EDUCATIONAL PHILOSOPHY

The Central Decatur Community School District (the “District”) and the Board of Directors of Central Decatur Community School District (the “Board”) are dedicated to promoting an equal opportunity for a quality public education to it’s students, within the limitations of the school district’s ability, in order to provide for students, in cooperation with the families and the school district community, the opportunity to develop a healthy social, intellectual, emotional and physical self-concept in a learning environment that provides guidance and encourages each student to develop his/her full potential and become a productive citizen.  The District and the Board endeavor, through the dedication of the District’s resources, to encourage students to prepare for and anticipate their future.  In order to achieve this goal, the District and the Board will seek qualified employees dedicated to the development of their professional skills for the betterment of the education program.

The support and involvement of the home and the community are essential to achieve educational excellence in the educational program.  The District strives to maintain an active relationship with the home and the community to create within the students an awareness of the importance of each, and to encourage the goals outlined above outside of the educational environment.

SCHOOL DISTRICT GOALS AND OBJECTIVES

In pursuit of world-class education that results in high achievement for all Iowa students, as an effective school boards, we will:

1. VISIONARY TEAM: Operate as a visionary governance team in partnership with the superintendent.

·       Vision and Planning – Develops a shared vision and plans for student achievement that reflects common values and core beliefs of the school community.

·       Operating Practices – Uses productive practices for its own operations and development.

·       Decision-Making – Ensures board decisions are based on data and deliberation.

·       Board/Superintendent Relations – Cultivates a strong relationship and partnership with the superintendent, based on clear expectations and accountability.

 2. STUDENT LEARNING: Provide effective leadership for quality instruction and high, equitable student learning.

·       Clear Expectations – Sets and communicates high expectations for student learning with clear goals and a focus on strengthening instruction. 

·       Conditions for Success – Supports conditions for success through board actions and decisions.

·       Accountability – Holds the system accountable to reach student learning goals.

·       Collective Commitment – Builds the collective commitment of community and staff to achieve the student learning goals.

·       Team Learning – Learns together as a whole team to inform decision-making around the student learning goals.

 3. DISTRICT CULTURE: Foster a culture that enables excellence and innovation.

·       High Quality Staff – Empowers the superintendent in hiring and developing the best employees available to meet the district’s goals.

·       Shared Leadership – Supports structures that develop instructional leadership and collaboration.

·       Staff Learning – Supports research-based staff professional development aligned with district goals.

·       Environment – Fosters a safe and secure environment for all students, staff, and visitors.

 4. POLICY & LEGAL: Lead through sound policy, ensuring transparent, ethical, legal operations.

·       Policy Leadership – Develops sound, written policy to clarify the board's intent for district direction.

·       Legal – Ensures that board and district actions are in compliance with state and federal laws, appropriately addressing legal issues when they arise.

·       Ethics – Models ethical and legal behaviors which enable the board to stay focused on district goals.

·       Transparency – Establishes policies and ensures processes that are open and accountable.

 5. FISCAL RESPONSIBILITY: Sustain and enhance district resources through planning and fiduciary oversight.

·       Financial Health – Monitors and evaluates the financial health of the district, ensuring accountability and transparency in board decision making.

·       Financial Forecasting – Ensures strong financial planning for the district.

·       Budgeting – Ensures the district budget aligns with district goals and multi-year plans.

·       Risk Oversight – Ensures sufficient risk management is in place to protect district resources.

·       Facilities –Ensures school facilities enhance and enrich student and staff learning.

6. ADVOCACY: Advocate for public education and the needs of Iowa students.

·       Championing Local Governance & Public Education – Clearly articulates and advocates for the value of public education and the important role of local school governance.

·       Legislative Advocacy – Develops and strengthens on-going relationships with policymakers around improving student achievement and the needs of public education.

·       Community Engagement – Fosters engagement and collaboration with all stakeholders to ensure high and equitable student learning.

District 2019-2020 Strategic Priorities

1. Increased student learning and readiness
2. High-quality curriculum, instruction and assessment in every classroom
3. Safe and supportive learning and working environment
4. Improved resource development and efficient management of the organization, operations and resources/facilities
5. Family and community engagement and support

FISCAL RESPONSIBILITY: Sustain and enhance district resources through planning and fiduciary oversight.

STUDENT/LEARNING: Provide effective leadership for quality instruction and high, equitable student learning.

 

KEY IMPROVEMENT PRIORITIES

The District and the Board will establish key priorities for the District annually.  The identified priorities will align and support the Comprehensive School Improvement Plan of the District.  (See Code No. 102.)

EQUAL EDUCATIONAL OPPORTUNITY POLICY AND MULTICULURAL AND GENDER APPROACHES TO THE EDUCATIONAL PROGRAM

The District and the Board will not discriminate in its educational programs and/or activities on the basis of race, color, national origin, gender, sexual orientation, gender identity, socioeconomic status, disability, religion, creed, age (except for permitting/prohibiting students to engage in certain activities), marital status, or genetic information.  Further, the District and the Board affirm the right of all students and staff to be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment.

The District and the Board shall encourage and engage in multicultural approaches to the educational program, which shall include approaches which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of diverse cultural groups, including race, color, national origin, gender, disability, religion, creed, and socioeconomic background; and which shall include the contributions and perspectives of Asian Americans, African Americans, Hispanic Americans, American Indians, European Americans, and persons with disabilities.

The District and the Board shall encourage and engage in gender fair approaches to the educational program, which shall include approaches which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of women and men to society; shall reflect the wide variety of roles open to both women and men; and shall provide equal opportunity to both sexes.

The District and the Board will require all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the District to subscribe to all applicable federal and state laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity.

Inquiries or grievances related to this policy may be directed to Guidance Counselor, 1201 NE Poplar St, Leon, IA 50144, to the Director of the Iowa Civil Rights Commission, 400 East 14^th Street, Des Moines, IA 50319-1004, 1-800-457-4416; to the Office for Civil Rights Chicago Office, United States Department of Education, Citigroup Center, 500 W. Madison Street, Suite 1475, Chicago, IL 60661-4544, (312) 730-1560; or to the Equal Employment Opportunity Commission Chicago Office, 500 W. Madison Street, Suite 2000, Chicago, IL 60661, 1-800-669-4000. Inquiries may also be directed to the Director, Iowa Department of Education, Grimes State Office Building, 400 E 14^th Street, Des Moines, IA 50319-0146.

PARTICIPATION IN DECISION MAKING

The District and the Board endorse the concept that participation in the affairs of the schools by the students and the community is essential if the school system, the students and the community are to maintain mutual confidence and respect and work together to improve the quality of education for students.

The District and the Board wish to maintain open, free communications between the students of the District and the various levels of staff, the administration, and the Board itself.  Such communications will usually go through established channels of student government; however, all students have the right to bring individual concerns and suggestions to the attention of teachers, administrators, and the Board.  In addition, students have the right, as do all citizens of the District, to attend open Board meetings and address the Board in accordance with the Board's policy on public participation at Board meetings.

Citizens will be encouraged to express ideas, concerns, and judgments about the schools to the school administration, the staff, any appointed advisory bodies, and the Board via established channels.  Consideration shall be given to the advice that community groups and individuals may give to the Board and the staff, especially to the advice that comes from individuals and groups invited to offer advice on specific issues, but in making decisions, the administration and the Board shall use their own best judgment.

EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION GRIEVANCE PROCEDURE

Students, parents of students, employees, and applicants for employment in the District will have the right to file a formal complaint alleging discrimination under federal and/or state laws, rules, and 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 age, race, creed, color, sex, sexual orientation, gender identity, national origin, religion, 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 age, race, gender, sexual orientation, gender identity, national origin, religion or disability are encouraged to first discuss it with the personnel contact person.  This paragraph is for employees and “marital status” is not a protected class for employees.

A student, or a parent of a student, with a complaint of discrimination based upon their race, creed, color, sex, sexual orientation, marital status, gender identity, national origin, religion, disability or socioeconomic status are encouraged to discuss it with the instructor, counselor, supervisor, building administrator, program administrator or the personnel contact person directly involved.

Level Two – Compliance Officer/Human Resources Director

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 fifteen (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 (5) 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 United States 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 (5) working days of the decision.  It is within the discretion of the Board to determine whether it will hear the appeal.