Do not vandalize the District’s technology or its network systems.  “Vandalism” is defined as any attempt to harm, modify, deface or destroy physical technology or the network and any attempt to harm or destroy data stored on the school district’s technology or the network or the data of another user.  All users are expected to immediately report any problems or vandalism of technology equipment to the administration, the technology coordinator or the instructor responsible for the equipment.

• Do not commit or attempt to commit any act that disrupts the operation of the District’s technology or network systems or any network connected to the internet, including 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.

• Do not demonstrate any security or other network problems to other users; give your password to another user for any reason; and/or use another individual's account.

• Do not attempt to access any device as a system administrator.

• Do not use the network in such a way that you would disrupt the use of the network by other users or would waste 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).

• Do not use the District’s technology and/or network systems 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.

• Do not use the District’s technology, network systems and/or the internet to access, 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.

• Do not plagiarize information accessed through the 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 District’s technology, network systems, and/or the internet.

The District will, within the curriculum currently being offered, include age-appropriate content related to children’s use of the internet.  This may include anti-bullying and harassment considerations, social networking considerations and other considerations involving internet usage.

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 District’s technology and network systems, including use of the internet, through their teachers and/or other appropriate supervisors.  Students will not be allowed to use personal e-mail except 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 District’s technology, network systems, and the internet.  Students and staff members will sign a form acknowledging they have read and understand the District’s policies and regulations regarding appropriate use of the District’s technology, network systems and the internet; 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 District will obtain written permission from the student’s parents to do so.

The 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 District and educational purposes only.  Students and staff waive any right to privacy in anything they create, store, send, disseminate or receive on the District’s technology and network systems, including the internet.

No warranties, expressed or implied, are made by the District for the technology and internet access being provided.  Although the District has taken measures to implement and maintain protection against the presence of viruses, spyware, and malware on the District’s technology, network systems, and internet access, the District cannot and does not warranty or represent that the District’s technology, network systems or internet access will be secure and free of viruses, spyware or malware at all times.  The 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 District is not responsible for the accuracy of information user’s 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 District’s technology, network systems, and/or internet access.  Any risk and/or damages resulting from information obtained from the 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 District’s technology, network systems, and the internet.

The interpretation, application, and modification of this policy are within the sole discretion of the 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.  The District will maintain this policy at least five (5) years after the termination of funding pursuant to the Children’s Internet Protection Act (CIPA) or E-rate.

Approved: 10/16/14

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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 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 District’s copying procedures and obey the requirements of the law. In no circumstances shall it be necessary for District staff to violate copyright requirements in order to perform their duties properly. The 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 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 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 District’s procedures or is permissible under the law should contact the principal, teacher or teacher-librarian who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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 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 District, the qualifications of and number of licensed employees, and other factors deemed relevant to the Board.

Class grouping will first be determined by creating equal class sizes/sections by grades.  In Pre-K, the maximum class size is set at 20 students.  In grades K-12, board approval must be attained to establish class groupings below or in excess of the following sizes.  In grades K-2, the maximum class size is limited to 25 students.  In grades 3-5, the maximum class size is limited to 27 students.  In grades 6-8, the maximum class size is limitied to 28 students.  In grades 9-12 a minimum of 10 students is necessary to offer a class and a maximum of 28 students is allowed.

Each class grouping will be made up of the same number of students within the constraints of th schedule.  The next two factors used in creating class groupings are; constraints of the schedule determined by the number of sections of each class to offer and the availability of other sections of classes needed by the students within their schedule to meet graduation and scheduling requirements.  Other, additional factors used to determine class groupings are; IEPs, 504s, ELL designation and male/female student breakdown.  These are the next factors used to determin class groupings.  The class groupings will be as proportionate as possible across all sections.  Board approval is necessary when creating class regroupings that are disprortionate in any protected designation.

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

Approved: 1995-1996

Reviewed: FY 2016-2017, August 15, 2016, June 28, 2021

Revised: 02/24/17

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

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

Field trips and excursions are to be arranged with the principal well in advance and a detailed schedule and budget must be submitted by the employee to the principal along with the request for authorization of the field trip or excursion. The 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.

To have students out of state travel be required to have board approval.

Approved: 1995-1996

Reviewed:FY 2019-2020, April 27, 2020, June 28, 2021

Revised: 04/28/2020

A therapy dog is permitted onto District premises, subject to this policy.  For purposes of this policy, the term District premises refers to school buildings, vehicles, and all other District property.   The District shall comply with all state and federal laws, regulations, and rules regarding the use of therapy dogs by staff or students under appropriate circumstances.

Purpose

Therapy dogs can be used to achieve specific physical, social, cognitive, and emotional goals with students.  A therapy dog is trained to provide affection and comfort to students or other individuals under the direction and control of a qualified handler who works with the dog as a team.  Therapy dogs are not “service animals” as defined by the Americans with Disabilities Act. 

Procedures/Requirements

• Therapy dog teams (dog and handler) are required to be registered with one of the following organizations or another organization that meets or exceeds the training, registration, and certification requirements of the following organizations:

• Therapy Dogs International (TDI)
• Pet Partners Therapy Animal Program
• Cares, Inc. Assistance Dog (includes Public Access Certification)

• The dog that is brought to a school building will need to be accompanied by the trained handler with whom the animal is registered.  The handler will be a District employee and/or registered District volunteer, whose role is in alignment with the purpose of the therapy dog.  Therapy dogs must be under the control of their handlers at all times, wear proper identification, and always be on a 4-foot leash or shorter or restricted by some form of containment.  

• All legal liability will be assumed by the owner of the therapy dog.

• Requests for the use of a registered therapy dog will be made by the handler by completing the appropriate form and submitting it, along with necessary documentation, on an annual basis, to the administration. Necessary documentation includes:

• Completed Canine Therapy Involvement Approval Application Form
• Current verification of registration with one of the District-approved organizations
• Statement from a veterinary office confirming that all shots are up-to-date
• Proof of vaccination and physical examination
• Copy of Guidelines for Therapy Dog Involvement signed by the handler and building administrator

• The dog must be clean and well-groomed with trimmed nails, clean teeth, free of internal and external parasites, and in overall good health.  Any dog with a fresh wound, recent surgery or other injuries must be excused from therapy visits until fully recovered and healed.  Female dogs in season cannot participate in therapy visits. 

• The handler will work with the building administrator to develop a summary of expected duties and responsibilities of the canine therapy team and to provide instructions and training for staff and students on how to appropriately interact with the dog.

• The owner of the dog must provide an appropriately sized crate for the dog along with an area for the dog to stay if an individual has pet allergies or significant emotional discomfort with any type of animal. 

• The primary handler will be solely responsible for creating and maintaining an appropriate outdoor dog relief area and providing instructions and training for other staff members to take the dog to the outdoor relief area.  The primary handler will be solely responsible for any clean up related to the dog ensuring compliance with state and federal regulations.

• Parents must be informed of the presence of a therapy dog in the school building to allow any concerns or questions to be raised including, but not limited to, allergies or significant emotional discomfort, related to the presence of a dog in the school environment.

• Canine therapy teams are required to renew their status with the District annually prior to the start of each school year.

• Applications and supporting documents will be kept on file in the District’s Central Office and the building(s) at which the canine therapy team provides services.

• The District/building administrator retains discretion to exclude or remove a therapy dog from its property for any reason including but not limited to:

• The handler does not take effective action to control the dog’s behavior.
• The dog is not housebroken.
• The dog’s presence or behavior fundamentally interferes in the functions of the District.
• The dog poses a direct threat to the health or safety of others that cannot be eliminated by reasonable modifications.

Approved/Adopted 02/27/2023

Reviewed 02/27/2023

Revised