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

Date of Adoption:    
May 9, 2016            

Date of Review
October 12, 2020

As a school corporation of Iowa, the Algona Community School District, acting through its board of directors, is dedicated to promoting an equal opportunity for a quality public education to its students.  The board’s ability may be limited by the school district's ability and willingness to furnish financial support in cooperation with student’s parents and school district community.  The board is also dedicated to providing 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 is 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 (2013).

Date of Adoption
April 14, 1975

Date of Review
October 12, 2020

Date of Revisions:
May 9, 2016

It is the policy of the Algona Community School not to discriminate on the basis of  race, color, national origin, creed, socio-economic status, religion, sex, disability, sexual orientation, gender identity or marital status age, color, creed, national origin, race, religion, marital status, sex, sexial orientation, gender identity, socio-economic status or disability in its educational programs, activities, or employment policies as required by Title VI and VII of the 1964 Civil Rights Act, Title IX of the 1972 Education Amendments, and Section 504 of the Federal Rehabilitation Act of 1973.

It is also the policy of this district that the curriculum content and instructional materials utilized reflect the cultural and racial diversity present in the United States and the variety of careers, roles, and life styles open to women as well as men in our society. One of the objectives of the total curriculum and teaching strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnicity, religion and disability race, color, national origin, creed, socio-economic status, religion, sex, disability, sexual orientation, gender identity or marital status.age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, socio-economic status or disability. The curriculum should foster respect and appreciation for the cultural diversity found in our country and an awareness of the rights, duties, and responsibilities of each individual as a member of a pluralistic society.

Inquiries regarding compliance with Title IX, Title VI, or Section 504 may be directed to the Curriculum Equity Coordinator, 600 S. Hale St., Algona, Iowa  50511, 515-295-3528; to the Director of the Iowa Civil Rights Commission, Des Moines, Iowa; or to the Director of the Region VII Office of Civil Rights, Department of Education, Kansas City, Missouri.

Legal Reference:        
(Code of Iowa)
20 U.S.C. §§ 1221 et seq. (2006).
20 U.S.C. §§ 1681 et seq. (2006).
20 U.S.C. §§ 1701 et seq. (2006).
29 U.S.C. § 794 (2006).
42 U.S.C. §§ 12101 et seq. (2006).
34 C.F.R. Pt. 100 (2006).
34 C.F.R. Pt. 104 (2006).
Iowa Code §§ 216.9; 256.11,
280.3 (2009). 281  I.A.C. 12.19B, 19B.11, 601A

Date of Adoption:  
October 14, 1985

Date of Review:       
November 11, 1996
                                    

Date of Revisions: 
October 12, 2020

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 shall 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.  Feedback regarding the needs assessment shall be provided to the Board of Education and School Improvement Task Force.

In conjunction with the in-depth needs assessment of the school district, the Board shall 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.

It shall 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 shall report annually to the Board about the means used to keep the community informed.

As a result of the Board and the committee’s work, the Board shall 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 Policy 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:                    
(Code of Iowa)
Chapters 21, 256.7(4), 280.12, .18,   
281 IA Admin. Code 12.8(1)(b).

Date of Adoption:  
June 19, 1989                                                 

Date of Review:          
October 12, 2020

Date of Revision: 
May 9, 2016

The Algona 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 shall 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 shall 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 shall 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 shall 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.  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 web site,
• (other)                                                                                                     

NOTE: This is a mandatory policy. School districts are required to collect and report data regarding instances of bullying and harassment as required by law. 

NOTE: Some conduct that falls under a school’s anti-bullying/anti-harassment policy also may trigger responsibilities under one or more of the federal and state antidiscrimination laws. By limiting the response to a specific application of its anti-bullying/anti-harassment disciplinary policy and the accompanying procedures, a school may fail to properly consider whether the alleged conduct also results in discriminatory bullying and/or harassment.

Adopted:
November 9, 2015

Revised: August 14, 2023

Reviewed:
October 12, 2020

August 14, 2023

School Therapy Dogs certified with their owners/handlers as Certified Therapy Dogs provide social emotional and physical support in the educational setting. These highly trained dogs model good behavior, tolerance, acceptance and assist with student’s behavior concerns. All Certified Therapy Dogs in the Algona School District work to support students, positively influence student achievement and support student’s social and emotional health.

Definition: Therapy dogs are dogs trained and certified to provide social emotional or therapeutic functions under the direction and control of a qualified handler who works with the dog as a team. Such dogs, with their handlers, perform such functions within the school setting,  community-based group settings, or when providing services to specific persons.

Therapy dogs will be certified through Alliance of Therapy Dog, Love on a Leash, or an AKC therapy dog certification program approved by administration prior to being placed within a school building. This training is the responsibility of the handler. A current certificate showing active certification should be kept in the handler’s building administrative office. Therapy dogs are owned by Algona Community School staff members who wish to use a therapy dog to augment building educational programs. They will abide by the Therapy Dog Handler Ethics code.

The owner(s), as identified on the Therapy dog vital information form, of identified Therapy Dog(s) will be responsible for all costs associated with the training and certification, general care, feeding and veterinarian care for therapy dog(s).

Conditions of Use:
Therapy Dogs may be used in the school setting on a regular basis when the following documentation is in place:

1) Administrative Approval - The use of the animal or animals must be approved by the administrator(s) of the building(s) in which the Professional Therapy Dog’s handler works yearly. A current letter stating this approval should be written and kept on file in the building. 

2) Health Records
The owner/handler must provide a record of annual vaccinations received by the dog and signed by a veterinarian; these health records should be kept on file in the school building administrative office.  

3) Hygiene and Animal Care Guidelines:

• The dog should receive a bordatella vaccination annually; rabies vaccinations and five- way parvo/distemper (DHPP) shall be updated every three years. Please note: dogs less than one year of age or receiving their rabies and parvo vaccinations for the first time shall receive a follow-up vaccine in one year, with vaccinations every three years thereafter.
• The dog should be given an annual comprehensive wormer or fecal check for worms.
• The dog should be checked for external parasite control.
• All owners will give preventive parasite (fleas and ticks) control and heartworm medication year-round. Annual tests for heart worm are recommended. The dog should be groomed and bathed regularly. Good judgment should be used based on the dog’s hair, skin, and dander concerns.

3) Documentation
The following documents should be up to date and kept on file in the school building and the office of the Coordinator of Special Education.

• A copy of the Alliance of Therapy Dog, Love on a Leash, or an AKC therapy dog certification program approved by administration certificate of completion.
• A signed copy of the Therapy Dog Handler Ethics
• The Therapy Dog guidelines and procedures utilized at the school site (determined by the administrator and dog owner/handler).
• Dates, method, and participants for sharing the guidelines and procedures with staff and students (minimum of once a year)
• Proof of insurance

4) Insurance
A district staff member using a therapy dog according to the above guidelines, must be covered by their private insurance policy (minimum $1 million liability coverage). A current copy of liability insurance should be kept on file in the administrative office of the building where the Therapy Dog is located.

5) The privilege to bring a Therapy Dog into the school setting may be terminated:

• If the handler or dog behave in a way deemed unprofessional or unsafe.
• Any time the school administration deems it necessary to end the program due to student, building or district needs.

Service Animals
These guidelines pertain to therapy dogs and pet visitation dogs only.  For staff and students requiring the assistance of a "Service Animal," the District will comply with the Americans with Disabilities Act and Iowa Code Chapter 216C.  Also:  See Code No. 646.

Legal References:
Code of Iowa § 279.8

Date of Review
November 11, 2020

Date of Revisions

***Supporting documents:  not actually a part of the actual policy.

DISCRIMINATION AND HARASSMENT BASED ON SEX PROHIBITED

In accordance with Title IX of the Education Amendments Act of 1972, the Algona 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 shall 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 shall 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.

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.

Date of Adoption
October 12, 2020