East Sac County CSD

Board of Directors
Support
Packet

May 18, 2015

12:00 p.m.
East Sac County Elem School Sac City

Table of Contents

Agenda..........................................................................................1
Calendar .......................................................................................2
DDSDP...........................................................................................3
Board Policies ...............................................................................9

TENTATIVE AGENDA:

Regular Board Meeting

East Sac County CSD Board of Directors
Monday, May 18, 2015
12:00 pm East Sac County Elem School Sac City
(Public Hearing followed immediately by Regular Meeting)

East Sac County Schools empower all students to become productive,

responsible citizens of an ever-changing global society.
PUBLIC HEARING
1. Call to Order and Welcome
2. Public Comments Regarding 2015-16 Calendar
3. Adjourn
REGULAR BOARD MEETING
1.
2.
3.
4.

Call to Order and Welcome

Review of ESC Mission Statement
Approve Agenda
Reports
a. Superintendent
5. New Business
a. Discuss and/or Approve 2015-16 Calendar
b. Discuss and/or Approve DDSDP (Special Education Plan)
c. Discuss and/or Approve Board Policies
6. Discuss Future Agenda Items and Set Dates
7. Adjourn

East Sac County CSD Board Packet

Page 1

East Sac County Community School District 2015-2016 Calendar

School Board Approval Date: May 18, 2015

CALENDAR LEGEND

Student
Days

August

Quarter/Semester
School Starts
Vacation Days
Conferences
Professional Developmet (PD)
Early Dismissal

M
3
10
17
24
31

86

Second Semester

84

TOTAL CALENDAR DAYS 170

HOLIDAYS:
Labor Day: Sept. 7
Thanksgiving Day: Nov. 26
Christmas Day: Dec. 25
New Years Day: Jan. 1
Good Friday: Mar. 25
Easter: Mar. 27

W
5
12
19
26

R
6
13
20
27

5
12
19
26

6
13
20
27

2
9
16
23
30

3
10
17
24

September
2
3
9
10
16
17
23
24
30
October
1
7
8
14
15
21
22
28
29
November
4
5
11
12
18
19
25
26

1
8
15
22
29

2
9
16
23
30

7
14
21
28

Summary of Calendar
Days in classroom:
First Semester

T
4
11
18
25

7
14
21
28

1
8
15
22
29

Total Hours for School Year: 1119

4
11
18
25

5
12
19
26

6
13
20
27

School Day
8:15 AM-3:25 PM (6 2/3 hrs instruction)
Make-Up Days
March 24 & 29, 2016
April 25, 2016

1
8
15
22
29

2
9
16
23

3
10
17
24

7
14
21
28

1
8
15
22
29

2
9
16
23
30

4
11
18
25

5
12
19
26

6
13
20
27

2
9
16
23
30

3
10
17
24
31

4
11
18
25

December
3
10
17
24
31
January

F
7
14
21
28

4
11
18
25

29
34
38
43
48

6
13
20
27

52
56
61
64
65

4
11
18
25

69
74
79
81

7
14
21
28
February
4
5
11
12
18
19
25
26

7
14
21
28
May
5
12
19
26

10
14
19
24
27

2
9
16
23
30

1
8
15
22
29

March
3
10
17
24
31
April

5
6

86
89
94
99
104
108
113
118
119

4
11
18
25

122
126
131
134
136

1
8
15
22
29

137
142
146
151
155

6
13
20
27

160
165
170

East Sac County CSD Board Packet

Page 2

Date

Event

AUGUST 2015
17-18-Teacher PD
19-All ESC Employee Inservice
20-Teacher PD
24-School Starts
SEPTEMBER 2015
7-No School: Labor Day

OCTOBER 2015
12-Teacher PD
st
23-End of 1 Quarter (43 days)

NOVEMBER 2015
2 & 5-Early Dismissal-12:55
PS-12 Parent Teacher Conferences
6-No School
9-Teacher PD
25-Early Dismissal-2:25
26-27-No School: Thanksgiving
DECEMBER 2015
22-Early Dismissal 2:25
24-31-No School: Christmas

JANUARY 2016
1-No School: New Years
4-School Resumes
8-End of Semester (86 days)
11-12-Teacher PD
FEBRUARY 2016
8-Teacher PD
29-Early Dismissal-12:55
PS-12 Parent Teacher Conferences
MARCH 2016
3-Early Dismissal-12:55
PS-12 Parent Teacher Conferences
4-No School
7-Teacher PD
rd
15 -End of 3 Qtr (42 days)
23-Early Dismissal 2:25
24-29-No School: Easter
APRIL 2016
11-Teacher PD
25-Teacher PD

MAY 2016
13-Seniors Last Day
15-Commencement
th
20-PS-11 Grade Last Day
End of Semester-84 Days
23-25-Teacher PD

East Sac County CSD

District Delivered Special Education Delivery System
( DDSDP)

March 2015

East Sac County CSD Board Packet

Page 3

What process was used to develop the delivery system for eligible individuals?
The delivery system was developed in accordance with the Iowa Administrative Code rule 41.408(2) c
The Special Education District Service Plan review Committee met on March 17, 2015, to review the
current plan and develop a proposal for the entire committee to discuss.
Elementary Special Education Teachers: Taryn Unger & Sharmin Grundmeier
Middle School Special Education Teacher: Cathy Frohardt
HS Special Education Teacher: Kerri Eichhorn
Elementary Principal: Mike Fischer
Middle School Principal: Dennis Olhausen
High School Principal: Kevin Litterer
Superintendent: Barb Kruthoff
AEA Representative: Kathy Hansen
Those absent from this meeting were: Mike Fischer, Dennis Olhausen, & Kevin Litterer.
************************************************************************************
The group of individuals who approved the plan for community members to comment on, the East Sac
County CSD Board of Education to approve, and the Director of Special Education to approve included
parents of eligible individuals, special education teachers, general education teachers, administrators, and
a representative of the AEA. This group met March 30, 2015.
Elementary Special Education Teachers: Taryn Unger, Sharmin Grundmeier, Bev Wolterman
Middle School Special Education Teacher: Cathy Frohardt, Val Buse
HS Special Education Teacher: Kerri Eichhorn, Kevin Zehnder
Elementary Principal: Mike Fischer
Middle School Principal: Dennis Olhausen
High School Principal: Kevin Litterer
Superintendent: Barb Kruthoff
Elementary Parent: Gina Schlepp
Middle School Parent: Robin Corbin
High School Parents: Pastor Pobanz, Jodi Widajewski
General Education Teacher: Sarah Voyles, Josh Anderson, Pam Rust
AEA Representative: Kathy Hansen
Those absent from this meeting were: Sharmin Grundmeier, Mike Fischer, Dennis Olhausen, Kevin
Litterer, & Kathy Hansen.

East Sac County CSD Board Packet

Page 4

How will the service be organized and provided to eligible individuals?

Consulting Teacher Services: Consulting Teacher services are defined as indirect services provided by a
certified special education teacher to a general education teacher in adjusting the learning environment
and/or modifying his/her instructional methods using specially designed instruction strategies to meet the
individual needs of a student with a disability receiving instruction in the general education classroom.
Co-Teaching Services: Co-teaching services are defined as the provision of specially designed
instruction and academic instruction provided to a group of students with disabilities and nondisabled
students. These services are provided by the special education teacher and general education teacher in
partnership to meet the content and skills needs of students in the general education classroom. These
services take shape in a variety of manners. For example, teachers co-plan, divide the class, and provide
the instruction to smaller groups, or teachers co-plan and then co-instruct different components of the
content. The effectiveness of services provided through co-teaching have a strong research base.
Collaborative Services: Collaborative services are defined as direct specially designed instruction
provided to an individual student with a disability or to a group of students with disabilities by a certified
special education teacher in a general education classroom to aid the student(s) in accessing the general
education curriculum. These services are provided simultaneously with the general education content
area instruction.
Pull-Out Services: Pull-Out services are defined as direct specially designed instruction provided to an
individual student with a disability or a group of students with disabilities by a certified special education
teacher to provide supplementary instruction that cannot otherwise be provided during the student's
regular instruction time. These services are provided in an individual or small group setting for a portion
of the day. Pull-out services supplement the instruction provided in the general education classroom
through Consulting Teacher services or Collaborative/Co-teaching services. The specially designed
instruction provided in Pull-out settings does not supplant the instruction provided in the general
education classroom.
Special Class: Special Class services are defined as direct specially designed instruction provided to an
individual student with a disability or a group of students with disabilities by a certified special education
teacher to provide instruction which is tied to the general education program curriculum, but has been
modified to meet the unique needs of the student(s) in a self contained setting (including, but not limited
to special classes, special schools, home instruction, and instruction in hospitals and institutions). This
means the student is receiving his or her primary instruction separate from non-disabled peers.
Regular Early Childhood Program with Teacher holding Dual Endorsements: The child is served in the
regular early childhood classroom with a teacher who holds a valid practitioner's license issued by the
Board of Educational Examiners that includes prekindergarten and early childhood special education.
The teacher is responsible for direct instruction, preparation of materials, adaptations and
accommodations as specified in the IEP. The teacher with the dual endorsement is responsible for
implementing and monitoring the child's progress according to the IEP.
Notes: Students may receive different services at multiple points along the continuum based on the IEP.
The district will provide access to this continuum for all eligible individuals based on their IEP.
Services may be provided within the district, or through contractual agreement with other districts and/or
agencies. The continuum includes services for eligible individuals ages 3-21.
The East Sac County CSD is meeting the Preschool Program Standards defined by the Iowa
Department of Education. East Sac County CSD implements the Iowa Quality Preschool Program
Standards (QPPS).

East Sac County CSD Board Packet

Page 5

How will caseloads of special education teachers be determined and regularly

monitored?
Caseload Determination
Caseloads will be tentatively set in the spring for the following year.
Caseloads may be modified based on summer registration and actual fall enrollments. Caseloads will be
reviewed at least twice during the school year by individual district special education teachers with their
building principal and/or special education coordinator. A "full" teacher caseload will be considered to be
36- 44 total points. If a teacher's caseload exceeds this number, the teacher and the building principal will
meet to discuss whether the teacher is able to provide the services and supports specified in his or her
students' IEPs. If the teacher is able to do so, no further action is needed. If the teacher is unable to
provide the services and supports specified in his or her students' IEPs, a plan of action will be developed.
If the teacher is not satisfied that the plan of action will meet the requirements of his or her students' IEPs
the teacher may initiate the process for resolving caseload concerns that is described in this plan.
In determining special education teacher caseloads, the East Sac County CSD will use the following
values to assign points to the caseloads of each teacher in the district.
1 point: Each IEP for which the teacher is responsible for IEP writing, IEP meetings, progress
monitoring and reporting to parents.
1 point: Each student provided up to two hours per day of direct instruction by the teacher.
1.25 points: Each student provided between two and five hours per day of
direct instruction by the teacher.
1.5 points: Each student provided more than five hours per day of direct instruction by the teacher.
0.25 points: Each student who will require transition services (age 16-21).
0.15 points: Each student who will require transition services (ages 13-15).
1 point: Each student for whom the teacher plan and supervises work experience.
1 point: Each teacher with whom the special education teacher co-teaches.
1 point: Each teacher with whom the special education teacher provides collaborative services.
1 point: Each student who is dependent on an adult for physical needs.
1 point: Each student who has a behavior intervention plan (BIP).
1 point: Each paraprofessional with whom the special education teacher collaborates.
1 point: Each student who requires assistive technology.
1 point: Each student served off-site (e.g., hospital, homebound, general education preschool, etc.).
1 point: Each student requiring an Alternate Assessment.

East Sac County CSD Board Packet

Page 6

What procedures will a special education teacher in the district use to resolve
caseload concerns?
Resolving Caseload Concerns
A scheduled review of teacher caseloads will be conducted by the building principal as follows:
1. at the beginning of the school year;
2. by November 30; and
3. by April 1 to plan for the following school year
4. or requested by a concerned parent, student, teacher, administrator, or AEA personnel about the ability
of the teacher to effectively perform the essential functions of the job due to caseload.
Procedural Steps to Resolve Concerns
1. Informal problem solving strategies in relation to caseload concerns have been exhausted.
2. A written request for caseload review is submitted to the principal.
3. The request is reviewed for clarification with the principal. The principal tries to resolve the concern
at this point.
4. If the caseload concerns cannot be satisfactorily resolved, the request is then sent to the caseload
committee. The committee shall consist of a special education teacher from each building, a building
administrator, AEA representative, and/or the district special education director.
5. Upon receipt of the committees recommendation, the principal will review the information and
discuss it with the individual.
6. Within 10 working days, the principal will meet with the individual and provide a written
determination indicating a solution.
The individual accepts the solution or
Appeals in writing to the Superintendent who will respond within 10 working days.
7. If the person requesting the review does not agree with the determination, he or she may appeal to the
AEA Director of Special Education or designee.
8. The AEA Director of Special Education or designee will meet with personnel involved and will
provide a written decision with 5 working days.

East Sac County CSD Board Packet

Page 7

How will the district's delivery system for eligible individuals meet the targets
identified in the states performance plan? Will the delivery system for eligible
individuals address needs identified under Chapter 41? What process will be used to
evaluate the effectiveness of the delivery system for eligible individuals?
Individual
Individual student progress on IEP goals will be graphed, reviewed and discussed on a regular and ongoing basis every 2 weeks by the special education teacher and discussed with the general education
teacher and the AEA consultant/specialist and school administrator as appropriate.
School: Aggregated by School District
Each school in the district will review student progress monitoring, formative, or summative evaluation
every 4 weeks. The subgroup performance in both reading and math will be reviewed and discussed by
grade level teams which included both general and special education teacher. Subgroup achievement,
growth, and the achievement gap will be included as items for discussion and planning.
District: Disaggregated by School Levels
At the district level, subgroup data for each school will be reviewed on an annual basis by the districts
leadership team. IEP student data will also be disaggregated and examined by school level (elementary,
middle school, high school). In addition, the district will examine their Annual Progress Report data to
determine priorities and develop an action plan as needed. If the district meets Annual Progress Report
requirements, both procedural and performance, the delivery system will be considered effective. If the
district does not meet requirements, the district will work in collaboration with the AEA.

East Sac County CSD Board Packet

Page 8

Code No. 103

EQUAL EDUCATIONAL OPPORTUNITY
The board will not discriminate in its educational activities on the basis of race, color, gender, marital status,
national origin, creed, religion, sexual orientation, gender identity, socio-economic status or disability.
The board requires all persons, agencies, vendors, contractors and other persons and organizations doing business
with or performing services for the school district to subscribe to all applicable federal and state laws, executive
orders, rules and regulations pertaining to contract compliance and equal opportunity.
The board is committed to the policy that no otherwise qualified person will be excluded from educational
activities on the basis of race, color, gender, marital status, national origin, creed, religion, sexual orientation,
gender identity, socio-economic status or disability. Further, the board affirms the right of all students and staff to
be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment.

Legal Reference:

20 U.S.C. 1221 et seq. (2004).

20 U.S.C. 1681 et seq. (2004).
20 U.S.C. 1701 et seq. (2004).
29 U.S.C. 794 (2004).
42 U.S.C. 12101 et seq. (2004).
34 C.F.R. Pt. 100 (2004).
34 C.F.R. Pt. 104 (2004).
Iowa Code 216.9; 256.11, .11A; 280.3 (2007).
281 I.A.C. 12.

Cross Reference:

101
401.1
500
506.1

Approved: 11/06

Educational Philosophy of the School District

Equal Employment Opportunity
Objectives for Equal Educational Opportunities for Students
Student Records

Reviewed: 4/11, 12/13

East Sac County CSD Board Packet

Page 9

Revised: 3/10, 5/15

Code No. 103.E1

NOTICE OF NONDISCRIMINATION
Students, parents, employees and others doing business with or performing services for the East Sac County
Community School District are hereby notified that this school district does not discriminate on the basis of race,
color, gender, marital status, national origin, creed, religion, sexual orientation, gender identity, socio-economic
status or disability in admission or access to, or treatment in, its programs and activities.
The school district does not discriminate on the basis of race, color, gender, marital status, national origin, creed,
religion, sexual orientation, gender identity, socio-economic status or disability in admission or access to, or
treatment in, its hiring and employment practices. Any person having inquiries concerning the school district's
compliance with the regulations implementing Title VI, Title VII, Title IX, the Americans with Disabilities Act
(ADA), 504 or Iowa Code 280.3 is directed to contact:
(Title)
(where located)
(telephone number)

Amanda Miller, HS Counselor

East Sac County CSD
801 Jackson St.
Lake View, IA 51450
712-665-5000

who has been designated by the school district to coordinate the school district's efforts to comply with the
regulations implementing Title VI, Title VII, Title IX, the ADA, 504 and Iowa Code 280.3 (2007).

East Sac County CSD Board Packet

Page 10

Code No. 103.R1

Page 1 of 2
GRIEVANCE PROCEDURE
Students, parents of students, employees, and applicants for employment in the school district will have the right
to file a formal complaint alleging discrimination under federal or state regulations requiring non-discrimination
in programs and employment.
Level One - Principal, Immediate Supervisor or
Personnel Contact Person
(Informal and Optional - may be bypassed by the grievant)
Employees with a complaint of discrimination based upon race, color, gender, marital status, national origin,
creed, religion, sexual orientation, gender identity, socio-economic status or disability their are encouraged to first
discuss it with their immediate supervisor, with the objective of resolving the matter informally. An applicant for
employment with a complaint of discrimination based upon their race, color, gender, marital status, national
origin, creed, religion, sexual orientation, gender identity, socio-economic status or disability are encouraged to
first discuss it with the personnel contact person. This paragraph is for employees and marital status isnt a
protected class for employees.
A student, or a parent of a student, with a complaint of discrimination based upon their race, color, gender, marital
status, national origin, creed, religion, sexual orientation, gender identity, socio-economic status or disability are
encouraged to discuss it with the instructor, counselor, supervisor, building administrator, program administrator
or personnel contact person directly involved.
Level Two - Compliance Officer
If the grievance is not resolved at Level One and the grievant wishes to pursue the grievance, the grievant may
formalize it by filing a complaint in writing on a Grievance Filing Form, which may be obtained from the
Compliance Officer. The complaint will state the nature of the grievance and the remedy requested. The filing of
the formal, written complaint at Level Two must be within 15 working days from the date of the event giving rise
to the grievance, or from the date the grievant could reasonably become aware of such occurrence. The grievant
may request that a meeting concerning the complaint be held with the Compliance Officer. A minor student may
be accompanied at that meeting by a parent or guardian. The Compliance Officer will investigate the complaint
and attempt to resolve it. A written report from the Compliance Officer regarding action taken will be sent to the
involved parties within a reasonable time after receipt of the complaint.
Level Three - Superintendent/Administrator
If the complaint is not resolved at Level Two, the grievant may appeal it to Level Three by presenting a written
appeal to the superintendent within five working days after the grievant receives the report from the Compliance
Officer, the grievant may request a meeting with the Superintendent. The superintendent may request a meeting
with the grievant to discuss the appeal. A decision will be rendered by the superintendent within a reasonable
time after the receipt of the written appeal. If, in cases of disability grievances at the elementary and secondary
level, the issue is not resolved through the grievance process, the parents have a right to an impartial hearing to
resolve the issue.

East Sac County CSD Board Packet

Page 11

Code No. 103.R1

Page 2 of 2
GRIEVANCE PROCEDURE
This procedure in no way denies the right of the grievant to file formal complaints with the Iowa Civil Rights
Commission, the U.S. Department of Education Office for Civil Rights or Office of Special Education Programs,
the Equal Employment Opportunity Commission, or the Iowa Department of Education for mediation or
rectification of civil rights grievances, or to seek private counsel for complaints alleging discrimination.
Level Four - Appeal to Board
If the grievant is not satisfied with the superintendent's decision, the grievant can file an appeal with the board
within five working days of the decision. It is within the discretion of the board to determine whether it will hear
the appeal.
The Compliance Officer is:
Name: Amanda Miller, HS Counselor

Office Address: 801 Jackson, Lake View, IA 51450

Phone Number: 712-665-5000

Office Hours: 8:00 AM-4:00 PM, M-F

East Sac County CSD Board Packet

Page 12

Code No. 500

Page 1 of 2
OBJECTIVES FOR EQUAL EDUCATIONAL OPPORTUNITIES FOR STUDENTS
This series of the board policy manual is devoted to the board's goals and objectives for assisting the
students of the school district in obtaining an education. Each student will have an opportunity to obtain
an education in compliance with the policies in this series.
It is the goal of the board to develop a healthy social, intellectual, emotional, and physical self-concept
in the students enrolled in the school district. Each student attending school will have the opportunity to
use it and its education program and services as a means for self-improvement and individual growth.
In so doing, the students are expected to conduct themselves in a manner that assures each student the
same opportunity.
The board supports the delivery of the education program and services to students free of discrimination
on the basis of race, color, sex, marital status, national origin, creed, religion, sexual orientation, gender
identity, socio-economic status or disability. This concept of equal educational opportunity serves as a
guide for the board and employees in making decisions relating to school district facilities, employment,
selection of educational materials, equipment, curriculum, and regulations affecting students.
In the delivery of the education program, students will treat the employees with respect and students
will receive the same in return. Employees have the best interests of the students in mind and will assist
them in school-related or personal matters if they are able to do so. Students should feel free to discuss
problems, whether school-related or personal, with the guidance counselor or other employees.
Board policies, rules and regulations affect students while they are on school district property or on
property within the jurisdiction of the school district; while on school owned and/or operated school or
chartered vehicles; while attending or engaged in school activities; and while away from school grounds
if misconduct will directly affect the good order, efficient management and welfare of the school
district.
Board policy refers to the term "parents" in many of the policies. The term parents for purposes of this
policy manual will mean the legal parents, the legal guardian or custodian of a student. Students who
have reached the age of majority or are otherwise considered an adult by law.
Inquiries by students regarding compliance with equal educational opportunity and affirmative action
laws and policies, including but not limited to complaints of discrimination, are directed to the
Affirmative Action Coordinator by writing to the Affirmative Action Coordinator, East Sac County
Community School District, 801 Jackson, Lake View, IA 51450, ph 712-664-5000.
Inquiries by students regarding compliance with equal educational opportunity and affirmative action
laws and policies, including but not limited to complaints of discrimination, may also be directed in
writing to the Director of the Region VII office of Civil Rights, U.S. Department of Education 8930
Ward Parkway, Suite 2037, Kansas City, MO. 64114 (816) 268-0550 or Iowa Dept. of Education,
Grimes State Office Bldg., Des Moines, IA. (515) 281-5294. This inquiry or complaint to the federal or
state office may be done instead of, or in addition to, an inquiry or complaint at the local level.

East Sac County CSD Board Packet

Page 13

Code No. 500

Page 2 of 2
OBJECTIVES FOR EQUAL EDUCATIONAL OPPORTUNITIES FOR STUDENTS
Further information and copies of the procedures for filing a complaint are available in the school
district's central administrative office and the administrative office in each attendance center.

Approved: 10/07

Reviewed: 5/11, 11/14

East Sac County CSD Board Packet

Page 14

Revised: 5/15

Code No. 501.16

HOMELESS CHILDREN AND YOUTH
The board will make reasonable efforts to identify homeless children and youth of school age within the district,
encourage their enrollment and eliminate existing barriers to their receiving an education which may exist in
district policies or practices. The designated coordinator for identification of homeless children and for tracking
and monitoring programs and activities for these children are the districts counselors.
The education subtitle of the McKinney-Vento Homeless Assistance Act states the following [42 U.S.C.
11434a(2)]:
The term homeless children and youths
(A) means individuals who lack a fixed, regular, and adequate nighttime residence (within the
meaning of section 11302 (a)(1) of this title); and
(B) includes
(i) children and youths who are sharing the housing of other persons due to loss of
housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or
camping grounds due to the lack of alternative adequate accommodations; are living in emergency
or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
(ii) children and youths who have a primary nighttime residence that is a public or private
place not designed for or ordinarily used as a regular sleeping accommodation for human beings
(within the meaning of section 11302 (a)(2)(C) [1] of this title);
(iii) children and youths who are living in cars, parks, public spaces, abandoned
buildings, substandard housing, bus or train stations, or similar settings; and
(iv) migratory children (as such term is defined in section 6399 of title 20) who qualify as
homeless for the purposes of this part because the children are living in circumstances described in
clauses (i) through (iii)

Legal Reference:

No Child Left Behind, Title X, Sec. 722, P.L. 107-110 (2002).

42 U.S.C. 11431 et seq. (1994).
281 I.A.C. 33 (2005).

Cross Reference:

501
503.3
506
507.1
603.3
711.1

Approved:

Student Attendance
Fines - Fees - Charges
Student Records
Student Health and Immunization Certificates
Special Education
Student School Transportation Eligibility

Reviewed: 5/11

East Sac County CSD Board Packet

Page 15

Revised: 5/15

Code No. 603.4

MULTICULTURAL/GENDER FAIR EDUCATION
Students will have an equal opportunity for a quality education without discrimination, regardless of
their race, color, sex, marital status, national origin, creed, religion, sexual orientation, gender identity,
socio-economic status or disability.
The education program is free of discrimination and provides equal opportunity for the students. The
education program will foster knowledge of and respect and appreciation for the historical and
contemporary contributions of diverse cultural groups, as well as men and women, to society. Special
emphasis is placed on Asian-Americans, African-Americans, Hispanic-Americans, American Indians,
European Americans and persons with disabilities. It will also reflect the wide variety of roles open to
both men and women and provide equal opportunity to both sexes.

Legal Reference:

Iowa Code 216.9; 256.11 (2007).

281 I.A.C. 12.5(8).

Cross Reference:

102
600

Approved:

Equal Educational Opportunity

Goals and Objectives of the Education Program
Reviewed: 6/11, 6/14

East Sac County CSD Board Packet

Page 16

Revised: 3/10, 5/15