100 - EDUCATIONAL PHILOSOPHY
100 - EDUCATIONAL PHILOSOPHY Jen@iowaschool… Tue, 11/09/2021 - 15:42100 - Legal Status of the School District
100 - Legal Status of the School DistrictIowa 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 shall be known as the Fairfield Community School District.
This school corporation is located in Jefferson County, and its affairs are conducted by elected school officials, the Fairfield Community School District Board of Directors. This school corporation has exclusive jurisdiction over school matters in the territory of the school district.
Legal Reference: Iowa Code §§ 274.1, .2, .6, .7; 279.8; 594A
Cross Reference: 200 Legal Status of the Board of Directors
Approved: Dec. 16, 1996, February 21, 2022
Reviewed: Aug. 24, 2005, August 18, 2014, January 24, 2022
Revised: January 24, 2022, January 24, 2022
101 - Educational Philosophy of the School District
101 - Educational Philosophy of the School DistrictAs a school corporation of Iowa, the Fairfield 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
Cross Reference: 102 Equal Educational Opportunity
103 Long-Range Needs Assessment
209 Board of Directors' Management Procedures
600 Goals and Objectives of the Education Program
602 Curriculum Development
Approved: Feb. 11, 1985, Sep 15, 2014, February 21, 2022
Reviewed: Aug. 24, 2005, August 18, 2014, January 24, 2022
Revised: August 18, 2014, January 24, 2022
102 - Equal Educational Opportunity
102 - Equal Educational OpportunityIt is the goal of the board to develop a healthy social, intellectual, emotional, and physical self-concept in the students enrolled in the school district. Each student attending school will have the opportunity to use its education program and services as a means for self-improvement and individual growth. In so doing, the students are expected to conduct themselves in a manner that assures each student the same educational opportunity.
The Fairfield Community School District does 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. The belief in equal educational opportunity serves as a guide for the board and employees in making decisions relating to school district facilities, employment, selection of educational materials, equipment, curriculum, and regulations affecting students. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Chuck Benge, 403 S 20th St., Fairfield. Ph. 641-209-2655. Email: chuck.benge@fairfieldsfuture.org.
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.
The board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the school district to subscribe to all applicable federal and state laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity.
Inquiries by students regarding compliance with equal educational opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, are directed to the Affirmative Action Coordinator by writing to the Affirmative Action Coordinator, Chuck Benge; Fairfield Community School District, Fairfield, Iowa 52556; or by telephoning (641) 472 2655.
Inquiries by students regarding compliance with equal educational opportunity and affirmative action laws and policies, including but not limited to complaints of discrimination, may also be directed in writing to the Director of the Region VII office of Civil Rights, U.S. Department of Education, John C. Kluczynski Federal Building, 230 S. Dearborn St., 37th Floor, Chicago, IL, 60604 (312) 730-1560, fax (312) 730-1576 OCR.Chicago@ed.gov, the Iowa Civil Rights Commissioner, https://icrc.iowa.gov, (515) 281-4121 or the Iowa Dept. of Education, Grimes State Office Bldg., Des Moines, IA 50319. (515) 281-5294. This inquiry or complaint to the federal or state office may be done instead of, or in addition to, an inquiry or complaint at the local level.
This is a mandatory policy.
Legal Reference: 20 U.S.C. §§ 1221 et seq.
20 U.S.C. §§ 1681 et seq.
20 U.S.C. §§ 1701 et seq.
29 U.S.C. § 206 et seq.
29 U.S.C. § 794
42 U.S.C. §§ 2000d and 2000e
42 U.S.C. §§ 12101 et seq.
34 C.F.R. Pt. 100
34 C.F.R. Pt. 104
Iowa Code §§ 216.9; 216.9; 256.11, 280.3
281 I.A.C. 12.
Cross Reference: 101 Educational Philosophy of the School District
401.1 Equal Employment Opportunity
506.1 Student Records
Approved: Dec. 16, 1996, Sep 15, 2014, February 21, 2022
Reviewed: July 20, 2007, Jan. 12, 2009, June 14, 2010, Nov. 8, 2010, Aug 18, 2014, January 24, 2022
Revised: Aug. 13, 2007, Feb. 9, 2009, July 12, 2010, Aug 18, 2014, January 24, 2022
102.E1 - Annual Notice of Nondiscrimination
102.E1 - Annual Notice of NondiscriminationThe Fairfield Community School District offers career and technical programs in the following areas of study: Industrial Education, Family Consumer Science, Vocational Agriculture and Business Education.
It is the policy of the Fairfield 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 Chuck Benge, 403 S. 20th St, Fairfield, (641) 472-2655 or email at chuck.benge@fairfieldsfuture.org.
Approved: Sep 15, 2014, February 21, 2022
Reviewed: Aug 18, 2014, January 24, 2022
Revised: Aug 18, 2014, January 24, 2022
102.E2 - Continuous Notice of Nondiscrimination
102.E2 - Continuous Notice of NondiscriminationIt is the policy of the Fairfield Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Equity Coordinator Chuck Benge, 403 S. 20th St., Fairfield, (641) 472-2655 or email: chuck.benge@fairfieldsfuture.org.
Approved: February 21, 2022
Reviewed: January 24, 2022
Revised: January 24, 2022
102.E3 - Grievance Documentation
102.E3 - Grievance DocumentationName of Individual Alleging Discrimination or Non-Compliance
Name
Grievance Date
State the nature of the complaint and the remedy requested.
Indicate Principal's or Supervisor's response or action to above complaint.
Signature of Principal or Supervisor
102.E4 - Section 504 Student and Parental Rights
102.E4 - Section 504 Student and Parental RightsThe Fairfield 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;
- 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.
Inquiries concerning the school district's compliance with the regulations implementing Title VI, Title IX, the Americans with Disabilities Act (ADA), § 504 or Iowa Code § 280.3 should be directed to:
Director of Curriculum
Fairfield Community School District
A.C.T. Center
403 South 20th Street
Fairfield, Iowa 52556-4243
(Telephone No. 641-472-2655)
who has been designated by the school district to coordinate the school district's efforts to comply with the regulations implementing Title VI, Title IX, the ADA, § 504 and Iowa Code 280.3.
Approved:
Reviewed: Aug 25, 2014
Revised: Aug 25, 2014
102.R1 - Grievance Procedure
102.R1 - Grievance ProcedureStudents, 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 their gender, race, national origin, creed, religion, age, sexual orientation, gender identity or disability 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 gender, race, national origin, creed, religion, age, sexual orientation, gender identity or disability are encouraged to first discuss it with the personnel contact person. This paragraph is for employees and “marital status” isn’t a protected class for employees.
A student, or a parent of a student, with a complaint of discrimination based upon their gender, race, national origin, creed, religion, marital status, sexual orientation, gender identity 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.
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 Curriculum Director
Office Address 403 South 20th Street, Fairfield, IA 52556-4243
Phone Number 641-472-2655
Office Hours 8:00 a.m. – 4:30 p.m.
Approved: Sep 15, 2014
Reviewed: Aug 18, 2014
Revised: Aug 18, 2014
103 - Long-Range Needs Assessment
103 - Long-Range Needs AssessmentLong-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.
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.
Long-range and ongoing needs assessment and reporting includes internal (I) and external (E) data. The district will continue to monitor student achievement data (I) and information gathered from the community, building site teams and the K-12 vertical team (School Improvement Advisory Committee - SIAC) (E) to assess on-going needs and to formulate appropriate goals. Reporting will be done through reports to building site teams, the board of directors, the K-12 vertical team (School Improvement Advisory Committee - SIAC), the Annual Progress Report, the media and in building newsletters.
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.
Legal Reference: Iowa Code §§ 21; 256.7; 280.12, .(2013).
281 I.A.C. 12.8(1) (b).
Cross Reference: 101 Educational Philosophy of the School District
200 Legal Status of the Board of Directors
208 Ad Hoc Committees
603.1 Basic Instruction Program
801.1 Buildings and Sites Long-Range Planning
801.2 Buildings and Sites Surveys
Approved: Feb. 11, 1985, Sep 15, 2014
Reviewed: Aug. 24, 2005; Jan. 12, 2009 , Aug 18, 2014
Revised: Oct. 9, 2000; Feb. 9, 2009, Aug 18, 2014
104 - Anti-Bullying/Harassment Policy
104 - Anti-Bullying/Harassment PolicyThe Fairfield 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. Complaints will be investigated within a reasonable time frame.
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
NOTE: This is a mandatory policy. School districts are required to integrate the anti-bullying and anti-harassment policy into the comprehensive school improvement plan and shall 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.
Legal References: 20 U.S.C. §§ 1221-1234i (2012).
29 U.S.C. § 794 (2012).
42 U.S.C. §§ 2000d-2000d-7 (2012).
42 U.S.C. §§ 12101 2et. seq. (2012).
Iowa Code §§ 216.9; 280.28; 280.3 (2013).
281 I.A.C. 12.3(6).
Morse v. Frederick, 127 S. Ct. 2618 (2007)
Cross References: 102 Equal Educational Opportunity
502 Student Rights and Responsibilities
503 Student Discipline
506 Student Records
Approved: Aug. 13, 2007, Sep. 15, 2014, Aug. 17, 2020, Oct. 18, 2021
Reviewed: Oct. 8, 2007; Jan. 12, 2009, Apr. 20, 2012, Jun. 18, 2012, Aug. 18, 2014, Jul. 20,2020, Sept. 20, 2021
Revised: Nov. 12, 2007; Feb. 9, 2009, Aug. 18, 2014, Jul. 20,2020, Sept. 20, 2021
104.E1 - Anti-Bullying/Harassment Complaint Form
104.E1 - Anti-Bullying/Harassment Complaint Form|
Date of complaint: |
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Name of Complainant: |
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Are you filling out this form for yourself or someone else (please identify the individual if you are submitting on behalf of someone else): |
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Who or what entity do you believe discriminated against, harassed, or bullied you (or someone else)? |
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Date and place of alleged incident(s): |
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Names of any witnesses (if any): |
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P * Sexual Harassment follows Title IX forms, please see website.
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.
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I agree that all of the information on this form is accurate and true to the best of my knowledge.
Signature: _____________________________________ Date: __________________________
104.E2 - Anti-Bullying/Harassment Witness Disclosure Form
104.E2 - Anti-Bullying/Harassment Witness Disclosure Form|
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Date of interview: |
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Date of initial complaint: |
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Name of Complainant (include whether the Complainant is a student or employee): |
_____________________________________________________ _____________________________________________________ |
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Date and place of alleged incident(s): |
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Nature of discrimination, harassment, or bullying alleged (check all that apply):
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Description of incident witnessed: _________________________________________________________
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Additional information: _________________________________________________________________
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I agree that all of the information on this form is accurate and true to the best of my knowledge.
Signature: _____________________________________ Date: __________________________
104.E3 - Disposition of Anti-Bullying/Harassment Complaint Form
104.E3 - Disposition of Anti-Bullying/Harassment Complaint Form|
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Name of Complainant (include whether the Complainant is a student or employee): |
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Date and place of alleged incident(s): |
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104.R1 - Anti-Bullying/Harassment Investigation Procedures
104.R1 - Anti-Bullying/Harassment Investigation ProceduresIndividuals 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;
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- 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 the superintendent. 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 will investigate.
105 - Assistance Animals
105 - Assistance AnimalsIt is the policy of Fairfield Community School District to foster an equal education environment for all students, employees and community members within the district. The purpose of this policy is to provide guidance to the district on the proper use of assistance animals while on district property. The district shall allow the use of qualified service animals and assistive animals to accompany individuals with disabilities in all areas of district buildings where the public is normally allowed to go. This can include classrooms, cafeteria and school buses. Individuals with disabilities are people who have a physical or mental impairment that substantially limits one or more major life activities. Service animals are dogs and in some instances miniature horses trained to do work or perform tasks for individuals with disabilities. Assistive animals are simians or any other animal specially trained or in the process of being trained to assist a person with a disability.
Service animals and assistive animals must be current on all required vaccinations. Service animals and assistive animals also must be under control while on district grounds. The animal may be under control by either the individual with a disability, or a handler of the service or assistive animal. Under control means harnessed, leashed or tethered, unless these devices interfere with the animal’s work, in which case under voice or other directive control.
Miniature Horses as Service Animals
Miniature horses shall be allowed as service animals within the district whenever it is reasonable to allow them. Factors to consider when determining reasonableness include: whether the miniature horse is house broken; whether the miniature horse is under the owner’s control; whether the facility can accommodate the miniature horse’s type, size and weight; and whether the miniature horse’s presence will not compromise legitimate safety requirements necessary for safe operation of the facility.
Establishing the Need for a Service Animal
When no prior notice is given to the district of the use of a service or assistive animal, the Superintendent and/or school administrators are permitted to ask the following questions:
“Do you need/require this animal because of a disability?”
If the animal’s trained tasks are not readily apparent, the administrator may ask:
“What work or task has the animal been trained to perform?”
Service and Assistive Animals in training
Assuming the handler and animal are otherwise allowed, individuals who train service and/or assistive animals will also be allowed access with their service animal in training to public areas of district buildings and property. The service or assistive animal in training is expected to abide by the same requirements as a service or assistive animal.
Exclusion of Service and Assistive Animals
In certain limited circumstances, it may be reasonable to exclude the use of a service or assistive animal from district property. The Superintendent is permitted to exclude service and assistive animals from district buildings and property in the following circumstances: The presence of the animal poses a direct threat to the health and safety of others; the owner or handler is unable to control the animal; the animal is not house broken; the presence of the animal significantly disrupts or interferes with the educational process; or the presence of the animal would require a fundamental alteration to the program. If a service animal is properly excluded from district property, the district shall provide the student served by the animal the opportunity to participate in the program, service or activity without having the service animal on district property.
Emotional Support Animals and Therapy Emotional support animals are medically prescribed to provide therapeutic benefit through dedicated companionship. Emotional support animals’ sole function is to provide emotional support or comfort.
Therapy animals are involved in an animal-assisted therapy program involving animals as a form of treatment.
Emotional support animals and therapy animals do not meet the definition of service or assistive animals. However, the district recognizes their value in our community. The superintendent shall evaluate the use of emotional support animals and therapy animals on a case-by-case basis. District employees may use therapy animals in the course of their regular duties only after receiving permission from the superintendent.
Student use of Emotional Support Animals and Therapy Animals
Factors the superintendent should consider in making the determination include but are not limited to:
- Whether the animal is housebroken
- Whether the animal has a current vaccination certificate
- Whether the animal has been recommended through an individual education plan (IEP) or a 504 plan as necessary for the student to receive free access to public education
- Whether the facility can accommodate the animal’s type size and weight, and
- Whether the animal’s presence will not compromise legitimate safety requirements necessary for safe operation of the facility
Employee use of Therapy Animals as part of Education Environment
Before permission to use therapy animals is granted, staff members must provide:
- Proof that the animal is certified to be a therapy animal;
- An explanation of how the animal will be used, including research supporting the use of therapy animals;
- A plan for how the staff member will provide for the care and control of the animal;
- A plan for how the staff member will accommodate students with allergies to the animal; and
- A current vaccination certificate for the animal.
NOTE: The use of service animals is a civil right established by federal and state laws. However, the use of emotional support and therapy animals does not necessarily have the same legal protections.
Legal References: 29 U.S.C. §794
42 U.S.C. §12132
28 C.F.R. 35
Iowa Code §216C
Cross References: 606.3 Animals in the Classroom
Approved: August 20, 2018, February 21, 2022
Reviewed: July, 2018, January 24, 2022
Revised: July, 2018, January 24, 2022
106 - Discrimination and Harassment Based on Sex Prohibited
106 - Discrimination and Harassment Based on Sex ProhibitedIn accordance with Title IX of the Education Amendments Act of 1972, the Fairfield 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 sex discrimination or sexual harassment, and for the investigation and resolution of such complaints.
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, Chuck Benge, Curriculum Director, 403 S. 20th St., Fairfield, IA 52556. Office phone: (641) 472-2655, chuck.benge@fairfieldsfuture.org.
Retaliation against a person who made a report or complaint of sexual harassment, assisted, or participated in any manner in an investigation or resolution of a sexual harassment report or complaint is strictly prohibited. Retaliation includes threats, coercion, discrimination, intimidation, reprisals, and/or adverse actions related to employment or education. Any individual who believed they have been retaliated against in violation of this Policy should immediately contact the District’s Title IX Coordinator.
Approved: July 27, 2020
Reviewed: July 20, 2020
Revised: