Policy 600 (AP): Guiding Principles

The educational program of the District should be equally available to all young people. All children will have the opportunity to be educated to the full extent of their abilities, aptitudes, capabilities, and interests through a program that recognizes and provides for the individual differences of all children of the school district.

This principle shall include a free, appropriate public education for all children, as provided in the Code of Iowa and the Individuals with Disabilities Education Act.

The District shall incorporate multicultural approaches into its educational program, including approaches which foster knowledge of, and respect for, the historical and contemporary contributions of diverse cultural groups, including but not limited to race, color, national origin, gender, disability, religion, creed, and socioeconomic background. Contributions and perspectives of Asian Americans, African Americans, Hispanic Americans, American Indians, European Americans, and persons with disabilities shall also be included in educational programs.

The District is committed to incorporating gender-fair approaches into the education program which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions to society made by women and men. Educational programs shall reflect the wide variety of roles open to both women and men and shall provide equal opportunities to all.

The educational program shall endeavor to meet the academic, vocational, physical, and aesthetic needs of the student population and shall incorporate innovation and change based upon research, evaluation, and study and shall align with the Board’s Ends Statements

Legal Reference: Individuals with Disabilities Education Improvement Act (2004),
281 Iowa Administrative Code 12, 1C
Last Review: 2011;
Revised June 2011
Last Review: October 15, 2019

Policy 601 (BP): Educational Equity

Any student, parent, or volunteer of the District shall have the right to file a formal complaint alleging discrimination based on age, race, creed, color, sex, marital status, national origin, religion, sexual orientation, gender identity, or disability. The District shall not discriminate against a student for filing a complaint. All meetings and hearings under this procedure shall be conducted in private and shall include only witnesses and the parties of interest. “Parent” is meant to include guardian.

There is a grievance procedure for processing complaints of discrimination based on based on age, race, creed, color, sex, marital status, national origin, religion, sexual orientation, gender identity, or disability, and an electronic complaint form is available via the Des Moines Public Schools’ website. Questions or a grievance related to this policy can be directed to the District Equity Coordinator.

Policy 601 (AP): Educational Equity

Consistent with Board Policy 601, information on filing a complaint can be found on the District website. Questions or a grievance related to this policy can be directed to the District equity coordinator.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 603.1 (BP): Curriculum Development

The Board directs the Superintendent to implement appropriate policies, procedures, and/or regulations to maintain a learning system that is grounded in curriculum development.

Policy 603.1 (AP): Curriculum Development

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

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

• Focuses attention on the content standards of each discipline and ensures the identified learnings are rigorous, challenging, and represent the most important learnings for students.
• Increases the probability that students will acquire the desired knowledge, skills, and dispositions and that schools will be successful in providing appropriate learning experiences.
• Facilitates communication and coordination.
• Improves classroom instruction.

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

• Study the latest thinking, trends, research, and expert advice regarding the content/discipline;
• Study the current status of the content/discipline (what and how well students are currently learning);
• Identify content standards, benchmarks, and grade level expectations for the content/discipline;
• Describe the desired learning behaviors, teaching, and learning environment related to the content/discipline;
• Identify differences in the desired and present program and develop a plan for addressing the differences;
• Communicate with internal and external publics regarding the content area;
• Involve staff, parents, students, and community members in curriculum development decisions;
• Verify integration of local, state, and/or federal mandates (MCNS, school-to-work, etc.);
• Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level

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

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 603.2 (BP): Curriculum Implementation

The Board directs the Superintendent to implement appropriate policies, procedures, and/or regulations to maintain a learning system that is grounded in curriculum implementation.

Policy 603.2 (AP): Curriculum Implementation

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

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

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

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

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

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

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 603.3 (BP): Curriculum Evaluation

The Board directs the Superintendent to implement appropriate policies, procedures, and/or regulations to maintain a learning system that is grounded in ongoing curriculum evaluation.

Policy 603.3 (AP): Curriculum Evaluation

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

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

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

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

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

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

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 604 (AP): Responsible Citizenship

Educating students for responsible citizenship is a role of the Des Moines Public Schools. Components of responsible citizenship include but are not restricted to:

1. A knowledge of the history and heritage of the people of our community, state, nation, and world.
2. An appreciation and respect for democratic principles of freedom, justice, and equality.
3. Respect for the symbols of our nation.
4. A responsibility to protect and defend individual rights regardless of age, race, disability, gender, religion, national origin, socio-economic status, or sexual orientation.
5. An understanding that citizenship includes duties and responsibilities with regard to personal behavior, respect for others, and respect for property.
6. An understanding of our democratic form of government and an understanding that citizen participation is essential in maintaining this democratic form of government.
7. An understanding of our nation’s role and responsibility in a global society.

These citizenship components shall be taught wherever appropriate in the curriculum in all subject areas at all grade levels.

Last Review: October 15, 2019

Policy 605 (AP): Religion in the Curriculum

It is essential to a quality educational program that students be taught about religion as it relates to the various disciplines and course objectives. This will include recognition of the role of religion throughout history and an understanding of the importance of tolerance for people of various beliefs in a pluralistic and democratic society.

At no time should any religion or non-religion be promoted or shown preference. Criteria used to guide academic inquiry in the study of religion should seek the same objectivity and educational effectiveness expected in other areas of the curriculum. In addition, materials and activities should be sensitive to America’s pluralistic society and should educate rather than indoctrinate. All instructional and other school sponsored activities should meet the three-part test established by the Supreme Court to determine constitutionality: (1) the activity must have a secular purpose; (2) the activity’s principal or primary effect must be one that neither advances nor inhibits religion; and (3) the activity must not foster an excessive governmental entanglement with religion.

The use of religious symbols may be permitted as a teaching aid but only when such symbols are used temporarily and objectively to give information about a heritage associated with a particular religion. Symbols which are secular may be displayed in a seasonal context.

Last Review: October 15, 2019

Policy 606 (AP): Teaching of Controversial Issues

Diversity of opinion and freedom of expression is encouraged. Students shall not be ridiculed or discriminated against because of opinions held or expressed by them.

Teachers shall control and direct all classroom activities in accordance with the policies and procedures of the District and the curriculum established by the administration.

Last Review: October 15, 2019

Policy 608 (AP): Evaluation and Testing

The District will provide a variety of unbiased assessments of student academic growth. The District will also provide a district-wide testing program. Specialized testing will also be undertaken as part of unique, individual student instructional requirements and educational services.

The administration shall submit evaluation reports to the Board of Directors concerning programs and curricular services through its monitoring report schedule in order to provide timely information about student achievement.

The District is committed to ensuring the integrity of the information obtained from the use of educational assessments. This policy is intended to apply to two assessments in particular, ITBS/ITED and District Criterion-Reference Tests (CRT).

The purpose of this policy is to ensure that assessment results are truly representative of the achievement of students in the District. It is also The District’s intent to create awareness of the potential negative impact that inappropriate assessment practices might produce (to outline processes to be followed) and to identify the potential consequences of violating the policy. If test scores become questionable because of inappropriate practices in either preparing students or in administering tests, the meaning of the scores will be distorted and their value for their original purpose will be diminished or lost.

Appointment of District Assessment Team: The District shall appoint a district assessment team who may delegate responsibility for testing-related functions to one or more school test coordinators. The district assessment coordinator is responsible for storing materials from Iowa test programs in a secure area with restricted access both prior to and after the testing period.

Consequences of Policy Violations: If a violation of this policy occurs as determined by the Superintendent and following an investigation of allegations of irregularities, the Superintendent shall determine whether the integrity of the testing program has been jeopardized, whether some or all of the test results are invalidated, and whether a teacher or administrator has violated the Code of Administrative Code Chapter 25.

A staff member found to have committed testing irregularities shall be subject to discipline in accordance with law and Board policy. If the staff member is a licensee of the Board of Educational Examiners, the Superintendent shall make a timely report to that Board

Reports of students cheating on assessments shall be submitted to the building principal for investigation and disciplinary procedures.

If the Superintendent believes that assessment results are invalid, the Superintendent shall make a timely report to the Iowa Department of Education.

Last Review: October 15, 2019

Policy 610 (AP): Selection of Instructional Materials

The District shall provide a wide range of instructional materials at all levels of difficulty. The selection process shall consider diversity of approach and the presentation of different points of view.

Curriculum materials shall be selected by instructional materials selection committees. These recommended materials must have preliminary approval from the District Curriculum Advisory Committee and final approval from the Board of Directors.

Access to the Internet shall be for educational purposes and shall be used in accordance with district curricular goals and objectives. The in-school use of the Internet by students shall be supervised by school personnel. Prior to student-initiated in-school access, each student shall receive acceptable use training and shall furnish proof of parental consent.

Last Review: October 15, 2019

Policy 611 (AP): Process for Reconsideration of Instructional Materials

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

It is the responsibility of the Superintendent, in conjunction with building principals, to develop administrative regulations for reconsideration of instructional materials.

Last Review: October 15, 2019

Policy 619 (AP): English as a Second Language/Bilingual Education

English as a Second Language or transitional bilingual education shall be provided for limited English proficient students. This instruction shall continue until the student demonstrates proficiency in the ability to speak, write, read, and understand the English language.

Last Review: October 15, 2019

Policy 620 (AP): Special Education

The District recognizes some students have different educational needs than other students. The District shall 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 shall attend general education classes, participate in nonacademic and extracurricular services and activities, and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student. The appropriate education for each student shall be written in the student’s Individualized Education Program (IEP).

Special education students shall be required to meet the requirements stated in Board policy or in their IEPs for graduation. It shall be the responsibility of the Superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.

Children from birth through age 2 and children age 3 through age 5 shall be provided comprehensive special education services within the public education system. The school district shall work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age 2. This shall be done to ensure a smooth transition of children entitled to early childhood special education services.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 621 (AP): Homebound Instruction

Homebound instruction shall be provided for children at the discretion of the Department of Student Services.

Last Review: October 15, 2019

Policy 622 (AP): Student Enrollment for Credit in Summer School

High school credit for summer school is obtainable only if performance standards for those courses are the same as the standards required during the regular school year. Credits earned may apply toward high school graduation and/or college graduation.

Last Review: October 15, 2019

Policy 625 (AP): Homework

Definition of Homework:
Homework is the logical extension of classroom learning which can be completed by students on their own with materials available outside of class.

Purposes of Homework:
Homework should be assigned in order to: (a) enable the student to learn more about a topic that has been presented in class, (b) provide the student with essential practice in needed skills, (c) enrich and extend the school experiences, (d) allow the teacher to provide for individual differences, (e) help develop good work habits and responsibility and assist the student in learning to make wise use of time.

Last Review: October 15, 2019

Policy 627 (BP): Student Field Trips and Excursions

A properly planned, well-conducted, and carefully supervised field trip is a vital part of the curriculum of any classroom. Student trips of significant educational value are to be encouraged.

School-business partnerships afford the opportunity to broaden and expand the curriculum. Classroom teachers are encouraged to use business and community leaders in the classroom as resource persons.

Purpose:
The Board of Education (Board) supports learning opportunities outside of the school building and understands that such opportunities are a valuable part of the educational experience in helping achieve each participating student’s educational objectives. The Board also recognizes that a properly planned, well conducted, and carefully supervised field trip or excursion is a meaningful part of the curriculum in any classroom. The Board will not be responsible for any field trip or excursion that is not approved in accordance with the procedures set forth in this policy and the accompanying regulations. The Board delegates to the Superintendent the authority for carrying out this policy.

In authorizing field trips and excursions, the Superintendent or his/her designee will consider the financial condition of the school district including their site-based building budget, the educational benefit of the activity, the inherent risks or dangers of the activity, and other factors deemed relevant to the activity.

Extracurricular activities shall be those activities which are not a part of the regular school academic program and for which no approved class credit is given. Generally, the Superintendent or his/her designee will not sponsor, subsidize, or approve travel for extracurricular type activities, except those held within a district program or activity or supported by DMPS. Schools desiring approval of a field trip, extracurricular trip or co-curricular trip must request that the Superintendent or his/her designee approve and authorize such a trip. A request must be made to the Superintendent or his/her designee, in writing, by the sponsor of such activity. Such request shall be delivered to the Superintendent or his/her designee in ample time to fully review prior to acting thereon. The Superintendent or his/her designee may authorize field trips and excursions which require students to miss school days for such events that contribute to the achievement of education goals of the school district. Each district-sponsored field trip or excursion must have at least one (1) DMPS employee who is responsible for organizing and supervising the trip, hereinafter referred to as the “sponsoring DMPS employee.”

For out-of-state and international trips, student participation is voluntary. Costs associated with attending out-of-state and international trips must be paid through fundraising by families and external organizations.

Definitions of Trips and Excursions:

A. School Sponsored Local Trips: Defined as any out of school trip, (i.e. field trips, co-curricular, student activities) or planned activity in which a class or group of students leaves the school grounds for the purpose of continuing and extending the program of instruction, participation and/or competition. Local trips are considered instructional and planned with objectives determined in advance and appropriate instruction preceding and following each trip. A building principal may authorize day long or shorter local trips and excursions when such events contribute to the achievement of education goals of DMPS. DMPS will provide bus transportation and a substitute teacher if one is needed for principal-approved day-long or shorter field trips and excursions. Written parental permission will be required prior to the student’s participation in all field trips and excursions. Field trips and excursions are to be arranged with the building principal well in advance. A detailed schedule and budget must be submitted by the sponsoring DMPS employee to the building principal along with the request for authorization of the field trip or excursion. Following field trips and excursions, the sponsoring DMPS employee may be required to submit a written or oral summary of the event. The sponsoring DMPS employee must provide the building principal with adequate documentation to support any expenditure of DMPS funds (e.g., receipts). Generally for school sponsored local trips the costs will be covered by the school building budget, the student activity fund (for ordinary and necessary expenditures), or through fundraising by families or external organizations, as determined by the building principal.

B. District Supported Overnight Trips: The Superintendent or his/her designee may authorize principal requested overnight trips and excursions when such events require students to miss school and contribute to the achievement of education goals of the school district. In certain instances, DMPS may provide for a substitute teacher if one is needed, and information regarding planning and fundraising efforts will be allowed using family email along with staff time and school facilities. Written parental permission will be required prior to the student’s participation in field trips and excursions.

1. In-State Trip: Defined as any school sponsored trip, within the state of Iowa (i.e., field trips, co-curricular, student activities) or planned activity in which a class or group of students leaves the school grounds for the purpose of continuing and extending the program of instruction, participation and/or competition, in which an over-night stay may be necessary due to the distance to the event. Generally, for school sponsored in-state trips the costs will be covered by the school building budget or the student activity fund (for ordinary and necessary expenditures), however additional fundraising could be required.
2. Out-of-State Trip: Defined as any out-of-state school trip which requires missing multiple school days and is initiated as an extension of the educational program or school sponsored activity. Costs associated with attending out-of-state trips must be paid through fundraising by families and external organizations. Student activity funds for that student activity can be used if fundraising dollars are available in that specific account. Cost of substitutes may be incurred by DMPS. PreK-5 grade students are not eligible for Out-of-State trips. In the event a national trip is cancelled for any reason beyond the control of the district, DMPS will not be held liable or responsible for costs lost by families. Travelers may purchase travel insurance at their own cost if they so choose.
3. International Trip: Defined as any school trip that includes travel outside of the United States which requires missing multiple school days and is initiated as an extension of the educational program or school sponsored activity. Costs associated with substitutes and staff travel connected to world language trips and approved foreign exchange programs during the school are incurred by the school district. Student costs associated with international trips must be paid through fundraising by families and/or external organizations. Student activity funds for that student activity can be used if fundraising dollars are available in that specific account. Only students in grades 9-12 are eligible to participate in international trips. The Superintendent or his/her designee may elect not to sponsor international trips, even when related to the educational program. If no sponsorship or approval is provided, the trip will be treated as a non-district sponsored trip. In the event an international trip is cancelled for any reason beyond the control of the district, DMPS will not be held liable or responsible for costs lost by families. Travelers may purchase travel insurance at their own cost if they so choose.

C. Non-District Supported Trips: DMPS cannot accept responsibility for non-school district supported trips. Non-DMPS supported trips may not occur during school time, and; therefore, shall not be planned during school time. No school resources, including but not limited to school equipment, staff time and/or school facilities will be used to communicate information regarding these trips. A building principal may authorize the distribution of information regarding trips and excursions that take place outside of the school calendar when such events contribute to the achievement of the education goals of the school district. School and district family email information, along with staff time and use of school facilities will not be allowed. No costs will be incurred by the school district; expenses for necessary substitute teachers cannot be paid for with school district funds and compensatory time will not be granted to individual employees. Information regarding planning and fundraising efforts will be allowed and may include only the following information:

1. Overview of the trip, including dates, locations, estimated costs, and purpose;
2. Request for private email address to receive additional information;
3. Notice that the trip is a non-district sponsored trip;
4. Name of the commercial agency coordinating the trip. Employees engaging in a private venture, cooperating with, receiving benefit from, or serving as agents for a commercial agency, will not use DMPS work/contract time, classrooms/school facilities, materials or other district resources to promote, plan, organize or recruit students for the non-district supported trip.

If an employee cooperates with a commercial agency in organizing such a trip, the employee will provide participating students and their parents/guardians with a disclaimer that states the trip is a non-district supported event and not endorsed by the district.

D. Exceptions: The Superintendent or his/her designee is empowered to authorize trips and use of resources not covered in rules stated above. This will be done only in unusual situations, particularly trips that combine education and social experiences or trips of long distances.

Required Planning and Procedures for School Supported, District Supported and District Affiliated Trips

1. Required Pre-Travel Planning: Any approvals or sharing required by the school principals and/or the Superintendent/designee are to be completed before sharing information with students and families by trip sponsors and school staff. For district-sponsored overnight trips, the Trip Request Form should be submitted at least 2 months prior to the extended trip date or at the Superintendent/designee’s discretion. When this is not possible, such as a trip based on competition during the year, the request should be submitted at least 2-3 weeks prior to the proposed trip. The principal will forward the form to the Superintendent’s office. Field Trip Requests should specify how the trip will benefit students in a way not possible in the classroom, how the trip fits into the curriculum, and how the teacher will follow up on the trip afterwards. The following information shall be included in the Field Trip Request Form District-Sponsored overnight trips:

1.  The date, destination and purpose of the trip, as well as how it enhances educational objectives;
2. The number of students participating, and the names of the staff and chaperones involved;
3. The cost per child of the trip and the means by which the requirements are to be met (i.e. fundraising);
4. Copies of contracts with carriers and travel agency and evidence of insurance for the carrier (if one is used);
5. Copies of the written itinerary including locations, phone numbers, and estimated time of arrival at each location;
6. Date of scheduled orientation meeting (minimum) where the information regarding the trip will be covered. These meetings should highlight the following; travel and packing tips, tipping, medical and health concerns, modes of transportation, hours of departure and return. Remind participants to carry sufficient personal medication supplies and physician documentation for medication to last the length of travel or to replace medication lost during the trip;
7.  Parental permission forms and travel waivers. For district-sponsored extra and co-curricular activities that have multiple local trips per season, a one-time permission form/travel waiver to cover the entire season for that activity is permissible. For any overnight trips, a separate permission/travel waiver must be obtained for each student. Permission does not transfer from one activity to another; if a student participates in multiple activities, a permission form/travel waiver must be obtained for each activity.
8. Upon completion of the trip, the sponsoring DMPS employee will file a written report with the Superintendent/designee and building principal or supervisor for any unusual incidents during the trip. (i.e. motor vehicle accident, police involvement, medical incidents, student behavior concerns.
9. Upon completion of the trip, the sponsoring DMPS employee will file all receipts and other documentation needed to support the expenditure of DMPS funds.

2. Safety Assurances: The sponsoring DMPS employee shall take all reasonable and necessary actions to ensure:

1. the safety and well-being of students are protected at all times;
2. written parental permission is sought and obtained prior to departure;
3. the event is properly planned, and is integrated with DMPS-approved curriculum and/or other established learning goals;
4. each event is properly supervised and monitored by chaperones who have been approved by the DMPS Human Resources Department;
5. student behavior is monitored and complies with the DMPS Student Code of Conduct. Any issues should be communicated with the school principal immediately or as soon as practicable after the occurrence;
6. a copy of each participating student’s emergency medical information is provided by the school nurse and accessible during the event;
7. for international trips, no travel is permitted to any place where the region is deemed unsuitable for student travel, the Board’s liability insurance is restricted, or the U.S. Department of State has issued a Travel Warning. The trip coordinator, prior to leaving, must check with the US Department of State to ensure the travel destination is a safe place to visit;
8. District emergency preparedness processes and crises response plans are reviewed and understood

3. Supervision: Adequate adult supervision (minimum 15:1 required for local trips; 10:1 for district-sponsored overnight trips) shall be provided. Every field trip shall have a minimum of one adult supervisor, including at least one DMPS certified staff member. For district-sponsored overnight trips, supervisors shall consist of the teacher/supervisor, other staff members and/or parents, unless waived by the Superintendent or his/her designee. Preferably, supervisors should represent all genders attending the trip.

All chaperones must meet all DMPS requirements for volunteers, have current background checks on file with the DMPS Human Resources office, and be approved by the Director of Human Resources or his/her designee.

All chaperones must travel to and from the sites with students. Chaperones must refrain from using alcohol and controlled substances at all times. Chaperones must refrain from using tobacco products in the presence of students, on school property and other smoke-free facilities. Chaperones must follow emergency procedures as outlined by the sponsoring DMPS employee.

It is DMPS’s responsibility to provide for adequate supervision for its students for district-sponsored trips (whether voluntary or required) and therefore these costs cannot be passed along as fees charged to the student or families. Use of the student activity fund and/ or fundraising for the trip to cover chaperone costs is allowable.

4. Fundraising: Moderate fund-raising activities may be used to defray the cost of optional field trips. A list of fund-raising activities and/or organizations that will be solicited for support must be submitted with the Field Trip Request Form.

Students involved in fund raising activities must fully realize that optional field trips for which they are raising funds are tentative until approved by the Superintendent/designee. For those extended optional field trips with a total cost exceeding $1,000 to the group of students participating, three quotations must be secured by the sponsoring DMPS employee.

All field trip costs must be budgeted in advance of field trip approval. Travel, lodging, meal expenses, substitute teacher cost, and employee stipends, if any, shall be considered part of the total cost of the trip. Costs and resources to be used must be outlined as part of the Field Trip Request Form. School supported extended trips cannot make a profit. Money collected for trips must meet the expenditure of the trip. All funds raised through district-sponsored fundraisers for a trip are applied to the total cost of the trip for all students, not toward an individual student’s costs. All funds raised through district-sponsored fundraisers belongs to the district. If a trip is cancelled, any funds raised for that trip will remain with the district.

Money deposited will be forfeited if a student signs up for an extended trip, then decides not to participate in the trip after deadlines for dropping have passed.

5. Participation: Student participation in non-local school supported extended trips shall be voluntary. No student will be subjected to retribution if he/she chooses not to participate. The sponsor of the trip should make every effort to aid children who would find such an expense a hardship. This should be done unobtrusively so as not to embarrass the child involved.

6. Scheduling: Every attempt must be made to schedule trips during vacation periods. If travel arrangements necessitate that school days are missed, the administration may approve staff and student absences. Extended field trips which take place while school is in session will be limited to a maximum of three regular school days. The Superintendent directs the school administration to make every effort to limit extended/international field trips to those times when school is not in session. An anticipated amount of school time lost must be included on the Field Trip Request Form.

7. Parent Permission and Medical Information: Student participants will furnish written parent/guardian permission and medical emergency information, along with authorization for medical care, prior to the extended field trip.

8. Student Participation: Only enrolled DMPS students are eligible to attend field trips or excursions. Students may be required to meet school-based criteria for participation in a field trip or excursion, including criteria relating to student grades, attendance, and behavior. Any such criteria must be equitably applied. If a student is suspended, expelled, or otherwise ineligible to participate in school activities, the student shall not be eligible for any school-sponsored or supported trip or excursion.

9. Student Conduct: All students participating in any field trip or excursion are expected to abide by trip conduct rules, regulations and the rules of the school district. The signed Rules and Expectations of Student Conduct Forms must be on file. Any student violating such rules will be subject to disciplinary action up to and including being sent home at the expense of the parent/guardian. A designated adult must accompany the student home at parent/guardian expense.

10. Participant List: A list of trip participants will be on file in the principal’s office 30 days before departure. The list will be distributed to the staff and attendance office at this time (dates of trip to be included) if there will be school days involved.

11. Nondiscrimination: Students will not be discriminated against on the basis of race, creed, color, sex, sexual orientation, gender identity, national origin, religion, or disability with regard to participation in student trips and excursions. Students with disabilities shall be afforded an equal opportunity to participate in field trips and excursions, as required by federal and state law. Accommodations, modifications, and other supports needed to participate in a field trip or excursion should be discussed by the student’s IEP or 504 team, if applicable.

It is the responsibility of the Superintendent or his/her designee to review this policy, communicate requirements and expectations with others, and make recommendations for student trip reports and approvals.

Legal Reference:
49 C.F.R. § 390.3(f).
Iowa Code § 279.8.
281 I.A.C. 43.9.
Adopted: December 7, 2021
Revised May 16, 2023
Last Review: May 16, 2023

Policy 630 (AP): School Organization

The Superintendent may approve various organizational patterns for the District’s attendance centers.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 631 (BP): School Calendar

The school calendar shall be approved by the Board prior to the time of issuance of personnel contracts for the ensuing year and shall be considered as an official part of these contracts.

The Superintendent may excuse graduating seniors from making up days missed due to inclement weather if the student has met the school district’s graduation requirements. Graduating seniors may be released for up to 30 hours towards the 1,080 hours or five days towards the 180 days of instruction after the school district’s requirements for graduation have been met.

Revised: February 2019
Last Review: October 15, 2019

Policy 632 (AP): Academic Schedules

The academic programs and schedules shall be the responsibility of the Superintendent and shall be reported to the Board of Directors. All schedule revisions and all changes in time allotment shall be made by the administrative staff with the approval of the Superintendent or the Superintendent’s designee and reported to the Board of Directors.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 634 (BP): Required Hearing on Student Sex Offender Placement

The Board of Directors shall determine the educational placement of any student who is required to register as a sex offender.

Upon receipt of notice from law enforcement authorities that a student who is enrolled in the District is required to register as a sex offender, the Board shall hold a hearing to determine the educational placement of the student. The tentative agenda for the meeting at which the Board will consider such enrollment or educational placement shall specifically state that the Board is considering the enrollment or educational placement of an individual who is required to register as a sex offender under Iowa Code chapter 692A. The hearing shall be conducted in a closed session unless an open session is requested by the student or the student’s parent(s).

If the student is denied enrollment in a regular comprehensive school, the school district shall provide the student with educational services in an alternative setting.

Legal References: Iowa Code section 21.5(1)(a),(e) (2005); Iowa Code section 282.9 (2005); Iowa Code Chapter 692A (2005)
Last Review: October 15, 2019

Policy 635 (AP): Assignment to Programs and Classes

Every student shall be placed in school programs that will provide appropriate learning opportunities and experiences for continuous progress in school. Students shall be assigned to grade levels and special classes based upon evidence of achievement in school.

The school principal will confer with parents, students, teachers, and support staff persons to make appropriate student assignments.

Parents may appeal their child’s placement when they do not agree with the school’s decision.

Revised: February 4, 1992
Last Review: October 15, 2019

Policy 636 (AP): Class Size

Class size may vary with consideration given to:

1. Age, curriculum, achievement, and grade level;
2. Nature of the instructional program;
3. Number of adults available to assist with instruction;
4. The nature of the learner; and
5. State or federal rules or regulations that may apply to special education.

Last Review: October 15, 2019

Policy 637 (AP): Assignment to Groups

Grouping pupils into classroom units shall be primarily for the purpose of instruction. Grouping pupils by instruction levels shall be done for the purpose of providing an improved educational opportunity so that each child has the opportunity to develop to the maximum of his/her potential.

Last Review: October 15, 2019

Policy 639 (BP): Open Enrollment

It is the policy of the school district to provide a wide range of educational options for students of the District. The Board directs the Superintendent to implement appropriate policies, procedures, and/or regulations to provide parents enrollment choices for students within the District in accordance with the District’s diversity plan, in addition to open enrollment options provided by the Code of Iowa.

Policy 639 (AP): Open Enrollment

BETWEEN DISTRICT 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 all applicable requirements including those set forth by statute and by the District’s Diversity Plan to open enroll to another public school district.

Parents requesting open enrollment out of the school district for their student will notify the sending and receiving school district no later than March 1 in the school year proceeding 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 central administration office.

Parents of children who will begin kindergarten in the school district are exempt from the open enrollment March 1 deadline. Parents of children who will begin kindergarten will file in the same manner set forth above by September 1. Parents who have good cause as defined by law for failing to meet the March 1 deadline may make an open enrollment request by September 1, unless another deadline applies.

The receiving district will approve open enrollment requests according to the timelines established by law. The parents may withdraw the open enrollment request prior to the start of the school year. The receiving district’s superintendent will notify the parents and sending school district by mail within five days of the school district’s action to approve or deny the open enrollment request. The Board may approve a student’s request to allow the receiving district to enter the school district for the purposes of transportation.

An open enrollment request out of the school district from parents of a special education student is 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 director of special education serving the receiving 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 to maintain open enrollment request applications and notice forms. It will also be the responsibility of the Superintendent to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.

Procedures as a Receiving District

The District will participate in open enrollment as a receiving district. As a receiving district, the Board will allow nonresident students, who meet all applicable requirements including those set forth by statute and by the District’s Diversity Plan, to open enroll into the school district. The District will have complete discretion to determine the attendance center of the students attending the school district under open enrollment.

The Superintendent, or designee, will approve timely filed applications by June 1. Incoming kindergarten applications that are due by September 1 will be approved in a reasonable time shortly thereafter.

The Superintendent, or designee, will notify the sending school district and parents within five days of the school district’s action to approve or deny the open enrollment request. The Superintendent will also forward a copy of the school district’s action with a copy of the open enrollment request to the Iowa Department of Education.

Open enrollment requests into the school district will not be approved if insufficient classroom space exists or if the approval would negatively impact the Diversity Plan. Open enrollment requests into the school 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 the student was 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 school 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 school district are considered in the order received by the school district with the first open enrollment request given a higher priority than the second open enrollment request and so forth.

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

Parents are responsible for providing transportation to and from the receiving school district without reimbursement unless the parents qualify for transportation assistance. Upon a parent’s request, the Board may approve transportation into the sending district.

An open enrollment request into the school district from parents of a special education student is reviewed on a case-by-case basis. The determining factors for approval of such an open enrollment request will be whether the special education program available in the school 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 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 the final determination is made.

The policies of the school district will apply to students attending the school district under open enrollment.

It is the responsibility of the Superintendent to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.

WITHIN DISTRICT TRANSFERS

Students Entering Kindergarten Through Twelfth Grade
A parent or guardian wishing to enroll to a Des Moines school outside of their neighborhood school boundaries shall file a formal application on or before March 1 for enrollment the following school year. Within District transfer requests will be based on whether or not sufficient classroom space exists and whether the approval of the application would negatively impact the District’s Diversity Plan.

Legal References: Iowa Code 282.18
282 I.A.C. ch. 17
Last Review: October 15, 2019

Policy 640 (BP): District-Wide Testing and Assessment

The Board shall maintain an assessment system to provide detailed and timely information about student achievement. Assessments shall include standardized tools, criteria reference testing, as well as alternative assessments.

Policy 640 (AP): District-Wide Testing and Assessment

The District will provide a variety of unbiased assessments of student academic growth. The District will also provide a district-wide testing program. Specialized testing will also be undertaken as part of unique, individual student instructional requirements and educational services.

Legal References: Iowa Code Section 208.3
Revised: April 22, 2003; October 15, 2019
Last Review: October 15, 2019

Policy 643 (AP): Student Progress Reports and Conferences

Students will receive progress reports. In addition, parent-teacher conferences will be held twice annually to keep parents informed about student performance.

Parents, principals, teachers, counselors, and other administrators may request a conference for students in grades kindergarten through twelve in addition to the scheduled conference time. Parents and students are encouraged to discuss the student’s progress or other matters with the student’s teacher and to utilize the District’s Infinite Campus system to help stay informed on these types of issues.

Legal References: Iowa Code Section 256.11, 280.3 and 281 Iowa Administrative Code Chapter 12
Last Review: October 15, 2019

Policy 645 (BP): Requirements for Graduation

The Board directs the Superintendent to establish requirements students must meet for high school graduation, including early graduation, in accordance with 281 IAC 12.3(5).

Policy 645 (AP): Requirements for Graduation

A total of 23 units of credit is required for graduation from high school beginning with the graduating class of 2009. The 23 units of credit must include credit for those courses required by state law and/or the Board of Directors. Early graduation will be permitted when these requirements are met.

The 23 units of credit required for graduation include the following number of units per subject area:

• Social Science – 3 Credits
• English – 4 Credits
• Mathematics – 3 Credits
• Science – 3 Credits
• Applied or Fine Arts – 1.5 Credits
• Physical Education – 1 Credit
• Electives – 7.5 Credits

Legal Reference: 281 Iowa Administrative Code 12
Adopted: July 17, 1990
Revised: February 4, 1992; June 13, 2000; May 17, 2005; June 21, 2011; October 15, 2019
Last Review: October 15, 2019

Policy 645.1 (AP): Graduation Requirements for Special Education Students

Graduation requirements for special education students will be in accordance with the prescribed course of study as described in their Individualized Education Program (IEP). Prior to the special education student’s graduation, the IEP team will determine whether the graduation criteria have been met.

Legal Reference: 281 Iowa Administrative Code 41.12(6)(e)
Adopted: June, 2011
Last Review: October 15, 2019

Policy 650 (AP): Extracurricular Activities

The District will provide a well-rounded program of extracurricular activities to meet the needs of today’s youth and that appeal to all socio-economic groups, all races, and all students both male and female.

The extracurricular program in the District is an integral part of the education program and provides valuable learning experiences for the participants. Students have a unique opportunity to learn desirable traits, such as fair play, sportsmanship, respect for rules and authority, respect for others, pride, teamwork, self-discipline, and self-sacrifice. The program also provides students the opportunity to develop loyalty to their school and community.

Participation in school activities is a privilege. School activities provide the benefits of promoting additional interests and ability in the students during their school years and for their lifetime.

Students will have an opportunity to participate in a school activity unless the activity is not offered, the activity is an intramural or interscholastic athletic activity, or the student cannot participate for disciplinary reasons. If the activity is an intramural or interscholastic athletic activity, students of the opposite sex will have a comparable opportunity for participation. Comparable opportunity does not guarantee boys and girls will be allowed to play on each other’s teams when there are athletic activities available that will allow both boys and girls to reap the benefits of school activities, which are the promotion of additional interests and abilities in the students.

A high school student who participates in school-sponsored athletics may participate in a non-school sponsored sport during the same season. Such outside participation shall not conflict with the school-sponsored athletic activity.

It shall be the responsibility of the Superintendent to develop administrative regulations for each school activity. These regulations shall include, but not be limited to, when physical examinations will be required, how and when parents will be informed about the risk of the activity, academic requirements, and proof of insurance on the student participating in certain activities. Students wanting to participate in school activities must meet the requirements set out by the school district for participation in the activity.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 650.1 (AP): High School Extracurricular Eligibility

To complete in extracurricular activities, a student must:

• Be enrolled and in good standing in a school that is a member or associate member in good standing of the organization sponsoring the event,
• Be under 20 years of age,
• Receive credit in at least 4 subjects at all times,
• Pass all courses for which credit is given and make adequate progress toward graduation.

Eligibility will be determined at the end of each semester when credit is awarded. Students not meeting the above eligibility criteria at the end of a semester will be ineligible to compete for 30 consecutive calendar days in the event/activity in which the student is a bona fide contestant.

A student with a disability who has an IEP shall not be denied eligibility on the basis of scholarship, if the student is making adequate progress as determined by school officials, toward the goals and objectives on the student’s IEP.

Note: An incomplete (I) or withdraw (W) are not considered failing grades.

Legal Reference: 281 I.A.C. 36.15 (2)
Last Review: October 15, 2019

Policy 650.2 (AP): Athletic Eligibility for Students Participating in Open Enrollment

Students who transfer within district or between districts prior to grade 9 will be eligible to participate in interscholastic contests. Any such student who transfers in grade 9 through 12 shall not be eligible to participate in any varsity level interscholastic athletic contests and athletic competitions during the first 90 school days of open enrollment unless the school from which the student came does not offer that interscholastic sport, or if the student is entering 9^th grade for the first time and did not participate in an interscholastic athletic competition for another school or school district during the summer immediately following 8^th grade.

For purposes of student eligibility on open enrollment transfer, “school days of enrollment” do not include enrollment in summer school.

Last Review: October 15, 2019

Policy 653 (AP): Student Publications

The District recognizes the importance of school publications as part of the educational curriculum and as a supervised learning experience. The District, therefore, encourages and supports freedom of expression and responsibility of expression and all other journalistic standards in student publications. All publications will provide students a full opportunity for the exchange of ideas and robust debate about topics of student interest, including those that may be controversial.

Student expression in official school publications is not an expression of school policy. The administration shall develop reasonable rules including time, place, and manner restrictions regarding official student publications in accordance with the Constitution, the laws of the United States, and the laws the State of Iowa.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 662 (AP): Guidelines for Campus Speakers

Speakers may appear in district schools to address student assemblies, academic classes, or student extracurricular organizations upon compliance with approved guidelines.

Last Review: October 15, 2019

Policy 665 (AP): Research by Outside Organizations

All requests for research shall be reviewed and approved by a representative of the curriculum department.

Last Review: October 15, 2019

Policy 670 (AP): Community Education

The District shall cooperate with recreation agencies in establishing recreational activities to be conducted in school buildings or on school grounds outside regular school hours. The physical facilities of the school district shall be made available for these programs. The administration of the District shall be responsible for the community education program.

Legal Reference: Iowa Code Chapter 276
Last Review: October 15, 2019

Policy 671 (BP): Homeless Children and Youth

The Board directs the Superintendent to make reasonable efforts to identify homeless children and youth within the District, encourage their enrollment, and eliminate existing barriers to their receiving an education which may exist in district policies or practices. Segregation of a homeless child or youth from the students enrolled in the District is prohibited.

Policy 671 (AP): Homeless Children and Youth

There shall be a homeless liaison at each school who shall assist in identifying homeless children and tracking and monitoring activities for these children.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 672 (AP): Student Guidance and Counseling Program

The District will provide a student guidance and counseling program. The guidance counselor will be certified with the Iowa Department of Education and hold the qualifications required by the Board. The guidance and counseling program will serve grades kindergarten through twelve. The program will assist students with their personal, educational, and career development.

Revised: October 15, 2019
Last Review: October 15, 2019

Policy 673 (AP): Student Health Services

Health services are an integral part of comprehensive school improvement, assisting all students to increase learning, achievement, and performance. Health services coordinate and support existing programs to assist each student in achievement of an optimal state of physical, mental, and social well being. Student health services ensure continuity and create linkages between school, home, and community service providers. The school district’s comprehensive school improvement plan, needs, and resources determine the linkages.

The Superintendent shall be responsible for insuring that administrative regulations are implemented to support this policy. The Superintendent will provide a written report on the role of health services in the education program to the Board annually.

Last Review: October 15, 2019

Policy 675 (AP): Charter School Application

1. Purpose of Charter Schools

This Policy prescribes the procedures to be followed for the consideration of applications to form a charter school in the Des Moines Independent Community School District pursuant to Iowa Code Chapter 256F.

A charter school may be established in the District by creating a new school or converting an existing public school to a charter school. Applications must be on file with the Board Secretary on or before October 1 of any given year in order for the application to be considered for the following academic year. Exceptions to this deadline are not permitted.

Each application to the school Board for the approval of a charter school shall demonstrate to the school Board that the establishment of the charter school will accomplish the following within a reasonable period of time

1. Improve student learning;
2. Increase learning opportunities for students;
3. Encourage the use of different and innovative methods of teaching;
4. Require the measurement of learning outcomes and create different and innovative forms of measuring outcomes;
5. Establish new forms of accountability for schools; and
6. Create new professional opportunities for teachers and other educators, including the opportunity to be responsible for the learning program at the school site.
7. Application Process

The principal, teachers, or parents or guardians of students at an existing public school may submit an application to the school Board to convert an existing school within the school district to a charter school. Each such application shall demonstrate the support of at least fifty (50) percent of the teachers employed at the school on the date of the submission of the application and fifty (50) percent of the parents or guardians voting whose children are enrolled at the school; provided, that a majority of the parents or guardians eligible to vote participate in the ballot process, according to procedures established by rules of the state Board of education. A parent or guardian must be a resident of the state of Iowa in order to be eligible to vote.

Each such application shall set forth with specificity the manner in which the charter school will provide special instruction, in accordance with section 280.4, to students who are limited English proficient. Each such application shall set forth the manner in which the charter school will comply with federal and state laws and regulations relating to the federal National School Lunch Act and the federal Child Nutrition Act of 1966, 29 U.S.C. § 1751-1785, and chapter 283

1. Application Components. Every application for the approval of a charter school shall include, but shall not be limited to, a description of the following:
   1. The method for admission to the charter school;
   2. The mission, purpose, innovation, and specialized focus of the charter school and why charter status is necessary;
   3. Performance goals and objectives in addition to those required under Iowa Code Section 256.7, subsection 21, by which the school’s student achievement shall be judged, the measures to be used to assess progress, and the current baseline status with respect to the goals. The assessment and reporting procedures will allow for comparisons with other schools in the District.
   4. The method for appointing or forming an advisory council for the charter school. The membership of an advisory council appointed or formed in accordance with this chapter shall not include more than one member of the school Board;
   5. Procedures for teacher evaluation and professional development for teachers and administrators;
   6. The charter school governance and bylaws;
   7. The financial plan for the operation of the school including, at a minimum, a listing of the support services the school district will provide, and the charter school’s revenues, budgets, and expenditures;
   8. The educational program and curriculum, instructional methodology, and services to be offered to students;
   9. The number and qualifications of teachers and administrators to be employed;
   10. The organization of the school in terms of ages of students or grades to be taught along with an estimate of the total enrollment of the school;
   11. The provision of school facilities;
   12. A statement indicating how the charter school will meet the requirements of Iowa Code Section 256F.1, subsection 3; Iowa Code Section 256F.4, subsection 2, paragraph “a”; and Iowa Code Section 256F.4, subsection 3;
   13. Assurance of the assumption of liability by the charter school;
   14. The types and amounts of insurance coverage to be obtained by the charter school;
   15. A plan of operation to be implemented if the charter school revokes or fails to renew its contract;
   16. The means, costs, and plan for providing transportation for students attending the charter school; and
   17. The specific statutes, administrative rules, and school Board policies with which the charter school does not intend to comply and the rationale for exemption from the rules.
   18. The manner in which it intends to comply with district desegregation policy.

In addition, the applications shall contain a proposed operating agreement between the school Board and the proposed charter school.

3. Review Process

Upon receipt of the charter application, the president of the Board will ask the Superintendent to review the proposal. Proposals that fail to adequately address or leave out any of the required components are not complete and may be returned to the applicant.

Within 30 days of the receipt of a complete proposal, the Superintendent will provide for the Board’s consideration an assessment of the proposal using the following criteria:

1. the demonstrated financial stability of the proposed public charter school;
2. the ability of the application in terms of support and planning to provide the comprehensive instructional programs;
3. the capability of the applicant in terms of support and planning to provide comprehensive instructional programs to students identified by the applicant as academically low achieving;
4. the extent to which the proposal addresses the criteria required in the proposal process;
5. whether the value of the charter school is outweighed by any directly identifiable significant and adverse loss or reduction in staff, students, program or funds that may reduce the quality of existing educations programs);
6. whether there are arrangements for any necessary special education and related services;
7. whether there are alternative arrangements for students, teachers, and other school employees who choose not to attend or be employed by the charter school if the school is converting an existing district school;

Within 45 days of the notification to the applicant of the District’s receipt of a complete proposal that meets the requirements of law and the District, the Board shall hold a public hearing on the charter proposal.

Within 60 days of the District’s receipt of a complete proposal, the Board shall by majority vote approve or deny the application. The Board decision may be guided but is not bound solely by consideration of the above criteria. Additional criteria may include the demonstrated sustainable support for the proposal by teachers, parents, students, and other community members, including comments received at the public hearing.

If the school Board denies an application for a conversion to a charter school or establishment of a new charter school, it shall provide notice of denial to the applicant in writing within thirty days after the Board action. The notice shall specify the exact reasons for denial and provide documentation supporting those reasons. An applicant may appeal the Board’s denial to the State Board of Education.

If the school Board approves an application for the proposed establishment of a charter school, the school Board shall submit an application for approval to establish the charter school to the state Board of education within fifteen (15) days of the school Board’s approval. The submission shall report to the state department of education the following: 1) the name of the charter school applicant entry, 2) the proposed charter school location, 3) its projected enrollment, 4) the manner in which the charter school will provide special education to students who are limited English proficient, and 5) the manner in which the charter school will comply with federal and state laws and regulations relating to the federal National School Lunch Act and the Federal Child Nutrition Act of 1966, and otherwise comply with the regulations of the state department of education.

If the state Board of education approves the school Board’s application for the charter school, then the approved application shall constitute an agreement the terms of which shall, at a minimum, be the terms of a four-year enforceable, renewable contract between the school Board and the state Board. The contract shall include an operating agreement between the school Board and the charter school for the operation of the charter school. The contract shall also outline the reasons for revocation or non-renewal of the charter

4. Rules Generally Applicable to Approved Charter Schools

The charter school shall operate as part of the school district and is accountable to the Board of Education. The school Board, in consultation with the appointed advisory council for the charter school, shall decide matters related to the operating of the school, including budgeting, curriculum, contracting for services and operating procedures.

All employees of the charter school will be considered employees of the District and will be hired, evaluated, retained and terminated in accordance with school district policies and procedures

5. Necessary Conditions for Approved Charter Schools

Every charter school may elect to comply with one or more provisions of statutes or administrative rules applicable to a school, a school Board, or a school district. However, every charter school shall do all of the following

1. Meet all applicable federal, state, and local health and safety requirements and laws prohibiting discrimination on the basis of age, race, creed, color, sex, marital status, national origin, religion, sexual orientation, or disability;
2. Operate as a nonsectarian, non-religious public schools;
3. Be free of tuition and application fees to Iowa resident students between the ages of five and twenty-one years;
4. Be subject to and comply with Iowa Code Chapters 216 and 216A relating to civil and human rights;|
5. Provide special education services in accordance with Iowa Code Chapter 256B;
6. Be subject to the same financial audits, audit procedures, and audit requirements as a school district;
7. Be subject to and comply with Iowa Code Chapters 20 and 279 relating to contracts with and discharge of teachers and administrators;
8. Be subject to and comply with the provisions of Iowa Code Chapter 285 relating to the transportation of students; and
9. Be subject to and comply with the provisions of Iowa Code Chapters 21 and 22 for its advisory council meetings.
10. Not discriminate in its student admissions policies or practices on the basis of intellectual or athletic ability, measures of achievement or aptitude, or status as a person with a disability. However, the charter school may limit admission to students who are within a particular range of age or grade level or on any other basis that would be legal if initiated by a school district. Enrollment priority shall be given to siblings of students enrolled in a charter school.
11. Meet the enrollment requirements established by Iowa Code Chapter 256F.
12. Provide instruction for at least the number of days required by Iowa Code Section 279.10, subsection 1, or shall provide at least the equivalent number of total hours.
13. Report at least annually to the school Board, advisory council, and the state Board designated information required by the school Board, advisory council or the state Board.

Effective Date
This policy takes effect upon the Iowa department of education’s receipt of federal funds that are provided to the department under Pub. L. No. 107-110, cited as the federal No Child Left Behind Act of 2001 (Title V, Part B), for purposes of providing financial assistance for the planning, program design, and initial implementation of public charter schools. No applications shall be accepted until such time as such funds have been received.

Last Review: October 15, 2019

Policy 676 (AP): Revocation or Non-Renewal of a Charter School Contract

1. A contract for the establishment of a charter school may be revoked by the school Board if it determines that one or more of the following occurred:
   1. Failure of the charter school to abide by and meet the provisions set forth in the contract, including educational goals.
   2. Failure of the charter school to comply with all applicable law.
   3. Failure of the charter school to meet generally accepted public sector accounting principles.
   4. The existence of one or more other grounds for revocation as specified in the contract with the charter school.
2. The decision by a school Board to revoke or to fail to take action to renew a charter school contract is subject to appeal under procedures set forth in chapter 290 of the Iowa Code.
3. A school Board considering revocation or non-renewal of a charter school contract shall notify the advisory council, the parents or guardians of the students enrolled in the charter school, and the teachers and administrators employed by the charter school, sixty days prior to revoking or the date by which the contract must be renewed, but not later than the last day of classes in the school year.
4. Students who are attending a charter school at the time of non-renewal or revocation of a charter contract shall be assigned to other district schools consistent with policy code 507.
5. Students who are attending a district charter school at the time of non-renewal or revocation of a charter contract, and any siblings of the student, may apply for open enrollment to a district school, notwithstanding the timelines in Policy Code 639.

Last Review: October 15, 2019

Policy 677 (BP): Student Library Records

The Board recognizes the importance of maintaining and preserving confidential student records.

The Board directs the Superintendent to implement appropriate policies, procedures, and/or regulations regarding the confidentiality of student records.

Policy 677 (AP): Student Library Records

All student records, including library records, containing personally identifiable information shall be kept confidential at collection, storage, disclosure, and destruction stages. District personnel who collect or use personally identifiable information shall receive training or instruction regarding confidentiality of personally identifiable information.

Legal Reference: 281 Iowa Administrative Code 12.3(12)
Adopted: June 21, 2011;
Revised: October 15, 2019
Last Review: October 15, 2019

Policy 678 (AP): Use of Information Resources

In order for students to experience a diverse curriculum, the District encourages employees to supplement their regular curricular materials with other resources. In so doing, the District recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for plagiarism, unauthorized copying or using media, including, but not limited to, print, electronic and web-based materials, unless the copying or using conforms to the “fair use” doctrine. Under the “fair use” doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research providing that all fair use guidelines are met.

While the school district encourages employees to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of employees to abide by the school district’s copying procedures and obey the requirements of the law. In no circumstances shall it be necessary for school district staff to violate copyright requirements in order to perform their duties properly. The school district will not be responsible for any violations of the copyright law by employees or students. Violation of the copyright laws by employees may result in discipline up to, and including, termination. Violation of the copyright law by students may result in discipline, up to and including, suspension or expulsion.

Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the school district received permission to perform a copyrighted work does not mean outsiders may copy it and re-play it. Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure the copyright law is followed. The school district is not responsible for outsiders violating the copyright law or this policy.

Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with the school district’s procedures or is permissible under the law should contact the building principal who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.

Legal Reference: 17 U.S. Code Sec. 101 and 281 Iowa Administrative Code 12.3(12).
Adopted June 21, 2011
Revised: October 15, 2019
Last Review: October 15, 2019

Policy 679 (BP): Competency Based Education

The Board of Education recognizes the value in adopting alternate methods for students to earn credits toward graduation while engaging in high-quality, rigorous learning opportunities.  In Des Moines Public Schools, a credit or unit of credit includes proficiency on standards and competencies, in addition to or in place of using a traditional time-based pathway.  Credit awarded toward high school graduation is the same for students demonstrating proficiency on standards through competency-based pathways as for those working through the same standards in a traditional-based pathway or other nontraditional pathways such as online learning.  Regardless of pathway, students will be required to fulfill the graduation requirements of the District, in accordance with Iowa law.  Students in grades PK through 8 will advance through content independent of units of credit.

Competency-Based Education:  A system of education in which learners advance through content or earn credit based on demonstration of proficiency on competencies.  Some students may advance through more content or earn more credit than in a traditional school year while others might take more than a traditional school year to advance through the same content or to earn credit.  Credit may also be earned for out-of-school experiences and/or accomplishments.  Students at all grade levels are afforded opportunities for more explicit or intensive instruction or enrichment within the content.

Proficiency:  Demonstrated skill or knowledge required to advance to and be successful in higher levels of learning in that content area or using that content.  Schools and programs participating in competency-based education will determine proficiency levels and appropriate assessments to ensure all students being awarded credit toward high school graduation or advanced through content at any level have demonstrated the skills and knowledge required to be successful at the next level of advanced learning in the content or related areas as appropriate.  The teacher awarding credit must be licensed in the content area for which credit is earned.

Proficiency will be demonstrated and assessed in the following ways:

• The teacher responsible for evaluating the evidence of learning is ultimately responsible for verifying the student learning and academic honesty/integrity.
• The learning experience needs to be aligned to the required Iowa Academic Standards.
• The learning experiences must be equally accessible by all students, regardless of race, creed, color, sexual orientation, gender identity, national origin, religion disability, or socio-economic status.
• Both the student and the teacher are responsible parties.
• One project/task can meet multiple standards in multiple content areas when the learning is aligned and assessed by appropriately certified teachers.
• Students may have opportunities to earn credit for learning that occurs outside the school walls but demonstrates proficiency on rigorous standards and competencies. These opportunities must be coordinated with and approved by the District prior to beginning to ensure it meets District criteria.

The Board authorizes the Superintendent or his/her designee to adopt procedures in accordance with this policy.

Adopted: October 19, 2021
Last Review: October 19, 2021