100 Long-Range Planning and Improvement

100 Mission Statement

F. C. SCHOOL BOARD POLICIES

Series 100 - Long-Range Planning and Improvement

Mission Statement                                  Code No. 100

Our mission statement reaffirms the purpose of the school district and makes a statement of beliefs about the relationship between the school and the learners.

OUR MISSION STATEMENT:  The Forest City Community School is committed to providing each student the opportunity for a 21st century education.

VISION STATEMENT: The Forest City Community School District will challenge children of all abilities to achieve excellence in a wide range of academics, arts, athletics and activities.

CORE VALUES:  Collaboration in the context of each part's role in the education of all our students respect for a diversity of ideas and people (open-mindedness and creativity)  Honest discussions based on data and perceptions.  Leadership, commitment, and follow-through to accomplish our vision and mission.

Mutual trust, Stewardship of the public's resources and Excellence in all we do.  

ESSENTIAL LEARNER OUTCOMES:  The following infusion areas will be a part of our curriculum in all subject areas:            

  • Communication Skills
  • Learning/Study Skills
  • Technology Skills
  • Higher Order Thinking Skills
  • Multicultural Gender Fair Skills
  • Global Skills
  • Career Skills

 

Adoption  2-8-88

Review      7-17-89    11-11-04    9-19-11  3-13-17

Revision  3-14-94    9-14-98    12-9-04  3-13-17

Cross References:

Legal References:

 

 

101 Educational Philosophy & Essential Learner Outcomes

F. C. SCHOOL BOARD POLICIES

Series 100 - Long-Range Planning And Improvement

Educational Philosophy                          Code No. 101

It is vital that students are able to learn and adapt in an ever-changing society.  Accordingly, the Forest City Community School has the responsibility to provide quality education and guidance and to create maximum learning opportunities for all students.

The school should be student-centered; students should be treated as individuals with unique capabilities, aptitudes, and personalities.  Students should be active participants in the learning process; the educational program should promote individual as well as group experiences in order for students to learn effective cooperation with others.

In addition to academic involvement, students should be encouraged to participate in co-curricular activities as a valuable educational, interpersonal experience.

With quality as the constant and time as the variable, assessment of student performance is based upon what students know and can do.  The following essential learner outcomes will be a part of our curriculum in all subject areas:

  • Communication Skills
  • Learning/Study Skills
  • Technology Skills
  • Higher Order Thinking Skills
  • Multicultural Gender Fair Skills
  • Global Skills
  • Career Skills

The Continuous School Improvement Plan (CSIP) will also contain information relevant to long-range planning.  This would include long-range goals in reading, math, science, culture/climate, and technology.  It also includes information relevant to continuous improvement through program evaluation of district programs.

Adoption   2- 8-88

Review    7-17-89   11-11-04   9-19-11  3-13-17

Revision   3-14-94     9-14-98   12-9-04

Cross References:

Legal References:                                                                                                        

102 Needs Assessment Procedures

F. C. SCHOOL BOARD POLICIES

Series 100 - Long-Range Planning And Improvement

Long-Range Needs Assessment      Code No. 102 

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 an ongoing and in-depth needs assessment, soliciting information from business, labor, industry, higher education and community members, regarding their expectations for adequate student preparation as responsible citizens and successful wage earners.

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

The district describes the thinking/decision-making process it uses to collect and analyze the data from student data sources as well as program/service implementation data. Emphasis is placed on describing how key stakeholder groups are involved in the district decision-making process and clarification is provided in regard to the role of each stakeholder group and responsibility to the process.  The district also provides a brief description on how district information is shared with our community. Data collection and analysis is a shared responsibility in our district

A task of the District Advisory Committee is the development of a district wide needs assessment and to analyze its findings.  A needs assessment is completed every five years.  The DAC then makes recommendations to the Board of Education regarding district-wide prioritized needs, possible adjustments to CSIP goals, and the programs and services provided to students. The Forest City Board of Education makes decisions based on these recommendations. 

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 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 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.

 

 

Adoption 11-14-88

Review     7-17-89   9-14-98     1-13-05   9-19-11  3-13-17

Revision   9-10-90   3-14-94   02-10-05

Cross References: 

  • 101 Educational Philosophy of the School District
  • 200 Guiding Principles of the Board of Directors
  • 602 Basic Instruction Program
  • 901.1 Buildings and Sites Surveys

Legal References: Iowa Code §§ 21; 256.7; 280.12, .18 (1997). 281 I.A.C. 12.8(1)(b).

102-R1 Long-Range Needs Assessment

REGULATIONS

Series 100 - Long-Range Planning And Improvement

Long-Range Needs Assessment             Code No. 102-R1

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

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

The long-range needs assessment process is mandatory but it does not need to be an administrative regulation supporting the long-range needs assessment policy.  It is, however, recommended that it become an administrative regulation to support the policy to ensure completeness and consistency.

 

Adoption   02-10-05

Review        9-19-11  3-13-17

Revision            

103 A Simplified Model of Responsibility

F. C. SCHOOL BOARD POLICIES

Series 100 - Long-Range Planning And Improvement

A Simplified Model Of Responsibility *                 Code No. 103 

School Board Members:

  • Represent community.

  • Oversee facilities and financial planning.

  • Set goal and objectives.

  • Establish policies.

  • Review proposed improvements.

  • Direct administration.

  • Evaluate the superintendent.

 

The Administrative Team Members:

  • Maintain public liaison.

  • Prepare facility and financial plans.

  • Implement policies.

  • Administer school programs.

  • Recommend personnel to be hired and assess personnel.

  • Assess performance.

  • Are directed by and report to the school board.

 

The Teachers:

  • Maintain student and parent liaison.

  • Provide professional growth plans.

  • Plan student objectives.

  • Implement a variety of teaching strategies.

  • Monitor and report student progress and growth.

  • Relate as coaches and facilitators.

  • Participate as members of the total learning community.

 

The Students:

  • Take responsibility for their own learning.

  • Attend school regularly.

  • Complete homework assignments and submit quality work.

  • Communicate with parents, teachers, counselors, and others.

  • Are self-disciplined and do not disrupt the learning environment.

  • Develop higher-order skills. And relate the school experience to the work world.

  • Seek to develop a sense of values and a global view of the world.

 

* First in the Nation in Education, 1984

 

Adoption 11-14-88

Review    7-17-89     9-14-98    9-19-11  3-13-17

Revision  3-14-94

Cross References:

Legal References:

103-E Model of Responsibility (A Helping System)

104 Equity and Safe Environment

104.1 Educational Equity

F. C. SCHOOL BOARD POLICIES
 
Series 100 - Long-Range Planning And Improvement
 
Educational Equity  Code No. 104.1 
 
It is the policy of the Forest City Community School not to discriminate on the basis race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity, physical attributes, physical or mental ability, ancestry, political party preference, political belief, socioeconomic status, or familial status, or socioeconomic status 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 Educational 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 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 Mr. Darwin Lehmann, Forest City Community School District, 145 S. Clark St., Forest City, IA 50436,  Phone Number (641) 585-2323; to the Directors 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.
 
 
Adoption  4-48-86
 
Review    7-17-89   9-14-98  08-08-11 12-14-15  4-10-17
 
Revision  3-14-94  10-12-06 12-14-15  9-19-11  4-10-17
 
Cross References:
 
Legal References:                                                                                                    

104.1-E1 ANNUAL NOTICE OF NONDISCRIMINATION

Code No. 104.1-.E1

ANNUAL NOTICE OF NONDISCRIMINATION

It is the policy of the Forest City Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), physical attributes, physical or mental ability, ancestry, political party preference, political belief, socioeconomic status, or familial status sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Zach Dillovou, 216 West School St, 641-585-4772, zdillovou@forestcity.k12.ia.us.

The Forest City CSD offers career and technical programs in the following service areas:
-Agriculture
-Business
-FACS (Family and Consumer Sciences)
-Industrial Technology
-Automotive (in conjunction with NIACC)
-Health Services (in conjunction with NIACC)
HVAC (Heating, Ventilation, and Air Conditions) (In conjunction with NIACC)

Adoption 1-11-16 Cross References:
Review 12-14-15 4-10-17
Revision

Legal References:

104.1-E3 NOTICE OF SECTOIN 504 STUDENT AND PARENTAL RIGHTS

NOTICE OF SECTION 504 STUDENT AND PARENTAL RIGHTS The Forest City Community School District does not discriminate in its educational programs and activities on the basis of a student's disability. It has been determined that your child has a qualifying disability for which accommodations may need to be made to meet his or her individual needs as adequately as the needs of other students. As a parent, you have the right to the following: • Participation of your child in school district programs and activities, including extracurricular programs and activities, to the maximum extent appropriate, free of discrimination based upon the student's disability and at the same level as students without disabilities; • Receipt of free educational services to the extent they are provided students without disabilities: • Receipt of information about your child and your child's educational programs and activities in your native language; • Notice of identification of your child as having a qualifying disability for which accommodations may need to be made and notice prior to evaluation and placement of your child and right to periodically request a re-evaluation of your child; • Inspect and review your child's educational records including a right to copy those records for a reasonable fee; you also have a right to ask the school district to amend your child's educational records if you feel the information in the records is misleading or inaccurate; should the school district refuse to amend the records, you have a right to a hearing and to place an explanatory letter in your child's file explaining why you feel the records are misleading or inaccurate; and • Hearing before an impartial hearing officer if you disagree with your child's evaluation or placement; you have a right to counsel at the hearing and have the decision of the impartial hearing officer reviewed. It is the policy of the Forest City Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Zach Dillovou, 216 West School St, 641-585-4772, zdillovou@forestcity.k12.ia.us.

Adoption 1-11-16

Cross References:

Review 12-14-15 4-10-17

Revision

104.1-E2 CONTINUOUS NOTICE OF NONDISCRIMINATION

CONTINUOUS NOTICE OF NONDISCRIMINATION It is the policy of the Forest City Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, physical attributes, physical or mental ability, ancestry, political party preference, political belief, socioeconomic status, or familial status. gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Zach Dillovou, 216 West School St, 641-585-4772, zdillovou@forestcity.k12.ia.us. Adoption 1-11-16 Cross References: Review 12-14-15 Revision Legal References:

104.1-E4 GRIEVANCE PROCEDURE

GRIEVANCE PROCEDURE It is the policy of the Forest City Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Zach Dillovou, 216 West School St, 641-585-4772, zdillovou@forestcity.k12.ia.us. Students, parents of students, employees, and applicants for employment in the school district have the right to file a formal complaint alleging discrimination. The district has policies and procedures in place to identify and investigate complaints alleging discrimination. If appropriate, the district will take steps to prevent the recurrence of discrimination and to correct its discriminatory effects on the Complainant and others. A Complainant may attempt to resolve the problem informally by discussing the matter with a building principal or a direct supervisor. However, the Complainant has the right to end the informal process at any time and pursue the formal grievance procedures outlined below. Use of the informal or formal grievance procedure is not a prerequisite to the pursuit of other remedies. Please note that informal processes and procedures are not to be used in certain circumstances (e.g., sexual harassment and sexual assault). Filing a Complaint A Complainant who wishes to avail himself/herself of this grievance procedure may do so by filing a complaint with the equity coordinator(s). An alternate will be designated in the event it is claimed that the equity coordinator or superintendent committed the alleged discrimination or some other conflict of interest exists. Complaints shall be filed within [state number of days - 180] of the event giving rise to the complaint or from the date the Complainant could reasonably become aware of such occurrence. The Complainant will state the nature of the complaint and the remedy requested. The equity coordinator(s) shall assist the Complainant as needed. Investigation Within [state number of days - 15] working days, the equity coordinator will begin the investigation of the complaint or appoint a qualified person to undertake the investigation (hereinafter “equity coordinator”). If the Complainant is under 18 years of age, the equity coordinator shall notify his or her parent(s)/guardian(s) that they may attend investigatory meetings in which the Complainant is involved. The complaint and identity of the Complainant, Respondent, or witnesses will only be disclosed as reasonably necessary in connection with the investigation or as required by law or policy. The investigation may include, but is not limited to the following: • A request for the Complainant to provide a written statement regarding the nature of the complaint; • A request for the individual named in the complaint to provide a written statement; • A request for witnesses identified during the course of the investigation to provide a written statement; • Interviews of the Complainant, Respondent, or witnesses; • An opportunity to present witnesses or other relevant information; and • Review and collection of documentation or information deemed relevant to the investigation. Within [state number of days - 60] working days, the equity coordinator shall complete the investigation and issue a report with respect to the findings. The equity coordinator shall notify the Complainant and Respondent of the decision within [state number of days – 5] working days of completing the written report. Notification shall be by U.S. mail, first class. Decision and Appeal The complaint is closed after the equity coordinator has issued the report, unless within [state number of days - 10] working days after receiving the decision, either party appeals the decision to the superintendent by making a written request detailing why he/she believes the decision should be reconsidered. The equity coordinator shall promptly forward all materials relative to the complaint and appeal to the superintendent. Within [state number of days - 30] working days, the superintendent shall affirm, reverse, amend the decision, or direct the equity coordinator to gather additional information. The superintendent shall notify the Complainant, Respondent, and the equity coordinator of the decision within [state number of days – 5] working days of the decision. Notification shall be by U.S. mail, first class. The decision of the superintendent shall be final. The decision of the superintendent in no way prejudices a party from seeking redress through state or federal agencies as provided by in law. This policy and procedures are to be used for complaints of discrimination, in lieu of any other general complaint policies or procedures that may be available. If any of the stated timeframes cannot be met by the district, the district will notify the parties and pursue completion as promptly as possible. Retaliation against any person, because the person has filed a complaint or assisted or participated in an investigation, is prohibited. Persons found to have engaged in retaliation shall be subject to discipline by appropriate measures. NOTE: The sample grievance procedures include an appeal process that ends with the superintendent. If the board chooses to have a different practice that involves the board in these grievance procedures, the procedures should be updated to reflect this practice. NOTE: The Office for Civil Rights requires that the procedures must designate reasonably prompt time frames for the major stages of the complaint process. The number listed in the italic brackets for each stage includes suggested time frames based on guidance from both the United States Office for Civil Rights and the Iowa Department of Education. Districts should ensure that the time frames selected are reasonable for the individual district. NOTE: Some conduct that falls under a school’s equal educational opportunity policy also may trigger responsibilities under the state’s anti-bullying/anti-harassment laws. By limiting the response to a specific application of its equal educational opportunity policy and the accompanying grievance procedures, a school may fail to properly consider whether the alleged conduct also results in bullying and/or harassment Adoption 1-11-16

Cross References:

Review 12-14-15  4-10-17

Revision Legal References:

104.2 Anti-bullying/Harassment Policy

F. C. SCHOOL BOARD POLICIES
 
Series 100 - Long-Range Planning and Improvement
 
Anti-Bullying/Harassment Policy Code No. 104.2
 
Harassment and bullying of students and employees are against federal, state and local policy, and are not tolerated by the board.  The board is committed to providing all students with a safe and civil school environment in which all members of the school community are treated with dignity and respect.  To that end, the board has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to deal with incidents of bullying and harassment. Bullying and harassment of students by other students, by school employees, and by volunteers who have direct contact with students will not be tolerated in the school or school district.  
 
Forest City Community School District's definition of Bullying: A person is bullied when he or she is exposed repeatedly and over-time, to negative activities on there part of one or more other persons and he or she has difficulty defending himself or herself (Olwevs Program).
 
The board prohibits harassment, bullying, hazing, or any other victimization, of students, based on any of the following actual or perceived traits or characteristics, including but 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.  Harassment against employees based upon the employee’s race, color, national origin, gender, disability, religion, creed, age (for employment), marital status(for programs), sexual orientation, gender identity, or socioeconomic status.  is also prohibited.
 
This policy is in effect while students or employees are on property within the jurisdiction of the board; while on school-owned or school-operated vehicles; while attending or engaged in school-sponsored activities; and while away from school grounds if the misconduct directly affects the good order, efficient management and welfare of the school or school district.
 
If, after an investigation, a student is found to be in violation of this policy, the student shall be disciplined by appropriate measures, which may include suspension or expulsion.  If after an investigation a school employee is found to be in violation of this policy, the employee shall be disciplined by appropriate measures which may include termination.  If after an investigation a school volunteer is found to be in violation of this policy, the volunteer shall be subject to appropriate measures which may include exclusion from school grounds.  “Volunteer” means an individual who has regular, significant contact with students.
 
When looking at the totality of the circumstances, harassment and bullying mean any electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment that meets one or more of the following conditions: 
  • Places the student in reasonable fear of harm to the student’s person or property;
  • Has a substantially detrimental effect on the student’s physical or mental health;
  • Has the effect of substantially interfering with the student’s academic performance; or
  • Has the effect of substantially interfering with the student’s ability to participate in or benefit from the services, activities, or privileges provided by a school.
“Electronic” means any communication involving the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means.  “Electronic” includes but is not limited to communication via electronic mail, internet-based communications, pager service, cell phones, electronic text messaging or similar technologies.
Harassment and bullying may include, but are not limited to, the following behaviors and circumstances: 
  • Repeated remarks of a demeaning nature;
  • Implied or explicit threats concerning one's grades, achievements, property, etc.;
  • Demeaning jokes, stories, or activities directed at the student; and/or
  • Unreasonable interference with a student's performance.
Sexual harassment of a student by an employee means unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when:
  • Submission to the conduct is made either implicitly or explicitly a term or condition of the student’s education or benefits;
  • Submission to or rejection of the conduct is used as the basis for academic decisions affecting that student; or
  • The conduct has the purpose or effect of substantially interfering with the student’s academic performance by creating an intimidating, hostile, or offensive education environment. 
In situations between students and school officials, faculty, staff, or volunteers who have direct contact with students, bullying and harassment may also include the following behaviors: 
  • Requiring that a student submit to bullying or harassment by another student, either explicitly or implicitly, as a term or condition of the targeted student’s education or participation in school programs or activities; and/or
  • Requiring submission to or rejection of such conduct as a basis for decisions affecting the student.
Any person who promptly, reasonably, and in good faith reports an incident of bullying or harassment under this policy to a school official, shall be immune from civil or criminal liability relating to such report and to the person’s participation in any administrative, judicial, or other proceeding relating to the report.  Individuals who knowingly file a false complaint may be subject to appropriate disciplinary action.
Retaliation against any person, because the person has filed a bullying or harassment complaint or assisted or participated in a harassment investigation or proceeding, is also prohibited. Individuals who knowingly file false harassment complaints and any person who gives false statements in an investigation shall be subject to discipline by appropriate measures, as shall any person who is found to have retaliated against another in violation of this policy.  Any student found to have retaliated in violation of this policy shall be subject to measures up to, and including, suspension and expulsion.  Any school employee found to have retaliated in violation of this policy shall be subject to measures up to, and including, termination of employment.  Any school volunteer found to have retaliated in violation of this policy shall be subject to measures up to, and including, exclusion from school grounds.  
 
The school or school district will promptly and reasonably investigate allegations of bullying or harassment. The Principal or designee will be responsible for handling all complaints by students alleging bullying or harassment.  The Principal or designee will be responsible for handling all complaints by employees alleging harassment.
 
It also is the responsibility of the superintendent, in conjunction with the investigator and principals, to develop procedures regarding this policy.  The superintendent also is responsible for organizing training programs for students, school officials, faculty, staff, and volunteers who have direct contact with students. The training will include how to recognize harassment and what to do in case a student is harassed. It will also include proven effective harassment prevention strategies. The superintendent will also develop a process for evaluating the effectiveness of the policy in reducing bullying and harassment in the school district. 
 
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, 
and a copy shall be made to any person at the central administrative office at
810 West K Street, Forest City,  IA.  50436
 
 
 
 
 
 
Adoption  12-13-93
 
Review     9-14-98    5-11-10   08-08-11 12-14-15  4-10-17
 
Revision   7-16-07   12-13-07    9-19-11 12-14-15
 
Cross References: 500 Student Rights and Responsibilities;  503 Student Discipline; 506 Student Records
  
Legal References: 20 U.S.C. §§ 1221-1234i (2004).  29 U.S.C. § 794 (1994).  42 U.S.C. §§ 2000d-2000d-7 (2004).; 42 U.S.C. §§ 12001 et. seq. (2004).  Senate File 61, 1st Regular Session, 82nd General Assembly, (2007); Iowa code §§ 216.9; 280.3 (2007); 281 I.A.C. 12.3 (6);  Morse v. Frederick. 127 S.Ct. 2618 (2007)
 
 

 

104.2 R1 Anti-Bullying/Harassment Investigation Procedures

REGULATIONS
 
Series 100 - Long-Range Planning and Improvement
 
 
Anti-Bullying/Harassment Investigation Procedures Code No. 104.2-R1
 
Individuals who feel that they have been harassed should:
  • Communicate to the harasser that the individual expects the behavior to stop, if the individual is comfortable doing so.  If the individual wants assistance communicating with the harasser, the individual should ask a teacher, counselor or principal to help.
  • If the harassment does not stop, or the individual does not feel comfortable confronting the harasser, the individual should:
    • tell a teacher, counselor or principal; and
    • write down exactly what happened, keep a copy and give another copy to the teacher, counselor or principal including;
      • what, when and where it happened;
      • who was involved;
      • exactly what was said or what the harasser did;
      • witnesses to the harassment;
      • what the student said or did, either at the time or later;
      • how the student felt; and 
      • how the harasser responded.
COMPLAINT PROCEDURE
 
An individual who believes that the individual has been harassed or bullied will notify the building principal, the designated investigator.  The alternate investigator is a different building administrator.  The investigator may request that the individual complete the Harassment/Bullying Complaint form and turn over evidence of the harassment, including, but not limited to, letters, tapes, or pictures.  The complainant shall be given a copy of the completed complaint form.   Information received during the investigation is kept confidential to the extent possible.
 
The investigator, with the approval of the principal, or the principal has the authority to initiate an investigation in the absence of a written complaint.
 
INVESTIGATION PROCEDURE
 
The investigator will reasonably and promptly commence the investigation upon receipt of the complaint.  The investigator will interview the complainant and the alleged harasser.  The alleged harasser may file a written statement in response to the complaint.  The investigator may also interview witnesses as deemed appropriate.
 
Upon completion of the investigation, the investigator will make written findings and conclusions as to each allegation of harassment and report the findings and conclusions to the principal.  The investigator will provide a copy of the findings of the investigation to the principal.  
 
RESOLUTION OF THE COMPLAINT
 
Following receipt of the investigator's report, the principal may investigate further, if deemed necessary, and make a determination of any appropriate additional steps which may include discipline.
 
Prior to the determination of the appropriate remedial action, the principal may, at the principal's discretion, interview the complainant and the alleged harasser.  The principal will file a written report closing the case and documenting any disciplinary action taken or any other action taken in response to the complaint.  The complainant, the alleged harasser and the investigator will receive notice as to the conclusion of the investigation.  The principal will maintain a log of information necessary to comply with Iowa Department of Education reporting procedures.
 
POINTS TO REMEMBER IN THE INVESTIGATION
  • Evidence uncovered in the investigation is confidential.
  • Complaints must be taken seriously and investigated.
  • No retaliation will be taken against individuals involved in the investigation process.
  • Retaliators will be disciplined up to and including suspension and expulsion.
 
CONFLICTS
 
If the investigator is a witness to the incident, the alternate investigator shall investigate.

104.2E1 Anti-Bullying/ Harassment Complaint Form

Code No. 104.2-E1

COMPLAINT FORM (Discrimination, Anti-Bullying, and Anti-Harassment)

Date of complaint:

Name of Complainant:

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

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

Date and place of alleged incident(s):

Names of any witnesses (if any):

Nature of discrimination, harassment, or bullying alleged (check all that apply):
Age Physical Attribute Sex
Disability Physical/Mental Ability Sexual Orientation
Familial Status Political Belief Socio-economic Background
Gender Identity Political Party Preference Other – Please Specify:
Marital Status Race/Color
National Origin/Ethnic Background/Ancestry Religion/Creed
In the space below, please describe what happened and why you believe that you or someone else has been discriminated against, harassed, or bullied. Please be as specific as possible and attach additional pages if necessary.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I agree that all of the information on this form is accurate and true to the best of my knowledge.
Signature: _____________________________________ Date: ___________________________

104.2-E2 Anti-Bullying/Harassment Witness Disclosure Form

Code No. 104.2-E2

WITNESS DISCLOSURE FORM

Name of Witness:

Date of interview:

Date of initial complaint:

Name of Complainant (include whether the Complainant is a student or employee):

Date and place of alleged incident(s):

Nature of discrimination, harassment, or bullying alleged (check all that apply):
Age Physical Attribute Sex
Disability Physical/Mental Ability Sexual Orientation
Familial Status Political Belief Socio-economic Background
Gender Identity Political Party Preference Other – Please Specify:
Marital Status Race/Color
National Origin/Ethnic Background/Ancestry Religion/Creed
Description of incident witnessed: _________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________
Additional information: _________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
Signature: _____________________________________ Date: ___________________________

104.2-E3 Disposition of Anti-Bullying/Harassment Complaint Form

Code No. 104.2-E3

DISPOSITION OF COMPLAINT FORM

Date:

Date of initial complaint:

Name of Complainant (include whether the Complainant is a student or employee):

Date and place of alleged incident(s):

Name of Respondent (include whether the Respondent is a student or employee):

Nature of discrimination, harassment, or bullying alleged (check all that apply):
Age Physical Attribute Sex
Disability Physical/Mental Ability Sexual Orientation
Familial Status Political Belief Socio-economic Background
Gender Identity Political Party Preference Other – Please Specify:
Marital Status Race/Color
National Origin/Ethnic Background/Ancestry Religion/Creed
Summary of Investigation: _______________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
Signature: _____________________________________ Date: