100 - SCHOOL DISTRICT

100 - SCHOOL DISTRICT jen@iowaschool… Thu, 02/04/2021 - 09:42

100 - Legal Status of the School District

Iowa law authorizes the creation of a Common Schools System. As part of this Common Schools System, this school district is a school corporation created and organized under Iowa law. This school district will be known as the Independence Community School District.

This school corporation is located in Buchanan County, and its affairs are conducted by elected school officials, the Independence Community School District Board of Directors. This school corporation has exclusive jurisdiction over school matters in the territory of the school district.

Legal Reference: Iowa Code §§ 274.1, .2, .6, .7; 279.8; 594A.

Cross Reference: 200 Legal Status of the Board of Directors

Approved 11/01/2004                           Reviewed 11/17/2008                           Revised 10/17/2022
  09/17/2012
08/21/2017   10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 13:50

101 - Educational Philosophy of the School District

As a school corporation of Iowa, the Independence Community School District, acting through its board of directors, is dedicated to promoting an equal opportunity for a quality public education to its students within the limitations of the school district's ability and willingness to furnish financial support to provide for students in cooperation with their parents and the school district community, the opportunity to develop a healthy social, intellectual, emotional, and physical self-concept in a learning environment that provides guidance to and encourages critical thinking in the students for a lifetime.

The board endeavors through the dedication of the school district's resources, to encourage students, who come to the school district from a variety of backgrounds, to look forward to the time when they will have jobs, homes, families, places in the school district community, and attain recognition as individuals. In order to achieve this goal, the board will seek qualified employees dedicated to development of their professional skills for the betterment of the education program and for the expertise for educational productivity.

Instruction and curriculum are the key elements of a public education. Critical thinking and problem-solving skills that will assist the students' preparation for life will be instructed as part of a sequentially coordinated curriculum. The school district strives to prepare students for employment, to discover and nurture creative talent and to prepare them to meet and cope with social change in an atmosphere conducive to learning.

The support and involvement of the home and the school district community are essential to achieve educational excellence in the school district. The school district strives to maintain an active relationship with the home and the school district community to create within the students an awareness of dignity and worth of the individual, civic responsibility and respect for authority.

Legal Reference: Iowa Code §§ 256.11, .11A (2003).

Cross Reference: 103      Equal Educational Opportunity
                                      105      Long-Range Needs Assessment
                                      210      Board of Directors' Management Procedures
                                      600      Goals and Objectives of the Education Program
                                      602      Curriculum Development

Approved 11/01/2004 Reviewed 11/17/2008 Revised 10/17/2022

09/17/2012

08/21/2017

10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 13:51

102 - School District Instructional Organization

The Independence Community School District offers an education program for grades pre-kindergarten through twelve. The levels of instruction are organized by the following levels:

Pre-kindergarten will attend the Early Childhood Center in Independence.

Grades junior kindergarten and kindergarten through second will attend East Elementary School in Independence.

Grades three through six will attend West Elementary School in Independence.

Grades seven through twelve will attend the Jr/Sr High School in Independence. The Buchanan County Success Center is an Alternative High School Program that is a part of the Jr/Sr High School but is located off campus at another site.

Each school building will have a principal responsible for the administration and management of the school building, the school building employees and the education program. The principals will work closely with the superintendent, who will oversee the administration and management of the school district.

Legal Reference: Iowa Code §§ 256.11, .11A; 275.1; 279.11; 280.14 (2003).
281 I.A.C. 12.1; .3(11); .5.

Cross Reference: 501 Student Attendance

Approved 11/01/2004                           Reviewed 11/17/2008                           Revised 11/17/2008
07/19/2010   07/19/2010
09/17/2012   08/21/2017 08/21/2017 10/17/2022 10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 13:52

103 - Equal Educational Opportunity

It is the goal of the board to develop a healthy social, intellectual, emotional, and physical self-concept in the students enrolled in the school district. Each student attending school will have the opportunity to use its education program and services as a means for self-improvement and individual growth. In so doing, the students are expected to conduct themselves in a manner that assures each student the same educational opportunity.

The Independence Community School District does not discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. The belief in equal educational opportunity serves as a guide for the board and employees in making decisions relating to school district facilities, employment, selection of educational materials, equipment, curriculum, and regulations affecting students. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact:

Equity Coordinator:	Erin Burmeister, Director of School Improvement
Contact Address:	1207 1st Street West, Independence, IA 50644
Contact Telephone Number:	(319) 334-7400
Contact Email Address:	eburmeister@indeek12.org

Board policies, rules and regulations affect students while they are on school property or on property within the jurisdiction of the school district; while on school owned and/or operated school or chartered vehicles; while attending or engaged in school activities; and while away from school grounds if misconduct will directly affect the good order, efficient management and welfare of the school district.

The board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the school district to subscribe to all applicable federal and state laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity.

Inquiries by students regarding compliance with equal educational opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, are directed to the Affirmative Action Coordinator by writing to the Affirmative Action Coordinator, Independence Community School District, 1207 1st Street West, Independence, Iowa 50644; or by telephoning (319) 334-7400.

Inquiries by students regarding compliance with equal educational opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, may also be directed in writing to the Director of the Region VII office of Civil Rights, U.S. Department of Education, John C. Kluczynski Federal Building, 230 S. Dearborn St., 37th Floor, Chicago, IL, 60604 (312) 730-1560, fax (312) 730-1576 OCR.Chicago@ed.gov, the Iowa Civil Rights Commissioner, https://icrc.iowa.gov, (515) 281-4121 or Iowa Dept. of Education, Grimes State Office Bldg., Des Moines, IA 50319. (515) 281-5294. This inquiry or complaint to the federal or state office may be done instead of, or in addition to, an inquiry or complaint at the local level.

Legal Reference: 20 U.S.C. §§ 1221 et seq.
                                       20 U.S.C. §§ 1681 et seq.
                                       20 U.S.C. §§ 1701 et seq.
                                       29 U.S.C. § 206 et seq.
                                       29 U.S.C. § 794
                                      42 U.S.C. §§ 2000d and 2000e.
                                      42 U.S.C. §§ 12101 et seq.
                                      34 C.F.R. Pt. 100.
                                      34 C.F.R. Pt. 104.
Iowa Code §§ 216.6; 216.9; 256.11, .11; 280.3.
                                      281 I.A.C. 12.

Cross Reference: 101      Educational Philosophy of the School District
                                      401.1   Equal Employment Opportunity
                                      506.1 Student Records

Approved 11/01/2004                           Reviewed 06/19/2007                           Revised 06/19/2007   11/17/2008 04/26/2010
04/26/2010     09/17/2012
09/17/2012     03/17/2014    03/17/2014 09/15 2014
09/15/2014     04/18/2016
04/18/2016 09/21/2020 09/18/2017 01/18/2021 09/21/2020 10/17/2022 01/18/2021 10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 13:54

103.E1 - Annual Notice of Nondiscrimination

The Independence Community School District offers career and technical programs in the following areas of study:

Agriculture, Food and Natural Resources
Business, Finance, Marketing and Management
Human Services
Applied Sciences, Technology, Engineering, and Manufacturing

It is the policy of the Independence Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact:

Equity Coordinator:	Erin Burmeister, Director of School Improvement
Contact Address:	1207 1st Street West, Independence, IA 50644
Contact Telephone Number:	(319) 334-7400
Contact Email Address:	eburmeister@indeek12.org

dawn.gibson.cm… Sat, 02/27/2021 - 14:03

103.E2 - Continuous Notice of Nondiscrimination

It is the policy of the Independence School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact:

Equity Coordinator:	Erin Burmeister, Director of School Improvement
Contact Address:	1207 1st Street West, Independence, IA 50644
Contact Telephone Number:	(319) 334-7400
Contact Email Address:	eburmeister@indeek12.org

dawn.gibson.cm… Sat, 02/27/2021 - 14:04

103.E3 - Section 504 Student and Parental Rights

The Independence Community School District does not discriminate in its educational programs and activities on the basis of a student's disability. It has been determined that your child has a qualifying disability for which accommodations may need to be made to meet his or her individual needs as adequately as the needs of other students. As a parent, you have the right to the following:

participation of your child in school district programs and activities, including extracurricular programs and activities, to the maximum extent appropriate, free of discrimination based upon the student's disability and at the same level as students without disabilities;
receipt of free educational services to the extent they are provided students without disabilities;
receipt of information about your child and your child's educational programs and activities in your native language;
notice of identification of your child as having a qualifying disability for which accommodations may need to be made and notice prior to evaluation and placement of your child and right to periodically request a re-evaluation of your child;
inspect and review your child's educational records including a right to copy those records for a reasonable fee; you also have a right to ask the school district to amend your child's educational records if you feel the information in the records is misleading or inaccurate; should the school district refuse to amend the records, you have a right to a hearing and to place an explanatory letter in your child's file explaining why you feel the records are misleading or inaccurate; and
hearing before an impartial hearing officer if you disagree with your child's evaluation or placement; you have a right to counsel at the hearing and have the decision of the impartial hearing officer reviewed.

Equity Coordinator:	Erin Burmeister, Director of School Improvement
Contact Address:	1207 1st Street West, Independence, IA 50644
Contact Telephone Number:	(319) 334-7400
Contact Email Address:	eburmeister@indeek12.org

dawn.gibson.cm… Sat, 02/27/2021 - 14:05

103.E4 - Complaint Form (Discrimination, Anti-Bullying, and Anti-Harassment)

Date of complaint:

_____________________________________________________

Name of Complainant:

_____________________________________________________

Are you filling out this form for yourself or someone else (please identify the individual if you are submitting on behalf of someone else):

_____________________________________________________

Who or what entity do you believe discriminated against, harassed, or bullied you (or someone else)?

_____________________________________________________

Date and place of alleged incident(s):

_____________________________________________________

Names of any witnesses (if any):

_____________________________________________________

Nature of discrimination, harassment, or bullying alleged (check all that apply):

Age	Physical Attribute	Sex
Disability	Physical/Mental Ability	Sexual Orientation
Familial Status	Political Belief	Socio-economic Background
Gender Identity	Political Party Preference	Other – Please Specify:
Marital Status	Race/Color
National Origin/Ethnic Background/Ancestry	Religion/Creed

In the space below, please describe what happened and why you believe that you or someone else has been discriminated against, harassed, or bullied. Please be as specific as possible and attach additional pages if necessary.

____________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_______________________________

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature: _____________________________________ Date: ___________________________

dawn.gibson.cm… Sat, 02/27/2021 - 14:07

103.E5 - Witness Disclosure Form

Name of Witness:	_____________________________________________________
Date of interview:	_____________________________________________________
Date of initial complaint:	_____________________________________________________
Name of Complainant (include whether the Complainant is a student or employee):	_____________________________________________________ _____________________________________________________

Date and place of alleged incident(s):	_____________________________________________________ _____________________________________________________ _____________________________________________________

Nature of discrimination, harassment, or bullying alleged (check all that apply):

Age	Physical Attribute	Sex
Disability	Physical/Mental Ability	Sexual Orientation
Familial Status	Political Belief	Socio-economic Background
Gender Identity	Political Party Preference	Other – Please Specify:
Marital Status	Race/Color
National Origin/Ethnic Background/Ancestry	Religion/Creed

Description of incident witnessed: _________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Additional information: _________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature: _____________________________________ Date: ___________________________

dawn.gibson.cm… Sat, 02/27/2021 - 14:08

103.E6 - Disposition of Complaint Form

Date:	_____________________________________________________
Date of initial complaint:	_____________________________________________________
Name of Complainant (include whether the Complainant is a student or employee):	_____________________________________________________ _____________________________________________________

Date and place of alleged incident(s):	_____________________________________________________ _____________________________________________________ _____________________________________________________
Name of Respondent (include whether the Respondent is a student or employee):	_____________________________________________________ _____________________________________________________

Nature of discrimination, harassment, or bullying alleged (check all that apply):

Age	Physical Attribute	Sex
Disability	Physical/Mental Ability	Sexual Orientation
Familial Status	Political Belief	Socio-economic Background
Gender Identity	Political Party Preference	Other – Please Specify:
Marital Status	Race/Color
National Origin/Ethnic Background/Ancestry	Religion/Creed

Summary of Investigation: _______________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature: _____________________________________ Date: ___________________________

dawn.gibson.cm… Sat, 02/27/2021 - 14:11

103.R1 - Grievance Procedure

Equity Coordinator:	Erin Burmeister, Director of School Improvement
Contact Address:	1207 1st Street West, Independence, IA 50644
Contact Telephone Number:	(319) 334-7400
Contact Email Address:	eburmeister@indeek12.org

Students, parents of students, employees, and applicants for employment in the school district have the right to file a formal complaint alleging discrimination. The district has policies and procedures in place to identify and investigate complaints alleging discrimination. If appropriate, the district will take steps to prevent the recurrence of discrimination and to correct its discriminatory effects on the Complainant and others.

A Complainant may attempt to resolve the problem informally by discussing the matter with a building principal or a direct supervisor. However, the Complainant has the right to end the informal process at any time and pursue the formal grievance procedures outlined below. Use of the informal or formal grievance procedure is not a prerequisite to the pursuit of other remedies. Please note that informal processes and procedures are not to be used in certain circumstances (e.g., sexual harassment and sexual assault).

Filing a Complaint

A Complainant who wishes to avail himself/herself of this grievance procedure may do so by filing a complaint with the equity coordinator(s). An alternate will be designated in the event it is claimed that the equity coordinator or superintendent committed the alleged discrimination or some other conflict of interest exists. Complaints will be filed within 15 working days of the event giving rise to the complaint or from the date the Complainant could reasonably become aware of such occurrence. The Complainant will state the nature of the complaint and the remedy requested. The equity coordinator(s) will assist the Complainant as needed.

Investigation

Within 15 working days, the equity coordinator will begin the investigation of the complaint or appoint a qualified person to undertake the investigation (hereinafter “equity coordinator”). If the Complainant is under 18 years of age, the equity coordinator will notify his or her parent(s)/guardian(s) that they may attend investigatory meetings in which the Complainant is involved. The complaint and identity of the Complainant, Respondent, or witnesses will only be disclosed as reasonably necessary in connection with the investigation or as required by law or policy. The investigation may include, but is not limited to the following:

A request for the Complainant to provide a written statement regarding the nature of the complaint;
A request for the individual named in the complaint to provide a written statement;
A request for witnesses identified during the course of the investigation to provide a written statement;
Interviews of the Complainant, Respondent, or witnesses;
An opportunity to present witnesses or other relevant information; and
Review and collection of documentation or information deemed relevant to the investigation.

Within 15 working days, the equity coordinator will complete the investigation and issue a report with respect to the findings.

The equity coordinator will notify the Complainant and Respondent of the decision within 5 working days of completing the written report. Notification will be by U.S. mail, first class.

Decision and Appeal

The complaint is closed after the equity coordinator has issued the report, unless within 15 working days after receiving the decision, either party appeals the decision to the superintendent by making a written request detailing why he/she believes the decision should be reconsidered. The equity coordinator will promptly forward all materials relative to the complaint and appeal to the superintendent. Within 10 working days, the superintendent will affirm, reverse, amend the decision, or direct the equity coordinator to gather additional information. The superintendent will notify the Complainant, Respondent, and the equity coordinator of the decision within 5 working days of the decision. Notification will be by U.S. mail, first class.

The decision of the superintendent will be final.

The decision of the superintendent in no way prejudices a party from seeking redress through state or federal agencies as provided by in law.

This policy and procedures are to be used for complaints of discrimination, in lieu of any other general complaint policies or procedures that may be available.

If any of the stated timeframes cannot be met by the district, the district will notify the parties and pursue completion as promptly as possible.

Retaliation against any person, because the person has filed a complaint or assisted or participated in an investigation, is prohibited. Persons found to have engaged in retaliation will be subject to discipline by appropriate measures.

dawn.gibson.cm… Sat, 02/27/2021 - 14:12

104 - The People and Their School District

The board recognizes the value of interaction and participation of the citizens of the school district community with the school district. The board will cooperate and participate, whenever possible, in the school district community while carrying out its elected responsibilities.

It will be the responsibility of the superintendent to keep the board apprised of opportunities for involvement with the school district community.

Legal Reference: Iowa Code § 279.8 (2003).

Cross Reference: 209      Committees of the Board of Directors
                                      215      Public Participation in Board Meetings
                                      703.1   Budget Planning
                                      901      Public Communications
                                      904      Public Participation in the School District

Approved 11/01/2004 Reviewed 11/17/2008 Revised 10/17/2022
09/17/2012 09/18/2017 10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 14:14

104.01 - Independence Community Schools Operating Principles for the Administration and Staff

Introduction

Providing a quality education for each student requires a commitment to excellence from the board of education, the superintendent, and all the employees of the district. Each individual employed by the district has a significant part to play, however for our efforts to be successful; all must work together as a team. Just as it is crucial for the superintendent and board to work in harmony in a leadership role, it is equally important for the PK-12 staff and building administrators to work together in a collegial manner to ensure that we achieve our mission, which is to prepare students to become productive citizens and lifelong learners by providing a positive educational environment.

We agree that adherence to the following set of principles will ensure effective guidance and operation of the school district, and will accentuate a positive, open, and productive environment for all.

Positiveness

The staff and administration recognize that it is essential to remain positive in working together as a team. Each staff member will strive to develop and maintain a positive atmosphere by:
1. Showing confidence in fellow staff members;
2. Assuming others are doing the best they can;
3. Giving more positive reinforcement than negative criticism;
4. Focusing on how to make things work, rather than dwelling on reasons why things can’t work.

Responsibility to the Team

Cooperation, support, and loyalty do not mean we will agree on all issues. Open and honest discussion will bring out our best thinking and produce the best results. Each person can be a good team member by:
1. Remembering that each person is accountable to the team for his/her own actions;
2. Being cooperative;
3. Responding to situations based on fact, not rumor;
4. Being willing to express one’s concerns in an open and honest manner, but only if you have a positive solution to the problem;
5. Handling concerns with another team member in a professional manner and on a one-to-one basis;
6. Being willing to compromise, i.e., always keeping in mind that the welfare of the students, and the district as a whole will be our priorities;
7. Exhibiting an attitude of trust and appreciation for one another, as well as a commitment to work toward the resolution of problems;
8. Being willing to share our good ideas with others, again remembering that we are working as a team, not a group of individuals.

Handling Public Concerns

All school employees are encouraged to maintain good communications with patrons of the district. When approached by a district patron with a concern, a staff member should follow these procedures:
1. Listen to the individual’s concern;
2. Ask if he/she has discussed the issue with the person immediately responsible; if not, encourage him/her to do so;
3. Affirm the desire to reach a satisfactory solution, while reinforcing the need to resolve the issue with the person(s) immediately responsible. If unsuccessful, the staff member will assist the individual in proceeding to the next level of responsibility;
4. Inform other staff members as soon as possible of unusual happenings which could affect their areas of responsibility;
5. Refrain from speaking negatively about another team member. If you have strong personal convictions about the inappropriateness of a fellow team member’s performance or deeds, it is best to act professionally and privately share your concerns with the fellow team member in a direct manner.

Communication

Independence staff and administration will always support communication in order to enhance understanding.
1. Effective communication requires high levels of trust. To achieve this trust, communications must be open, straightforward, and honest. We will never knowingly deceive one another;
2. Open channels of communication must be established and maintained, i.e., make deliberate efforts to share information and data with those whom it affects;
3. Listen attentively to all audiences, i.e., other staff, students, parents, administrators, patrons;
4. Eliminate rumors by checking out the facts and then informing those involved of the true facts;
5. When differences of opinion occur, timing and setting are key elements to consider when expressing those differences;
6. Each staff member must have the freedom and opportunity to express his/her own beliefs, and has the responsibility to do so in a timely manner;
7. A good team member does not put a colleague on the spot in a public setting or in a group meeting, unless the uniformly understood ground rules of the meeting permit such action;
8. When a disagreement arises with a fellow staff member, it is best to deal with the matter in a private, one-on-one situation.

Decision-Making

Once a decision or recommendation is made utilizing the following process, everyone on the staff will consistently support the decision:
1. Gather facts pertinent to the issue;
2. Analyze the facts;
3. Consider alternatives;
4. Involve a representative number of those who will be affected by the decision;
5. Engage in open and honest discussion regarding the facts and options;
6. Make a decision;
7. Communicate to others the decision and the rationale behind the decision;
8. Provide a plan to implement the decision, which contains an ongoing monitoring system;
9. Keep lines of communication open and listen to those who may have concerns;
10. Evaluate the “plan” , and if needed make revisions to the plan. In addition, we cannot be afraid to simply stop and reexamine the plan if we do not think it is working. More harm is done in perpetuating a “bad” plan than starting over and using what we learned to create a new, more effective plan.

Cross Reference: 401.5 Employee Complaints
307 Administrator Code of Ethics

Approved: 08/20/2007

Reviewed: 09/17/2012, 09/18/2017

Revised: 10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 14:15

104.02 - Independence Community Schools Operating Principles for the Board of Education and Superintendent

Introduction

The mission of the Independence Schools, in partnership with the community, is to prepare students to become productive citizens and lifelong learners by providing a positive educational environment. The board/superintendent team will provide leadership in our commitment to excellence by exhibiting the highest standards of professional conduct and personal responsibility. The board/superintendent team will strive for high standards of behavior and performance that we believe will benefit not only our students and staff, but all people in the community.

Positiveness

The board and superintendent recognize that it is absolutely necessary to remain positive in working together as a team. As such, we will:

Strive to see the good in others;
Look for, recognize, and promote the positive contributions of each team member;
Refrain from speaking negatively about the character of another team member;
Seek ways to turn obstacles into opportunities;
Maintain a sense of hope, optimism, and humor in working together;
Strive toward increasingly high levels of citizenship in our personal and working relationships.

Team Cooperation

The board and superintendent must work as a team to find the best ways to meet the needs of our students.
It is essential that we trust and appreciate one another, as well as being committed to work toward a resolution of any conflicts or problems.
Each individual must have the freedom and opportunity to express his/her own beliefs.
1. This must be done in an open and honest manner, and early in the discussion of basic issues.

Individual Responsibility to Board/Superintendent Team

Each person is accountable to the team for his/her own actions.
Each team member will keep an open mind toward the views and opinions of others.
Should concerns about another team member arise, the person with the concern will share privately his/her concerns with the individual on a one-on-one basis.
When a member has an idea on how the team can work more effectively, the person is encouraged to present the idea to the team.
Expressing one’s concerns is a necessary part of team building, but only if one has a positive solution to a problem.

Planning, Goal Setting, and Accountability of the Superintendent and Board

The team must be oriented to a comprehensive planning process leading to mutually developed goals and their accountability.
The plan shall prescribe responsibilities for each individual along with an assurance of progress in measurable terms at specified levels.

Human Resource Development

The team will support specific plans which will encourage continued growth of team members.
The team will be an example to the school community that life-long learning is essential.

Communication

Effective communication requires high levels of trust.
Open channels of formal and informal communication must be established and maintained among all members of the team.
Team members must refrain from knowingly deceiving one another and must replace rumors with facts.
Board members should offer praise to employees on a personal basis.
Criticisms of employees should not be communicated personally to them without consulting the superintendent and should not be aired at meetings.
This team believes strongly in open communications and the publics’ right to know.
Information cited by statute to be discussed in executive session and so discussed must remain confidential. Sharing of such information with unauthorized persons at any time is totally unacceptable. If a public statement is appropriate, the team will agree upon a specific statement to be made by the superintendent or his/her designee.

Handling of Public Concerns

When a board member is contacted by a constituent with a concern, he/she will follow these procedures:

Listen to the individual’s concern.
Ask if the person has discussed the issue with the person immediately responsible; if not, encourage him/her to do so.
Affirm the desire to reach a satisfactory solution.
Assure the person that the superintendent will be informed of the concern, if appropriate.
Ask the person to report back on the progress or resolution of the concern, if appropriate.
Express appreciation to the individual for presenting the concern.

Decision Making

The board and superintendent will use the following guidelines prior to a board decision:

Gather pertinent facts regarding the situation.
Receive input from persons/groups affected by the decision.
Analyze and organize the collected data.
Develop multiple solutions where appropriate, including cost estimates.
Review the superintendent’s recommendations.
Make a decision.
Provide a plan to implement and evaluate the decision.
Keep lines of communication open with those who continue to have concerns about the issue and/or the decision.
Acknowledge the decision and support its effective implementation.

Meeting Agendas

Board meeting agendas must be open and publicized to encourage meaningful dialogue.
Surprises at decision-making meetings from board members or administrators are unwelcome, unethical, and counterproductive.
Information upon which decisions are to be made must be publicized prior to decision-making meetings to provide adequate time for discussion.

Cross Reference: 401.5   Employee Complaints
                                      204      Code of Ethics
                                      307      Administrator Code of Ethics

Approved: 08/20/2007

Reviewed: 09/17/2012, 09/18/2017, 10/17/2022

Revised:

dawn.gibson.cm… Sat, 02/27/2021 - 14:19

105 - Long-Range Needs Assessment

Long-range needs assessment enables the school district to analyze assessment data, get feedback from the community about its expectations of students and determines how well students are meeting student learning goals. The board will conduct ongoing and in-depth needs assessment, soliciting information from business, labor, industry, higher education and community members, regarding their expectations for adequate student preparation as responsible citizens and successful wage earners.

In conjunction with the in-depth needs assessment of the school district, the board will authorize the appointment of a committee, representing administrators, employees, parents, students and community members, to make recommendations and assist the board in determining the priorities of the school district in addition to the basic skills areas of the education program.

Every five years, the school district will conduct an assessment of needs from its stakeholders.

It will be the responsibility of the superintendent to ensure the school district community is informed of students’ progress on state and locally determined indicators. The superintendent will report annually to the board about the means used to keep the community informed.

As a result of the board and committee's work, the board will determine major educational needs and rank them in priority order; develop long-range goals and plans to meet the needs; establish and implement short-range and intermediate-range plans to meet the goals and to attain the desired levels of student performance; evaluate progress toward meeting the goals and maintain a record of progress under the plan that includes reports of student performance and results of school improvement projects; and annually report the school district's progress made under the plan to the committee, community and Iowa Department of Education.

Legal Reference: Iowa Code §§ 21; 256.7; 280.12, .18 (2003).
281 I.A.C. 12.8(1)(b).

Cross Reference: 101      Educational Philosophy of the School District
                                      200      Legal Status of the Board of Directors
                                      208      Committees of the Board of Directors
                                      603.1   Basic Instruction Program
                                      801.1   Buildings and Sites Long Range Planning
                                      801.2   Buildings and Sites Surveys

Approved 11/01/2004 Reviewed 10/15/2007 Revised 10/17/2022
09/17/2012
09/18/2017 10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 14:21

105.R1 - Long Range Needs Assessment Regulation

School districts need to develop a process for long–range needs assessment. The process needs to include three items:

provisions for collecting, analyzing and reporting information derived from local, state and national sources;
provisions for reviewing information acquired on the following
1. state indicators and other locally determined indicators,
2. locally established student learning goals,
3. specific data collection required by state and federal programs;

3. provisions for collecting and analyzing assessment data on the following:

state indicators,
locally determined indicators,
locally established student learning goals.

dawn.gibson.cm… Sat, 02/27/2021 - 14:22

106 - Anti-Bullying/Harassment Policy

The Independence Community School District is committed to providing all students, employees, and volunteers with a safe and civil school environment in which all members of the school community are treated with dignity and respect. Bullying and/or harassing behavior can seriously disrupt the ability of school employees to maintain a safe and civil environment, and the ability of students to learn and succeed.

Bullying and/or harassment of or by students, employees, and volunteers is against federal, state, and local policy and is not tolerated by the board.

Accordingly, school employees, volunteers, and students will not engage in bullying or harassing behavior while on school property, while on school-owned or school-operated vehicles, while attending or participating in school-sponsored or sanctioned activities, and while away from school grounds if the conduct materially interferes with the orderly operation of the educational environment or is likely to do so.

Complaints may be filed with the superintendent or superintendent’s designee pursuant to the regulation accompanying this policy. The superintendent is responsible for implementation of this policy and all accompanying procedures. Complaints will be investigated within a reasonable time frame. Within 24 hours of receiving a report that a student may have been the victim of conduct that constitutes bullying and/or harassment, the district will notify the parent or guardian of the student.

If as a result of viewing surveillance system data or based on a report from a school district employee, the district determines that a student has suffered bullying or harassment by another student enrolled in the district; a parent or guardian of the student may enroll the student in another attendance center within the district that offers classes at the student’s grade level, subject to the requirements and limitations established in Iowa law related to this topic.

A school employee, volunteer, or student, or a student’s parent or guardian who promptly, reasonably, and in good faith reports an incident of bullying or harassment, in compliance with the procedures in the regulation, to the appropriate school official designated by the school district, shall be immune from civil or criminal liability relating to such report and to participation in any administrative or judicial proceeding resulting from or relating to the report.

Retaliation Prohibited

Individuals who knowingly file false bullying or harassment complaints and any person who gives false statements in an investigation may be subject to discipline by appropriate measures.

Any student found to have violated or retaliated in violation of this policy will be subject to measures up to, and including, suspension and expulsion. Any school employee found to have violated or retaliated in violation of this policy will be subject to measures up to, and including, termination of employment. Any school volunteer found to have violated or retaliated in violation of this policy will be subject to measures up to, and including, removal from service and exclusion from school grounds.

Definitions

For the purposes of this policy, the defined words shall have the following meaning:

“Electronic” means any communication involving the transmission of information by wire, radio, optic cable, electromagnetic, or other similar means. “Electronic” includes but is not limited to communication via electronic mail, internet-based communications, pager service, cell phones, and electronic text messaging.
“Harassment” and “bullying” mean any repeated or potentially repeated electronic, written, verbal, or physical act or other ongoing conduct toward an individual based on any trait or characteristic of the individual which creates an objectively hostile school environment that meets one or more of the following conditions:

(1) Places the individual in reasonable fear of harm to the individual’s person or property.

(2) Has a substantial detrimental effect on the individual’s physical or mental health.

(3) Has the effect of substantially interfering with the individual’s academic or career performance.

(4) Has the effect of substantially interfering with the individual’s ability to participate in or benefit from the services, activities, or privileges provided by a school.

• “Trait or characteristic of the individual” includes but is not limited to 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.

• “Volunteer” means an individual who has regular, significant contact with students.

Publication of Policy

The board will annually publish this policy. The policy may be publicized by the following means:

· Inclusion in the student handbook,

· Inclusion in the employee handbook,

· Inclusion in the registration materials,

· Inclusion on the school or school district’s website, and

· a copy will be made to any person making a request at the Central Administrative Office located at 1207 1st Street West, Independence, IA.

Legal References: 20 U.S.C. §§ 1221-1234i.

29 U.S.C. § 794.

42 U.S.C. §§ 2000d-2000d-7.

42 U.S.C. §§ 12101 2et. seq.

Iowa Code §§ 216.9; 280.3, .28

281 I.A.C. 12.3(6).

Morse v. Frederick, 551 U.S. 393 (2007)

Cross References: 103 Equal Educational Opportunity

502 Student Rights and Responsibilities

503 Student Discipline

506 Student Records

Approved: 09/21/2020

Reviewed:

Revised: 10/17/2022, 10/16/2023

dawn.gibson.cm… Sat, 02/27/2021 - 14:23

106.E1 - Complaint Form (Discrimination, Anti-Bullying, and Anti-Harassment)

Date of complaint:	_____________________________________________________
Name of Complainant:	_____________________________________________________
Are you filling out this form for yourself or someone else (please identify the individual if you are submitting on behalf of someone else):	_____________________________________________________ _____________________________________________________
Who or what entity do you believe discriminated against, harassed, or bullied you (or someone else)?	_____________________________________________________
Date and place of alleged incident(s):	_____________________________________________________ _____________________________________________________ _____________________________________________________
Names of any witnesses (if any):	_____________________________________________________

Nature of discrimination, harassment, or bullying alleged (check all that apply):

Age	Physical Attribute	Sex
Disability	Physical/Mental Ability	Sexual Orientation
Familial Status	Political Belief	Socio-economic Background
Gender Identity	Political Party Preference	Other – Please Specify:
Marital Status	Race/Color
National Origin/Ethnic Background/Ancestry	Religion/Creed

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature: _____________________________________ Date: ___________________________

dawn.gibson.cm… Sat, 02/27/2021 - 14:27

106.E2 - Witness Disclosure Form

Name of Witness:	_____________________________________________________
Date of interview:	_____________________________________________________
Date of initial complaint:	_____________________________________________________
Name of Complainant (include whether the Complainant is a student or employee):	_____________________________________________________ _____________________________________________________

Date and place of alleged incident(s):	_____________________________________________________ _____________________________________________________ _____________________________________________________

Nature of discrimination, harassment, or bullying alleged (check all that apply):

Age	Physical Attribute	Sex
Disability	Physical/Mental Ability	Sexual Orientation
Familial Status	Political Belief	Socio-economic Background
Gender Identity	Political Party Preference	Other – Please Specify:
Marital Status	Race/Color
National Origin/Ethnic Background/Ancestry	Religion/Creed

Description of incident witnessed: _________________________________________________________

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________

Additional information: ___________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature: _____________________________________ Date: ___________________________

dawn.gibson.cm… Sat, 02/27/2021 - 14:29

106.E3 - Disposition of Complaint Form

Date:	_____________________________________________________
Date of initial complaint:	_____________________________________________________
Name of Complainant (include whether the Complainant is a student or employee):	_____________________________________________________ _____________________________________________________

Date and place of alleged incident(s):	_____________________________________________________ _____________________________________________________ _____________________________________________________
Name of Respondent (include whether the Respondent is a student or employee):	_____________________________________________________ _____________________________________________________

Nature of discrimination, harassment, or bullying alleged (check all that apply):

Age	Physical Attribute	Sex
Disability	Physical/Mental Ability	Sexual Orientation
Familial Status	Political Belief	Socio-economic Background
Gender Identity	Political Party Preference	Other – Please Specify:
Marital Status	Race/Color
National Origin/Ethnic Background/Ancestry	Religion/Creed

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature: _____________________________________ Date: ___________________________

dawn.gibson.cm… Sat, 02/27/2021 - 14:31

106.R1 - Anti-Bullying Harassment Investigation Procedures

Filing a Complaint

An individual who believes that the individual has been harassed or bullied may file a complaint with the building principal or principal’s designee. The complaint form is available as an exhibit of this policy 106.E1 https://independence.iowaschoolfinance.com/policy/board-policies. If the complainant is a school employee, after filing the complaint with the building principal or principal’s designee, the employee may separately notify the parent or guardian of the student alleged to have been harassed or bullied.

An alternate investigator will be designated in the event it is claimed that the building principal or principal’s designee committed the alleged bullying or harassment or some other conflict of interest exists. Complaints will be filed within 15 working days of the event giving rise to the complaint or from the date the Complainant could reasonably become aware of such occurrence. The Complainant will state the nature of the complaint and the remedy requested. The Complainant will receive assistance as needed.

Investigation

The school district will promptly and reasonably investigate allegations of bullying or harassment upon receipt of a written complaint. The building principal or principal’s designee (hereinafter “Investigator”) will be responsible for handling all complaints alleging bullying or harassment.

The investigation may include, but is not limited to the following:

• Interviews with the Complainant and the individual named in the complaint (“Respondent”)

• A request for the Complainant to provide a written statement regarding the nature of the complaint;

• A request for the Respondent to provide a written statement;

• Interviews with witnesses identified during the course of the investigation;

• A request for witnesses identified during the course of the investigation to provide a written statement; and

• Review and collection of documentation or information deemed relevant to the investigation.

The Investigator will consider the totality of circumstances presented in determining whether conduct objectively constitutes bullying or harassment as defined in Board policy. Upon completion of the investigation, the Investigator will issue a report with respect to the findings and provide a copy of the report to the appropriate supervisor or superintendent if the investigation involved the building principal.

The complaint and identity of the Complainant, Respondent, or witnesses will only be disclosed as reasonably necessary in connection with the investigation or as required by law or policy. Similarly, evidence uncovered in the investigation will be kept confidential to the extent reasonably possible.

Additional suggestions for administrative procedures regarding this policy include:

• Organizing training programs for students, school employees, and volunteers regarding how to recognize bullying and harassing behavior and what to do if this behavior is witnessed; and

• Developing a process for evaluating the effectiveness of this policy in reducing bullying and harassing behavior.

Decision

The investigator, building principal or superintendent, depending on the individuals involved, will inform the Complainant and the accused about the outcome of the investigation. If, after an investigation, a student is found to be in violation of the policy, the student will be disciplined by appropriate measures, which may include suspension and expulsion. If after an investigation a school employee is found to be in violation of this policy, the employee will be disciplined by appropriate measures, which may include termination. If after an investigation a school volunteer is found to be in violation of this policy, the volunteer will be subject to appropriate measures, which may include exclusion from school grounds.

Individuals who knowingly file false bullying and/or harassment complaints and any person who gives false statements in an investigation may be subject to discipline by appropriate measures, as will any person who is found to have retaliated against another in violation of this policy. Any student found to have retaliated in violation of this policy will be subject to measures up to, and including, suspension and expulsion. Any school employee found to have retaliated in violation of this policy will be subject to measures up to, and including, termination of employment. Any school volunteer found to have retaliated in violation of this policy will be subject to measures up to, and including, exclusion from school grounds.

dawn.gibson.cm… Sat, 02/27/2021 - 14:33

107 - Assistance Animals

It is the policy of the Independence Community School District to foster an equal education environment for all students, employees and community members within the district. The purpose of this policy is to provide guidance to the district on the proper use of assistance animals while on district property. The district will allow the use of qualified service animals to accompany individuals with disabilities in all areas of district buildings where the public is normally allowed to go. This can include classrooms, cafeteria and school buses. Individuals with disabilities are people who have a physical or mental impairment that substantially limits one or more major life activities. Service animals are dogs and in some instances miniature horses trained to do work or perform tasks for individuals with disabilities.

Service animals must be current on all required vaccinations. Service animals also must be under control while on district grounds. The animal may be under control by either the individual with a disability, or a handler of the service animal. Under control means harnessed, leashed or tethered, unless these devices interfere with the animal’s work, in which case under voice or other directive control.

Miniature Horses as Service Animals

Miniature horses will be allowed as service animals within the district whenever it is reasonable to allow them. Factors to consider when determining reasonableness include: whether the miniature horse is house broken; whether the miniature horse is under the owner’s control; whether the facility can accommodate the miniature horse’s type, size, and weight; and whether the miniature horse’s presence will not compromise legitimate safety requirements necessary for safe operation of the facility.

Establishing the Need for a Service Animal

When no prior notice is given to the district of the use of a service animal, the superintendent and/or school administrators are permitted to ask the following questions:

“Do you need/require this animal because of a disability?”

If the animal’s trained tasks are not readily apparent, the administrator may ask:

“What work or task has the animal been trained to perform?”

Service Animals in Training

Assuming the handler and animal are otherwise allowed, individuals who train service animals will also be allowed access with their service animal in training to public areas of district buildings and property. The service animal in training is expected to abide by the same requirements as a service animal.

Exclusion of Service Animals

In certain limited circumstances, it may be reasonable to exclude the use of a service animal from district property. The superintendent is permitted to exclude service animals from district buildings and property in the following circumstances: The presence of the animal poses a direct threat to the health and safety of others; the owner or handler is unable to control the animal; the animal is not house broken; the presence of the animal significantly disrupts or interferes with the educational process; or the presence of the animal would require a fundamental alteration to the program. If a service animal is properly excluded from district property, the district shall provide the student served by the animal the opportunity to participate in the program, service or activity without having the service animal on district property.

Emotional Support Animals and Therapy Animals

Emotional support animals are medically prescribed to provide therapeutic benefit through dedicated companionship. Emotional support animals’ sole function is to provide emotional support or comfort.

Therapy animals are involved in an animal-assisted therapy program involving animals as a form of treatment.

Emotional support animals and therapy animals do not meet the definition of service animals. However, the district recognizes their value in our community. The superintendent will evaluate the use of emotional support animals and therapy animals on a case-by-case basis. District employees may use therapy animals in the course of their regular duties only after receiving permission from the superintendent.

Student use of Emotional Support Animals and Therapy Animals

Factors the superintendent should consider in making the determination include but are not limited to:

Whether the animal is housebroken
Whether the animal has a current vaccination certificate
Whether the animal has been recommended through an individual education plan (IEP) or a 504 plan as necessary for the student to receive free access to public education
Whether the facility can accommodate the animal’s type, size, and weight, and
Whether the animal’s presence will not compromise legitimate safety requirements necessary for safe operation of the facility

Employee use of Therapy Animals as part of Education Environment

Before permission to use therapy animals is granted, staff members must provide:

Proof that the animal is certified to be a therapy animal;
An explanation of how the animal will be used, including research supporting the use of therapy animals;
A plan for how the staff member will provide for the care and control of the animal;
A plan for how the staff member will accommodate students with allergies to the animal; and
A current vaccination certificate for the animal.

Legal References: 29 U.S.C. §794

42 U.S.C. §12132

28 C.F.R. 35

Iowa Code §216C

Cross References: 606.5 Animals in the Classroom

Approved 05/20/2019 Reviewed 05/20/2019 Revised 01/17/2022

01/17/2022 10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 14:34

108 - Discrimination and Harassment Based on Sex Prohibited

In accordance with Title IX of the Education Amendments Act of 1972, the Independence Community School District prohibits sex discrimination, including sexual harassment as defined by the regulations implementing Title IX (34 C.F.R. § 106.30), against any individual participating in any education program or activity of the District. This prohibition on discrimination applies to students, employees, and applicants for employment.

The board authorizes the superintendent to adopt procedures for any individual to report sexual harassment to the District’s Title IX Coordinator, for the provision of supportive measures to anyone who has been subjected to sexual harassment whether or not they proceed with a formal complaint under those procedures, and for the investigation and resolution of such complaints, as required by Title IX. This Title IX grievance process will be used to respond to all complaints of sexual harassment that fall within the scope of Title IX. For complaints of sexual harassment that do not fall within the scope of Title IX, the District may still offer supportive measures to the subject of such conduct and will apply any other policy or procedure applicable to the alleged conduct.

Any individual with questions about the District’s Title IX policy and procedures, or who would like to make a report or file a formal complaint of sex discrimination or sexual harassment may contact the District’s designated Title Coordinator:

Title IX Coordinator:	Justin Putz, Activities Director
Contact Address:	700 20th Ave SW, Independence, IA 50644
Contact Telephone Number:	(319) 334-7405
Contact Email Address:	jputz@indeek12.org

Retaliation against a person who made a report or complaint of sexual harassment, assisted, or participated in any manner in an investigation or resolution of a sexual harassment report or complaint is strictly prohibited. Retaliation includes threats, coercion, discrimination, intimidation, reprisals, and/or adverse actions related to employment or education. Any individual who believed they have been retaliated against in violation of this policy should immediately contact the District’s Title IX Coordinator.

Legal References: 20 U.S.C. § 1681 et seq.
34 C.F.R. § 106 et seq.

Approved 09/21/2020 Reviewed 09/21/2020 Revised 10/17/2022 10/17/2022

dawn.gibson.cm… Sat, 02/27/2021 - 14:35