602 - Basic Instructional Program

 

 

602.1 - Basic Instruction Program

 

 

 

The basic instruction program will include but not be limited to the curriculum required for each grade level by the Iowa Department of Education and reflect educational standards. The instructional approach will be gender-fair and multicultural.

The basic instruction program of students enrolled in early childhood programming will include curricula and instruction designed to develop and extend literacy skills in expressive and receptive language, numeracy, social and interaction skills, and fine and gross motor skill acquisition.

The basic instruction program of students enrolled in kindergarten is designed to develop healthy emotional and social habits, literacy and communications skills, numeracy, 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 arts. Beginning July 1, 2023; computer science will also be offered during at least one grade level.

The basic instruction program of students enrolled in grades seven and eight will include English-language arts, social studies, mathematics, science, health, human growth and development, family/consumer/career, technology education, physical education, music, visual arts, and world languages. Beginning July 1, 2023; computer science will also be offered during at least one grade level.

The basic instruction program of students enrolled in grades 9 through 12 will include but not be limited to: English-language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), financial literacy (1/2 unit), and vocational education (12 units). Beginning July 1, 2022; computer science (1/2 unit) will also be offered.

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

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

An individual student may advance through the academic sequence offered in the instruction program at an accelerated pace provided the age, appropriateness, and affordability can be reasonably accommodated.

It is the responsibility of the superintendent [or designee] to develop administrative regulations stating the required courses and optional courses for early childhood, kindergarten, grades one through six, grades seven and eight, and grades nine through 12; including program descriptions, goals, and methods for student assessment/evaluation.


Adopted: 6/70
Reviewed: 6/11; 1/18
Revised: 7/12; 9/13; 4/15; 9/19; 2/21
Legal Reference (Code of Iowa): §§ 216.9; 256.11; 279.8; 280.3-14; 281 IAC 12.5; 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 603.1

602.2 - Competent Private Instruction

 

 

 

In the event a child of compulsory attendance age, over age 6 and under age 16, does not attend public school or an accredited non-public school, the child must receive competent private instruction (CPI).

A parent or legal custodian choosing competent private instruction for a student must notify the school district prior to the first day of school or within 14 days of beginning CPI on forms provided by the school district. The forms are available in the central administration office. One copy of the completed forms will be kept by the school district and another copy will be forwarded to the area education agency.

The superintendent [or designee] will determine whether the completed form is in compliance with the law. Specifically, whether the individual providing the instruction is either the student's parent, legal custodian, or an Iowa licensed practitioner; whether the licensed practitioner's license is appropriate for the age and grade level of the student; that the student is being instructed a minimum of 148 days per year; that immunization evidence is provided for students placed under competent private instruction for the first time, and that the report is timely filed.

The school district will report non-compliance with the reporting, immunization, attendance, instructor qualifications, and assessment requirements of the compulsory attendance law to the county attorney of the county of residence of the student's parent or legal custodian. 

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

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

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

Students in competent private instruction must make adequate progress. Adequate progress includes scoring at the 30th percentile on a standardized test or a report by the portfolio evaluator indicating adequate progress. Students who fail to make adequate progress under competent private instruction provided by the student's parent or legal custodian will attend an accredited public or non-public school beginning the next school year.

The parent or legal custodian of a student who fails to make adequate progress may apply to the director of the Department of Education for approval of continued competent private instruction under a remediation plan. The remediation plan is for no more than one year. Before the beginning of the school year the student may be retested and if the student achieves adequate progress, the student may remain in competent private instruction.

It is the responsibility of the superintendent [or designee] to develop administrative regulations regarding this policy.


Adopted: 11/92
Reviewed: 6/11; 9/13; 1/18; 2/21
Revised: 7/12; 4/15
Related Policy (Code #): 602.3
Legal Reference (Code of Iowa): §§ 299; 299A; 281 IAC 31
IASB Reference: 604.1

602.3 - Dual Enrollment

 

 

 

The parent, guardian, or legal custodian of a student receiving competent private instruction may also enroll the student into the school district in accordance with state law and policy. The student will be considered under dual enrollment.

The parent, guardian, or legal custodian requesting dual enrollment for the student should notify the board secretary prior to the third Friday of September each year on forms provided by the school district. On the form, they will indicate the co/extra-curricular and academic activities in which the student is interested in participating. The forms are available at the central administration office. After the student notifies the school district what activities they wish to participate in, the school district will provide information regarding the specific programs.

A dual enrollment student is eligible to participate in the district’s co/extra-curricular and academic activities in the same manner as other students enrolled in the school district. The policies and administrative rules of the district will apply to 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 the payment of the fees required for participation.

A dual enrollment student whose parent or legal 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.

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


Adopted: 11/92
Reviewed: 6/11; 4/15; 1/18
Revised: 7/12; 9/13; 2/21
Related Policy (Code #): 602.2
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31
IASB Reference: 604.7

602.4 - Summer School Programming

 

 

 

Summer school programming will be conducted in such buildings, at such grade levels, and for such length of time as the board, upon recommendation of the superintendent, may determine.

The purpose of programs offered during the summer will be for the enrichment and/or extension of programs provided during the regular academic year.


Adopted: 6/70
Reviewed: 1/10; 6/12; 4/15; 1/18; 2/21
Revised: 6/11; 9/13
Legal Reference (Code of Iowa): §§ 279.8; 280.3; 282.6; 281 IAC 41.106
IASB Reference: 603.2

602.5 - Special Education

 

 

 

The board recognizes some students have different educational needs than other students. The board will provide a free, appropriate, public education program and related services to students identified in need of special education.

Special education services will be provided from birth until the appropriate education is completed, age 21 or to maximum age allowable in accordance with the law. Students requiring special education will attend general education classes, participate in non-academic and extra/co-curricular 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 Plan (IEP). 

Special education students are required to meet the requirements listed for Special Education in board policy 605.3 Graduation Requirements and in their IEPs for graduation. It is the responsibility of the superintendent [or designee] 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 ages three through age five 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 two. This is done to ensure a smooth transition of children entitled to early childhood special education services.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18
Revised: 10/07; 2/21
Related Policy (Code#): 605.3
Legal Reference (Code of Iowa): §§ 256.11(7); 256B; 273.1-2, .5, .9(2-3); 280.8; 2801 IAC 41.109, 41.404; 20 USC §§ 1400 et seq; 34 CFR Pt 300
IASB Reference: 603.3
Mandatory Policy

602.6 - Community Education

 

 

 

To help fulfill its mission, the board supports the concept of community education within the district.

The superintendent [or designee] will be responsible for the development and implementation of the community education program in the district.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Revised: 7/03

602.7 - Home School Assistance Program

 

 

 

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

The parent, guardian, or legal custodian registering for the Home School Assistance Program will agree to comply with the requirements established by the faculty of the program.

Students registered for the Home School Assistance Program will be counted in the basic enrollment.

It is the responsibility of the superintendent [or designee] to develop administrative regulations regarding this policy.


Adopted: 11/92
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Related Policy (Code #): 602.2; 602.3
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31
IASB Reference: 604.9

602.8 - Time Release Program

 

 

 

High school students who qualify will be given consideration to participate in a time release program.

Time release is defined as time during the regular school day when an eligible high school student is excused from school for purposes personally benefiting the student.

The time release program will be under the direction and administration of the high school principal.


Adopted: 6/70
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21
Revised: 9/13
Related Policy (Code#): 602.8-R
IASB Reference: 501.11

602.8-R - Administrative Regulations Regarding Time Release Program

 

 

 

Time Release Policy:
Juniors and seniors who have parent or legal custodian approval may apply for the privilege of enjoying a restricted open campus. This privilege allows the students to be in school for their scheduled classes only. This privilege is designated on student ID cards. Juniors and seniors in good standing with attendance and discipline regulations, and who have no failing grades or incomplete grades, may be eligible for time release with parent or legal custodian approval if under the age of 18.

Objectives:

  • Encourage students to make responsible decisions on budgeting their time while in school; and
  • Allow students to gain practical work experience while in school.

General Policy:

  1. If a student’s ID card is lost, they must apply for a new card at the high school attendance office. There will be a waiting period of one week before a new card is issued and a $5 fee;
  2. Time release will be given only with parent or legal custodian approval;
  3. Time release will be in effect as long as the student follows the policy and guidelines;
  4. The educational welfare of the student will, at all times, be given primary consideration; and
  5. While on time release the student is representing the Linn-Mar Community School District. Please remember this factor for the welfare of the school and the program, as well as for the student involved.

Rules and Regulations:

  1. Time release privileges may be changed or made void at any time by either the school and/or parent or legal custodian;
  2. Students cannot drop a course or courses to extend their time release privileges. If a student should drop or be withdrawn from a course, the school may assign the student to supervised study hall during that time;
  3. A student must present their ID card when requested and must carry it at all times. Failure to do so may result in loss of time release privileges;
  4. Students should NOT drive another student’s car from the parking lot without the approval of the owner;
  5. Taking non-release time students from the campus or parking off campus may result in the loss of time release privileges; and
  6. Students parking improperly, leaving school on non-release time, or altering their ID card may lose their time release privileges.

By signing this agreement, the parent or legal custodian releases and absolves the Linn-Mar Community School District from all responsibility; financial, legal, moral, or other responsibility during the time the student is away from school on time release.

This agreement can be changed or made void at any time at the discretion of the school and/or parent or legal custodian for failing marks, school rule violations, or irresponsible behavior on the part of the student. Irresponsibility is considered but not limited to the following:

  • Failure to present student ID card when requested;
  • Continual, improper parking;
  • Leaving school on non-release time;
  • Continual forgetting of student ID card;
  • Driving another student’s car from the parking lot without owner approval;
  • Not being out of the building during time release;
  • Misbehavior while at school; and
  • Any violations of school rules and regulations.

Altering a student ID card will result in immediate revocation of time release privileges!

Application:
Students wishing to apply for time release should do so through the high school associate principal’s office. The agreement is valid when signed by the associate principal, student, and parent or legal custodian.


Adopted: 4/91
Reviewed: 6/11; 9/13; 4/15; 2/21
Revised: 7/12; 1/18
Related Policy (Code#): 602.8

602.9 - Extra-Curricular Activities

 

 

 

The Linn-Mar School Board believes that a dynamic program of student activities is vital to the complete development of the student. Such activities offer opportunities to serve the institution, to assist in development of fellowship and social good will, to promote self-realization and all-around growth, and to encourage the learning of qualities of good citizenship.

To assist in the administration of a student activities program and to provide a framework of communication and review, a detailed structure of the student activities program will be outlined by the administration.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Revised: 11/07

602.10 - Curriculum Development

 

 

 

Curriculum development is an ongoing process in the school district and consists of both research and design. Research is the studious inquiry and critical investigation of the various content areas for the purpose of revising and improving curriculum and instruction based on relevant information pertaining to the discipline. This study is conducted both internally (what/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 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; and
  • Improves classroom instruction.

The superintendent [or designee] 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/how well students are currently learning);
  • Identify content standards, benchmarks, and grade level expectations for the content/discipline;
  • Describe the desired learning behavior’s 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 in curriculum development decisions;
  • Verify integration of local, state, and/or federal mandates (MCGF, Iowa Core, 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.

The superintendent [or designee] will establish a curriculum material review and evaluation process for each area of the curriculum which will serve as the procedure for district-wide curriculum development. The school board recognizes that effective curriculum development requires the planned allocation of resources, staff time, and staff development.

All curriculum may be reviewed by the school board. Curricular proposals from certified staff may be presented to the superintendent [or designee]. Curriculum maps, including standards and aligned assessments, will be developed and used for the various subject areas or interdisciplinary offerings. The curriculum maps will present a framework for proposed instructional strategies and assessment as a basis for further development of any particular area. The curriculum maps reflecting a correlation of standards, Iowa Core curriculum, and Common Core will be designed to assist all users in strengthening and clarifying their teaching, philosophy of learning, differentiation of instruction, and use of materials. The superintendent [or designee] will design procedures for the development and use of the curriculum maps.

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


Adopted: 6/70
Reviewed: 6/11; 10/13; 4/15; 1/18; 2/21
Revised: 7/12; 4/20
Related Policy (Code #): 600.1-2; 602.11-13
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 280.3; 281 IAC 12.5, .8; 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 602.1
Mandatory Policy

602.11 - Curriculum Implementation

 

 

 

Implementation refers to what actually happens in practice as compared to what was intended 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 three components of any implementation effort that must be present to guarantee the planned changes in curriculum and instruction succeed as intended:

  1. Understanding the conceptual framework of the content/discipline being implemented;
  2. Organized assistance to understand the theory, observation of exemplary demonstrations, opportunities to practice, and coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level; and
  3. Consistency of effort to ensure all students at each grade level receive the instructional content.

The superintendent [or designee] 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 selection of instructional materials and resources (Refer to Policy 602.27-R1);
  • 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; and
  • Involve staff, parents and legal custodians, students, and community members in curriculum implementation decisions.

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


Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 12/09
Related Policy (Code #): 101.1; 600.1; 602.10; 602.12
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 280.3-14; 281 IAC 12 8(1)(c)(1): 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 602.2
Mandatory Policy

602.12 - Curriculum Evaluation

 

 

 

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

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

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


Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Related Policy (Code #): 101.1; 103.1; 600.1; 602.10; 602.11
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 280.3; 281 IAC 12.8; 20 USC § 1232h; 30 CFR Pt 98
IASB Reference: 602.3
Mandatory Policy

602.13 - Articulation and Alignment of Curriculum

 

 

 

Learning will be enhanced by adherence to an integrated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade-to-grade and school-to-school. 

The curriculum shall reflect the best knowledge of the growth and development of its learners, the content of various curriculum disciplines, the needs of learners based on the nature of society, the desires of the residents/tax payers of the school district, and the Iowa Core.

The curriculum is designed to provide teachers and students with the district’s expectations of what children and young people are to learn. Teachers are required to align their teaching to the Iowa Core and additional district standards.


Adopted: 7/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21
Revised: 10/13
Related Policy (Code #): 102.1; 602.10

602.15 - Assessment of Student Achievement

 

 

 

The district will establish criteria for determining the effectiveness of curricular design and instructional programming at district, school, and classroom levels.

Evaluations will focus on determining the extent to which students are achieving and maintaining the appropriate level of performance for each specific expectation and the extent to which the instructors are displaying effective conveyance of the curriculum in the classroom.


Adopted: 7/99
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 11/07
Related Policy (Code #): 102.1; 602.12

602.17 - Career Education

 

 

 

Preparing students for careers is one goal of Linn-Mar’s education program. The district curriculum will be relevant to the world of work and Career Education will be infused into all curricular areas, PreK-12. Career 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.

Effective Career Education begins with the basic academics, communications, and technical skills required for success in a changing world. In addition, every student should be offered, in an age-appropriate manner, opportunities to assess personal attributes and interests and to match these against potential career opportunities. The goal of Career Education is that all students will develop employability skills and required competencies in their area of interest by the time they graduate. Students will be provided guidance in educational planning to help achieve this goal.

It is the responsibility of the superintendent [or designee] to encourage and assist licensed personnel in finding ways to incorporate Career Education into the education program.

In addition to school-based resources, the district will utilize community resources (e.g., Junior Achievement, Workplace Learning Connection, Chamber of Commerce, MEDCO, school/business partnerships, student and faculty internships, etc.) to enhance the education program.

It is also the responsibility of the superintendent [or designee] to incorporate Career Education into Linn-Mar’s School Improvement Plan and to include the evaluation of Linn-Mar’s Career Education efforts in an overall district assessment plan. 

In any curriculum under review, the board will take special note of the components that indicate that Career Education has been incorporated into all curricula.


Adopted: 6/85
Reviewed: 6/12; 9/13; 4/15; 2/21
Revised: 6/11; 1/18
Related Policy (Code#): 602.12-13; 603.15
Legal Reference (Code of Iowa): §§ 256.11, .11A; 280.9; 281 IAC 12.5(7)
IASB Reference: 603.7
Mandatory Policy

602.18 - Instruction at a Post-Secondary Educational Institution

 

 

 

In accordance with this policy, students in grades 9 through 12 may receive academic or vocational/technical education credits that count toward graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. Students and parents or guardians will 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. Students may receive academic or vocational/technical education credits through an agreement between a post-secondary educational institution or with the board’s approval on a case-by-case basis.

The following factors will be considered in the board’s determination of whether a student will receive academic or vocational/technical education credits toward graduation requirements 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. A comparable course is one in which the subject matter or the purposes and objectives of the course are similar, in the judgment of the board, to a course 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;
  • The course meets any other requirements set out by the board;
  • The course complies with Department of Education’s requirements for meeting proficiency criteria for the Every Student Succeeds Act; and
  • The course complies with Department of Education’s senior year plus criteria.

Students in grades 9 through 12 who successfully complete courses in post-secondary educational institutions under an agreement between the district and the post-secondary educational institution will receive academic and vocational/technical education credits in accordance with the agreement. The superintendent [or designee] shall grant to a student who successfully completes a post-secondary education option (PSEO) course a unit of high school graduation credit for every unit of high school level instruction successfully completed.

Students who have completed the eleventh grade but who have not completed the graduation requirements set out by the board may take up to seven semester hours of credit at a post-secondary educational institution during the summer months when school is not in session, if the students pay for the courses. Upon successful completion of the summer courses, students will receive academic or vocational/technical education credits toward graduation requirements which are set by the board. Successful completion of the courses is determined by the post-secondary educational institution.

Students in grades 11 and 12 who take courses other than courses taken under an agreement between the district and the post-secondary educational institution, will be responsible for transportation without reimbursement to and from the location where the course is being offered.

Ninth and tenth grade talented and gifted students and all students in grades 11 and 12 will be reimbursed for tuition and other costs directly related to the course up to $250. Students who take courses during the summer months when school is not in session will be responsible for the costs of attendance for the courses.

Students who fail the course and fail to receive credit will reimburse the district for all costs directly related to the course. Prior to registering for the course, students under age 18 will 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. Students who fail the course and fail to receive credit for reasons beyond their control including but not limited to physical incapacity, a death in the immediate family, or a move out of the school district may not be responsible for the cost of the course. The board may waive reimbursement of costs to the district for the previously listed reasons. Students dissatisfied with the board’s decision may appeal to the local AEA for a waiver of reimbursement.

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 [or designee] will provide, in writing to the student’s parent or guardian, the reason for the denial of credit.

It is the responsibility of the superintendent [or designee] to notify students and parents or guardians of the opportunity to take courses at post-secondary educational institutions in accordance with this policy, on an annual basis. The superintendent [or designee] will also be responsible for developing the appropriate forms and procedures for implementing this policy.


Adopted: 11/92
Reviewed: 1/10; 6/12
Revised: 1/10; 6/11; 9/13; 4/15; 1/18; 11/18; 2/21
Legal Reference (Code of Iowa): §§ 256.7, .11; 258; 261E; 279.61; 280.3; 280.14; 281 IAC 12 and 22
IASB Reference: 604.6

602.20 - Global Education

 

 

 

Because of our growing interdependence with other nations in the world, global education is incorporated into the education program for grades PreK-12.

Global education is the life-long 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).

Global education will provide students with 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.


Adopted: 8/89
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 7/03
Related Policy (Code#): 602.10-13
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.5(11)
IASB Reference: 603.10

602.21 - Citizenship

 

 

 

Being a citizen of the United States, of Iowa, and of the Linn-Mar Community School District entitles students to special privileges and protections. Citizenship requires 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 a part of the education program, students will have an opportunity to learn about their rights, privileges, and responsibilities as citizens of this country, state, and school district community. As part of this learning opportunity students are instructed in the elements of productive citizenship and the role quality citizens play in their country, state, community, and school district community.


Adopted: 3/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21
Revised: 10/13
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.3(6), 12.5(3)(b)-(5)(b)
IASB Reference: 603.11
Mandatory Policy

602.22 - Academic Freedom

 

 

 

The board believes students should have an opportunity to reach their own decisions and develop their own 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. The expression of academic freedom must be consistent with the maturity and intellectual and emotional capacities of the students.

It is the responsibility of the licensed employees to refrain from advocating partisan causes, sectarian religious views, or biased positions in the classroom. Licensed employees 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.


Adopted: 3/99
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 7/03
Related Policy (Code #): 602.1
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .6
IASB Reference: 603.9

602.23 - Open Enrollment - Procedures as a Receiving District

 

 

 

The school district will participate in open enrollment as a receiving district. As a receiving district, the board will allow nonresident students who meet the legal requirements to open enroll into the district. The board will have complete discretion to determine the attendance center of the students attending the school district under open enrollment. The policies of the school district will apply to all students attending the district under open enrollment.

The superintendent [or designee] has the authority to approve good cause applications or continuation of an educational program application. The deadline for regular open enrollment requests is March 1st of the previous school year. The deadline for kindergarten students is September 1st of the new school year.

The superintendent [or designee] will notify the sending school district of the decision made by the board or superintendent [or designee] to approve or deny the open enrollment request. The superintendent [or designee] will notify the parents or guardians of the action to approve or deny the open enrollment request. 

Open enrollment requests into the district will not be approved if insufficient classroom space exists. Open enrollment requests into the district will also not be approved for students who have been suspended or expelled by the administration or the board of the school district the student is or was attending until the student has been reinstated into the school district from which they were suspended or expelled. Once the student is reinstated, the student's open enrollment request will be considered in the same manner as other open enrollment requests provided the required timelines are met.

Open enrollment requests into the district that, if denied, would result in students from the same nuclear family being enrolled in different school districts will be given highest priority. The board, in its discretion, may waive the insufficient classroom space reason for denial for students of the same nuclear family to prevent the division of a nuclear family between two school districts. Other open enrollment requests into the district are considered in the order received by the district with the first open enrollment request given a higher priority than the second open enrollment request and so forth.

Generally, students in grades 9 through 12 open enrolling into the school district will not be eligible for participation in interscholastic athletics at the varsity level during the first 90 days of open enrollment into the district.

Parents or guardians of students whose open enrollment requests are approved by the board or superintendent [or designee] are responsible for providing transportation to and from the receiving school district without reimbursement. The board will not approve transportation into the sending district.

An open enrollment request into the district from parents or guardians of a Special Education student will be reviewed on a case-by-case basis. The determining factors for approval of such open enrollment requests will be whether the Special Education program available in the district is appropriate for the student's needs and whether the enrollment of the Special Education student will cause the class size to exceed the maximum allowed. The area education agency Director of Special Education serving the school district will determine whether the program is appropriate. The Special Education student will remain in the sending district until final determination is made.

It is the responsibility of the superintendent [or designee] to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.


Adopted: 3/99
Reviewed: 1/10; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.24-26
Legal Reference (Code of Iowa): §§ 139A.8; 274.1; 279.11; 281.1, .3, .8, 18; 299.1; 281 IAC 17
IASB Reference: 501.15

602.24 - Open Enrollment - Procedures as a Sending District

 

 

 

The school district will participate in open enrollment as a sending district. As a sending district, the board will allow resident students who meet the requirements to open enroll to another public school district.

Parents or guardians requesting open enrollment out of the district for their student will notify the sending and receiving school districts no later than March 1st in the school year preceding the first year desired for open enrollment. The notice is made on forms provided by the Department of Education. The forms are available at the Linn-Mar Learning Resource Center (2999 N 10th Street, Marion) or via the district website (www.Linnmar.k12.ia.us).

Parents of children who will begin kindergarten in the school district are exempt from the open enrollment deadline of March 1st, but must submit the request to open enroll by September 1st.

Parents who have good cause as defined by law for failing to meet the March 1st deadline may make an open enrollment request in the same manner set forth above.

The superintendent [or designee] has the authority to approve good cause applications or continuation of an educational program application. The board will approve all other open enrollment requests according to the timelines established by law.

The superintendent [or designee] will notify the parents or guardians by mail of the action to approve or deny the open enrollment request. Approved open enrollment requests are transmitted by the superintendent [or designee] to the receiving district after action is taken on the open enrollment request.

The board will not approve a student's request to allow the receiving district to enter the district for the purposes of transportation. Parents or guardians may withdraw their open enrollment request prior to the start of the school year.

Open enrollment requests out of the district from parents or guardians of Special Education students are reviewed on a case-by-case basis. The determining factor for approval of such an open enrollment request will be whether the Special Education program available in the receiving school district is appropriate for the student's needs. The area education agency’s Director of Special Education serving the school district will determine whether the program is appropriate. The Special Education student will remain in the school district until the final determination is made.

It is the responsibility of the superintendent [or designee] to maintain open enrollment request applications and notice forms. It is also the responsibility of the superintendent [or designee] to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.


Adopted: 3/99
Reviewed: 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.23; 602.25-26
Legal Reference (Code of Iowa): §§ 139A.8; 274.1; 279.11; 282.1, .3, .8; 299.1; 281 IAC 17
IASB Reference: 501.14

602.25 - Space Requirements for Open Enrollment and Attendance Exception Requests

 

 

 

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

The enrollment requests as described will be reviewed by the board annually. It is the responsibility of the superintendent [or designee] to bring this information to the attention of the board each year.


Adopted: 3/99
Reviewed: 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 12/09; 6/11
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.23-24; 602.26
Legal Reference (Iowa Code): §282.18(13); 281 IAC 17.6(3)
IASB Reference: 606.6
Mandatory Policy

602.26 - Attendance Center Exception Request

 

 

 

The board supports the internal transfer of a student from one attendance center to another within the district’s schools when there are extenuating circumstances. All attendance center exception requests will be reviewed for approval by the superintendent [or designee]. 

A process for handling these requests will be made available to all parents or guardians and will be published on a regular basis in order that all parents or guardians are aware of this administrative procedure.

The consideration for an attendance center exception request will be based on the extenuating circumstance and class size at the requested school. The decision on placement is not subject to appeal. If approved, the parents or guardians will be responsible for transportation of the student to and from school.


Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 11/07
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.23-25

602.27 - Selection of Instructional Materials

 

 

 

The board recognizes that the selection of instructional materials is a vital component of the school district’s curriculum. The board has sole discretion to approve instructional materials for the district. The board delegates its authority to determine which instructional materials will be utilized and purchased by the district to licensed employees. The licensed employees will work closely together to ensure vertical and horizontal articulation of instructional and library materials in the education program.

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

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

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

  • Support the educational philosophy, goals, and objectives of the district;
  • Meet high standards of quality in factual content and presentation;
  • Consider the needs, age, and maturity of students;
  • Are within the school district’s budget;
  • Foster respect and appreciation for cultural diversity and difference of opinion;
  • Stimulate growth in factual knowledge and literary appreciation;
  • Encourage students to become decision-makers, to exercise freedom of thought, and to make independent judgment through the examination and evaluation of relevant information, evidence, and differing viewpoints;
  • Portray the variety of careers, roles, and lifestyles open to all persons; 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 a recommendation from the superintendent [or designee]. The criteria stated above for selection of instructional materials will also apply to the selection of textbooks. The superintendent may appoint licensed employees to assist in the selections of textbooks.

Gifts of instructional materials must meet these criteria stated above for the selection of instructional materials. The gift must be received in compliance with Policy 802.7 Gifts, Grants, and Bequests.


Adopted: 12/73
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15
Related Policy (Code #): 602.10-13; 602.27-R
Legal Reference (Code of Iowa): 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.1-3
Mandatory Policy

602.27-R - Administrative Regulations Regarding Selection of Instructional Materials

 

 

 

Responsibility for Selection of Instructional Materials

  1. The board is responsible for materials relating to the district’s instructional program.
  2. The responsibility for the selection of instructional materials is delegated to the professionally trained and licensed employees of the school system. For the purpose of this rule the term “instructional materials” includes printed and multimedia materials (not equipment), whether considered text materials or library materials. The board retains the final authority for the approval of textbooks.
  3. While selection of materials may involve many people including administrators, teachers, teacher-librarians, students, parents, and community members, the responsibility for coordinating the selection of most instructional materials and making the recommendation for the purchase rests with licensed employees including teacher-librarian selection of materials for school libraries.
  4. Responsibility for coordinating the selection of instructional materials for distribution to classes will rest with the licensed employees, administrators, and superintendent. For the purpose of this rule the term “instructional materials” includes textbooks and other printed and non-printed materials provided in multiple copies for use of a total class or major segment of a class.
  5. If the superintendent appoints an ad hoc committee to make recommendations on the selection of instructional materials, the ad hoc committee is formed and appointed in compliance with Policy 203.8 Ad Hoc Committees.
    1. The superintendent will inform the committee of their role and responsibilities.
    2. The following, or similar, statement is to be given to the ad hoc committee members: Bear in mind the principles of the freedom to learn and to read and base your decisions on these broad principles rather than on defense of individual materials. Freedom of inquiry is vital to education in a democracy. Study thoroughly all materials referred to you and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and local holdings in other schools. Passages or parts should not be pulled out of context. The values and faults should be weighed against each other and the opinions based on the material as a whole. Your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of our discussion of the questioned materials.

Materials Selected for Use in Libraries and Classrooms will Meet these Guidelines:

  1. Religion: Materials will represent the major religions in a factual, unbiased manner. The primary source material of the major religions is considered appropriate, but material which advocates rather than informs or is designed to sway reader judgment regarding religion will not be included in school libraries or classrooms.
  2. Racism: Materials will present a diversity of race, custom, culture, and belief as a positive aspect of the nation's and world’s heritage and give candid treatment to unresolved intercultural problems including those which involve prejudice, discrimination, and the undesirable consequences of withholding rights, freedom, or respect of an individual.
  3. Sexism: Materials will reflect sensitivity to the needs, rights, traits, and aspirations of persons without preference or bias.
  4. Age: Materials will recognize the diverse contributions of various age groups and portray the continuing contributions of maturing members of society.
  5. Ideology: Materials will present basic primary and factual information on an ideology or philosophy of government which exerts or has exerted a strong force, either favorably or unfavorably, over civilization or society, past, or present. The materials will not be selected with the intention to sway reader judgment and is related to the maturity level of the intended audience.
  6. Profanity and Sex: Materials are subjected to a test of literary merit and reality by the teacher-librarians and licensed employees who will take into consideration their reading of public and community standards of morality.
  7. Materials regarding controversial issues will be directed toward maintaining a balanced collection representing various views.

The selection decision should be made on the basis of whether the materials present an accurate representation of society and culture, whether the circumstances depicted are realistically portrayed, or whether the materials have literary or social value when viewed as a whole.

These guidelines will not be construed in such a manner as to preclude materials which accurately represent the customs, morals, manners, culture, or society of a different time or a different place.

Procedures for Selection

Materials purchased for libraries and classrooms are recommended for purchase by licensed employees in consultation with administrators, teacher-librarians, students, or an ad hoc committee as appointed by the superintendent. The materials recommended for purchase are approved by the appropriate administrator.

  1. The materials selected will support stated objectives and goals of the district. Specifically, the goals are:
    • To acquire materials and provide service consistent with the demands of the curriculum;
    • To develop student skills and resourcefulness in the use of libraries and learning resources;
    • To effectively guide and counsel students in the selection and use of materials and libraries;
    • To foster wide range of significant interests in students;
    • To provide opportunities for aesthetic experiences and development of an appreciation of the fine arts;
    • To provide materials to motivate students to examine their own attitudes and behaviors and comprehend their own duties and responsibilities as citizens in a pluralistic democracy;
    • To encourage life-long education through the use of the library; and
    • To work cooperatively and constructively with the instructional staff and administrators in the school and district.
  2. Materials selected are consistent with stated principles of selection which are:
    • To select materials within established standards which will meet the goals and objectives of the district;
    • To consider the educational characteristics of the community in the selection of materials within a given category;
    • To present the sexual, racial, religious, and ethnic groups in the community by:
      • Portraying people, adults, and children whatever their ethnic, religious, or social class identity as human and recognizable displaying a familiar range of emotions, both negative and positive.
      • Placing no constraints on individual aspirations and opportunity.
      • Giving comprehensive, accurate, and balanced representation to minority groups and women in art, science, history, literature, and in all other fields of life and culture.
      • Providing abundant recognition of minority groups and women by frequently showing them in positions of leadership and authority.
    • To intelligently, quickly, and effectively anticipate and meet needs through awareness of subjects of local, national, and international interest and significance; and
    • To strive for impartiality in the selection process.
  3. Materials selected will meet stated selection criteria which are:
    • Authority/Author’s Qualifications: Education, experience, and previously published works;
    • Reliability:
      • Accuracy: Meaningful organization and emphasis on content, meets the material’s goals and objectives, and presents authoritative and realistic factual material.
      • Current: Presentation of content which is consistent with the finding of recent and authoritative research.
    • Treatment of Subject: Shows an objective reflection for the multi-ethnic character and cultural diversity of society.
    • Language:
      • Vocabulary:
        • Does not indicate bias by the use of words which may result in negative value judgments about groups of people without meaning of context; and
        • Does not use “man” or similar limiting word usage in generalizations or ambiguities which may cause women to feel excluded or dehumanized.
      • Compatible to the reading level range of the students for whom it is intended.
    • Format:
      • Books:
        • Adequate and accurate index;
        • Paper of good quality and color;
        • Print adequate and well-spaced;
        • Adequate margins;
        • Firmly bound; and
        • Cost.
      • Non-Books:
        • Flexibility and adaptability;
        • Curricular orientation of significant interest to students;
        • Appropriate for audience;
        • Accurate, authoritative presentation;
        • Good production qualities (fidelity and aesthetically adequate);
        • Durability; and
        • Cost.
      • Illustrations of Books and Non-Book Materials:
        • Depicts instances of fully-integrated groupings and settings to indicate equal status and non-segregated social relationships (Exception would be primary sources used as reference documents);
        • Makes clearly apparent the identity of minorities; and
        • Contains pertinent and effective illustrations.
      • Flexible to enable teachers to use parts at a time and not follow a comprehensive instructional program based on a rigid frame of reference, unless appropriate to pedagogy.
    • Special Features:
      • Bibliographies
      • Glossary
      • Current charts, maps, etc.
      • Visual aids
      • Index
      • Special activities to stimulate and challenge students
      • Provides a variety of learning activities, strategies, and skill development that can be anchored on standards for learning.
    • Potential Use Considerations
      • Will it meet the requirements of reference work?
      • Will it help students with personal problems and adjustments?
      • Will it serve as a source of information for teachers and librarians?
      • Does it offer an understanding of cultures other than the student’s own? Is it free of racial, religious, age, disability, ethnic, and sexual stereotypes?
      • Will it expand students’ sphere of understanding and help them to understand the ideas and beliefs of others?
      • Will it help students and teachers keep abreast of and understand current events?
      • Will it foster and develop hobbies and special interests?
      • Will it help develop aesthetic tastes and appreciation?
      • Will it serve the needs of students with special needs?
      • Does it inspire learning?
      • Is it relevant to the subject?
      • Will it stimulate a student’s interest?
  4. Gifts of library or instructional materials may be accepted if the gifts meet existing criteria for library and instructional materials. The acceptance and placement of such gifts is within the discretion of the superintendent [or designee].
  5. In order to provide a current, highly usable collection of materials, teacher-librarians will ensure constant and continuing renewal of the collection not only the addition of up-to-date materials but by the judicious elimination of materials which no longer meet district needs or are being used. The process of weeding instructional materials will be done according to established and accepted standards for determining the relevance and value of materials in a given context.
    • Procedure to start basic collection:
      • With the assistance of a reputable vendor in collaboration with the teacher-librarian, the collection will begin with the vendor’s selected core collection based on curriculum areas submitted by the teacher-librarian. Additional titles will be added to the core collection using resources such as the American Library Association’s Top 100 List, Children’s Catalog, knowledge of children’s authors and illustrators, Caldecott and Newbery Award winning titles, and staff recommendations.
    • Procedures to add to the collection:
      • The teacher-librarian will utilize a variety of selection aids including:  Booklist, School Library Journal, Horn Book, newspaper reviews, Publisher’s Weekly, Library Talk, School Media Journal, Sparks, Bulletin of the Center for Children’s Books, Library Media Connections, Kirkus Reviews, publisher recommendations from adopted curricular areas (Science, Social Studies, Six Traits of Writing, etc.), and student and staff requests.
      • Consideration of district curriculum needs of the individual school and student.
      • Consideration of reading interests, abilities, and developmental levels of students using the library media center.
      • Literary quality of the materials.
      • Attractiveness and durability of the physical book and/or materials.
      • Assurance of use for the intended use, or appropriate requested use.

Adopted: 12/73
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15
Related Policy (Code#): 602.10-13; 602.27
Legal Reference (Code of Iowa): 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.1-R1

602.28 - Inspection of Instructional Materials

 

 

 

Parents and other members of the school district community may view the instructional materials used by the students. All instructional materials including teacher’s manuals, media, or other supplementary materials 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 and in compliance with copyright laws.

It is the responsibility of the superintendent [or designee]to develop administrative regulations regarding the inspection of instructional materials.


Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15
Related Policy (Code #): 602.29; 602.29-R; 602.29-E
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.2
Mandatory Policy

602.29 - Objection to Instructional Materials

 

 

 

Residents of the school district community may object to instructional materials utilized in the district and ask for their use to be reconsidered.

It is the responsibility of the superintendent [or designee] in conjunction with the principals to develop administrative regulations for reconsideration of instructional materials.


Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Related Policy (Code #): 602.28; 602.29-R; 602.29-E
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.3
Mandatory Policy

602.29-R - Administrative Regulations Regarding Objection to Instructional Materials

 

 

 

A resident of the school district community may raise an objection to instructional materials used in the district’s education program despite the fact that the individuals selecting such material were duly qualified to make the selection, followed proper procedures, and observed the criteria for selecting such materials.

Procedures Prior to Filing a Request for Reconsideration of Instructional Materials
The school official or employee receiving a complaint regarding instructional materials will try to resolve the issue informally. The materials generally will remain in use pending the outcome of the reconsideration procedure.

  1. The school official or employee initially receiving a complaint will explain to the individual the board’s selection procedures, criteria to be met by the instructional materials, and qualifications of those persons selecting the materials.
  2. The school official or employee initially receiving a complaint will explain to the individual the role of the objected material in the education program, its intended educational purpose, and additional information regarding its use. In the alternative, the employee may refer the individual to the teacher-librarian who can identify and explain the use of the materials.

The employee receiving the initial complaint will advise the building principal of the initial contact no later than the end of the school day following the discussion with the individual, whether or not the individual has been satisfied by the initial contact. A written record of the contact is maintained by the principal in charge of the attendance center. Each building principal will inform employees of their obligation to report complaints.

In the event the individual making an objection to instructional materials is not satisfied with the initial explanation, the individual is referred to the principal or to the teacher-librarian of the attendance center. If after consultation with the principal or teacher-librarian the individual desires to file a formal complaint, the principal or teacher-librarian will assist in filling out a Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E) in full and file it with the superintendent.

Request for Reconsideration
A resident of the school district community may formally challenge instructional materials on the basis of appropriateness used in the district’s education program. This procedure is for the purpose of considering the opinions of those persons in the district and community who are not directly involved in the selection process.

Each attendance center and the district’s central administrative office will keep on hand and make available the Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E). Formal objections to instructional materials must be made using this form.

The individual will state the specific reason the instructional material is being challenged. The Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E) is signed by the individual and filed with the superintendent. The superintendent will promptly file the objection with the Reconsideration Committee for re-evaluation.

Generally, access to challenged instructional materials will not be restricted during the reconsideration process. However, in unusual circumstances the instructional materials may be removed temporarily by following the Item C under “The Reconsideration Committee” below.

The Reconsideration Committee
The Reconsideration Committee is made up of seven members:

  • One licensed employee designated, as needed, by the superintendent.
  • One teacher-librarian designated, as needed, by the superintendent.
  • One member of the administrative team designated, as needed, by the superintendent.
  • Three members of the community appointed annually, as needed, by the superintendent.
  • The superintendent [or designee].
  1. The committee will select their chairperson and secretary.
  2. The committee will meet at the request of the superintendent.
  3. Special meetings may be called by the board to consider temporary removal of materials in unusual circumstances. A recommendation for temporary removal will require a two-thirds vote of the committee.
  4. Notice of committee meetings is made public through appropriate publications and other communications methods.
  5. The committee will receive the completed Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E) from the superintendent [or designee].
  6. The committee will determine its agenda for the first meeting, which may include the following:
  • Distribution of copies of the completed reconsideration request form.
  • An opportunity for the individual or a group spokesperson to talk about or expand on the reconsideration request form.
  • Distribution of reputable, professionally prepared reviews of the challenged instructional materials, if available.
  • Distribution of copies of the challenged instructional materials, if available.
  1. The committee may review the selection process for the challenged instructional materials and may, to its satisfaction, determine that the challenge is without merit and dismiss the challenge. The committee will notify the individual and the superintendent of its action.
  2. At a subsequent meeting, if held, interested persons including the individual filing the challenge may have the opportunity to share their views. The committee may request that individuals with special knowledge be present to give information to the committee.
  3. The individual filing the challenge is kept informed by the Reconsideration Committee secretary on the status of the reconsideration request throughout the process. The individual filing the request and known interested parties are given appropriate notice of meetings.
  4. At the second, or subsequent meeting, the committee will make its final recommendation. The committee’s final recommendation may be to take no removal action, to remove the challenged materials from the school environment, or to limit the educational use of the challenged materials. The sole criterion for the final recommendation is the appropriateness of the materials for its intended educational use.  The written, final recommendation and its justification are forwarded to the superintendent, the individual, and the appropriate attendance centers. The superintendent may also make a recommendation but, if so, it should be independent from the committee’s recommendation.
  5. Following the superintendent’s decision with respect to the committee’s recommendation, the individual or the chairperson of the Reconsideration Committee may appeal the decision to the board for review. Such appeals must be presented to the superintendent in writing within five days following the announcement of the superintendent’s decision. The board will promptly determine whether to hear the appeal.
  6. A recommendation to sustain a challenge will not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the materials.
  7. Requests to reconsider materials which have previously been reconsidered by the committee must receive approval of two-thirds of the committee members before the materials will again be reconsidered.
  8. If necessary or appropriate in the judgment of the committee, the committee may appoint a subcommittee of members or non-members to consolidate challenges and to make recommendations to the full committee. The composition of the subcommittee will approximate the representation of the full committee.
  9. Committee members directly associated with the selection, use, or challenge of the materials are excused from the committee during the deliberation of the challenged instructional materials. The superintendent may appoint a temporary replacement for the excused committee member, but the replacement must be of the same general qualifications as the member excused.
  10. Persons dissatisfied with the decision of the board may appeal to the Iowa Board of Education.

Adopted: 2/08
Reviewed: 6/12; 9/13; 4/15; 1/18; 2/21
Revised:6/11
Related Policy (Code#): 602.28; 602.29; 602.29-E
IASB Reference: 605.3R1

602.29-E - Objection to Instructional Materials Reconsideration Request Form

 

 

 

Click here to download the objection to instructional materials form


Request for reconsideration of printed or multi-media instructional materials should be submitted to the superintendent (2999 N 10th Street, Marion, IA 52302).

Review Initiated By:

Name:
Date:
Address:
Phone:
School(s) in which item is used:
Relationship to school (parent, student, citizen, etc.):

Book or Other Printed Material (If applicable):

Author:
Hardcover______   Paperback_____   Other_____
Title:
Publisher (if known):
Date of publication:

Multi-Media Materials (If applicable):

Title:
Producer (If known):
Type of material (filmstrip, motion picture, etc.):

Person making the request represents (circle one):      Self      Group/Organization

Name of Group:
Address of Group:

1. What brought this itme to your attention? 
2. To what in the item do you object? (Be specific) 
3. In your opinion, what harmful effects for students might result from use of this item? 
4. Do you perceive any instructional value in the use of this item? If so, explain. 
5. Did you review the entire item? If not, what sections did you review? 
6. Should the opinion of additional experts be considered?  _____Yes    _____ No
     If yes, please list specific suggestions: 
7. To replace this item, do you recommend other material which you consider to be of equal or superior quality for the purpose intendend?
8. Do you wish to make an oral presentation to the Reconsideration Committee?
    _____ Yes
                a) Please contact the superintendent (319-447-3001)
                b) Please be prepared at this time to indicate the approximate length of time your presentation will require, although this is no
                    guarantee that you'll be allowed to present to the committee or that you will get your requested amount of time. _______ Minutes
   _____ No

 

Signature _____________________________________________________________ Date: _____________________________________
 


Adopted: 2/08
Reviewed: 9/13; 4/15; 1/18; 2/21
Related Policy (Code#): 602.28; 602.29; 602.29-R
IASB Reference: 605.E2