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Board of Education Muscatine Community School District

Monday, April 8, 2013 Meeting Location: City Hall Council Chambers Time: 7:00 p.m.

REGULAR MEETING AGENDA

I. Roll Call and Determination of Quorum

II. Recite Pledge of Allegiance

III. Welcome to Visitors and Media Representatives

IV. Citizens Speak

V. Student Council Report

VI. Consent Agenda**

The following items are considered to be routine by the Board of Education and will be enacted by one motion. There will be no separate discussion of these items unless a Director so requests, in which event the item will be removed from the Consent Agenda and considered in its normal sequence from the agenda.

A. Minutes (VII-‐A-‐1-‐i) (p. 6) B. Sharing Agreement with Durant (VII-‐A-‐1-‐ii) (p. 22) C. Student Teaching Agreements (VII-‐A-‐1-‐iii) (p. 23) D. Bills and claims (VII-‐A-‐2-‐i) (p. 53) E. Personnel Recommendations (VII-‐A-‐3-‐i) (p. 64) F. Field Trips (VII-‐A-‐3-‐ii) (p. 70)

I VII. Board Goals

A. Action/Possible Action

1. Board Goal: Communication

i. Approve the minutes of the February 25, 2013 Planning Session,

the March 18 Regular Session, and the March 26 Special Session– action * (p. 6)

ii. Renewal of Sharing Agreement with Durant Schools for Boys and Girls Soccer and Boys and Girls Swimming and Tennis – action** (p. 22)

iii. Renew the Student Teaching Agreements with Iowa Wesleyan College and Luther College – action** (p. 23)

iv. School Start Date Waiver Resolution – possible action (p. 26)

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v. Approval of the District Developed Service Delivery Plan – action (p. 28)

2. Board Goal: Financial Solvency i. Bills and Claims against the district –action** (p. 53)

ii. Public hearing for the purpose of certifying the 2013-‐14 school

budget – action (p. 54)

a. Motion to open public hearing – action

i. Discussion of budget

ii. Receive written/oral comments

b. Motion to close public hearing – action

iii. Motion to approve the budget for 2013-‐2014 of $68,050,823 with a levy rate of $15.27597 – action

iv. Approve School Fees for 2013-‐14 School Year – action (p. 60)

3. Board Goal: Improving both Graduation Rate and Post-‐Secondary Success of our Students i. Personnel Recommendations – action** (p. 64)

ii. Field Trips – action** (p. 70)

~East Campus to Monsanto Headquarters – Chesterfield/St. Louis Science Museum on May 6, 2013 as submitted by Joshua Hanna. ~Middle School Rock Orchestra to Music in the Parks Six Flags in Gurnee, Illinois on May 11, 2013 as submitted by Jessica Blanchard.

B. Discussion and Information

1. Board Goal: Communication i. Second Reading on Policies:

501.02 Attendance Policies with Administrative Procedures (p. 78) 502.04 Student Activity Program (p. 97) 506.01 Student Records with Administrative Procedures (p. 98) 506.06 Requirements for Graduation (p. 112) 600.05 Conditions of Instruction (p. 114) 600.06 Class Size with Administrative Procedures (p. 115) 601.02 Curriculum Adoption and Evaluation (p. 123)

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601.04 Elementary Curriculum (p. 124) 601.09 Health Education (p.125) 701.01 Planning the Budget (p. 126) 704.06 Inventory (p. 127)

ii. Superintendent Search

iii. 100,000 Strong Initiative

iv. Excellence in Education Recipients

2. Board Goal: Financial Solvency i. Negotiations Update

ii. Budget Workshop Scheduling

VIII. Announcements/Meetings/Events:

April 10, 2013 SIAC, 4:30PM at the Administration Center April 10, 2013 Special Session, 5:30 PM at the Administration Center April 22, 2013 Work Session, Planning Meeting, Regular Meeting, 5:30/6:30/7:30PM at the Administration Center

IX. Adjourn

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ACTION/ POSSIBLE ACTION

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BOARD GOAL:

COMMUNICATION

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UNOFFICIAL MINUTES MUSCATINE SCHOOL BOARD OF EDUCATION

PLANNING MEETING February 25, 2013

The Board of Education of the Muscatine Community School District, in the County of Muscatine, State of Iowa, met in planning session on Monday, February 25, 2013 at 6:30 p.m. at the Administration Center. President Penny Jones called the meeting to order via Skype from Hawaii. Directors Tim Bower, Tammi Drawbaugh (arrived at 6:47 p.m.) Brenda Garcia-‐Van Auken (arrived at 6:38 p.m.), Nathan Mather, and Mary Wildermuth were present. Director Dennis Fox was present via conference phone from Augusta, Georgia. Also present was Superintendent Bill Decker and Director of Finance Jean Garner. Ag Learning Center Update Superintendent Decker and ag teacher Dave Fowler updated the board regarding the Ag Learning Center. Mr. Fowler informed the board that the ag department has taken over the management of the facility in order to save funds. Mr. Sam Paul is doing the hands-‐on management, and Mr. Dave Tometich is doing the financial side of the Learning Center. Both roles fit with each individual. He informed the board that the Learning Center is cash flowing right now and with fundraising efforts has paid off 2/3 – 3/4 of the debt. Mr. Fowler then shared that 350 high school students and 275 middle school students are taking ag classes. He also shared that there were 70-‐80 students that had signed up but due to class size they were unable to accommodate them. Mr. Fowler commended the community and district for this partnership that has allowed the program and students to flourish and benefit. Director Bower congratulated Mr. Fowler on his upcoming retirement and stated that he, Mr. Paul, and Mr. Tometich have done an outstanding job with the program. Superintendent Decker stated that it is the goal of the district to put our students in the most advantageous position as they move to the next level and that the ag program has been one of the district’s most successful programs for students. Energy Update Charlie Velasquez, the district’s energy consultant, gave an update on the current and estimated savings from energy conservation. He shared that within the last three months (September – November) cost avoidance was $61,000 and over the last 2-‐1/2 years the total savings was over $535,000. Superintendent Decker stated that a great deal of credit for this savings goes to Mr. Velasquez for what he does and to the staff for what they are doing to conserve energy. Quarterly Reports Directors of Innovation and Instruction Diane Campbell and Shane Williams presented the quarterly updates for elementary, middle, and high school.

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Mr. Williams and McKinley principal Perry Rodocker explained the DIBELS assessment to the board. Director Mather asked what it means for students who are at different levels. Mr. Williams and Mr. Rodocker then explained the different DIBELS levels. Director Mather asked how this (those students in the lower levels of DIBELS) affects their graduation potential. Mr. Williams stated that those students need remediation early especially when they are in kindergarten through 2nd grade as they rarely catch up if they fall behind. Superintendent Decker noted that this is a snapshot of where the students are at this particular time. The board will receive another report at the end of the year. Mr. Williams stated that teachers are looking at the results and making changes in their teaching. He noted that this is not a perfect assessment but is a tool used to target and close the achievement gap. Director Garcia-‐Van Auken asked if this is compared to previous year’s scores. Mr. Williams shared that they are looked at to see if there are any trends. He noted that the trends have remained stable over the last several years. Director Garcia-‐Van Auken asked if the trend data was available for board members to look at. Mr. Williams noted that it is. He also noted that the summer learning loss for at risk students is high as they leave school at the end of the year at benchmark and then return in the fall at the strategic level. He further noted that the time structure of the traditional school puts these students at a disadvantage. Director Garcia-‐Van Auken asked how these numbers compare to the state average. Mr. Williams noted that there is no state data as not every Iowa district uses DIBELS as a form of assessment. Director Garcia-‐Van Auken asked how this compares to fall scores. Mr. Williams stated that he can get those scores for her and explained raw percentages. He noted that fall scores were shared with the board at the November meeting. Director Mather asked if the success rate of intensive remediation of students is available. Mr. Williams stated that that information is not available with the particular report that the board has. He noted that this is more individualized. Director Mather asked if it would make sense to compile what has worked and what hasn’t (in regards to remediation).

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Mr. Williams noted that there is more in common than what is different between teachers and buildings as it pertains to remediation teaching strategies. Mr. Rodocker also shared that it is hard to tell sometimes which remediation effort works as there are many that are used. Mr. Williams then shared the technology goal at the elementary level. He noted that there has been a substantial increase in mobile cart sign outs and how walk-‐through data has been obtained as a baseline for comparison next year. President Jones asked if the iPad labs are up and running and available in every building. Mr. Williams noted that they are. Mr. Williams reviewed the board goal of graduation which the elementary has tied into via student attendance. The board received the perfect attendance report for each building. Director Mather asked about high school attendance and what is done with students who have missed a lot of school. Mr. Williams noted that there is a board policy that talks about attendance. He shared that buildings take into account extenuating circumstances before letters are sent to the county attorney for those who are chronically absent. He also noted that there are a series of events and multiple attempts to work with parents and students to get them to school. Mr. Williams explained that the Leader in Me data is baseline data and administration still needs to determine what the expectations should be. Mr. Mather asked if administration is comfortable with 50% of teachers using the Leader in Me language (via the walk through data). Mr. Rodocker shared that principals are in the teacher’s classroom for three minutes as it is a walk through so they wouldn’t expect 100% usage and they don’t want teachers to force the use of the language while the principals are observing. They want it to be a natural part of their teaching. He also noted that he is not sure about the 50% rating and would want to take a closer look at it in the future as this is the first time it has been done. Mrs. Campbell reviewed the secondary reports. She noted that ACT numbers will be shared at the end of the year and that there will be an end-‐of-‐the year assessment of Standard’s Based Grading as information is being collected right now from students, teachers, and parents. Director Mather asked if he could have the description of the 25 different combinations for the technology integration matrix. Director Mather asked if ACT scores are compiled and if they are compared historically and statewide. Mrs. Campbell stated that they are and will be available at the end of the year.

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Superintendent Decker noted that ACT compiles this information at the end of the year. He also shared that there is an issue with the compilation because the district has made an effort to have more students take the ACT so the percentages will be lower. In the past, only those who had planned to go to college took the ACT. Director Mather asked if the end-‐of-‐year assessment for standards-‐based grading would be available. Mrs. Campbell stated that it will be as they are gathering information now. Director Garcia-‐Van Auken asked if the West Middle School study hall is working. John Lawrence, principal of West Middle School, stated that the study hall that targets students who need extra help has been a success. He noted, however, that the normal study hall is a struggle to get those students to do their work. He shared that during 8th period, West has been running a supplemental class that is fun and is used as a reward for those students who have their work done. ELL Presentation Mrs. Campbell and elementary ELL teacher Linda Brecht-‐Kwirant provided a powerpoint presentation on the district’s ELL program. There are currently 409 students this year and the number could possibly go higher. She explained that the district serves 409 students but only 321 bring weighted funding according to the Department of Education’s funding formula. Mrs. Brecht-‐Kwirant reviewed the goals which all revolve around reading, writing, listening, and speaking English. She then described each level that students can be placed. Inservice Discussion President Jones, in order to save time, asked if anyone had any questions about the inservice on January 28th so that the board could move on to the DINA Update. There were no questions. DINA/PLC Update Mr. Williams and Mr. Rodocker updated the board on the District Leadership Team progress. In January and February the team met six times and discussed how the district will implement the plan. Mr. Williams shared that the DLT wants to maintain a high level of transparency and be in constant communication with the buildings. Their goal is to present at all 11 buildings before March 1 and so far, have presented at six buildings. At the presentation there is a question and answer session and teachers fill out a survey. So far, 110 surveys have been completed with 97% of the respondents saying the message of the action plan was clear. Staff also provided suggestions on how the presentation can be better and feedback on the level of understanding. He noted that one comment that was commonly stated was the need to support our professionals through time to collaborate. Another question asked was what are the implications for phys ed teachers and then comments on how the district needs to support them professionally in their area and not force them to do something that is a waste of their time. He shared that there were lots of appreciation and thanks for the conciseness and clarity of the message and all of the time put in by the DLT. He also noted that there were a lot of comments about not forgetting about the social and emotional side and that student achievement is broader than just academics. He stated that from this the DLT specifically inserted social and emotional into the DINA vision. He stated that staff wants to get together as grade level teams K-‐5. He further stated that

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another frequent comment is that the teachers understand that the importance of the work is to improve and get better and they are on board and fully appreciate the scope of the work. Mr. Williams then reviewed the next steps for the a DLT. He noted that they will be presenting at five schools the rest of this week. The team will be engaging in deep discussion and analysis of the topic of time and not just for professionals but also for our students. He noted that the DLT wants to make sure it is doing things right and support the individuals in the organization in any means necessary. He shared that Professional Learning Communities are an inextricable part of what they are doing as a DLT and the district cannot separate the Iowa Core from the PLC. He shared that now is a great time to be an educator in our district as there is a level of focus and cohesion that we have not had in the 16 years that he has been here. Both, Mr. Williams and Mr. Rodocker, stated that they appreciate the board’s support. The meeting adjourned at 7:50 p.m.

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REGULAR MEETING March 18, 2013

The Board of Education of the Muscatine Community School District, in the County of Muscatine, State of Iowa, met in regular session on Monday, March 18, 2013 at 7:00 p.m. at City Hall. President Penny Jones called the meeting to order. Directors Tim Bower, Tammi Drawbaugh, Brenda Garcia-‐Van Auken, Nathan Mather, and Mary Wildermuth were present. Director Dennis Fox was present via conference phone from Cleveland, Ohio. Also present was Superintendent Bill Decker and Director of Finance Jean Garner. The board recited the Pledge of Allegiance. President Jones welcomed visitors and media representatives. Jason Wester and Kristyn Manjoine, representing Race for the Schools Committee, spoke regarding the Race for the Schools 5K race and one mile fun run to be held on May 4. The idea of the race is to bring the community together to support the schools and also to promote a healthy lifestyle. The race starts and ends at the high school. The 5K race begins at 8 a.m. and the fun run begins at 9 a.m. Entry forms will be available at the end of the week and on the Get Me Registered website. Proceeds will generate support for the Muscatine Schools Foundation. The committee would like to turn this into an annual event. People can “like” Race for the Schools on Facebook to get up-‐to-‐the-‐date information. Anna Masengarb, Miss Muscatine Outstanding Teen and student ambassador for the Save the Music Foundation, spoke regarding March is Music in Schools Month. She stated that she has collaborated with the Muscatine Journal to create an essay contest so that area students can voice how music is important to them. She asked that during budgeting the board consider continued funding for music education. She noted that she wants to help with funding by creating a Showcase of Talent with area professionals and student musicians. Student auditions would be held in early April with plans of having the showcase on Mother’s Day weekend. She asked for permission to contact music educators and for the board’s support for the Showcase of Talent. Superintendent Decker noted that the board will definitely respond to her request and noted that the board through consensus will decide and then he will let her know. He stated that the board is trying to live within their own rules of not responding during Citizen’s Speak but that he does not see that this would be a problem. Sarah Lothspeich, Adam Hutton, and Ali Moss reported on student council activities. Senior Survivor has been the main focus for student council for the past month. This year seven charities will benefit from the $27,559.96 that was raised through the competition. Those charities are: the Humane Society, the Erika Kate Foundation, Make-‐A-‐Wish, Special Olympics, Relay for Life – “Miles for “Millie,” Miracles Can Happen Boys Ranch, and the Salvation Army. Each charity will receive at least $2,500 with one charity receiving over $8,200. It was 100 hours well spent. The next focus for student council will be Leadership Week and the leadership project of mentoring within reading where council members volunteer to read with area elementary schools. They are also planning Leadership Lights and prom. The theme for this year’s prom is A Night at the Oscars.

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President Jones congratulated them on their Senior Survivor accomplishment of raising $27,000 for various charities. Superintendent Decker commented that he was fortunate to attend the Lead Conference with members of the student council. He stated that the MHS student council is a phenomenal group, and we are fortunate to have them as our student leaders. He thanked them for their hard work. The planning minutes were removed from the consent agenda and will be approved at the board’s next regular meeting to allow for revisions to be made.

A motion was made by Director Bower and seconded by Director Garcia-‐Van Auken to approve the consent agenda which includes the following: the minutes of the February 25, 2013 regular meeting; the renewal of the sharing agreement with L&M for swimming and tennis; bills and claims against the district dated March 18, 2013; the personnel recommendations of: the leave of absence request of Sarah Wilson for the 2013-‐2014 school year, the early retirement of Vicki Lawhead, and the schedule C hires of Tim Armstrong as WMS track coach and Stephanie Barrios as high school assistant girls’ soccer coach; and the Central Middle School Aquarium Committee field trip to Henry Doorly Zoo in Omaha, Nebraska on April 13-‐14, 2013 as submitted by Justin Johnson. All ayes; motion carried.

A motion was made by Director Mather and seconded by Director Wildermuth to approve the following policies: 404.01 Definition of Certificated Personnel 404.04 Discipline of Students 405.01 Responsibilities and Duties 405.03 Evaluation of Non-‐Certificated Personnel 405.04 Salary Schedules 405.05 Discipline of Students by Non-‐Certified Personnel 405.07 Food Nutrition Workers/Bakers/Cooks 405.10 Administrative Support/Secretarial/Clerical/Aide/Paraprofessionals 501.06 Non-‐Resident Tuition 502.07 Search and Seizure with Administrative Procedures 703.07 Bidding Procedures for Public Improvements All ayes; motion carried. A motion was made by Director Bower and seconded by Director Fox to open the public hearing for the purpose of amending the 2012-‐2013 school budget. All ayes; motion carried.

Director of Finance Jean Garner noted that the notification of the pubic hearing was published on March 6, 2013. She further noted that there were no written or oral comments received.

A motion was made by Director Drawbaugh and seconded by Director Garcia-‐Van Auken to close the public hearing. All ayes; motion carried.

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A motion was made by Director Bower and seconded by Director Drawbaugh to approve the budget amendment for 2012-‐13. Director Mather asked if pages 36 & 37 are related to the budget amendment. Mrs. Garner stated that page 36 is the original budget that was adopted in 2012 and page 37 is the re-‐estimate for 2013 showing an increase on line 35A. Director Mather asked regarding the projected change to the 2014 budget on page 37 line 35a and if that the number is what we expect as it is $2.2 million and this seems too low. Mrs. Garner stated that these are preliminary numbers for FY14 as the district is not done budgeting for FY14. She noted that the form that the board has in front of them is really just for the re-‐estimate of FY13. The number only represents what the AEA flow-‐through dollars would be based on and does not have all the other costs entered for FY14 as of this time.

Director Mather felt that the AEA amount increased a lot. Superintendent Decker noted that this is a flow-‐through funding mechanism by state code on how the AEA is funded and is dependent on student enrollment and allowable growth. He stated that it is basically automatic but it looks like it is something that is in the district’s budget. He noted that this is how the state shows how much they fund the AEA, and basically the amount from the state is sent to the district and then onto our AEA. All ayes; motion carried.

Superintendent Decker reviewed the KeBecca Education Services contract. He noted that the board had received the information previously in board notes. He shared that this has been a long process of evaluation of how we are serving students and at this point both Ms. Collinson and his recommendation is for the district to make a change in how it serves students. This needs to be approved for the district to make that change.

A motion was made by Director Bower and seconded by Director Wildermuth to not renew the district’s current contract with Family Resources that provides services to our Level III Behavioral Disordered students. Director Mather asked regarding the cost savings. Superintendent Decker stated that it is not significant but more of an increase of services and providing a better program and more responsiveness to our student’s needs. He noted that cost-‐wise, it is fairly comparable. Director of Special Services Jan Collinson noted the services that they are providing are different and a little bit cheaper. Director Garcia-‐Van Auken asked where the classroom for this will be.

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Mrs. Collinson stated that it will be housed at the former Garfield Elementary where East Campus is now located. The program will be take one wing. Superintendent Decker noted that East Campus is the site that is being proposed at this time; however if the district can find a better site along the way, it will then consider that as well. All ayes; motion carried.

A motion was made by Director Bower and seconded by Director Mather to approve the KeBecca Education Services contract. Director Mather asked if the contract is for one year. Mrs. Collinson stated that it is. Director Garcia-‐Van Auken asked if it is the responsibility of the district to maintain the classroom. Mrs. Collinson stated that the district provides the custodial service, phone service, but that KeBecca provides the curriculum. Director Garcia-‐Van Auken asked if this is paid for out of the general fund because when she called Family Resources there was quite a budget. Mrs. Collinson stated that the initial cost to the district would be a time-‐out room because it is new construction. She further noted that there is a difference in the way their building is set up and because of this was certain Family Resources costs were more significant. Superintendent Decker noted that if it is extremely more costly, then the district will need to re-‐evaluate the program. All ayes; motion carried.

The board heard a first reading on the following policies: 501.02 Attendance Policies with Administrative Procedures 502.04 Student Activity Program 506.01 Student Records with Administrative Procedures 506.06 Requirements for Graduation 600.05 Conditions of Instruction 600.06 Class Size with Administrative Procedures 601.02 Curriculum Adoption and Evaluation 601.04 Elementary Curriculum 601.09 Health Education 701.01 Planning the Budget 704.06 Inventory

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President Jones pointed out that policy 506.01 Student Records with Administrative Procedures was last reviewed in February, 2011. She noted that a policy booster came out in January and addresses foster care and that is why the policy is being revised. Director of Special Programs Jan Collinson presented the District Developed Service Delivery Plan for the board’s review. She stated that the plan has been recently approved by the AEA and will come back for approval at the board’s April 8th meeting. She noted that the plan was available for public comment for 30 days and no comments were received. Superintendent Decker shared that he anticipates that the 1-‐3-‐5 Plan will be presented to the board at either the next meeting or the following meeting depending on when bids come back. He shared that Mr. Crowder and Mr. Miller have talked to every building and are accumulating their requests. Once the requests are received, Mr. Crowder, Mr. Miller, and himself will meet to determine priorities especially in the areas of school safety and security. Proposed School Fees for 2013-‐14 were shared with the board. Director of Finance Jean Garner proposed no changes in the instructional material fees, instrumental fees, or activity passes. She noted that there is a $6 increase for the high school yearbook because the actual cost of the yearbook went up. She stated that the district is asking for an increase in food service prices. She noted that according to equity in the school lunch prices, the price for breakfast should be $1.58 and prices for student lunches should be $2.59. Currently the district is charging $1.20 for breakfast and is proposing increasing the amount by five cents to $1.25. She stated that adult breakfast price is set by the state. The district currently charges $2.00 for adult breakfast, and the state says that the charge for breakfast should be $2.20, so the district is proposing a 20 cent increase on the adult breakfast prices. At the elementary level, the district is currently charging $1.75 for school lunch and the price should be $2.59. The district is proposing a $0.25 increase to $2.00. Middle school and high school lunches currently cost $2.00, and this will stay the same for next year. Adult lunches will be increased by five cents from $3.15 to $3.20 according to state guidelines. Milk and juice amounts will also increase by $0.05. She stated that the lunch price should eventually be $2.59, and there should not be a differentiation between elementary, middle school, and high school. She noted that she thought this year would be a good time to have all the lunch prices the same, and then will go forward from there. She stated that because the district is not at the required lunch price amount, the district will need to increase the price each year by at least $0.10 until it gets to the $2.59 price. She noted that the dilemma was how much should the increase be. She stated that school lunch participation has gone down from last year and debated if the prices were increased would participation go down more. She stated that she is not blaming the Healthy Kids Act. President Jones asked if the lower participation is because of price or the Healthy Kids Act. Food Service Supervisor Alisha Eggers stated that part of the problem at the high school is because the students cannot have french fries like they are used to; however, there are a variety of things available to them. She stated that the meal requirements stated that they have to take a fruit and a vegetable. She noted that there has been some changes in the amount of food that can be served. At the beginning of the school year, students were allowed to only take two sides but now they can take four sides. She stated that there are some possible more changes and will be working on merchandising to increase participation. She stated that food service is down 300 meals at the high school daily. Director Mather asked how the drop in participation has affected finances.

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Mrs. Garner said that it has affected the nutrition account hugely. From last year, the nutrition fund is down $114,000. Director Mather asked if this causes impact elsewhere. Mrs. Eggers noted that the foods that are being served are more labor intensive and therefore, labor costs have gone up 3% along with the cost of food which has also increased by 3%. She stated that this has been the most difficult year in the 14 years that she has worked in food service. Superintendent Decker noted that if you are in a private business and the number of customers drops, you would try to improve your product and lower your prices. The district is mandated in what foods it can serve and the prices, so improving the product is not possible nor is lowering the price. He stated that this is a tough challenge but that the food service department is doing as good as job as they can do with the mandates that have been passed on. Director Drawbaugh asked if $2.00 covers the expenses. Mrs. Eggers stated that she is completing a certification process in order to receive an additional six cents per meal, and if this is received, it will offset the cost and will cover the expenses. She stated that it is still important that parents and students are still receiving a good value and a nutritious meal. Superintendent Decker provided a verbal report regarding the budget preview. He shared that it is important for the board and the public to know what the district’s budget scenario is as far as the impact the legislature’s educational funding decisions have on the district. A month ago the board passed a resolution asking the legislature to approve 4 percent allowable growth. This is an important piece of legislature. Even the 4 percent amount will not allow us to completely maintain how we currently serve students. This is something we knew about and is why it was extremely important that the board and community put the ISL in place. Without the ISL, extremely deep cuts would have been necessary. Even with 4% allowable growth the reduction needed to preserve the amount of spending authority in reserve could be somewhere between $900,000 to $1,000,000. If the allowable growth percentage reverts to zero percent, the district would be looking at $3 million or more. We are not alone in this situation. Other districts such as Fort Dodge, Cedar Rapids, Iowa City, Davenport, Wapello and Columbus Junction are up against the same thing. The state funding of education over the last four years is the lowest four-‐year amount ever. It isn’t a revenue issue. We can raise a sufficient amount of revenue without increasing the levy. Because the state has appropriated less money or no money over the last four years, it has had a negative effect on our spending authority and continues to compound negatively. To be clear, wherever allowable growth is set, there is no impact on taxes. The tax rate will be a little lower or significantly lower based on other funding mechanisms from the state. To reiterate: this isn’t a levy issue or local tax rate levy issue and statewide, the 4% allowable growth would cost taxpayers much less than a zero percent allowable growth. What we are talking about is a spending authority issue that could make a significant change in our district via employment. It is his hope that the board will promote this legislatively and the public will also promote 4% allowable growth as it puts our students in the best spot possible. Director Mather asked if the district is at the 101% budget guarantee this year.

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Mrs. Garner noted that if allowable growth is set at 0 and 1%, the district will be at 101% budget guarantee, but at 2%, the district will not. Director Mather asked if allowable growth is not set by April 15 when the budget has to be set, where would that leave the district. Superintendent Decker stated that the district will have to certify the budget at the most optimistic place it can and then will have to take action in a pessimistic way, to cover the worst case scenario. This means the district will be forced to look at personnel levels. The district needs to certify the budget in a way that it allows for something positive but at the same time will not box ourselves in. Director Mather asked that at the worst, will the district be looking at the 101% budget guarantee. Mrs. Garner replied yes though in reality the more likely possibility is that allowable growth will be set between 2% and 4%. She shared that the budget is a two-‐step process. The first step is certifying the levy rate. To put things in perspective, she shared that a 16% allowable growth percentage would be the national average in spending. Superintendent Decker noted that of the $800,000 in reserve at the state level, ISFIS has estimated that $600,000 is dollars that have not been paid to local school districts or were not allocated at a reasonable level to education. He shared that the balances are there to take care of education and were put in the state coffers because they were not supporting education in last four years the way they have historically. There were four years in a row that where the average allowable growth percentage averages less than two percent. Chapter 20 is a state law. We are obligated to follow this process, and it drives 80% of district costs at annual increases of 3-‐4% and yet funding is less than 2%; this does not work out financially. As a property poor district, Muscatine will be hit first with it, especially with this being the first year of having the ISL. However, if the ISL had been in place for ten years, the budget projection would be a lot different. He noted that there are a lot of dynamics that puts us to be one of the districts that will take a hit financially first. He also noted that a dramatic change in funding is the only thing that will allow the board not to have the same kind of conversation and even more in the future. Mrs. Garner noted that she has to publish the budget no later than March 27 in order to hold the public hearing on April 8. Director Mather asked if we were to put a face on the $900,000 to $1,000,000 what would it look like and approximately how many personnel would this be. Superintendent Decker stated that he has looked at many different scenarios. He shared that because of early retirement, the district will gain some potential there; however, it probably is looking at reducing 10-‐12 positions and other reductions in hours and that is with the 4% allowable growth.

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Director Mather asked if the district were at the 101% budget guarantee would that then be $2.50 million in cuts. Superintendent Decker stated that is approximately correct and that he and his team have done some preliminary work in how to get to those levels. He stated that basically, the legislature holds this conversation in their hands, and it is not conducive to hold this type of conversation with the public until the district knows for certain what the legislature will do. However, for that conversation to take place, the deadline to issue employee pink slips is April 30. If nothing changes between now and April 20, the district would have to take action, and administration would have to look at reducing more positions. Director Bower noted that board members have an opportunity to reach out to legislators in Des Moines soon. Mrs. Garner shared that she would like to have a conversation with the board regarding the budget. Superintendent Decker stated that he will generate a poll to see when it might be appropriate to meet either on the 25th or 26th for a special meeting and talk about the scenario that would exist at that point. Director Mather asked if Mrs. Garner could develop a matrix showing a couple of different funding levels. Mrs. Garner said that she has one already in place. She noted that worst case scenario the levy rate would be lower than what it is now which is $15.35. At zero percent allowable growth, the levy would lower to $15.28. She noted that this would fluctuate if the PTER fund changes and also the ISL income surtax would change the scenario for the levy rate as well. Superintendent Decker stated that one of the things that is important for people to know is that if the district certifies the levy at $15.28, the PTER fund is currently estimated to make a $0.58 reduction. He noted that that’s another piece that our public should be advocating for. He stated that the public needs to advocate for this and the 4% allowable growth because we are a property poor district. President Jones asked if a budget session with Margaret Buckton and Larry Sigel should now be planned. Superintendent Decker noted that he would try to contact them to see what their schedule looks like.

A motion was made by Director Garcia Van Auken and seconded by Director Drawbaugh to adjourn the meeting. All ayes; motion carried. Time: 8:07 pm.

Penny Jones, President Lisa Mosier, Secretary

<<18>>


SPECIAL MEETING March 26, 2013

The Board of Education of the Muscatine Community School District, in the County of Muscatine, State of Iowa, met in special session on Tuesday, March 26, 2013 at 5:08 p.m. at the Administration Center to approve the 2013-‐2014 levy rate for the public hearing on April 8. President Penny Jones called the meeting to order. Directors Tim Bower, Tammi Drawbaugh, Brenda Garcia-‐Van Auken, Nathan Mather, and Mary Wildermuth (arrived at 5:20 p.m.) were present. Director Dennis Fox was present via conference phone from Nashville, Tennessee. Also present was Superintendent Bill Decker. Director of Finance Jean Garner was absent. The board recited the Pledge of Allegiance. Superintendent Decker shared that several levy rate scenarios were sent to board members. He recommended setting the levy at $15.27 which would be a reduction of 8.5 cents over where it was this year. He noted that it is possible that the Iowa legislature will be approving the PTER fund and could also offer property tax relief in the amount of 58.5 cents. If this happens the district’s ending levy rate would be approximately 65 cents lower than last year’s levy. He stated that he appreciates the work of our representative and senator in supporting the PTER with the end result a positive one for our taxpayers. Superintendent Decker stated that the motion is to approve the levy rate so that the paper work can be published for the public hearing on April 8, 2013. He noted that the board is certifying a rate for a budget that the district does not know the rest of the revenue picture because the legislature has not set allowable growth. He further noted that the levy rate amount is for the maximum revenue rate. The rate can be lowered but cannot be increased after the board approves the amount.

A motion was made by Director Bower and seconded by Director Fox to set the 2013-‐14 levy rate at $15.27652 for publication in the Muscatine Journal and will be acted on at the April 8 board meeting. Director Garcia-‐Van Auken asked regarding the .7638 multiplier for the Instructional Support Levy. Superintendent Decker stated that he would have to have that in front of him and would need to do some research in order to determine the reason for it. He noted that most of the calculations come from the aide and levy worksheet. He stated that he believes the multiplier is relative to our local income tax and how the ISL was approved. Director Garcia-‐Van Auken asked if the personnel costs for next year include adding personnel to replace those that chose early retirement. Superintendent Decker stated that that is correct.

<<19>>

All ayes; motion carried. A motion was made by Director Garcia-‐Van Auken and seconded by Director Bower to approve the East Campus Field Trip to UNI ITEC Fair on April 9-‐10, 2013 as submitted by Josh Hanna. All ayes; motion carried.

President Jones stated that the board had received a letter of resignation from superintendent Bill Decker asking to be released from his contract effective June 30, 2013 as he has been offered the Chief Administrator position at the Mississippi Bend Area Education Agency in Bettendorf, Iowa.

A motion was made by Director Mather and seconded by Director Drawbaugh with regrets to approve the resignation of Superintendent Decker.

Director Mather congratulated Mr. Decker and wished him the best in his new opportunity and thanked him for his service. Director Fox stated that Superintendent Decker has done an outstanding job leading our school district and taking it to a different level. He noted that he came in a tough situation with a high sense of urgency and took on every issue that came to him with courage and involved the right people within the district and community including administration, staff and faculty. He further stated that Superintendent Decker has been innovative in his approach in education and has advanced technology and has provided different options in how curriculum can be delivered. He stated that he will be missed and wished him success in his new opportunity. Director Bower stated that Superintendent Decker had faced financial challenges in the first three months that he had arrived. He has been innovative by adopting new programs allowing students to learn in new ways and giving more students a chance to graduate. He stated that his leadership and that of his team has allowed them to grow as leaders. He further stated that he will be missed and appreciates all that he has done for this community. He noted that the articles in the local paper this week highlighted all of the good things that are going on in Muscatine and attributed this to Superintendent Decker and his leadership. Director Drawbaugh thanked Superintendent Decker stating that it is bittersweet to her to see his superintendency come to an end; however, she is excited that he will be working with the AEA. She stated that they picked the right candidate. All ayes; motion carried

President Jones extended her congratulations on Superintendent Decker’s new position and noted that this is an opportunity of a lifetime as he looks to advance his career. She stated that he has demonstrated a passion for our schools and community and that the board is confident that he will do everything in his power to help with the transition. Superintendent Decker stated that the job was offered to him almost two weeks ago and was not an easy decision. He noted that he has quickly come to have more passion for this

<<20>>

community than what people understand. He stated that he has enjoyed the opportunity to make this a better place for students. He emphasized that the work of district staff is making a difference happen. He shared that sometimes leaders get too much credit when things go well. He stressed that the real credit goes to the administrative team and faculty as they have been willing to take risks and be creative and not do the same thing to get different results. He shared that they have looked at student needs and hopes those types of things continue to happen. He noted that every student has an opportunity to be successful if they have the drive to do so. He stated that the district has an incredible staff of people which made it very hard to come to this decision. He noted that he has been in education 26 years and this is the first time in 26 years that the chief administrator job has come available. He noted that this job is appealing to him in the idea that he can work and build consensus to help students throughout our entire region and remain in Muscatine to be a part of the community as it is a great place to live and raise his family. He stated that all of our paths will still cross and that is a blessing to him. He stated that it has been an honor and a privilege to be able to work with district staff that supports doing what is right for students. Superintendent Decker announced on April 9 at 7 p.m. at Central Middle School auditorium is a traveling group of dancers from Mexico sponsored by Rotary. They will be making performances in Iowa City, Washington, West Liberty, Muscatine, and Keokuk. They will also be performing and interacting with students in our middle schools during the day. He noted that this is a cultural exchange that is good for our students and allows them to see a world view and a fine arts piece that he has heard is excellent. Director Drawbaugh asked if there has been any discussion as to next steps regarding the superintendent vacancy. President Jones stated that she will contact each member individually within the next few days. Director Fox suggested that the board get together on Friday morning to discuss this. President Jones stated that she will contact each person to come to consensus on the date and will contact search firms to present to the board as soon as possible. Superintendent Decker suggested that board members send President Jones or Secretary Mosier dates that they can meet.

A motion was made by Director Wildermuth and seconded by Director Bower to adjourn the meeting. All ayes; motion carried. Time: 5:31 p.m.

Penny Jones, President Lisa Mosier, Secretary

<<21>>

APPLICATION FOR RENEWAL OF COOPERATIVE SPONSORSHIP OF AN ACTIVITY 281-36.20(280)

Your school has been involved in a cooperative program agreement during the 2012-2013 school year. This includes your 2013 summer activities. If you desire to continue this agreement for another year, we will make that extension to your contract upon receipt of the proper signatures below. This RENEWAL must be submitted prior to April 30, 2013.

The following school districts hereby apply for RENEWAL of our existing cooperative program(s) for the school year 2013-2014.

SCHOOLS PARTICIPATING

----l!O'-.LI..Atl..LC'-"O ""'-X \"--':t'----______ AND AX uSC u 7 (~(t e If more than (2) two schools, please indicate:

ACTIVITIES SPONSORED BY IHSAA INCLUDE: ACTIVITY HOST SCHOOL

t36 Y s g v}.D V·.., m~ "'3 '* 0 0- 11 fI\, -3 G~r1s Sc)C-( e t

~no 1J.0/MtIlt ci:)erintendent

Board of Euucation, Chairperson Superintendent School

Board of Education, Chairperson Superintendent School



Board of Education, Chairperson Superintendent School •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

This above request for cooperative sponsorship is hereby granted RENEWAL of existing agreement for the school year 2013-2014.

AUTHORIZED SIGNATURE DATE IOWA HIGH SCHOOL A T1-lLETIC ASSOCIATION II1 3cc

<<22>>

APPENDIX N

IOWA W ESLEY AN COL LEGE Mt. Pleasant , Iowa 52641

Academic Year 20 13-20 14

AN AG REEMENT FOR COOPERA n ON IN STUD ENT TEACHING, TEACHER AIDfNG, OBSERVATION, TUTORING, AND EDUCATION METHODS CLASSES

This agreement entered into by and between Iowa Wesleyan College and the M uscatine Community School District (hereinafter referred to as the "cooperating school system") in accordance with Section 272.25 Code of Iowa, Rules for Teacher Education Programs. paragraphs 1-9 inclusive estab lishes the conditions which shall exist and the procedures which shall be fo llowed in the placement of teacher education students in the classrooms of this school district. This agreement shall be approved annually by the proper College authorities and the Board of Education of this school district.

1.0 Scope of Agreement: 1.1 This agreement shall set forth procedures: fo r the placement of student teachers, for the change or termination of studcm teaching

assignments, for College supervision of student teachers and teacher aides, for the status and legal protection of student leachers, lo r reinunerati6n fo cooperating schoe)'l-systenis;'for ob!;ervation and/or tutoring in c lassrob Il1S -prit}rl0- s 1'Ode'fineacnih~(and for miscellaneous activi ties related to Education Methods classes.

2.0 Placement of Student Teachers: 2.1 The placement of student teachers will be accomplished on a cooperative basis involving both Iowa Wesleyan College and the

cooperating school system. 2.2 Placement shall be initiated by the College Director or Student Teaching through conference with appropria tely designated

personnel of the cooperating school system. 2.3 The College shall present a list o f student teachers showing the grade level or subjects preferred and such other infonnation as

would be of value before the preliminary assignments are made. 2.4 Iowa Wesleyan College reserves the right to decline the services of any given cooperating teacher; however, said decisions shall

not be based on race, creed, color, sex, national origin or handicap. (Title VII Civil Rights Act of 1964 as amended) 2.5 The cooperating school system reserves the right to refuse placement o f any given student teacher, however, said decisions shall

not be based on race, creed, color, sex, national origin or handicap. (Title VII Civil Rights Act of 1964 as amended) 2.6 A regular student teacher ass ignment shall be one student per teacher for full days unless other arrangements are mutually agreed

upon. 2.7 The student teacher shall be on duty each day for the length of time that is required of the regular teacher. The student teacher

shall fo llow the schedule of the cooperating school system, not the college schedule. 2.8 An ass ignment is considered as ':on the job" which includes recess duty, conference periods, homeroom, activity periods,

preparation periods, and any others which are part o f the regular day. Any "'off the job preparation" consisting of correcting papers, preparing lesson plans and special projects will be considered as student teaching time credit to be applied only when the student is teaching full time (a ll subjects).

2.9 Student teaching assignments shall be made with Iowa licensed teachers who have had severa l years of experience and/or a gradua te degree except in cases of emergency placement.

3.0 Tennination or Change of Assignment : 3. 1 The Director of Student Teaching or the cooperating school system may terminate or change ass ignments of any student teacher.

Prior to so doing, the Director or the cooperating school system shall make reasonable efforts to consult with all parties concemed regarding reasons for the termination or change in ass ignment.

3.2 The student teaching assignment shall be completed during one semester unless an extension is necessary due to a reason not controlled by the student.

3.3 If the cooperating teacher should assess a student teacher incapable or teaching, he/she shall immediately notify the College Director of the Student Teaching Program and the building Principal. After ajoint conference of the parties, the student teacher ass ignment may be terminated by the Director or the cooperating school system.

3.4 A cooperating teacher or principal shall not accept an ora l change in ass ignment either for hours, subject, or grades. Before a change in assignment can be made, the proper College official shall notify the principal o r the desi red change. Only by direct noti fication from the principal or superintendent to the cooperating teacher can any such change be approved for credit.

4.0 Supervision of Student Teachers: 4 .1 Members of the Iowa Wesleyan Co llege Faculty will serve as supervisors o f the student teaching program in conjunction

with the cooperating teachers who guide, direct, and assist in the evaluation of the student.

<<23>>

Appendix N (cont'd) 4.2 The student teacher shall be subject to the rules and regulations of the cooperating school and to those established by the

Director of Student Teaching as well as the Code of Ethics of the profession. 4.3 The Director of the Student Teaching program shall schedule annually a workshop for orientation of cooperating teachers. 4.4 The Superintendent of the cooperating school system shall schedule a student teacher orientation meeting preceding the

beginning of the assignment. 4.5 The final grade for the student teacher shall be recommended by the cooperating teacher.

5.0 Attendance: 5.1 The student teacher shall report directly to the Principal's office the first day of the teaching assignment. 5.2 Each cooperating teacher shall keep an accurate record of attendance of the student teacher. S.3 The cooperating teacher should be notified in advance of any absences. 5.4 The College should be informed if a student teacher is absent without notification to the cooperating teacher. 5.5 Student teachers will be invited to participate in all pre-service and in-service workshops conducted during the time of their

assignment.

6.0 Status and Legal Protection of Student Teachers: 6.1 Student teachers will have status and authority in accordance with Section 272.27 Code of Iowa. 6.2 Students actually engaged under the terms of this agreement shall be entitled to the same protection under provisions of

Section 670.8, Code of Iowa, as is afforded by said section to officers and employees of the school district, during the time they are so assigned. (tort liability coverage)

7.0 Remuneration: 7.1 Iowa Wesleyan College agrees to remunerate the cooperating teacher or school system as follows: (see below *)

$14.00 per each credit hour of student teacher supervision completed by the cooperating school system. 7.2 Remuneration for a student teacher whose assignment was terminated prior to its completion shall be pro-rated by the Director of

Student Teaching. 7.3 No fee will be required for students who are assigned from time to time for classroom observations, as teacher aides or as

intermittent observers as part of a methods class. 7.4 Payments may be used by the cooperating school system in accordance with the local board of education policy.

8.0 Students from Iowa Wesleyan College, as a part of their assigned work in courses from the IWC Division of Education, shall be allowed to observe in classrooms of the cooperating school system and to perform other such functions as mutually agreed to by the professional staff of both institutions. See 7.3 as to fees:

Iowa Wesleyan College Approval:

President

Date: ----Soo!:....1R--=3;"..,....,,~!(t:..-=n_j~f-+(-~---* Fees should be remitted as follows:

District Approval:

Superintendent of Schools or President of School Board or Director of PrivatelIndependent School

Date: ______________ _

Separate checks sent to each cooperating teacher. (Teacher's home address, a phone number, and email address will be requested.) One check payable to the school district.

Please return one signed copy to: Chair, Division of Education Iowa Wesleyan College 60 I North Main Street Mt. Pleasant, Iowa 52641

<<24>>

MHER (OllEGE

FIELD EXPERIENCE CONTRACTUAL AGREEMENT

This contract is made and entered into by and between the Luther College Department of Education, Decorah, Iowa and

Muscatine School District.

PROVISIONS:

1. Luther College and Muscatine School District agree to participate, if placements are available, in the district in a

field experience program, which includes, but is not limited to: Student Teaching, Student Observations, and other

field experiences during the 2013-2014 academic year. This agreement may include assignments in elementary

(grades Pre-K-6), secondary (grades 7-12), and special fields [Art, Music, Physical Education, and Health (K-12)].

2. Luther College will provide supervision by one or more of the following: faculty member(s), or trained and

credentialed specialists in education, for students participating in Field Experiences who are placed in the school

district identified under item 1, above.

3. Luther College agrees to compensate the school district in the amount of $125 for one-half a semester or $250

for a full semester for each student placed as a student teacher. Payment is to be made at the end of each

semester after the Department of Education receives the written Student Teacher Evaluation from the Cooperating

Teacher. Allocation of compensation to each cooperating teacher is to be directly made to the cooperating teacher,

unless otherwise specified by the district. Payment for a student teacher who has withdrawn prior to the middle of

the term shall be one-half of the normal reimbursement with payment to be made at the end of the period. Other

field experiences identified in this agreement will be compensated with regard to time involvement and course

objective, and will be stated at the time of the request.

4. Student Teachers and other field experience enrollees of Luther College Department of Education are to comply

with all the contracted school district's rules, regulations, and policies. Termination or change in assignment will be

the option of Muscatine School District, as well as the option of Luther College, should circumstances warrant such

an action.

March 12,2013

March 12,2013 DIrector of Field Placement

Date Representative for Muscatine School District

Department of Education 563.387.1140 p 563.387.1107 F

Luther College 700 College Drive Decorah, Iowa 52101-1045 www.luther.edu

<<25>>

Start Date Waiver Request Resolution

Director _______________________ introduced and caused to be read the Resolution hereinafter set out and moved its adoption; seconded by Director ____________________ after due consideration thereof by the Board, the President put the question upon the adoption of said Resolution and, the roll having been called, the following Directors voted:

Aye: ________________________________________________________________________

Nay: ________________________________________________________________________

Whereupon the President declared said Resolution duly adopted as follows:

RESOLUTION

WHEREAS, pursuant to Iowa Code Sec. 279.10(4), the State of Iowa has granted school districts and nonpublic schools the ability to request a first day of school earlier than the mandated start date; and

WHEREAS, the request is to be made upon a determination by the board that the later start date

would have a significant negative educational impact, and WHEREAS, the Board, in consultation with its community, has determined a later start date

would have a significantly negative impact on the educational program due to the direct and indirect impact on student learning and student learning needs, more specifically

Facilitating dual credit courses for high school students, ensuring they are equipped with post-secondary and career ready skills, with post-secondary institutions by having the calendars aligned.

Completion of the semester after winter break will require teachers to spend a week in January refreshing students’ memories, effectively adding days of instruction.

Allowing those students graduating at semester to attend post-secondary instruction starting in January.

Avoiding the delay of the end of school, due to weather, going into mid-June when students are significantly less likely to be learning than they are in late August.

Allowing for effective and evidence-based professional development to be spread throughout the school year, rather than front- or end-loaded, in order to improve instruction.

Giving teachers and other staff, a small break between the end of the school year and the beginning of summer coursework in June.

WHEREAS, the Board believes that student achievement first and foremost should drive all education policy decisions. Any alterations to the current school start date should have data showing how

<<26>>

the later start date is more vital to the state of Iowa than the success of its students, its future. The decision on the school calendar should be made with that in mind as well as the recognition of the community’s involvement and support of the calendar.

NOW, THEREFORE, be it resolved by the Board:

Passed and approved this ______ day of , 20____.

Board President _____________________________________________

Attest:

Board Secretary _______________________________________________

<<27>>

Muscatine Community School District

District Developed Service Delivery Plan for Special

Education Services 2013

<<28>>

2013-2018 Approved by MCSD School Board on (Date) Page 2

Table of Contents Question 1: .................................................................................................................................................................. 3 What process was used to develop the delivery system for eligible individuals? ....................... 3 Question 2: .................................................................................................................................................................. 4 How will service be organized and provided to eligible individuals? ............................................... 4 Early Childhood Education Services with Community Partners .................................................... 4 Early Childhood Integrated Special Education Services ..................................................................... 5 Early Childhood Special Education Services with No or Limited Integration ........................... 6 Consulting Teacher Services ........................................................................................................................... 7 Co-‐Teaching Services ......................................................................................................................................... 8 Targeted Skills Services .................................................................................................................................... 9 Self-‐Contained Core Services ....................................................................................................................... 10 Unique IEP-‐Specific Services ....................................................................................................................... 11 Inclusive Services ............................................................................................................................................. 12 Special Class Services ..................................................................................................................................... 13

Question 3: ............................................................................................................................................................... 14 How will caseloads of special education teachers be determined and regularly monitored? ....................................................................................................................................................................................... 14 Question 4: ............................................................................................................................................................... 16 What procedures will a special education teacher use to resolve caseload concerns? .......... 16 Question 5: ............................................................................................................................................................... 17 How will the delivery system for eligible individuals meet the targets identified in the state’s performance plan? How will the delivery system for eligible individuals address needs identified by the state in any determination made under Chapter 41? What process will be used to evaluate the effectiveness of the delivery system for eligible individuals? .. 17 Plan Available for Public Comment ............................................................................................................... 18 Muscatine District Developed Special Education Service Delivery Plan Assurances .............. 19 Appendix ................................................................................................................................................................... 20 Caseload Review Request ............................................................................................................................. 21 Individual Student Caseload Report (ISCR) .......................................................................................... 23

Public Comments: .................................................................................................................................................. 24

<<29>>


Question 1:

What process was used to develop the delivery system for eligible individuals? The delivery system was developed in accordance with Iowa Administrative Code rule 41.408(2)”c”. The group of individuals who developed the system included parents of eligible individuals, special education teachers, a general education teacher, administrators, and representatives of the AEA. Committee members included: Parents of eligible individuals

• Marianna Haas • Angie Palmer

Special education teachers • Arlene Melson – Muscatine High School • Erin Thomas – Muscatine High School • Karin Ryan – Central Middle School • Corrie Johnson – West Middle School • Jennifer Hampton – Grant Elementary School • Marla Brogly – Jefferson Elementary School • Michelle Cali – Grant Elementary School (ECSE)

General education teachers • Nance Ward – Madison Elementary

Administration • Brian Walthart – Washington Elementary School, Principal • Corry Spies – Colorado Elementary School, Principal • Jan Collinson – Director of Special Programs

Area Education Agency 9 (appointed by AEA Special Education Director) • Linda Ryan • Lorry Wilson

<<30>>


Question 2:

How will service be organized and provided to eligible individuals?

Continuum of Services

• The following continuum is a range of special education instructional service options available to provide an appropriate educational program for all eligible students, ages three to twenty-one.

• At any given time, students may receive a combination of these services to best meet their needs as determined by the IEP.

• Services may be provided within the district, or through contractual agreement with other districts and/or agencies.

Early Childhood Education Services with Community Partners Are: Direct Services Provided by: Certified special education teacher.

Provided To: Heterogeneous group of students ages 3-5.

Setting: Public and/or private preschool where less than 50% of students have IEP’s.

Goal / Purpose:

Meet the individual needs of a preschool student with an IEP using specially designed strategies and a high quality preschool curriculum that adheres to Iowa Quality Preschool Program Standards (QPPS), Head Start Program Performance Standards and/or National Association for the Education of Young Children (NAEYC) Accreditation.

Example:

Student had been attending private preschool prior to receiving an IEP. The IEP team may determine it is in the best interest of the student to remain enrolled in current preschool program. ECSE teacher works with staff to implement IEP so student does not have to change preschools.

SE Duties: Monitoring the student’s progress according to the IEP. Consulting with teacher in community-based preschool.

May Include But Not Limited To:

Itinerant services. 45 day trial.

<<31>>


Early Childhood Integrated Special Education Services Are: Direct Services Provided by:

Certified special education teacher with dual endorsement. This allows teacher to instruct students with and without IEPs.

Provided To: Students ages 3-5.

Setting: Public preschool where up to 49% of students have IEP’s.

Goal / Purpose:

Meet the individual needs of a preschool student with an IEP using specially designed strategies and a high quality preschool curriculum that adheres to Quality Preschool Program Standards (QPPS) and/or National Association for the Education of Young Children (NAEYC) Accreditation.

Example:

Social and academic needs of student best met in preschool program with same-age peers as models. This may be done though a contractual agreement with other districts or agencies that meet required standards.

SE Duties: Delivery of instruction. Modify the general education curriculum. Monitor the student’s progress according to the IEP.


All integrated preschool programs in MCSD.

<<32>>


Early Childhood Special Education Services with No or Limited Integration

Are: Direct Services Provided by:

Certified special education teacher with dual endorsement. This allows teacher to instruct students with and without IEPs.

Provided To: Students ages 3-5.

Setting: Public and/or private preschool where 51% to 100% of students have IEP’s.

Goal / Purpose:

Meet the individual needs of a preschool student with an IEP using specially designed strategies and a high quality preschool curriculum that adheres to Iowa Quality Preschool Program Standards (QPPS) and/or National Association for the Education of Young Children (NAEYC) Accreditation.

Example:

Age or intensive needs of student requires a preschool program with fewer number of students, fewer hours, or lower teacher: student ratio. This may be done though a contractual agreement with other districts or agencies who meet required standards.

SE Duties: Delivery of instruction. Modify the general education curriculum. Monitor the student’s progress according to the IEP.


Services provided by hospital or institution. Programs designed for students unable to function in large groups due to disability.

<<33>>


Consulting Teacher Services Are: Indirect services Provided by:

Certified special education teacher or appropriately certified individual from the AEA.

Provided To: General education teacher.

Setting: Typically the general education classroom, but may include other settings

Goal / Purpose:

Assist general education teacher to adjust the learning environment and/or modify instructional methods using specially designed strategies to meet the individual needs of a student with an IEP receiving instruction in the general education classroom.

Example:

Student is successful in general education classroom when special education teacher explains accommodations in IEP to general education teacher, who is responsible for implementation. Examples may include but are not limited to preferential seating, assistance with note-taking, or graphic organizers.

SE Duties: Consulting with general education teacher. Monitoring the student’s progress according to the IEP.


Itinerant services. 45 day trial.

<<34>>


Co-‐Teaching Services

Are: Specially designed instruction including co-planning, co-teaching, co-assessment and reinforcement and re-teaching of skills. Refer to Iowa Department of Education for clarification of co-teaching models.

Provided by:

Certified special education teacher and general education teacher in partnership.

Provided To: Heterogeneous group of students with and without IEPs.

Setting: Typically the general education setting. Goal / Purpose:

Assure students receive high quality instruction in content areas based on the Iowa Core while meeting the specific needs of their IEP.

Example:

Student is in general education class, such as math. Certified math teacher and special education teacher collaborate in the delivery of instruction. Special education student is assessed on same standards as general education students with accommodations made per IEP.

SE Duties: Monitoring the student’s progress according to the IEP. Assure IEP accommodations are implemented. This may include extended time, re-teaching, and have material read aloud.


Core areas of reading, written language, math.

<<35>>


Targeted Skills Services Are: Direct specially designed instruction Provided by: Certified special education teacher.

Provided To: An individual or group of students with IEPs.

Setting: Outside the general education setting (self-contained).

Goal / Purpose:

Provide instruction in targeted skills and strategies that cannot otherwise be provided during the student’s regular instruction time. Skills are identified in IEP and will enable student(s) to meaningfully participate in the general education classroom. Does not supplant the instruction provided in the general education classroom. Primary focus will be on skill development and remediation of skills, not homework completion.

Example:

Student spends a portion of his/her day with special education teacher, focusing on learning skills to meet IEP goals in reading, written language, math and/or behavior.

SE Duties: Design and deliver instruction. Monitor progress on IEP.


Social skills class. Separate classroom focused on skill-building in areas identified in the IEP (reading, math, written language, behavioral).

<<36>>


Self-‐Contained Core Services

Are: Specially designed instruction of grade level content based on Iowa Core Standards and Benchmarks, modified to meet students’ instructional levels.

Provided by:

Certified special education teacher Must hold certification in content area of instruction where required.

Provided To: An individual or group of students who have an IEP.

Setting: Outside the general education setting (self-contained)

Goal / Purpose:

Provide modified instruction, based on the Iowa Core Standards and Benchmarks, designed to meet the unique learning needs of the student. Allows student to meet grade level and/or graduation requirements.

Example:

Students receiving this service would need significant modification and support, academic or behavioral, in order to be successful in general education class. For example, the student can understand the concepts but not able to work independently or complete grade level work because level of skills are significantly below peers.

SE Duties: Modify and deliver the general education curriculum to have it meet needs of students. Monitoring the student’s progress according to the IEP


Grade level courses required in grades K-8 and/or high school courses required for graduation such as sciences, math, social studies and English.

<<37>>


Unique IEP-‐Specific Services Are: Specially designed instruction to meet needs of students identified in IEP. Provided by: Certified special education teacher


Setting: Outside the general education setting (self-contained) Goal / Purpose:

Provide services and instruction based on unique needs of the student not academically based.

Example:

Services may include functional skills, such as accessing community services, physical therapy, or use of instructional technology.

SE Duties: Modify and deliver instruction based on needs of students. Monitoring the student’s progress according to the IEP


Community Mobility Work Experience

<<38>>


Inclusive Services

Are: Direct specially designed instruction provided simultaneously with the general education content area instruction.

Provided by:

Certified special education teacher and/or para-educator under the supervision of a special education teacher.


Setting: General education classroom

Goal / Purpose:

To aid the student(s) in accessing the general education curriculum and increasing the opportunity to be included with and interact with same-age peers in general education setting. Social, emotional or behavioral growth is often the objective, rather than mastering the curriculum.

Example:

Student is assigned general education peer as partner to complete project. Goal of project is significantly altered.

SE Duties: Modify the general education curriculum Delivery or supervision of instruction Monitoring the student’s progress according to the IEP


Exploratory Class, Center Time, Guidance Instruction, Computer Lab – any setting could be appropriate where the focus is on participation rather than mastery of curriculum.

<<39>>


Special Class Services Are: Direct specially designed instruction Provided by: Certified special education teacher


Setting: Outside the general education setting (self-contained class)

Goal / Purpose:

Provide instruction that is tied to the Iowa Core Standards and Benchmarks, but has been modified to meet the unique needs of the student(s).

Example:

Student works on academic or behavior skills but at level significantly below level of peers. Alternate methods of delivering instruction such as counting money to learn math skills.

SE Duties: Design, deliver and/or monitor instruction, depending on location and situation. Monitor progress on IEP


Students on Iowa Alternate Assessment for academic subjects Classes based on learning life skills Special classes, special schools, home instruction, and instruction in hospitals and institutions Off-campus services for behavior services

<<40>>


Question 3:

How will caseloads of special education teachers be determined and regularly monitored? Preschool teacher caseload (ages 3-5) will meet the criteria of the Preschool Program Standards being implemented (QPPS and/or NAEYC) regarding maximum class size and teacher-child ratios. They will also follow the procedures described below for the updating the special education component of PowerSchool (MCSD’s student accounting system). The IEP team is responsible for determining and describing the services a student will need in their IEP. The AEA assigns a weighting for each student based on the intensity of services provided to an individual student. Categories used for weighting are: curriculum modifications, specially designed instruction related to all goals areas regardless of the setting, support for school personnel and LRE efforts, and supplementary aids and services/specialized transportation. (Please see the weighting matrix.)

Matrix Points Caseload Weighting 0 - 5 points on Matrix = 1 Point Caseload Weighting 6 - 9 points on Matrix = 2 Point Caseload Weighting

10 - 12 points on Matrix = 3 Point Caseload Weighting Based on this system,

the recommended maximum caseload for a teacher is 18 points. It is the responsibility of the special education teacher to:

• Update the special education component of PowerSchool • Complete the online Individual Student Caseload Report (ISCR). This will

generate an email to the Director of Special Programs and/or designee. This will be done within two weeks of any IEP meeting and/or change to the IEP including:

• Initial IEP meeting • IEP Review / Re-evaluation • Change of Responsibility Teacher • Any amendment (with or without a meeting) • Student with IEP moves into the district • Student moves out of the district • Student exiting special education services, regardless of reason. This includes,

but is not limited to returning to general education, dropping out of school, etc.

<<41>>


The Director of Special Programs will use this information when determining teacher assignment for new students and staffing recommendations. The Director of Special Programs will review caseloads a minimum of twice a year. Results will be shared with AEA, building administrators, department chairs, and teachers for adjustments prior to finalization.

• Fall reviews will be done prior to the Special Education Enrollment Count. • Spring reviews will be completed no later than April 30 in preparation for the

following school year. Each teacher is responsible for monitoring his or her own caseload throughout the school year.

<<42>>


Question 4:

What procedures will a special education teacher use to resolve caseload concerns? Caseloads will be monitored throughout the school year and reviewed at least twice yearly. In addition to scheduled reviews, caseloads will also be reviewed under the following circumstances:

• When Preschool Standards are not met.

• When caseload points exceed 18.

• When the teacher, administrator or AEA expresses a concern about the ability of the teacher to effectively perform the essential functions of the job due to caseload.

PROCEDURAL STEPS TO RESOLVE CONCERNS

1. Informal problem solving strategies in relation to caseload concerns will be explored. This may include, but not limited to, schedule adjustments, change of responsibility teacher, and other building level options.

2. If the concern is not resolved satisfactorily, a Caseload Review Request form is submitted to the building administrator.

3. The building administrator and teacher will review and discuss the Caseload Review Request Form within 10 working days. Attempts to resolve the concern will be documented. MCSD encourages a team approach to resolve the concern, possibly involving the AEA, general education teachers, special education teachers, paraprofessionals, etc.

4. If the caseload concerns cannot be satisfactorily resolved, the request is then sent to the Director of Special Programs by team member(s).

5. Within 10 working days, the Director will review the request with the team member(s). A written recommendation will be provided within 7 working days of the meeting.

6. Upon receipt of the recommendation, the team member(s) will determine the next steps. Options are: • Accept and implement recommendation OR • Appeal in writing to Superintendent of Schools who will respond within 10

working days. o If this decision is not acceptable, the team member(s) may appeal in

writing to the Director of AEA 9. § The AEA Director/designee will meet with personnel involved

and will provide a written decision within 10 working days.

<<43>>


Question 5:

How will the delivery system for eligible individuals meet the targets identified in the state’s performance plan? How will the delivery system for eligible individuals address needs identified by the state in any determination made under Chapter 41? What process will be used to evaluate the effectiveness of the delivery system for eligible individuals? Individual: Individual student goals will be monitored and data will be graphed every two weeks in order to determine instructional changes to allow students to achieve their IEP goals. Parents/Guardians will be asked annually to evaluate the effectiveness of MCSD services. This data will be collected and reported at a building and district level. Building: Building administration and special education teachers will annually review performance and progress in the areas of reading and math for both individual students and the IEP subgroup when compared to non-‐IEP students. District-‐wide data may include (but is not limited to) Measure of Academic Progress (MAP), Iowa Assessments and Creative Curriculum Gold (early childhood). District: IEP subgroup data will be reviewed annually by the district’s leadership team(s). IEP student data will also be disaggregated and examined by school level (elementary, middle, and high). If the district meets the requirements for the state performance plan, the delivery system will be considered effective. If the district does not meet requirements, the district will work in collaboration with the State and AEA to revisit the District Developed Service Delivery Plan.

<<44>>


Plan Available for Public Comment

On January 30, 2013, a draft of the District Developed Plan will presented to the Muscatine School Board. They will announce to the public that the plan is available for public review and comments through February 28th, 2013. Public announcements will be:

• Published in the Muscatine Journal • On the local radio station’s public service segment • Published in building newsletters • Announced at PTO meetings

A hard copy of the plan will be available at:

• MCSD Administration Center • Musser Public Library • Muscatine Community College • Mississippi Bend Area Education Agency #9 – Muscatine Office

An electronic version will be:

• Posted on the district web site • Emailed to all special education teachers • Emailed to all district administrators • Emailed to School Board members

Comments may be directed to Jan Collinson, Director of Special Programs. They must be received, or postmarked no later than, February 28, 2013.

• Written comments o Jan Collinson, Director of Special Programs

2900 Mulberry Avenue Muscatine, IA 52761

• Email comments: o [email protected]

• Verbal comments: o Jan Collinson – 563-263-7223 ext. 1107

• In addition, comments may be directed to any member of the team (names listed on page 3).

MCSD will review and consider all public comments and make any necessary modifications to their District Developed Service Delivery Plan, as appropriate. All comments and responses will be included when presented the AEA and School Board for approval. It is anticipated the plan will be presented to Muscatine School Board on March 18, 2013 followed by a request for approval on April 8, 2013.

<<45>>


Muscatine District Developed Special Education Service Delivery Plan Assurances ü Muscatine Community School District assures it provides a system for delivering

instructional services including a full continuum of services and placements to address the needs of eligible individuals aged 3 to 21, and shall provide for the following:

(1) The provision of accommodations and modifications to the general education environment and program, including settings and programs in which eligible individuals aged 3 through 5 receive specially designed instruction, including modification and adaptation of curriculum, instructional techniques and strategies and instructional materials.

(2) The provision of specially designed instruction and related activities through cooperative efforts of the special education teachers and general education teachers in the general education classroom.

(3) The provision of specially designed instruction on a limited basis by a special education teacher in the general classroom or in an environment other than the general classroom, including consultation with general education teachers.

(4) The provision of specially designed instruction to eligible individuals with similar special education instructional needs organized according to the type of curriculum and instruction to be provided, and the severity of the educational needs of the eligible individuals served.

ü The district assures the school board has approved the development of the plan for creating a system for delivering specially designed instructional services.

ü The district assures that prior to the school board adoption, this delivery system was available for comment by the general public.

ü The district assures the delivery system plan was developed by a committee that included parents of eligible individuals, special education teachers, general education teachers, administrators, and at least one AEA representative (selected by the AEA Special Education Director).

ü The district assures the AEA Special Education Director verified the delivery system is in compliance with the Iowa Administrative Rules of Special Education.

ü The district assures the school board has approved the service delivery plan for implementation.

<<46>>


Appendix

<<47>>


Caseload Review Request

Name __________________________________ Date ________________________

Teacher Caseload of Concern: ____________________________________________

School _____________________ Building Administrator _______________________

Briefly describe concern: List attempts to resolve concern. Attach supporting documents if necessary. List team members you would like involved in the Caseload Review Process. REQUESTING A CASELOAD REVIEW

• Complete this form and submit to building administrator • Attach copy of Teacher Caseload Report • The person requesting the review is responsible for gathering relevant information to support the request. This

information might include, but is not limited to:

Roster exceeds point maximum Schedule and instructional groupings Collaborative/co-teaching assignments Number of buildings Number of IEPs Intensity of services documented in the IEPs Age span of students Time needed for collaboration Amount of direct instructional contact time with students

Amount of time required in supervision of para-educators

The building administrator and teacher will review and discuss the Caseload Review Request Form within 10 working days. Attempts to resolve the concern will be documented. MCSD encourages a team approach to resolve the concern, possibly involving the AEA, general education teachers, special education teachers, paraprofessionals, etc.

<<48>>


Weigh

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<<49>>


Individual Student Caseload Report (ISCR) • This form must submitted within two weeks of meeting / IEP changes. • PowerSchool must be updated at the time of submission • This form is required per the District Developed Service Delivery Plan, which was developed in

accordance with Iowa Administrative Code rule 41.408(2)”c”. It is filed with the Iowa Department of Education as a part of the C-‐Plan

Please note: This is a draft of the ISCR: The final form will be electronic

and developed after final approval of the plan.

1. Student 2. DOB 3. Grade 4. Building 5. Teacher 6. Weight/Level 7. 1:1 Para 8. FBA/BIP 9. Health Plan 10. Iowa Alternate Assessment 11. Mark reason for ISCR

a. Initial IEP b. Annual Review / Re-‐evaluation c. Amendment d. Change of responsibility teacher e. New / returning to district f. Moved out of district g. Exiting special education services:

i. List reason 12. Other comments

Selecting ‘submit’ will send a copy of this form to the Director of Special Programs and/or Designee.

<<50>>


Public Comments:

Opportunity for public comment closed Thursday, February 28, 2013. No comments were received. On Monday, March 3, 2013 the plan was submitted for approval to Julie Schendel, Assistant Director of

Integrated Services for AEA 9.

Comments may be directed Jan Collinson, Director of Special Programs. They must be received, or postmarked no later than, February 28, 2013.

• Written comments o Jan Collinson, Director of Special Programs

2900 Mulberry Avenue Muscatine, IA 52761

• Email comments: o [email protected]

• Verbal comments: o Jan Collinson – 563-263-7223 ext. 1107

• In addition, comments may be directed to any member of the team (names listed on page 3).

MCSD will review and consider all public comments and make any necessary modifications to their District Developed Service Delivery Plan, as appropriate. All comments and responses will be included when presented the AEA and School Board for approval. It is anticipated the plan will be presented to Muscatine School Board on March 18, 2013 followed by a request for approval on April 8, 2013.

<<51>>

BOARD GOAL:

FINANCIAL SOLVENCY

<<52>>

To the Board of Education I hereby certify that the following is a true Abstract of Claims for the period of time ending

April 8, 2013 .............Director of Finance and Budgeting.

GENERAL FUND:

Total ----------------------------------------------------------------------------------------- $435,562.12

EXISTING CONTRACTS:

Total ------------------------------------------------------------------------------------------ $842,530.10

PREPAIDS- GENERAL FUND:

Total ------------------------------------------------------------------------------------------ $ 58,517.66

NUTRITION FUND:

Total ----------------------------------------------------------------------------------------- $115,700.21

ACTIVITY/AGENCY/TRUST FUND:

Activity Total ------------------------------------------------------------------------------- $ 54,563.93

Trust Total ------------------------------------------------------------------------------- $ 0.00

Special Purpose Trust Total -------------------------------------------------------------- $ 0.00

Agency Total ------------------------------------------------------------------------------- $ 48,797.09

SCHOOLHOUSE FUND:

Total ----------------------------------------------------------------------------------------- $ 214,642.43

MANAGEMENT FUND:

Total ------------------------------------------------------------------------------------------ $ 105,027.96

Presented to and approved by the Board of Directors of the Muscatine Community School District, County of Muscatine,

State of Iowa, at the regular meeting of April 8, 2013.

________________________________________ ________________________________________

SUMMARY SHEET

Detailed Abstract is on the Computer Print-out

<<53>>

FY 2014 Aid and Levy WorksheetAEA/Dist No. 09 4581 MUSCATINE

2.0000 Enter Regular Program Allowable Growth Percent2.0000 Enter Teacher Salary Supplement Allowable Growth Percent2.0000 Enter Professional Development Supplement Allowable Growth Percent2.0000 Enter Early Intervention Supplement Allowable Growth Percent

BUDGET ENROLLMENT5,299.5 * 1.1 Budget Enrollment (Oct 2012 Basic Enrollment)

(1.32) ** 1.2 Audited Change in Oct 2011 Headcount X 6,001 1.3 FY13 Regular Program District Cost Per Pupil (Line 2.3 - FY13 Aid and Levy)= (7,921) 1.4 Enrollment Audit Adjustment

5,251 1.5 FY13 Regular Program Foundation Cost Per PupilX (1.32) ** 1.6 Audited Change in Oct 2011 Headcount (Line 1.2) = (6,931) 1.7 Enrollment Audit Adjustment - State Aid Portion

COST PER PUPIL AMOUNTS6,001 2.1 FY13 Regular Program District Cost Per Pupil (Line 1.3)

+ 120 2.2 FY14 Regular Program Growth Per Pupil= 6,121 2.3 FY14 Regular Program District Cost Per Pupil

504.77 ** 2.4 FY13 Teacher Salary Supplement Cost Per Pupil (Line 2.6 - FY13 Aid and Levy) + 10.34 ** 2.5 FY14 Teacher Salary Supplement Growth Per Pupil= 515.11 ** 2.6 FY14 Teacher Salary Supplement Cost Per Pupil

54.92 ** 2.7 FY13 Professional Dev Suppl Cost Per Pupil (Line 2.9 - FY13 Aid and Levy) + 1.17 ** 2.8 FY14 Professional Development Supplement Growth Per Pupil= 56.09 ** 2.9 FY14 Professional Development Supplement Cost Per Pupil

68.33 ** 2.10 FY13 Early Intervention Suppl Cost Per Pupil (Line 2.13 - FY13 Aid and Levy) + 1.28 ** 2.11 FY14 Early Intervention Supplement Growth Per Pupil= 69.61 ** 2.12 FY14 Early Intervention Supplement Cost Per Pupil

WEIGHTED ENROLLMENT223.20 ** 3.1 0.72 Special Ed Weighting in Addition to 1.0

+ 292.29 ** 3.2 1.21 Special Ed Weighting in Addition to 1.0+ 212.35 ** 3.3 2.74 Special Ed Weighting in Addition to 1.0= 727.84 ** 3.4 Total Special Ed Weighting in Addition to 1.0+ 5,299.5 * 3.5 Budget Enrollment (Line 1.1)= 6,027.34 ** 3.6 AEA Weighted Enrollment + .00 ** 3.7 AEA Supplementary Weight for Sharing= 6,027.34 ** 3.8 AEA Weighted Enrollment with AEA Supplementary Weight for Sharing+ 38.190 *** 3.9 Supplementary Weighting - Sharing+ 30.013 *** 3.10 Supplementary Weighting - At-Risk Formula+ 48.40 ** 3.11 Supplementary Weighting - ESL+ .000 *** 3.12 Supplementary Weighting - Reorganization Incentives= 116.603 *** 3.13 Total Supplementary Weighting + 6,027.34 ** 3.14 AEA Weighted Enrollment (Line 3.6) = 6,143.943 *** 3.15 District Weighted Enrollment- 727.84 ** 3.16 Total Special Ed Weighting in Addition to 1.0 (Line 3.4)= 5,416.103 *** 3.17 District Weighted Enrollment without Special Ed Weightings

REGULAR PROGRAM DISTRICT COST CALCULATIONS6,121 4.1 FY14 Regular Program District Cost Per Pupil (Line 2.3)

X 5,299.5 * 4.2 Budget Enrollment (Line 1.1)= 32,438,240 4.3 FY14 Regular Program District Cost without Adjustment

25,652,312 4.4 Base (FY04) Regular Program District Cost + 0 4.5 Base (FY04) Regular Program Budget Adjustment = 25,652,312 4.6 Base (FY04) Total Regular Program District Cost- 32,438,240 4.7 FY14 Regular Program District Cost without Adjustment (Line 4.3)= 0 4.8 Reduction in RPDC from Base Year Total RPDC (if negative, enter zero)X 0.00 ** 4.9 FY14 Scale-Down Budget Adjustment Percentage = 0 4.10 FY14 Scale-Down Budget Adjustment Calculated

31,832,905 4.11 FY13 Regular Program District Cost (Line 4.3 - FY13 Aid & Levy)X 1.01 ** 4.12 101% Budget Adjustment= 32,151,234 4.13 101% of FY13 Regular Program District Cost- 32,438,240 4.14 FY14 Regular Program District Cost without Adjustment (Line 4.3)= 0 4.15 FY14 101% Budget Adjustment Calculated

0 4.16 FY14 Regular Program Budget Adjustment, line 4.10 or line 4.15, whichever is larger.OTHER DISTRICT COST CALCULATIONS

<<54>>

6,121 4.17 FY14 Regular Program District Cost Per Pupil (Line 2.3) X 116.603 *** 4.18 Total Supplementary Weighting (Line 3.13) = 713,727 4.19 District Cost for Supplementary Weighting

6,121 4.20 FY14 Regular Program District Cost Per Pupil (Line 2.3) X 727.84 ** 4.21 Total Special Ed Weighting in Addition to 1.0 (Line 3.4)= 4,455,109 4.22 Special Education Instruction District Cost

515.11 ** 4.23 FY14 Teacher Salary Supplement District Cost Per Pupil (Line 2.6)X 5,299.5 * 4.24 Budget Enrollment (Line 1.1)= 2,729,825 4.25 Unadjusted Teacher Salary Supplement District Cost

2,677,603 4.26 FY13 Unadj Teacher Salary Suppl District Cost (Line 4.25 - FY13 Aid and Levy) - 2,729,825 4.27 Unadjusted Teacher Salary Supplement District Cost (Line 4.25)= 0 4.28 Teacher Salary Supplement Budget Adjustment (if negative, enter zero)+ 2,729,825 4.29 Unadjusted Teacher Salary Supplement District Cost (Line 4.25)= 2,729,825 4.30 Teacher Salary Supplement District Cost

56.09 ** 4.31 FY14 Professional Development Supplement District Cost Per Pupil (Line 2.9)X 5,299.5 * 4.32 Budget Enrollment (Line 1.1)= 297,249 4.33 Unadjusted Professional Development Supplement District Cost

291,329 4.34 FY13 Unadjusted Prof Dev Suppl District Cost (Line 4.33 - FY13 Aid and Levy) - 297,249 4.35 Unadjusted Professional Development Supplement District Cost (Line 4.33)= 0 4.36 Professional Development Supplement Budget Adjustment (if negative, enter zero)+ 297,249 4.37 Unadjusted Professional Development Supplement District Cost (Line 4.33)= 297,249 4.38 Professional Development Supplement District Cost

69.61 ** 4.39 FY14 Early Intervention Supplement District Cost Per Pupil (Line 2.12)X 5,299.5 * 4.40 Budget Enrollment (Line 1.1)= 368,898 4.41 Unadjusted Early Intervention Supplement District Cost

362,463 4.42 FY13 Unadj Early Intervention Suppl District Cost (Line 4.41 - FY13 Aid and Levy) - 368,898 4.43 Unadjusted Early Intervention Supplement District Cost (Line 4.41)= 0 4.44 Early Intervention Supplement Budget Adjustment (if negative, enter zero)+ 368,898 4.45 Unadjusted Early Intervention Supplement District Cost (Line 4.41)= 368,898 4.46 Early Intervention Supplement District Cost

AEA DISTRICT COST CALCULATIONS270.09 ** 4.47 AEA Special Ed Support Cost Per Pupil

X 6,027.34 ** 4.48 AEA Weighted Enrollment (Line 3.6) = 1,627,924 4.49 AEA Special Ed Support District Cost without Adjustment

1,597,196 4.50 FY13 AEA Special Ed Support Dist Cost (Line 4.49 - FY13 Aid & Levy)+ 12,398 4.51 FY13 AEA Special Ed Support Adjustment (Line 4.54 - FY13 Aid & Levy)= 1,609,594 4.52 FY13 Total AEA Special Ed Support District Cost- 1,627,924 4.53 AEA Special Ed Support District Cost without Adjustment (Line 4.49) = 0 4.54 AEA Special Ed Support Adjustment (If negative, enter zero)

5,299.5 * 4.55 Budget Enrollment (Line 1.1)+ 102 4.56 Resident Accredited Nonpublic Students- .0 * 4.57 Shared-Time Nonpublic Pupils Counted in Line 1.1= 5,402 4.58 Total Enrollment Served - AEA Media and Ed Services X 49.90 ** 4.59 FY14 AEA Media Cost Per Pupil= 269,560 4.60 AEA Media Services District Cost

5,402 4.61 Total Enrollment Served - AEA Media and Ed Services (Line 4.58) X 54.40 ** 4.62 FY14 AEA Ed Services Cost Per Pupil= 293,869 4.63 AEA Ed Services District Cost

.00 ** 4.64 AEA Supplementary Weight for Sharing (Line 3.7)X 270.09 ** 4.65 AEA Special Ed Support Cost Per Pupil (Line 4.47)= 0 4.66 AEA Sharing District Cost

24.12 ** 4.67 FY14 AEA Teacher Salary Supplement District Cost Per Pupil X 6,027.34 ** 4.68 AEA Weighted Enrollment (Line 3.6) = 145,379 4.69 Unadjusted AEA Teacher Salary Supplement District Cost

142,217 4.70 FY13 Unadj AEA Teacher Salary Suppl District Cost (Line 4.69-FY13 Aid and Levy) - 145,379 4.71 Unadjusted AEA Teacher Salary Supplement District Cost (Line 4.69)= 0 4.72 AEA Teacher Salary Supplement Budget Adjustment (if negative, enter zero)+ 145,379 4.73 Unadjusted AEA Teacher Salary Supplement District Cost (Line 4.69)= 145,379 4.74 AEA Teacher Salary Supplement District Cost

2.83 ** 4.75 FY14 AEA Professional Development Supplement District Cost Per Pupil X 6,027.34 ** 4.76 AEA Weighted Enrollment (Line 3.6) = 17,057 4.77 Unadjusted AEA Professional Development Supplement District Cost

16,707 4.78 FY13 Unadj AEA Prof Dev Suppl District Cost (Line 4.77 - FY13 Aid and Levy) - 17,057 4.79 Unadjusted AEA Professional Development Supplement District Cost (Line 4.77)= 0 4.80 AEA Professional Development Suppl Budget Adjustment (if negative, enter zero)+ 17,057 4.81 Unadjusted AEA Professional Development Supplement District Cost (Line 4.77)= 17,057 4.82 AEA Professional Development Supplement District Cost

COMBINED DISTRICT COST SUMMARY

<<55>>

32,438,240 5.1 Regular Program District Cost without Adjustment (Line 4.3)+ 0 5.2 Regular Program Budget Adjustment Adopted (Line 4.16)+ 713,727 5.3 District Cost for Supplementary Weighting (Line 4.19) + 4,455,109 5.4 Special Education Instruction District Cost (Line 4.22)+ 2,729,825 5.5 Teacher Salary Supplement District Cost (Line 4.30)+ 297,249 5.6 Professional Development Supplement District Cost (Line 4.38) + 368,898 5.7 Early Intervention Supplement District Cost (Line 4.46)+ 1,627,924 5.8 AEA Special Ed Support District Cost without Adjustment (Line 4.49) + 0 5.9 AEA Special Ed Support Adjustment (Line 4.54)+ 269,560 5.10 AEA Media Services District Cost (Line 4.60) + 293,869 5.11 AEA Ed Services District Cost (Line 4.63) + 0 5.12 AEA Sharing District Cost (Line 4.66)+ 145,379 5.13 AEA Teacher Salary Supplement District Cost (Line 4.74)+ 17,057 5.14 AEA Professional Development Supplement District Cost (Line 4.82)- 84,618 5.15 AEA Statewide State Aid Reduction+ 976,452 5.16 FY14 SBRC Allowable Growth - Dropout+ (7,921) 5.17 Enrollment Audit Adjustment (Line 1.4)= 44,240,750 5.18 Combined District Cost

UNIFORM LEVY DOLLARS1,191,890,234 6.1 2012 Taxable Valuation with Gas & Electric Utilities (Enter on TaxCert tab)

X 5.40000 6.2 Uniform Levy Rate= 6,436,207 6.3 Uniform Levy Dollars before Utility Replacement Adjustment

UNIFORM LEVY UTILITY REPLACEMENT ADJUSTMENT105,593 6.4 Uniform Levy Utility Replacement Paid FY13

- 105,346 6.5 Uniform Levy Utility Replacement Budgeted FY13= 247 6.6 Uniform Levy Utility Replacement Adjustment+ 6,436,207 6.7 Uniform Levy Dollars Before Utility Replacement Adjustment (Line 6.3)= 6,436,454 6.8 Uniform Levy Dollars Adjusted for Utility Replacement

STATE FOUNDATION AID5,356 7.1 State Regular Program Foundation Cost Per Pupil

X 5,416.103 *** 7.2 District Weighted Enrollment without Special Ed Weightings (Line 3.17)= 29,008,648 7.3 District Foundation Dollars without Special Ed

5,356 7.4 State Special Ed Program Foundation Cost Per PupilX 727.84 ** 7.5 Total Special Ed Weighting in Addition to 1.0 (Line 3.4)= 3,898,311 7.6 District Special Ed Foundation Dollars

212 7.7 State AEA Special Ed Support Foundation Cost Per PupilX 6,027.34 ** 7.8 AEA Weighted Enrollment with AEA Supplementary Weight for Sharing (Line 3.8)= 1,277,796 7.9 AEA Foundation Dollars for Special Ed and Sharing+ 145,379 7.10 AEA Teacher Salary Supplement District Cost (Line 4.74)+ 17,057 7.11 AEA Professional Development Supplement District Cost (Line 4.82)= 1,440,232 7.12 Total AEA Foundation Dollars+ 29,008,648 7.13 District Foundation Dollars without Special Ed (Line 7.3) + 3,898,311 7.14 District Special Ed Foundation Dollars (Line 7.6) + (6,931) 7.15 Enrollment Audit Adjustment - State Aid Portion (Line 1.7)+ 2,729,825 7.16 Teacher Salary Supplement District Cost (Line 4.30)+ 297,249 7.17 Professional Development Supplement District Cost (Line 4.38) + 368,898 7.18 Early Intervention Supplement District Cost (Line 4.46)= 37,736,232 7.19 Total Foundation Dollars - 6,436,454 7.20 Uniform Levy Dollars Adjusted for Utility Replacement (Line 6.8)= 31,299,778 7.21 Unadjusted State Foundation Aid

6,143.943 *** 7.22 District Weighted Enrollment (Line 3.15)X 300 7.23 $300 Minimum Aid Per Pupil= 1,843,183 7.24 Minimum Aid- 31,299,778 7.25 Unadjusted State Foundation Aid (Line 7.21)= 0 7.26 Minimum Aid Adjustment (If Negative, Enter Zero)

PRESCHOOL FOUNDATION AID155.0 * 7.27 Preschool Budget Enrollment (Actual Enrollment X 50%)

X 6,121 7.28 FY14 Regular Program State Cost Per Pupil= 948,755 7.29 Preschool Foundation Aid

.0 7.30 Audited Change in October 2011 Preschool Budget EnrollmentX 6,001 7.31 FY13 Regular Program State Cost Per Pupil= 0 7.32 Preschool Enrollment Audit Adjustment+ 948,755 7.33 Preschool Foundation Aid (Line 7.29)= 948,755 7.34 Total Preschool Foundation Aid

<<56>>

ADDITIONAL DOLLAR LEVY 44,240,750 8.1 Combined District Cost (Line 5.18)

- 37,736,232 8.2 Total Foundation Dollars (Line 7.19) - 0 8.3 Minimum Aid Adjustment (Line 7.26)= 6,504,518 8.4 Additional Dollar Levy

PROPERTY TAX ADJUSTMENT AID1,191,890,234 8.5 2012 Taxable Valuation with Gas & Electric Utilities (Line 6.1)

- 1,175,256,719 8.6 2011 Taxable Valuation with Gas & Electric Utilities (Line 6.1 - FY13 Aid & Levy)= 16,633,515 8.7 Dollar Increase in Taxable Valuation (If negative, enter zero)/ 1,175,256,719 8.8 2011 Taxable Valuation with Gas & Electric Utilities (Line 8.6)= .0142 8.9 Increase in Taxable Valuation (to 4 Decimals)X 79,124 8.10 FY13 Property Tax Adjustment Aid (Line 8.14 - FY13 Aid & Levy)= 1,124 8.11 Reduction in Property Tax Adjustment Aid

79,124 8.12 FY13 Property Tax Adjustment Aid (Line 8.10)- 1,124 8.13 Reduction in Property Tax Adjustment Aid (Line 8.11)= 78,000 8.14 FY14 Property Tax Adjustment Aid

ADJUSTED ADDITIONAL PROPERTY TAX LEVY AID6143.943 *** 8.15 District Weighted Enrollment (Line 3.15)

X 6,121 8.16 FY14 Regular Program State Cost Per PupilX 12.50% ** 8.17 Property Tax Portion of State Cost Per Pupil= 4,700,116 8.18 Adjusted Additional Property Tax Dollar Levy/ 1,191,890,234 8.19 2012 Taxable Valuation with Gas & Electric Utilities (Line 6.1)= 3.94341 8.20 Adjusted Additional Property Tax Levy Rate- 3.25000 8.21 Statewide Maximum Adjusted Additional Property Tax Levy Rate = 0.69341 8.22 Adjusted Additional Property Tax Levy Rate Reduction (if negative, enter zero)X 1,191,890,234 8.23 2012 Taxable Valuation with Gas & Electric Utilities (Line 6.1)= 826,469 8.24 FY14 Adjusted Additional Property Tax Levy Aid

PROPERTY TAX EQUITY AND RELIEF (PTER) FUNDING6,121 8.25 FY14 Regular Program State Cost Per Pupil

X 0.00% ** 8.26 Increase in State Foundation Cost Per Pupil Percentage= 0 8.27 Increase in Foundation Cost Per PupilX 6,143.943 *** 8.28 District Weighted Enrollment (Line 3.15)= 0 8.29 Additional District Foundation Dollars from Property Tax Equity and Relief Fund

ADDITIONAL LEVY BEFORE UTILITY REPLACEMENT ADJUSTMENT6,504,518 8.30 Additional Dollar Levy (Line 8.4)

- 78,000 8.31 Property Tax Adjustment Aid (Line 8.14)- 0 8.32 FY12 District Special Ed Positive Balance, Property & Utility Repl Tax Portion- 0 8.33 FY12 AEA Special Ed Reduction, Property & Utility Replacement Tax Portion+ 84,618 8.34 AEA Statewide State Aid Reduction (Line 5.15)- 826,469 8.35 Adjusted Additional Property Tax Levy Aid (Line 8.24) - 0 8.36 Additional District Foundation Dollars from PTER Fund (Line 8.29)= 5,684,667 8.37 Additional Levy before Utility Replacement Adjustment

FINAL STATE FOUNDATION AID31,299,778 9.1 Unadjusted State Foundation Aid (Line 7.21)

+ 0 9.2 Minimum Aid Adjustment (Line 7.26)+ 78,000 9.3 Property Tax Adjustment Aid (Line 8.14)+ 0 9.4 FY12 District Special Ed Positive Balance, Property & Util Repl Portion (Line 8.32)+ 0 9.5 FY12 AEA Special Ed Reduction, Property & Utility Repl Tax Portion (Line 8.33)- 84,618 9.6 AEA Statewide State Aid Reduction (Line 5.15)+ 826,469 9.7 Adjusted Additional Property Tax Levy Aid (Line 8.24) + 0 9.8 Additional District Foundation Dollars from PTER Fund (Line 8.29)+ 0 9.9 Adjustment for Property Tax Repayment due to Property Assessment Appeal+ 948,755 9.10 Total Preschool Foundation Aid (Line 7.34)= 33,068,384 9.11 State Foundation Aid

INSTRUCTIONAL SUPPORT PROGRAM32,438,240 10.1 FY14 Regular Program District Cost without Adjustment (Line 4.3)

+ 0 10.2 Regular Program Budget Adjustment Adopted (Line 4.16)= 32,438,240 10.3 Total Regular Program District Cost X .1000 10.4 Maximum Portion (Can't exceed .1000)= 3,243,824 10.5 Unadjusted Instructional Support Program Dollars

<<57>>

1,191,890,234 10.6 2012 Taxable Valuation with Gas & Electric Utilities (Line 6.1)/ 5,299.5 * 10.7 Budget Enrollment (Line 1.1)= 224,906 10.8 District Taxable Valuation Per Pupil

296,000 10.9 State Taxable Valuation Per Pupil/ 224,906 10.10 District Taxable Valuation Per Pupil (Line 10.8) X .25 ** 10.11 .25= .3290 10.12 State Aid Portion of Program Dollars (Round to 4 Decimals)X 3,243,824 10.13 Unadjusted Instructional Support Program Dollars (Line 10.5) = 1,067,218 10.14 Unadjusted Instructional Support State Aid

.01 ** 10.15 Instructional Support Income Surtax RateX 25,233,240 10.16 District Income Tax Paid in 2011= 252,332 10.17 Instructional Support Income Surtax Dollars

3,243,824 10.18 Unadjusted Instructional Support Program Dollars (Line 10.5) - 1,067,218 10.19 Unadjusted Instructional Support State Aid (Line 10.14) - 252,332 10.20 Instructional Support Income Surtax Dollars (Line 10.17) = 1,924,274 10.21 Instructional Support Property & Utility Replacement Tax Dollars

1,067,218 10.22 Unadjusted Instructional Support State Aid (Line 10.14) X .2000000 10.23 Prorata Reduction to State Appropriation Amount= 213,444 10.24 Adjusted Instructional Support State Aid+ 252,332 10.25 Instructional Support Income Surtax Dollars (Line 10.17) + 1,924,274 10.26 Instructional Support Property & Utility Replacement Tax Dollars (Line 10.21) = 2,390,050 10.27 Adjusted Instructional Support Program Dollars

EDUCATIONAL IMPROVEMENT PROGRAM32,438,240 11.1 FY14 Total Regular Program District Cost (Line 10.3)

X .0000 11.2 Voted Maximum Portion= 0 11.3 Educational Improvement Program Total Dollars

.00 ** 11.4 Ed Improvement Income Surtax RateX 25,233,240 11.5 District Income Tax Paid in 2011 (Line 11.16) = 0 11.6 Ed Improvement Income Surtax Dollars

0 11.7 Educational Improvement Program Total Dollars (Line 11.3) - 0 11.8 Ed Improvement Income Surtax Dollars (Line 11.6) = 0 11.9 Ed Improvement Property & Utility Replacement Tax Dollars

SECTION 12 IS INTENTIONALLY BLANKADDITIONAL LEVY ADJUSTMENT - UTILITY REPLACEMENT

91,899 13.1 Additional Levy Utility Replacement Paid FY13- 91,684 13.2 Additional Levy Utility Replacement Budgeted FY13 = 215 13.3 Additional Levy Utility Replacement Adjustment

5,684,667 13.4 Additional Levy before Utility Replacement Adjustment (Line 8.37) - 215 13.5 Additional Levy Utility Replacement Adjustment (Line 13.3) = 5,684,452 13.6 Additional Levy Adjusted for Utility Replacement

247 13.7 Uniform Levy Utility Replacement Adjustment (Line 6.6)+ 215 13.8 Additional Levy Utility Replacement Adjustment (Line 13.3) = 462 13.9 Total Utility Replacement Adjustment

SECTION 14 IS INTENTIONALLY BLANKSUMMARY OF GENERAL FUND LEVIES

6,436,207 15.1 Uniform Levy Dollars before Utility Replacement Adjustment (Line 6.3)+ 5,684,452 15.2 Additional Levy Dollars Adjusted for Utility Replacement (Line 13.6)= 12,120,659 15.3 Total Levy to Fund Combined District Cost+ 1,924,274 15.4 Instructional Support Levy (Line 10.21)+ 0 15.5 Ed Improvement Levy (Line 11.9)

15.6 This Line is Intentionally Blank15.7 This Line is Intentionally Blank

= 14,044,933 15.8 Levy to Fund Budget Authority+ 878,421 15.9 Cash Reserve Levy - SBRC+ 1,358,585 15.10 Cash Reserve Levy - Other- 0 15.11 Use of Fund Balance to Reduce Levy= 16,281,939 15.12 Total General Fund Levy- 1,924,274 15.13 Instructional Support Levy (Line 10.21)= 14,357,665 15.14 Subtotal General Fund Levy without Instructional Support / 1,191,890,234 15.15 2012 Taxable Valuation with Gas & Electric Utilities (Line 6.1)= 12.04613 15.16 Subtotal General Fund Levy Rate

1,924,274 15.17 Instructional Support Levy (Line 10.21)/ 1,217,631,483 15.18 2012 Taxable and TIF Valuations with Gas & Electric (enter TIF on TaxCert tab)= 1.58034 15.19 Instructional Support Levy Rate+ 12.04613 15.20 Subtotal General Fund Levy Rate (Line 15.16)= 13.62647 15.21 Total General Fund Levy Rate

<<58>>

STATE PAYMENTS TO AEA AND DISTRICT1,627,924 16.1 AEA Special Ed Support District Cost without Adjustment (Line 4.49)

+ 0 16.2 AEA Special Ed Support Adjustment (Line 4.54)+ 269,560 16.3 AEA Media Services District Cost (Line 4.60) + 293,869 16.4 AEA Ed Services District Cost (Line 4.63) + 0 16.5 AEA Sharing District Cost (Line 4.66)+ 145,379 16.6 AEA Teacher Salary Supplement District Cost (Line 4.74)+ 17,057 16.7 AEA Professional Development Supplement District Cost (Line 4.82)- 84,618 16.8 AEA Statewide State Aid Reduction (Line 5.15)= 2,269,171 16.9 State Payments to AEA

33,068,384 16.10 State Foundation Aid (Line 9.11)- 2,269,171 16.11 State Payments to AEA (Line 16.9)= 30,799,213 16.12 State Payments to District

SUMMARY OF GENERAL FUND BUDGET AUTHORITY+ 44,240,750 17.1 Combined District Cost (Line 5.18)+ 2,426,398 17.2 Estimated FY13 Unspent Budget Authority+ 0 17.3 Allowance for Construction Project by SBRC + 2,390,050 17.4 Adjusted Instructional Support Program Dollars (Line 10.27)+ 0 17.5 Ed Improvement Program (Line 11.3)+ 948,755 17.6 Total Preschool Foundation Aid (Line 7.34)

17.7 This Line is Intentionally Blank+ 3,603,245 17.8 Estimated FY14 Other Miscellaneous Income= 53,609,198 17.9 Estimated Total Maximum General Fund Budget Authority

SUMMARY OF FINANCING FOR GENERAL FUND MAXIMUM BUDGET2,426,398 18.1 Estimated FY13 Unspent Budget Authority (Line 17.2)

+ 0 18.2 Allowance for Construction Project by SBRC (Line 17.3) + 14,044,933 18.3 Levy to Fund Budget Authority (Line 15.8)+ 33,068,384 18.4 State Foundation Aid (Line 9.11)+ 213,444 18.5 Adjusted Instructional Support State Aid (Line 10.24)+ 252,332 18.6 Instructional Support Income Surtax Dollars (Line 10.25) + 0 18.7 Ed Improvement Income Surtax Dollars (Line 11.6)

18.8 This Line is Intentionally Blank+ 462 18.9 Total Utility Replacement Adjustment (Line 13.9) + 3,603,245 18.10 Estimated FY14 Other Miscellaneous Income (Line 17.8)= 53,609,198 18.11 Estimated Financing for Total General Fund Maximum Budget

VOTED PHYSICAL PLANT & EQUIPMENT (PPEL)1,217,631,483 19.1 2012 Taxable and TIF Valuations with Gas & Electric (Line 15.18)

X .90000 19.2 Voted PPEL Rate Limit (Maximum 1.34)= 1,095,868 19.3 Maximum Voted PPEL Dollars (Enter loan agreements on Line 1, Form 703)

.00 ** 19.4 Voted PPEL Income Surtax Rate X 25,233,240 19.5 District Income Tax Paid in 2011 (Line 10.16) = 0 19.6 Voted PPEL Income Surtax Dollars

1,095,868 19.7 Maximum Voted PPEL Dollars (Line 19.3) - 0 19.8 Voted PPEL Income Surtax Dollars (Line 19.6) = 1,095,868 19.9 Voted PPEL Levy

ALL INCOME SURTAX RATES & GENERAL FUND SURTAX DOLLARS.01 ** 20.1 Instructional Support Income Surtax Rate (Line 10.15)

+ .00 ** 20.2 Ed Improvement Income Surtax Rate (Line 11.4)20.3 This Line is Intentionally Blank20.4 This Line is Intentionally Blank

+ .00 ** 20.5 Voted PPEL Income Surtax Rate (Line 19.4) = .01 ** 20.6 Total Income Surtax Rate (cannot exceed .20)

252,332 20.7 Instructional Support Income Surtax Dollars (Line 10.25) + 0 20.8 Ed Improvement Income Surtax Dollars (Line 11.6)

20.9 This Line is Intentionally Blank20.10 This Line is Intentionally Blank

= 252,332 20.11 Total General Fund Income Surtax DollarsOTHER PROPERTY & UTILITY REPLACEMENT TAXES

500,000 21.1 Management0 21.2 Amana Library

401,818 21.3 Regular Physical Plant & Equipment0 21.4 Reorganization Equalization Levy0 21.5 Emergency Levy (for Disaster Recovery)0 21.6 Public Education and Recreation0 21.7 Debt Service (Complete Form 703)

<<59>>

General Student Fee Structure Fiscal Year 2013 - 2014 (Proposed for Information/Approval 3/18/13)

Some fees are reduced by Board action to one-half and/or waived for those qualified through the USDA food

program. Those fees marked by an asterisk (*) are full charge for all. ALL FEES ARE WAIVED FOR FOSTER CHILDREN (INCLUDES DRIVER ED)

ELEMENTARY Current Proposed

Instructional Material Fee - Grades Kdg to 5 .............. $ 55.00 $ 55.00 No change

Instrument Rental (Grade 5 students only) .................. $ 45.00 $ 45.00 No change

* MHS Activity Pass ......................................................... $ 35.00 $ 35.00 No change

Bus Fees: (those living closer than 2 miles) ..................

Grades K-5 ............................................................$120/170/200/230 $120/170/200/230 No change

Number of Children ............................................. 1 / 2 / 3 / 4+ 1 / 2 / 3 / 4+

MIDDLE SCHOOL Current Proposed

Instructional Material Fee - Grades 6 to 8 .................... $ 85.00 $ 85.00 No change

Instrument Rental (Grades 6-8) ..................................... $ 45.00 $ 45.00 No change

*Yearbooks (Grades 6-8) ................................................... $ 16.00 $ 16.00 No Change

* MHS Activity Pass .......................................................... $ 35.00 $ 35.00 No change

Bus Fees: (those living closer than 2 miles) ..................

Grades 6 to 8 ..........................................................$120/170/200/230 $120/170/200/230 No change

Number of Children .............................................. 1 / 2 / 3 / 4 + 1 / 2 / 3 / 4 +

HIGH SCHOOL Current Proposed

Instructional Material Fee - Grades 9 to 12 ................. $ 85.00 $ 85.00 No change

*Yearbooks ........................................................................ Actual Costs Actual Costs ($56 max) increase $6.00

*Vehicle Registration ........................................................ $ 25.00 $ 25.00 No change

*Activity Passes: ............................................................... $ 40.00 $ 40.00 No change

Advanced Placement Testing .......................................... Actual Costs Actual Costs No change

Instrument Rental (Grades 9-12) ................................... $ 45.00 $ 45.00 No change

Uniform Cleaning............................................................. $ 25.00 $ 25.00 No change

Bus Fees: (those living closer than 3 miles) ...................

Grades 9 to 12 ......................................................... $120/170/200/230$120/170/200/230 No change

Number of Children ............................................... 1 / 2 / 3 / 4 + 1 / 2 / 3 / 4 +

<<60>>

Food Service Prices Fiscal Year 2013 - 2014 (Proposed for Information/Approval 3/18/13)

The USDA, Bureau of Food and Nutrition & Transportation Services, a division of the Iowa Department of Education

and the school district continue to upgrade standards and requirements for the National School Breakfast, Lunch and

Summer Food Service Meal Programs. The school district does not receive government subsidies for adult meals, snack

milk and/or ala carte items served even though these sales are regulated by the federal and state agencies. The

combination of these factors affects the cost of operation. The food and nutrition department does not want or believe

they should be a financial liability to the general operating fund. Therefore, we are recommending the following meal

pricing schedule to help support program. The pricing is a result of federal requirements regarding equity in school

meal pricing, which is part of the Child Nutrition Reauthorization, Healthy Hunger-Free Kids Act of 2010 and an

attempt to cover operational costs.

Students may qualify for reduced or free meals based upon a completed Eligibility Meal Application, which must be

processed each school year. Current Proposed 1. Breakfast: Students: Elementary.................... 1.20 1.25 Increase $.05 Middle School............... 1.20 1.25 Increase $.05 High School.................. 1.20 1.25 Increase $.05 All second breakfasts... 1.35 2.20 Increase $.85 Adults: Elementary.................... 2.00 2.20 Increase $.20 Middle School............... 2.00 2.20 Increase $.20 High School.................. 2.00 2.20 Increase $.20 All second breakfasts.... 2.00 2.20 Increase $.20 2. Lunch: Students: Elementary.................... 1.75 2.00 Increase $.25

Middle School............... 2.00 2.00 No change High School................... 2.00 2.00 No change All second lunches........ 2.55 3.20 Increase $.65 Adults: Elementary................... 3.15 3.20 Increase $.05 Middle School............... 3.15 3.20 Increase $.05 High School................... 3.15 3.20 Increase $.05 3. Milk: All students, kindergarten and adult .50 .55 Increase $.05 4. Juices: All students and adults..... .50 .55 Increase $.05 Note: According to Equity in School Lunch Pricing our prices have to be raised a minimum of $.10 per year to

get the pricing to where it should be. Student breakfast prices should be $1.58 each and student lunches should be $2.59 each.

NSLP & NSBP laws have changed and we will provide additional protein, whole grains, fresh fruits, and vegetables which will increase our food cost. There is no reimbursement for adult meals and second meals purchased.

<<61>>

Van/Bus Fee Schedule Fiscal Year 2013 - 2014 (Proposed for Information/Approval 3/18/13)

Current Proposed Activity Van $ .38 per mile; No change $17.50 minimum 66-72 - Passenger $ 1.50 per mile; No change Diesel School Bus $25.00 minimum Bus-Nonschool groups $ 1.75 per mile No change $30.00 minimum Please note: Rates do not include meals, motels or additional wage charges if sponsors do not provide student

supervision. Rates quoted include driving and some “sitting time” - additional “sitting time” is charged at prevailing

rate: With 0 to 24 miles we estimate 2 hrs of driver time With 25 to 89 miles we estimate 4 hrs of driver time With 90 to 119 miles we estimate 5 hrs of driver time With 120 to 179 miles we estimate 6 hrs of driver time With 180 to 349 miles we estimate 8 hrs of driver time With 350 to 450 miles we estimate 10 hrs of driver time

<<62>>

BOARD GOAL:

IMPROVE GRADUATION RATE

AND POST-‐SECONDARY

SUCCESS

<<63>>

April 8, 2013 EMPLOYMENT RECOMMENDATIONS

RESIGNATIONS

Amelia Kibbie – West Middle School Language Arts

Valerie Ahmann – Central Middle School Family & Consumer Science

Tanise Colvin – Central Middle School Social Studies

SCHEDULE C RESIGNATIONS

Joel Wichers – Assistant Boys’ Basketball Coach

Laura Colvin – WMS volleyball coach

Tanise Colvin – CMS Yearbook & CMS Social Studies Dept Head

<<64>>

Amelia Kibbie 48 Westside Drive Iowa City, IA 52246 3/20/13 Muscatine Community School District: It is with great regret and a heavy heart that I write this letter of resignation. I will not be signing a contract this spring to continue my employment with the Muscatine Community School District. I hereby resign from my position as 7th grade language arts teacher at West Middle School after the end of this school year. I have accepted a position with Alburnett Community Schools in Alburnett, Iowa. My reasons for leaving West are entirely personal. My husband has worked for 10 years at Linn-‐Mar in Marion and has no intention of leaving. It has always been our plan to move to Cedar Rapids eventually to be near to our families and to care for aging family members. Alburnett and Linn Mar are only 10 minutes apart and this will make it possible for us to put our condo on the market and start looking for a house. I have been very pleased with my experience at West. It was a true honor to work for John Lawrence and Mike Morgan. I appreciate all their hard work. I will also deeply miss my amazing coworkers and students. I sincerely hope to keep in touch with everyone and I wish happiness, prosperity, and health to everyone I have encountered in this community. Sincerely, Amelia Kibbie

<<65>>

From: Valerie Ahmann [mailto:[email protected]] Sent: Thursday, April 04, 2013 10:31 AM To: 'Wes Fowler' Cc: 'Terry Hogenson'; [email protected]; [email protected] Subject: Resignation April 4, 2013 Dear Mr. Fowler, Please accept my resignation as Family and Consumer Science teacher at Central Middle School effective the end of the 2012-2013 school year. I will be joining my husband who has taken a new position in St. Louis, Missouri. Thank you for the opportunity to work for 9 years at a great school, under an amazing principal. I will miss Mr. Hogenson and our wonderful staff. Muscatine will be a part of me wherever I go. Sincerely, Valerie Ahmann

<<66>>

Tanise Colvin 606 W. 8th Street Davenport, IA 52803 309-‐738-‐0521 [email protected] April 4, 2013 Wes Fowler Human Resource Director Muscatine Community School District 2900 Mulberry Ave. Muscatine, IA 52761 Dear Mr. Fowler, I am writing to inform you that I have accepted another teaching position for the upcoming 2013-‐2014 school year in the Pleasant Valley School District. As a result I am resigning from my teaching position at Central Middle School as well as the yearbook coordinator, and a department head for language arts. It is with mixed feelings that I write this resignation letter. I have enjoyed the time that I have spent in this district at Central Middle School. It is hard to leave a district and a school building where I have felt supported, challenged, and encouraged to take risks and try new things. I feel honored to have been able to work at Central for seven years with an amazing group of people who are dedicated to educating children. I have learned so much from my peers and educational leaders about reaching and teaching students. I am grateful for the things that I have learned and the multiple opportunities that have helped me to become the professional that I am today. I will always remember the time that I spent here with fondness. I can’t thank you enough for believing in me and offering me the opportunities that I have had. I don’t know what the future holds for me, but I will look forward to the day that I might be able to return to this district in a slightly different capacity. Thank you again for the opportunities you’ve afforded me. This is a great district and I am honored to have been a part of it. Respectfully yours, Tanise J. Colvin Tanise J. Colvin

<<67>>

Mr. Goodwin, March 5, 2013

I've been informed by IPERS that I need to resign my position of Assistant Boys

Basketball coach. For me to receive my IPERS benefits I need to be not employed

by MCSD for 90 days. After my 90 day period is up I would like to resume my

position with the Muscatine School District. Please contact me @ 264-2744 if you

have any further questions.

Joel Wichers

<<68>>

From: Laura K Colvin, WMS [mailto:[email protected]] Sent: Tuesday, March 26, 2013 1:09 PM To: Mike Morgan Cc: Wes A Fowler Subject: Volleyball Position Due to my upcoming maternity leave, I am resigning my volleyball position at West Middle School. Thanks, Laura Colvin West Middle School 563-263-0411

<<69>>

All overnight and/or out-of-state field trips must be submitted to the Board Office for approval at least three weeks prior to departure.

MAJOR FIELD TRIP REQUEST FORM

Major Field Trip: A major field trip is defined as more than one day of school being missed. Personal cost beyond any group fundraising should be kept to a minimum. An exception is band, choir, and the foreign language trips in which the maximum net personal cost per student may be higher.

EVENT NAME: Monsanto Headquaters-Chesterfield/St. Louis Science Museum

1. Group: MHS/EAST CAMPUS

2. Sponsor: Joshua Hanna

3. Destinations: st. Louis -----------------------------------

4. 5-6-2013 Date(s) of Proposed Trip

(check day(s) of week of the Trip)

D ~ D D D D D S M T W THF S

5. What is the actual time students will be involved in program-related events? (This includes time spent performing, listening to other groups, and participating in program-related activities.)

10 am to 5 pm.

6. Purpose of Trip: Of what educational value is the proposed trip? Please include opportunities on this trip that are not available in other less expensive settings as well as opportunities that the location of the proposed trip provides.

Opportunity to learn more about current bio-technology practices and research from one of our local businesses and community supporters. Also, will provide an opportunity for students to visit the Science Museum of St. Louis.

<<70>>

7. If the organization proposing the trip has been involved in a major field trip during the past four years, please indicate when and where the group last traveled, the total cost er u ii, and the estimated ersonal cost for each artici ant.

8. Number Attending: Students ~ Staff Is "---~

Other Adults D 9. Estimated cost PER STUDENT:

Expense Item Cost

Transportation: Method: Bus paid for by Monsanto

Lodging

Meals

Other Required Costs: all

expenses paid for by

SUBTOTAL Monsanto

Expected fundraising subsidy -Personal cost per student

Additional recommended spending money

10. ?

11. I What provisions will be made for students in need of assistance?

12. What parent group(s), if any, is (are) expected to support this application including the proposed fund raising activities?

<<71>>

13. Evaluation plans: (educational and personal) Students will take notes and pictures of the trip (when permitted) to document for classroom investigation/discussion.

14. Who will submit evaluation report? --------------------------------

Proposal submitted by: Date: 'S- as -dO l3

Principal's endorsement ______________________ _ Date: ________________ _

DIRECTOR OF CURRICULUM/SUPERINTENDENT

Endorsement of Major Field Trip: D Approved D Denied

Plan Approved Under the Following Conditions:

Final Plans Due to Principal: ____________________ _

Final Plans Approved by: --------------------- Date: -------

<<72>>

All overnight and/or out-of-state field trips must be submitted to the Board Office for approval at least three weeks prior to departure.

MAJOR FIELD TRIP REQUEST FORM

Major Field Trip: A major field trip is defined as more than one day of school being missed. Personal cost beyond any group fundraising should be kept to a minimum. An exception is band, choir, and the foreign language trips in which the maximum net personal cost per student may be higher.

EVENT NAME: Music in the Parks Six Flags

1. Group: Middle School Rock Orchestra

2. Sponsor: Jessica Blanchard

3. Destinations: Gurnee, Illinois Six Flags

4. May 11 2013 Date( s) of Proposed Trip

(check day(s) of week of the Trip)

D D D D D D ~ S M T W THF S

5. What is the actual time students will be involved in program-related events? (This includes time spent performing, listening to other groups, and participating in program-related activities.)

Approximately 2 hours listening to groups and performing

6. Purpose of Trip: Of what educational value is the proposed trip? Please include opportunities on this trip that are not available in other less expensive settings as well as opportunities that the location of the proposed trip provides.

One of the national music standards is to perform as a group in front of others. This is an excellent opportunity to do so for a larger crowd that is not just family and friends. Many students have not had the opportunity to participate in something of this scale. We will also have the chance to receive feedback on our performance from professional musicians. Students will get to meet other orchestra students from around the midwest. The students will also have the opportunity to listen to other groups perform which is an excellent learning tool.

<<73>>

<<74>>

<<75>>

DISCUSSION AND

INFORMATION

<<76>>

BOARD GOAL:

COMMUNICATION

<<77>>


501.02 ATTENDANCE POLICIES

Students will be expected to attend classes regularly and to be on time in order to receive maximum benefit from the instructional program, to develop habits of punctuality, self-discipline and responsibility, and to assist in keeping disruption of the educational environment to a minimum. Students who have good attendance records are most likely to achieve higher grades, enjoy school life to a greater degree, and have more employment opportunities after leaving school. Prospective employers expect promptness and regular attendance from employees and are reluctant to hire persons who have not established good habits of attendance and punctuality. Life-long patterns of responsibility and self-discipline are fostered by regular attendance and promptness during the years of school attendance.

While it is possible for an absent student to make up much of the school work missed, it is impossible to completely compensate for absence from classes. Absences always cause some disruption in the educational progress of the student who is absent. In order to maintain interest and understanding in a program of instruction, students should not be absent any more than is absolutely necessary. Students who are absent may not understand what the teacher is currently presenting, and may also become discouraged with the double burden of keeping current and making up missed work. Irregular attendance or tardiness by students not only retards their own studies, but also may interfere with the progress of those pupils who are regular and prompt in attendance.

There are times, however, when school officials may determine that the problems associated with the absence from classes are outweighed by the advantages of another school activity. Attendance at such approved trips will not be considered an absence from school. Every effort will be made by school officials to keep these absences from class to a minimum.

Approved: ____2/12/90______ Reviewed: ____4/14/08___ Revised: __________

<<78>>


Policy 501.02 Administrative Regulations

ELEMENTARY SCHOOLS

Attendance Notification A. Whenever a student is absent from school for any reason, a parent or

guardian should notify the school. (If the school isn't notified, the office will attempt to contact parents to verify the student's absence.)

B. Whenever a student is absent from school on more than 5 occasions in

one semester, the principal may convene a meeting of an attendance review committee consisting of the principal or the principal's designee, a counselor, and the student's teacher. This committee shall meet to review the student's attendance and make recommendations toward its improvement. An attempt will be made to contact the parent prior to any action or recommendations by the committee. This team approach should generate some possible solutions to the child's attendance problem. These recommendations may include such things as further counseling, probationary status, individualized attendance rules, or disciplinary action, etc. This committee will notify the parents or head of the household of its action and invite them to school to discuss the attendance of the child.

If the parents or guardians are reluctant to visit the school, or if they make

no contact, a school employee designated by the principal shall attempt to make a home visit in order to impress upon the family the importance of regular school attendance.

Tardiness A. Students who are not in their homeroom when the bell rings will be tardy. B. Excessive tardiness of more than 5 days in one semester would also

warrant a conference with parents or guardian.

C. Elementary students who arrive after, or leave before, 8:30 a.m. will be counted tardy. The only exceptions are students who have dental or medical appointments and arrive before 10:00 a.m.

D. Elementary students who leave after 2:00 p.m. will be noted as leaving early. The only exceptions are students who have dental or medical appointments and leave after 2:00 p.m.

E. Students tardy to school will not be admitted to class without checking in

with the school secretary. Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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Muscatine Community School District 501.02(2) Absences A. Students who arrive after one-half of the school day is completed will be

counted one-half day absent. B. Absences will be considered valid for the following reasons: 1. Personal illness 2. Death or serious illness in the immediate family or household, and

emergency work at home when vital to the family welfare. 3. The funeral of a relative or close friend. 4. Medical or dental appointments which cannot be made other than

during school time, and for which verification of the appointment is presented before the absence.

5. Short term suspension from school. 6. Court appearances. C. We do not recommend students be absent for the following: 1. Shopping trips 2. Vacations (see D below) 3. Appointments that could be arranged at other than school time, or

which are not essential to the student's welfare. D. The school does not support, nor generally approve of students being

absent from school for vacation, and encourages parents to arrange vacations to coincide with school vacation time. Those family vacations which cannot be taken at such time, and during which the student would

be without suitable adult supervision were he or she to remain in school, may be excused under the following provisions:

1. Advance notice must be given to the school by direct

communication from the parents or head of household at least five (5) school days before the absence.

2. All school work must be made up in advance, or arrangements

made to make up the work, to the satisfaction of the teachers involved.

Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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Muscatine Community School District 501.02(3) E. Other absences from school that can be justified from an educational

standpoint may be approved. Students who anticipate such an absence must give five (5) days notice in advance of the anticipated absence. Such notification shall be in writing and must include reasons why the absence can be justified as educational. The student may be asked to submit a written report highlighting the educational significance of the absence.

F. School work missed (or its equivalent) due to any absence must be

completed to the satisfaction of each teacher whose class or classes were missed. It is the student's responsibility to arrange for this make-up work, and these arrangements must be made in a way that does not interfere with normal classroom activities.

1. When students can anticipate absences, every effort must be made

to see that school work is made up in advance of the absence, or arrangements made to the satisfaction of the teacher(s) involved. The principal may determine that the completion of school work in advance be a prerequisite to allowing the absence to be excused.

2. When an absence was not anticipated, all school work must be

made up within the number of school days missed plus one. Absences of more than five (5) days must be made up as arranged with the teachers involved.

3. Students who do not make up their work as required by this rule

may be subject to disciplinary actions. Reduction of grades shall not be used as a disciplinary measure against a student because of absence from school, although failure to complete equivalent make-up work may result in lowering of the grade.

4. Students shall receive full credit for schoolwork made up due to

absence. G. Parents of students who were absent from school for any reason shall

provide a note stating the specific reasons for the absence, the specific days or times absent, verification by doctor or dentist, if appropriate, and the signature of a parent or head of household. Parents and guardians are encouraged to phone the school prior to 8:30 a.m. regarding a student's absence on the day of the absence.

H. In the event that the principal determines that it is advisable to verify an

excuse given for an absence, the principal may take appropriate steps to do so.


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Muscatine Community School District 501.02(4) I. No later than four weeks following the close of each school quarter, the

principal in charge of each attendance center will report to the superintendent regarding any attendance problems that were not resolved for the previous quarter.

J. Students with excessive truancies will be reported to the county attorney.

Truancies are absences "without a reasonable excuse." Students who have been truant for more than nine eighteen days or who are projected to miss eighteen or more days in a school year will be reported to the county attorney. Chronic absences may also be reported. Chronically absent students are those who may have some kind of note from parents, but whose pattern of absences seems to continue no matter what interventions are tried. The building principals will collect truancy information and send it to the superintendent who will then make the appropriate referrals to the county attorney. The principal of the building that the child attends will participate in any mediation process that may be arranged by the county attorney.

Disciplinary Action A. Students who are found to be absent without reasonable excuse may be

subjected to one or more of the following disciplinary actions: 1. After-school detention 2. In-school suspension

3. Removal of school privileges B. The parents or head of household of any student with an unreasonable

absence will be notified of the absence and of disciplinary actions taken. In addition to making up all work missed to the satisfaction of the teachers involved, the review committee may decide on further disciplinary actions.

Reduction of Grades Reduction of grades shall not be used as a disciplinary measure against a student because of absence from school, although failure to complete equivalent make-up work may result in lowering of the grade. Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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Muscatine Community School District 501.02(5) Review A. Students and parents wishing to have a review of a decision regarding

tardiness and make-up work rendered under this absence rule may do so by filing a written request for review with the principal within five school days after the decision was rendered. The principal will determine a mutually agreeable time, place, and date for the review and notify the student, parents, and committee accordingly. At the appointed time, the parties attending the review will meet to discuss the matter informally. Following the review, the principal shall affirm, reverse, or modify the decision.

B. Students, parents and teachers may obtain a review of the principal's

decision under this absence rule by filing a written request for review within five school days with the superintendent. The superintendent or designee will determine a mutually agreeable time, place and date for the review and notify the interested persons. At the conclusion of the review, the superintendent or the superintendent's designee shall affirm, reverse or modify the principal's decision.


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Muscatine Community School District Policy 501.02(6)

MIDDLE SCHOOL It is the responsibility of the parent/guardian to contact the school as soon as possible when a student is absent. A note from the parent/guardian is acceptable if they have not or cannot contact the school by phone. In the event that the principal or designee determines that it is advisable to verify an excuse given for an absence, the principal or designee may take appropriate steps to do so. When it is determined that an excuse is forged or misrepresents the facts, the principal or designee may take disciplinary action. Whenever a student is absent on more than six (6) occasions from school or from a class in one semester, the principal or designee shall begin proceedings to convene an attendance review core team consisting of the principal or the principal's designee, a counselor, and a teacher or team of teachers of the student, as well as any other personnel deemed pertinent to the situation. This committee shall meet to review the student's attendance and make recommendations toward its improvement. These recommendations may include such things as parent conference, further counseling, probationary status, individualized attendance contract, or disciplinary action. The following factors must be considered by counselor(s) and the principal in deciding what types of action to take:

What stage of the year is it? While it may be serious to miss 6 days in the first six-week period, it may not be serious to reach that point in the last month of school Reasons for the absences

Unexcused vs. excused absences Grades and achievement Effort and ability to make-up work Teacher concerns Guidelines for Action After six (6) absences, the parent/guardian will be notified of the school’s concern. After twelve (12) absences, a letter will be sent home to arrange a conference with the parent/guardian, the child, and his or her counselor. After sixteen eighteen (18) absences, the parent will be notified that the superintendent and county attorney will be notified. Iowa law mandates school attendance. If a student does not attend school on a regular basis, the parent/guardian is in violation of Iowa law and may be prosecuted. Where a student demonstrates chronic attendance problems, the county attorney and/or outside agencies may be notified. Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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Muscatine Community School District Policy 501.02(7) The school does not support, nor generally approve, students being absent from school for a vacation and encourages parents to arrange vacations to coincide with school vacation time. When it is necessary for a student to miss school because of a family vacation, the parent/guardian must notify school at least five days before the absence. Arrangements should be made for the completion of make-up work to the satisfaction of the teachers involved. When an absence is not anticipated, all schoolwork must be made up within twice the number of school days missed or within a longer period of time to the satisfaction of the individual teacher(s) involved. Students shall receive credit, with no late penalty, for schoolwork made up due to absences. If a student will be absent for an extended period of time, the parent/guardian should contact the school counselor. Tardies Students who are not within their assigned instructional areas when the bell rings will be tardy unless properly excused. Tardies to school may be excused upon the same reasonable grounds as those allowed for absences. Two (2) tardies to school in one semester shall be excused. Excessive tardies will be handled through disciplinary action and parent involvement. Students who are tardy to school will not be admitted to class without the written permission of the principal or designee. Students who are tardy to class must have a written pass from the school employee responsible or the tardy will be recorded. Individual teachers are responsible for the disciplinary action regarding between class tardies. Consistent tardiness may result in office discipline. Review Students and parents/guardians wishing to appeal a decision regarding the attendance policy may do so by filing a written request to the principal within five school days after the decision has been rendered. The principal will render a decision in writing to the parent or guardian and/or student. Students and parents/guardians may obtain an appeal of the principal’s decision under this absence rule by filing a written request for review within five school days with the superintendent. Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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Muscatine Community School District Policy 501.02(8)

MUSCATINE HIGH SCHOOL Attendance at school on a regular basis is an extremely important ingredient for student success. Students perform better in school when they are in attendance regularly. Regular attendance and a sense of responsibilities are important to every job. It is the position at MHS that students should be in attendance at school every day that school is in session and should attend and participate in all scheduled classes. Every effort should be exercised on the part of the students and parents to assure regular attendance. The emphasis of the attendance program at MHS is to place accountability or ownership on the individual student. Each class offered at MHS has student participation figured into the final grade (80% academic mastery and 20% class participation). These guidelines will be followed: A. School Attendance - Students and parents are accountable for all

absences from class and notification must be received by the attendance office within 48 hours of the absence. Parents may account for the absence of their child by:

1. A telephone call to the school explaining the absence of the child

(563-263-6141, extension 1133, 24 hours a day, seven days a week). You may also email our attendance office at [email protected]

2. Written notification presented to the attendance office B. School Activities - Students missing class because of participation in a

school activity should make arrangements for make-up with each instructor prior to the date of absence. Failure to complete assignments will result in a failing grade for the assigned work. Reduction of grades shall not be used as a disciplinary measure against a student because of absence from school, although failure to complete equivalent make-up work may result in lowering of the grade.

C. School/Personal Business - Students are not to use class time to take care

of school business affairs or personal business. School offices are open for business before school and throughout the day. Students should take care of business before school, during lunch, or after school. Use of class time will be considered as a period missed.


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Muscatine Community School District 501.02(9) D. Suspension/Exclusion Caused by Students' Inappropriate Behavior – When

a student makes a decision to act inappropriately and the behavior results in an out of school suspension, the days out of school will not count as days of non-attendance. However, the student must make up all work missed during the suspension within the time frame outlined in the Board policy and student agenda in order to receive credit for the time out of class.

E. Administrative Office/School Clearance – When a student is called to the

Attendance Office or one of the administrative offices at the request of an administrator or counselor, the student will be excused from class. The student may return to class with an admit from the office.

F. Administrative/Nurse/Counselor/School Emergencies - Students having

personal or medical problems at school should first report to the assigned class instructor and then to the school nurse, administration, or guidance office. Leaving the building or being out of class without authorization will be recorded as an unexcused absence.

G. Attendance Notification – Students are considered unexcused if they are

not present in class and prior notification has not been given by a parent to the Attendance Office.

1. Whenever a student is absent unexcused for at least one period,

the school will attempt to contact the parents through the school’s automated calling system if the parents have not contacted the school. Notes are acceptable to account for an absence if parents cannot make contact by telephone.

a. A phone call will be generated each day a class period is

unexcused, or that the student is more than 5 minutes late. A log will be maintained to verify attempts and possible results.

b. At two unexcused absences, verbal and written notification to students will be given by the classroom teacher. The student will be required to bring the notification back to the teacher with student and parent/guardian signature confirming notification of the absences.


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Muscatine Community School District 501.02(10)

c. Only when a student of majority age (18 years or older, married, or with approval of self-guardianship papers) is not residing with the student’s parents or guardian and not under parental insurance or tax credits, may the student present his or her own reason for absence without parental verification. The principal or designee should be notified in advance of any such circumstances.

d. In the event that the principal or designee determines that it is advisable to verify a reason given for an absence, the principal or designee may take appropriate steps to do so. When it is determined that an excuse is forged or misrepresents the facts, the principal or designee may take disciplinary action. All absences will be recorded as a cut.

H. Unexcused Tardiness 1. Students are unexcused tardy when he/she is not in their assigned

location, per teacher syllabus, when the bell rings.

2. For every unexcused tardy, there will be an assigned 20 minutes detention.

3. Students reporting late to a class, attempting to avoid an unexcused tardy, must have a written pass from the school employee responsible

4. Students returning from a medical, legal, bereavement leave,

school activity or family emergency will be immediately returned to class.

I. Absences 1. The following absences will be considered approved. Approved

absences do not count toward violation of attendance policy. a. Death or serious illness in the immediate family or household,

and emergency work at home when vital to the family welfare (up to 5 days) as listed in the MCSD master contract

b. The funeral of a relative or close friend (1 day)


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Muscatine Community School District 501.02 (11)

c. Medical or dental appointments which cannot be made other than during school time, and for which written verification of the appointment is presented.

d. Student illness must be excused by a medical doctor or parent or guardian

e. Court appearances (when subpoenaed)

f. Postsecondary visits to investigate enrollment will be approved for 11th and 12th grade students. Up to 3 days per year may be granted by an administrator.

g. Approved school activity

2. School work missed due to any absence must be completed to the satisfaction of each teacher whose class or classes were missed. It is the student's responsibility to arrange for this make-up work, and these arrangements must be made in a way that does not interfere with normal classroom activities.

a. When students can anticipate absences, every effort must be

made to see that schoolwork is made up in advance of the absence, or arrangements made to the satisfaction of the teacher(s) involved. Completion of school work in advance is a prerequisite to allowing the absence to be approved.

b. Students will not lose credit for homework, tests or quizzes assigned/due during unexcused absences provided the work is completed per the timeline established in Board Policy.

c. All schoolwork or its equivalent missed due to excused

absences must be made up within not fewer than two times twice the number of school days missed to the satisfaction of the individual teacher(s) involved. provided it satisfies the requirements of the task.

d. Students shall receive full credit for schoolwork made up if it

is to the satisfaction of the individual teacher(s) involved. satisfies the requirements of the task.

e. All make-up work will have to be completed within two weeks

following the end of any given grading period (second semester excluded). In the interim an “I”, signifying incompletion of the course, will be used to designate a student’s status. At the end of the two-week period, if all

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make-up work has not been completed, the "I" (Incomplete) mark will revert to the cumulative grade earned. Under special circumstances, including but not limited to, component recovery, individual classroom methodology, online learning, significant health condition, late-term enrollment, the principal or designee may lengthen this time period.


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Muscatine Community School District 501.02(12) f. Students who are absent for physical disabilities, illness or

emotional disability problems may request credit to be granted through a tutorial program that uses certified personnel. Persons who are projected to be out of school because of illness for more than ten consecutive school days should contact their school counselor about the possibility of tutorial services.

3. No later than four weeks following the close of each school

semester, the principal will report to the superintendent regarding the average daily attendance for the previous semester.

4. Students who are found to have an excessive number of unexcused absences may be subjected to one or more of the following disciplinary actions:

a. Detentions b. In-school suspension

c. Out of school suspension d. Removal from school activities e. Suspension from school determined by district policy f. Alternative education setting g. Recommendation may be made by administration to the

Board of Education that the student be expelled Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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Absence/Attendance Policy The absence policy is based on the fact that something important happens in class every day and that the activity or interaction with the teacher and students can never be exactly duplicated. In order for the staff to do the best possible job of educating the students entrusted to them, the student must be in regular attendance. Thus attendance will be recorded for each class on a daily basis. A successful educational program requires the cooperation of the parent, the student, and the school staff at all points in the process. One of the most vital points is that of student attendance. We cannot teach a student who is not present. A. Daily Absence

1. Students are responsible for all work missed due to school absences and will contact instructors, or fellow students, and make arrangements for make-up upon return to school. Students must make arrangements with their instructors within two days of returning to school if they expect to receive credit for the late homework assignments. Homework requests for students missing more than three consecutive days may be made through the guidance office. Work missed from class truancy will be recorded as zero or F, depending on individual teacher’s grading scale. Reduction of grades shall not be used as a disciplinary measure against a student because of absence from school, although failure to complete equivalent make-up work may result in lowering of the grade. The attendance center will call each day that at least a period/class is missed, including tardies registered as cuts. There will be a record of such calls made available if so requested.

2. At two absences, the individual classroom teacher will make contact

with every student who reaches this absentee level.

B. Unexcused Absences

1. At two unexcused absences, verbal and written notification to students will be given by the classroom teacher and/or designated high school staff. The student will be required to bring the notification back to the teacher with student and parent/guardian signature confirming notification of the absences.

2. Written and telephone contact will be made to a parent or guardian on 4 unexcused absences in class.


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3. An attendance drop notification will take place upon a student’s 6th day of unexcused absence in a class and will result in the student being dropped from the class with “no credit.”

4. A home contact must be made before a student is dropped from a class.

C. Student Appeal (Due Process) for Credit Procedure: 1. The administration will send a formal written notice informing the

parent/guardian of the drop status. 2. Administration will have copies of the appeal form available for

students. 3. Students have 5 school days from the time they receive the verbal

notice of exceeding the policy to submit a written request for appeal to the building administration.

4. Students will have the opportunity to explain and validate their

attendance record on the remainder of the form, which then must be signed by the student and a parent/guardian.

5. The student will return the form to the high school principal’s office

prior to, or on the due date for principal’s consideration. 6. When the appeal form has been appropriately completed, the high

school principal will review it, make a decision, and will notify the student within a reasonable time frame.

7. The principal or designee will review all student appeal decisions. 8. If the appeal is accepted the student will be reinstated to the class. Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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Muscatine Community School District 501.02(15) D. Extended Absences Due to Medical Problems or Hospitalization 1. Students who are absent for physical disabilities, illness, or

emotional disability problems may request credit to be granted through a tutorial program that uses certified personnel. Students who are projected to be out of school for more than ten (10) consecutive school days, and upon physician’s request, should contact the school counselor about the possibility of tutorial services

E. Additional Guidelines: 1. An absence count will start only upon a student’s first registered

day in a class. Approved: 2/12/90 Reviewed: 1/27/92 Revised: 4/14/08_____

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REFERRAL TO COUNTY ATTORNEY for

Truancy/Chronic Absences

Student name:

Date of birth:

School and grade level:

Parent/guardian name:

Address:

Phone number:

This student is being referred for:

Truancy Number of days: _______ Quarters*: 1st 2nd 3rd 4th

*(check all that apply)

Chronic absences Number of days: _______ Quarters*: 1st 2nd 3rd 4th *(check all that apply)

Principal's signature:

Date:

Superintendent's signature:

Date:

Attach any pertinent information to this form.

4/13

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MUSCATINE HIGH SCHOOL

Attendance Appeal

Student Name Date of Notice/Drop Class Teacher Administrator Grade # Days Absent Counselor Explanation of absences and reason why student should remain in class:

Conference Date Administrator Student Signature Date Parent Signature Date

Students must attend class pending appeal. Failure to do so will result in an automatic drop with no credit and an F grade.

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Muscatine Community School District 502.04 STUDENT ACTIVITY PROGRAM/GOOD CONDUCT

Participation in school activities is a privilege. School activities provide the benefits of promoting additional interests and abilities in the students during their school years and for their lifetime. Students in good standing will have an opportunity to participate in all offered intramural and/or inter-scholastic athletic activities. If the activity is an intramural or interscholastic athletic activity, students of the opposite sex will have a comparable opportunity for participation. Comparable opportunity does not guarantee boys and girls will be allowed to play on each other's teams when there are athletic activities available that will allow both boys and girls to reap the benefits of school activities, which are the promotion of additional interests and abilities in the students. The superintendent must approve student activity events, unless it involves unusual travel and expense, in which case the Board will take action. The events must not disrupt the education program or other school district operations. A high school student who participates in school sponsored athletics may participate in a non-school sponsored sport during the same season with approval of the superintendent or his/her designee. Failure to receive prior permission to participate in a non-school sponsored sport during the same season will result in one year of ineligibility. Such outside participation shall not conflict with the school sponsored athletic activity. It shall be the responsibility of the superintendent to develop administrative regulations for each school activity. These regulations shall include, but not be limited to, when physical examinations will be required, how and when parents will be informed about the risk of the activity, forms and procedures for a waiver of liability from the parent and student in certain activities, and proof of insurance on the student participating in certain activities. Students wanting to participate in school activities must meet the requirements set out by the school district for participation in the activity. As members of the IGHSAU and IHSAA, we will abide by association rules and bylaws.

LEGAL REF: 20 U.S.C. 1681-83, 1685-86, 34 C.R.F. 106.41 Iowa Code 280.13-.14, 601A-9 (1989)

670 Iowa Admin. Code 9, 3.5-.6 281 Iowa Admin. Code 12.6 (new standards) Approved: 9/18/89____ Reviewed: 3/10/08_____ Revised: 4/14/03___

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Approved: 03/22/93 Reviewed: 02/14/11 Revised: 04/22/96


506.01 STUDENT RECORDS

The Board recognizes the importance of maintaining student records and preserving their confidentiality. All student records containing personally identifiable information shall be kept confidential at collection, storage, disclosure and destruction stages. Student records shall be maintained by the principal and housed in the school building. Parents and eligible students or their representatives shall have access to the student's records during the regular business hours of the district. An eligible student is a student who has reached the age of majority or is attending an institution of post-secondary education. If the student is an eligible student, the parent shall not be provided access without the written permission of the student. If the eligible student is still a dependent student, as defined by the Internal Revenue Code, the parents may be provided access without the written permission of the student. Except as otherwise provided in this policy, no one else shall have access to a student's records without the written permission of the parent or eligible student. A representative of the parents or eligible student, who has received written permission from the parents or eligible student, may inspect and review a special education student’s student records. A parent cannot be denied access to a student's records without a court order stating such or when the district has been advised under the appropriate laws that the parents may not access the student records. Parents may inspect an instrument used for the purpose of collection of student personal information prior to the instrument’s use. Annually, the school district shall notify parents and eligible students of their rights to view the student's records. The notice shall be given in a parent's or eligible student's native language. A student record may contain information on more than one student. Parents shall have the right to access the information relating to their student or to be informed of the information. Eligible students will also have the right to access the information relating to themselves or be informed of the information. Parents and eligible students shall have the right to view the student's records upon request without unnecessary delay and in no instance more than forty-five days after the request is made. Parents, an eligible student, or an authorized representative of the parents shall have the right to access the student’s records prior to an Individual Education Program (IEP) meeting or hearing. The parents or eligible student may request an explanation and interpretation of the records, copies of the records for a reasonable fee, and a list of the type and locations of education records

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506.01 (2)

collected or used. The fee shall be waived if it would prevent the parents or student from viewing the records.

If the parent or eligible student believes the records are inaccurate, misleading or violate the privacy or other rights of the pupil, the parent or eligible student may request the school district to amend the records. The district will decide whether to amend the student records within a reasonable time after receipt of the request. If the district determines an amendment is made to the student record, the district will make the amendment and inform the parents or the eligible student of the decision in writing. If the school district refuses to amend the records, the parents or eligible student shall have a right to appeal the school districts' decision and shall have an administrative hearing before the Iowa Department of Education. If the DE determines an amendment shall be made to the student's records, the school district shall make the amendment. If the parent's request to amend the records is denied, the parents shall have the opportunity to place an explanatory letter in the student's records commenting on the DE's decision and setting forth any reasoning for disagreeing with the DE. If the district determines that amendment of the student’s record is not appropriate, it will inform the parents or the eligible student of their right to a hearing before the hearing officer provided by the district. If the parent’s and the eligible student’s request to amend the student records is further denied following the hearing, the parents or the eligible student are informed that they have a right to place an explanatory letter in the student record commenting on the district’s decision and/or setting forth the reasoning for disagreeing with the district. Additions to the student’s records will become a part of the student record and be maintained like other student records. If the district discloses the student records, the explanation by the parents will also be disclosed.

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Muscatine Community School District Policy 506.01 (1)

Approved: 3/22/93 Reviewed: 2/14/11 Revised: __________

Administrative Regulations Use of Student Records

The school district recognizes the importance of maintaining student records and preserving their confidentiality. Student records are all official records, files, and data directly related to students, including all material incorporated into each student's cumulative record folder, and intended for school use or to be available to parties outside the school or school system specifically including, but not necessarily limited to: date; academic work completed; level of achievement (grades, standardized test scores); attendance data; scores on standardized intelligence, aptitude, and psychological tests; interest inventory result; health data; family background information; teacher or counselor ratings and observations; and verified reports of serious or recurrent behavior patterns. The intent of this regulation is to establish procedures for granting requests of parents for access to their child's records, use of the data, and procedures for its transmittal within forty-five days. It shall be the responsibility of the principal, as custodian of the current students' records, to approve requests for access to current student records. It shall be the responsibility of the superintendent, as custodian of former students' records, to approve requests for access to records of students no longer attending school. The parents or legal guardian of a student will have access to these records upon written request. The parent or legal guardian will have the opportunity to receive an interpretation of the records, have the right to question the data, and if a difference of opinion is noted, shall be permitted to file a letter in the cumulative folder stating the dissenting person's position. If further challenge is made to the record, the normal appeals procedure established by school policy will be followed. A student, eighteen years or older, has the right to determine who, outside the school system, has access to the records. School personnel having access to student records are defined as "any person or persons under contract to the school and directly involved in working toward either the effective or cognitive goals of the school." Students' educational records may be accessed during the regular business hours of the school district. If copies of the documents are requested, a fee for such copying may be charged. To release student records to other persons or agencies, written consent shall be given by the parent, legal guardian, or by a student of majority age, unless under the limited circumstances described below. This consent form will state which records shall be

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released, to whom they shall be released, and the reason for the release. A copy of the specific records being sent will be made available to the person signing the release form is requested. All authorization may be disbursed by the administration following (1) proper notification of students and guardians, and (2) an opportunity for the student or guardian to request the information not be disbursed. Any request restricting distribution will be honored. To release student records to another school(s) in which the student intends to enroll, the parents, legal guardian, or student of majority age must be notified of the transfer and the kinds of information being released. They will receive a copy of such information if it is requested in writing, and shall have the opportunity to challenge the records as described above. (addressed in bulleted list) Student records may be released to official education and other government agencies only if the names and all identifying markings are removed to prevent the identification of individuals. (addressed in bulleted list) Only the following individuals or under the following circumstances may a student's records be reviewed without parental or eligible student written permission: Student records may be disclosed in limited circumstances without parental or eligible student’s written permission. When a disclosure is made without parental or eligible student’s written permission, it is disclosed on the condition that the student record will not be disclosed to a third party without the written permission of the parents or the eligible student. This disclosure may be made to the following individuals or under the following circumstances:

• school officials within the school district and AEA personnel whom the superintendent has determined has a legitimate educational interest, including, but not limited to, board members, employees, school attorney, auditor, health professionals, and individuals serving official school committees;

• officials of another school district in which the student wishes to enroll, the

sending school district notifies the parents the records are being sent and the parents have an opportunity to receive a copy of the records and challenge the contents of the records; unless the annual notification includes a provision that records will automatically be transferred to a new school districts;

• to authorized representatives of the U.S. Comptroller General, the U.S.

Attorney General for law enforcement purposes, the U.S. Secretary of Education or state and local educational authorities;

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• the disclosure is in connection with financial aid for which the student has applied or which the student has received if the information is necessary to receive the financial aid;

• the disclosure is to organizations conducting educational studies and the study

does not release personally identifiable information; for, or on behalf of, educational agencies or institutions for the purpose of developing, validating, or administering predictive tests, administering student aid programs, and improving instruction, if such studies are conducted in such a manner as will not permit the personal identification of students and their parents by persons other than representatives of such organizations and such information will be destroyed when no longer needed for the purpose for which it is conducted.

• the information is to accrediting organizations in order to carry out their

accrediting function;

• disclosure is to parents of a dependent student as defined in the Internal Revenue Code of 1954, section 152;

• the disclosure is to comply with a court order or judicially issued subpoena

consistent with an interagency agreement between the district and juvenile justice agencies;

• in connection with a health or safety emergency;

• to authorized representatives of the Secretary of Agriculture or authorized

representative from the Food and Nutrition Service for the purposes of conducting program monitoring, evaluations, and performance measurements of state and local educational and other agencies and institutions receiving funding for or providing a school lunch program for which the results will be reported in an aggregate form that does not identify any individual, provided that the data collected shall be protected in a manner that will not permit the personal identification of students and their parents to anyone other than those authorized under this paragraph and any personally identifiable data shall be destroyed when the data are no longer needed for program monitoring, evaluations, and performance measurements;

• to an agency caseworker or other representative of a state or local child welfare agency or tribal organization authorized to access a student’s case plan when such agency or organization is legally responsible for the care and protection of the student, provided that the education records or the personally identifiable information contained in such records of the student will not be disclosed by such agency or organization, except to an

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individual or entity engaged in addressing the student’s education needs and authorized by such agency or organization to receive such disclosure and such disclosure is consistent with the state or tribal laws applicable to protecting the confidentiality of a student’s education records; or

• the information is directory information.

The superintendent shall keep, and annually update, a list of the individuals and their positions who are authorized to view a student's records without the permission of the parents or eligible student. Individuals not listed are not allowed access without parental or an eligible student’s written permission. The list must be current and available for public inspection and updated as changes occur. The superintendent shall also keep a list of all individuals, agencies, and organizations that have requested or obtained access to a student's educational records and their legitimate educational interest or purpose in viewing the records. The superintendent, however, does not need to keep a list of the parents, authorized educational employees, officers and agencies of the District who have accessed the student's records. This list for a student record may be accessed by the parents, the eligible student, and the custodian of student records. Permanent records, including a student's name, address, phone number, attendance record, classes attended, grade level completed and year completed shall be maintained without time limitations. Permanent records must be kept in a fire safe vault. When personally identifiable records, other than permanent student records, no longer needs to be maintained by the school district to provide educational services to a special education student, the parents or eligible student shall be notified. This notice is normally given after a student graduates or otherwise leaves the district. If the parents or eligible student request that the records personally identifiable information be destroyed, the school district must destroy the records. Prior to the destruction of the records, the school district must inform the parents or eligible student of the reasons for which they may want the records maintained the records maybe needed by the parents or eligible student for social security benefits or other purposes. In the absence of a parent or eligible student's request to destroy the records, the school district may must maintain the records indefinitely for at least three years after an individual is determined to be no longer eligible for special education. Employees shall also be informed about the procedures for carrying out this policy. Student records will be furnished in compliance with judicial orders, or pursuant to any lawfully issued subpoena. The parents, legal guardian, or student of majority age will be notified in advance if at all possible.

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The District will cooperate with the juvenile justice system in sharing information contained in permanent student records regarding students who have become involved with the juvenile justice system. The District will enter into an interagency agreement with the juvenile justice agencies involved. The purpose of the agreement is to allow for the sharing of information prior to a student's adjudication in order to promote and collaborate between the District and the agencies to improve school safety, reduce alcohol and illegal drug use, reduce truancy, reduce in-school and out-of-school suspensions, and to support alternatives to in-school and out-of-school suspensions and expulsions which provide structured and well supervised educational programs supplemented by coordinated and appropriate services designed to correct behaviors that lead to truancy, suspension, and expulsions and to support students in successfully completing their education. The District may share any information with the agencies contained in a student's permanent record which is directly related to the juvenile justice system's ability to effectively serve the student. Prior to adjudication, information contained in the permanent record may be disclosed by the District to the parties without parental consent or court order. Information contained in a student's permanent record may be disclosed by the District to the agencies after adjudication only with parental consent or a court order. Information shared pursuant to the agreement is used solely for determining the programs and services appropriate to the needs of the student or student's family or coordinating the delivery of programs and services to the student or student's family. Information shared under the agreement is not admissible in any court proceedings, which take place prior to a disposition hearing, unless written consent is obtained from a student's parent, guardian or legal or actual custodian. Confidential information shared between the District and the agencies will remain confidential and will not be shared with any other person, unless otherwise provided by law. Information shared under the agreement is not admissible in any court proceedings, which take place prior to a disposition hearing, unless written consent is obtained from a student's parent, guardian or legal or actual custodian. The District may discontinue information sharing with an agency if the District determines that the agency has violated the intent or letter of the agreement. Agencies will contact the principal of the attendance center where the student is currently or was enrolled. The principal will then forward copies of the records within 10 business days of the request. The District will provide training or instruction to employees about parents' and eligible students' rights under this policy. Employees will also be informed about the procedures for carrying out this policy.

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It is the responsibility of the superintendent to annually notify parents and eligible students of their right to inspect and review the student's records. The notice is given in a parents' or eligible student's native language. Should the District collect personal information from students for the purposes of marketing or selling that information, the District will annually notify parents of such activity. School district personnel shall be informed annually about parent and student rights under this policy and the procedures for carrying out the policy. Notice shall be provided annually by the superintendent to inform parents of their rights under this privacy act. It shall be within the discretion of the superintendent to determine the method of notice that will inform the parents. School district personnel shall be informed annually about parent and student rights under this policy and the procedures for carrying out the policy. (addressed in above new paragraph) The notice will include a statement that the parents have a right to file a complaint alleging the District failed to comply with this policy. Complaints are forwarded to Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, Washington, D.C. 20202-5920.

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REQUEST OF NON-PARENT FOR EXAMINATION AND/OR COPIES OF STUDENT RECORDS

The undersigned hereby requests permission to examine, and receive a copy of the Muscatine Community School District's official educational records of: ______________________________________ _____________________ Full legal name of student Date of Birth The undersigned certifies that they are (CHECK ONE): An official of another school system in which the student intends to enroll.

An authorized representative of the Comptroller General of the United States.

An authorized representative of the Secretary of the U.S. Department of Health, Education and Welfare. An administrative head of an education agency as defined in Section 408 of the Education Amendments of 1974. An official of the Iowa Department of Education.

A person connected with the student's application for, or receipt of, financial aid. (Please specify ) The undersigned agrees that no other person will have access to any records or information obtained through this request without the written permission of the parents of the student, or the student if the student is over the age of 18 years. _____________________________________ _________________________ Signature & Title Date _____________________________________ _________________________ Address Phone Number Approval by: _____________________________________ _________________________ Signature & Title Date

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PARENTAL AUTHORIZATION FOR RELEASE OF STUDENT RECORDS The undersigned hereby authorizes the Muscatine Community School District to release copies of the following official educational records: ______________________________________________________________________

______________________________________________________________________

concerning ___________________________________________________________ Full legal name of student Date of Birth _____________________________________________________________________ Name of last school and years attended The reason for this request is: ______________________________________________________________________ ______________________________________________________________________ My relationship to the child is: _____________________________________________ Copies of the records to be released are to be furnished: To the undersigned

To the child

Other (Please specify) ______________________________________________ _____________________________________ _________________________ Signature & Title Date _____________________________________ _________________________ Address Phone Number

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REQUEST FOR HEARING ON CORRECTION OF STUDENT RECORDS

TO: Superintendent of Schools Muscatine Community School District I believe certain official educational records of my child, _________________________ are inaccurate, misleading or in violation of the privacy or rights of my child. The official educational records which I believe are inaccurate, misleading or in violation of the privacy or other rights of this child are: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

The reason I believe such records are inaccurate, misleading or in violation of the privacy or other rights of the child is: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

My relationship to the child is: ______________________________________________ I understand that I will be notified in writing of the time and place of the hearing; that I will be notified in writing of the decision; and that I have the right to appeal the decision by so notifying the hearing official in writing within 10 days after my receipt of the decision. _____________________________________ _________________________ Signature of Parent or Guardian Date _____________________________________ _________________________ Address Phone Number

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PARENTAL REQUEST FOR EXAMINATION OF STUDENT RECORDS

TO: Principal The undersigned desires to examine the following official educational records: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

of ___________________________________________________________________ Full legal name of student Date of birth Grade My relationship to the child is: _____________________________________________ I do

do not

desire a copy of such records. I understand that a reasonable charge will be made for the copies.

_____________________________________ _________________________ Signature & Title Date _____________________________________ _________________________ Address Phone Number Approval by: _____________________________________ _________________________ Signature & Title Date

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NOTIFICATION OF TRANSFER OF STUDENT RECORDS TO: Parent or Guardian Please be notified that copies of the Muscatine Community School District official student records concerning _______________________________________________ have been transferred to: ___________________________________________________________ School District Name __________________________________________________________ Address upon the written statement that the student intends to enroll in said school system.

If you desire a copy of such records furnished, please check here and return this form to the undersigned. A reasonable charge will be made for the copies. If you believe such records transferred are inaccurate, misleading or otherwise in violation of the privacy or other rights of the student, you have the right to a hearing to challenge the contents of such records. _____________________________________ _________________________ Signature & Title Date

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PARENTAL AUTHORIZATION FOR RELEASING STUDENT RECORDS The undersigned hereby authorizes Muscatine Community School District, 2900 Mulberry Avenue, Muscatine, Iowa, to release copies of the following official educational records: ______________________________________________________________________

______________________________________________________________________

of ___________________________________________________________________ Full legal name of student Date of birth Grade to: ___________________________________________________________ Name of school ___________________________________________________________ Address The reason for this request is:

______________________________________________________________________

______________________________________________________________________

My relationship to the child is: _____________________________________________ _____________________________________ _________________________ Signature & Title Date _____________________________________ _________________________ Address Phone Number

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506.06 REQUIREMENTS FOR GRADUATION

Graduation requirements from the senior high school shall total 21 high school credits plus successful completion of high school physical education requirements up to two additional credits.

Language Arts -- 4 years minimum or 4 units of credit are required. English 9, 10, and 11 are required. With the exception of AP English, all other courses are semester electives determined by need or interest. One-half unit of speech/communication is required as a sophomore.

Social Studies -- 3 years minimum or 3 units of credit are required. One unit (two semesters) of U. S. History is required for all ninth grade students. One-half unit (one semester) of government and one-half unit (one semester) of economics are required of all 12th grade students. Mathematics -- 3 years minimum or 3 units of credit are required. Science – 3 years minimum or 3 units of credit are required. One unit (two semesters) of Physical Science or Principles of Technology and one unit (two semesters) of Biological Science are required. Physical Education -- Required one semester for each full year enrolled. One-half unit of credit will be earned for each semester of successful completion. Electives – 8 units Community Service -- One credit toward graduation may be earned for an approved community service program.

All full-time students must carry five academic class credits each semester enrolled. Any exceptions for medical or special education reasons will need administrative approval. Students demonstrating an approved level of competency in a course of study may advance to a higher level course. Credit will not be granted for courses bypassed.


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Each student's transcript will designate the reading level attained during K-12 programming. Students who have participated in alternative education programs may be eligible for graduation from high school providing that they have earned a minimum of ten credits from a public or accredited private school. Grades earned from non-accredited and/or alternative education programs such as home school instruction or private tutorial instruction will not be counted in the student’s cumulative grade point average. Graduation requirements for special education students will be in accord with the prescribed course of study as described in the student’s Individualized Education Program. Prior to the student’s graduation, the IEP team shall determine that the graduation requirements have been met.


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600.05 CONDITIONS OF INSTRUCTION

The Board of Education recognizes that adequate and proper classroom conditions are essential to good teaching and learning. It shall be the duty of all persons responsible for school services to share in establishing and maintaining conditions under which instruction and learning may advance.

Teachers are to be provided with sufficient equipment, supplies, and materials to maintain a good teaching program.

All buildings shall be kept in satisfactory condition in order to maintain the health and comfort of the pupils.

The school administration is mindful of the fact that quality education is difficult to obtain when teachers are burdened with overloads. An overload might consist of such things as over-sized classes, too many preparations, too many class interruptions, insufficient teaching aids, excessive community demands, and the like.

Insofar as possible, the Muscatine Community School District is dedicated to following these basic guidelines:

1. The pupil-teacher ratios in elementary grades should not exceed 1-

30. Secondary teacher-pupil ratios should not exceed 1-35 per class or a total of 165 student contacts (excluding study halls). A concerted effort will be made to keep these numbers lower than this whenever possible.

2. The above pupil load goals do not apply in activity type classes,

typing, physical education, and special education. 3. Problems concerning adequacy of facilities or teaching stations to

accommodate students enrolled may be called to the attention of the Board of Education through the proper chain of command.

Approved: 9/18/89 Reviewed: 04/14/08 Revised: ___________

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600.06 CLASS SIZE

Elementary class size standards and boundary lines for attendance purposes shall be reviewed annually in March by the Board of Directors upon recommendation of the Superintendent

Boundary lines for attendance purposes may be changed due to class size standard, enrollment patterns, educational programs, district resources and other factors.

The superintendent may select a committee representative of the community schools to study boundaries prior to making a recommendation to the Board.

An effort will be made to keep class size at the lowest level possible.

Approved: 4/13/87 Reviewed: 04/14/08 Revised: ____________

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Muscatine Community School District Policy 600.06

Administrative Regulations Elementary Class Size

The following class size standards have been approved by the Board of Education: Goal Mid-Point Maximum Grades K-2 22 24 26 Grades 3-5 24 26 28 When standard class sizes are exceeded, these alternatives will be considered: 1. When the class size maximum is exceeded in a section, parents will be informed

and given the option of voluntarily sending their student(s) to a designated school with a smaller teacher-pupil ratio.

2. Should a specific section exceed the maximum by two or more the following

alternatives will be considered: a. utilize a combination class, or looping (see #7 below) b. divide the section if space permits c. add a full-time classroom aide 3. Each grade level at a specific building with average class sizes that reaches the

mid-point will be provided classroom aide assistance on the basis of 1/2 hour per day per child for every child that exceeds the mid-point, (e.g., two third grade sections that combined equal 52 get no additional time while three first grade sections that equal 74 gets an additional hour). Large-class aides will be employed when the above criteria is reached on or before September 15th or on the first Monday of each succeeding quarter. Reassignment of large-class aides will be considered each quarter.

4. When the enrollment in a given grade level of a school exceeds the maximum,

the superintendent or designee may close that grade level to additional enrollment for the balance of the school year.

5. Involuntary transfer of students may be used when a grade level is closed

because of excessive enrollment or before the opening of a school year to balance enrollments. Transportation will be provided for involuntary transfers.

6. Boundary attendance lines may be revised due to changes in enrollment

patterns, educational programs, district resources, or other factors. (See Board policy)

Approved: 11/13/89 Reviewed: 3/3/06 Revised: 04/14/08____

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7. If space permits and the excess enrollment in two or more consecutive grades is

below the mid-point, a combination room may be formed. In instances where it is necessary to create a combination room after classes have convened for the school year, parents involved will be informed directly of the reorganization before students receive the information in order that the parents may assist the student in making a smooth transition.


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Muscatine Community School District Policy 600.6

Administrative Regulations Regulations for Title I Public School Choice

The following are the written guidelines to be provided for use in planning and conducting school affected by the Title I Public School Choice legislation. These Administrative Regulations are in support of and for the use of implementing School Board Policy 501.5, School Board Policy 600.6 and Administrative Regulations for School Board Policy 600.6. Any Title I school identified as a school in need of reading and/or mathematics assistance must as the federal law requires, “provide all students in the school with the option to transfer to another public school within the local educational agency that has not been identified for school assistance.” If a parent or guardian of a student(s) attending their neighborhood/designated school wishes to transfer their student(s) from a “cited” school then the parent shall complete the district’s Request for Transfer Form and submit it prior to the early August transfer and section meeting held each year. The district shall provide the School Board, the general public and all parents of “cited” school(s) with the names of the schools that shall be available and capable for accepting transfers not later than thirty calendar days prior to the deadline for transfer requests. The district shall designate which schools shall be capable of accepting students, which schools are not capable of accepting students and why they are not and also designate which of these schools for which the district can provide free transportation. E.g., “Franklin school parents can expect that they can transfer their student from Franklin to McKinley, Washington and Mulberry and get free transportation from designated pick-up points within Franklin’s boundary to these schools. Franklin parents may transfer their students to Grant, Madison, and Colorado but will not receive free transportation. Parents can not transfer their students to Jefferson because it too is a cited school.” “Jefferson school parents can expect that they can transfer their student from Jefferson to Colorado, Grant and Madison and get free transportation from designated pick-up points within Jefferson’s boundary to these schools. Jefferson parents may transfer their students to McKinley, Mulberry and Washington but will not receive free transportation. Jefferson parents can not transfer their students to Franklin because it too is a cited school.” Approved: 5/20/02 Reviewed: 3/3/06 Revised: _04/14/08____

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Final Proposed Voluntary Transfer Procedures Release date 3-3-06

The new boundaries approved by the Muscatine School board shall take effect fall 2006 and these Voluntary Transfer Procedures shall take effect spring 2006. During the interim period spring 2006 through fall 2009 as we add classrooms to many of our K-5 buildings, administration shall be authorized to make written exceptions to these procedures if and only if the exceptions are based upon a lack of classroom(s). The school board approves this policy and delegates its implementation to the superintendent of schools. The superintendent of schools shall appoint a transfer committee composed of 2 to 4 others persons. The committee will be responsible for reviewing all requests for voluntary transfer based upon these procedures and making a completed report of requests and approvals to the school board each fall. There shall be a “cap” established of 22 for Kindergarten, Grade 1 and 2. There shall be a “cap” established of 24 for Grade 3, 4, and 5. Voluntary transfers shall not be approved into a section that would cause this “cap” to be violated. New residents arriving after school starts shall be allowed into a section if their entry would not exceed 26 in K-2 sections or 28 in Grade 3-5 sections. 1. Schedule: The approval process shall follow this schedule and in this priority

order.

a) In April of each school year administration shall determine the majority of locations for Pre-schools and, Special Programs. When such a decision has been made administration may approve the voluntary transfer of sibling(s) of student(s) attending a non-neighborhood school program so that the parents have fewer schools to work with during the upcoming year. This type of transfer is only valid for the semester(s) the sibling(s) attends the special program.

b) In April of each school year administration shall review requests for transfers back and forth between the two middle schools and shall approve them. Should the net effect increase beyond 2% of the middle school population consideration will be given to establishing some as of yet determined criteria to assure that the 2% rule is maintained.

c) In April of each school year administration shall review requests for transfer from students who will be 5th graders and have attended an elementary school for the first five years of schooling. Such students shall be allowed to complete their elementary education at the same school regardless of what district they have been placed in as a result of this re-drawing of boundary lines.

d) In April of each school year administration shall review requests for open enrollment into our school district and shall approve the request of the incoming student for placement at any of our PS-5 buildings subject to the PS-5 section size “cap” established for the grade level.

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e) If administration institutes a special program once a school year begins then the sibling(s) of the student(s) attending the program may not be approved for a voluntary transfer unless the section sizes at the host school is below the specified “cap”. The sibling(s) would be considered the following April as per 1.a) above.

f) Within 3 days after PS-5 registration administration shall review all requests for voluntary transfers and make a determination by students at the earliest possible date.

g) At the time of entry into our school district, relocation from one district boundary into another district boundary or at the time of a parental request for a transfer due to some specific and unresolved conflict, administration shall review the request for transfer.

h) Homeless and foster care: students who are in foster care or who are considered homeless shall be allowed to continue to attend the school where they lived prior to this determination, as if they were residents.

2. Middle school:

Currently we allow middle school students to transfer back and forth between the two middle schools as the net effect is less than 2%. We do not provide transportation by policy, but realize that some of these students are receiving transportation just by the fact that there are bus stops and routes that can serve their needs without additional cost to the district, so we do not refuse them service. Should the net effect increase beyond 2% of the middle school population consideration will be given to establishing some as of yet determined criteria to assure that the 2% rule is maintained.

3. Siblings

Currently we allow voluntary transfers of sibling(s) of student(s) attending a non-neighborhood school program so that the parents have fewer schools to work with during the upcoming year. This type of transfer is only valid for the semester(s) the sibling(s) attends the special program.

Whenever possible this decision will be made in April. If the sibling is placed into the special program at some other time the ability of the district to allow the voluntary transfer into the same non-resident building unless resident students and 5th graders who have attended five previous years take all available seats.

4. Fifth graders:

Year(s) of prior attendance shall be determined by student cumulative folder and other district records.

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Students who will be 5th graders and have attended any elementary school for the first five years of schooling shall be allowed to complete their elementary education at the same school regardless of what district they have been placed in as a result of this re-drawing of boundary lines. This approval shall take place in April 2006 for academic 2006-07 and again in April 2007, 2008 and 2009. This rule will become null and void after academic 2009-10.

Students who will be 5th graders and have attended any elementary school for one or more years may apply for a voluntary transfer so that they may be allowed to complete their elementary education at the same school regardless of what district they have been placed in as a result of this re-drawing of boundary lines unless resident students and 5th graders who have attended five previous years take all available seats. The priority shall be 5 years previous attendance, 4 years previous attendance, 3 years previous attendance, 2 years previous attendance and just one year previous attendance. This approval shall take place in April 2006 for academic 2006-07 and again in April 2007, 2008 and 2009. This rule will become null and void after academic 2009-10.

5. Future resident students:

Currently we allow students to apply for voluntary transfer into a non-resident school on the basis of the parent/guardians being in the process of buying, building, renovating a housing unit so that we can minimize the number of buildings that they student attends through their elementary education. Purchase of a lot, does not qualify for this type of transfer and the district has the right to see a valid transfer of deed if there is a question as to the veracity of this type of transfer application.

6. Day-care, baby-sitter, parents both working, transportation issues, hardships:

Currently we allow parents whose day-care, baby-sitter reside in a non-resident district to apply for a voluntary transfer to attend the neighborhood school of the day-care provider order to minimize the hassles of transporting the student or having the student left alone before or after school.

7. Class-sizes

Currently we allow a student to request a transfer from a large section (K to Grade 2 of 22 or larger to transfer into section of 20 or smaller and Grade 3 to Grade 5 of 24 or larger to transfer into a section of 22 or smaller) to attend a non-resident school. These requests are reviewed after registration. The priority of these transfer requests are after siblings of special program participants, 5th graders, future residents and for the convenience of day-care providers have been approved.

8. Other:

Any and all other requests for voluntary transfers shall be reviewed by the district’s transfer committee. The priority of these other transfer requests are after

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siblings of special program participants, 5th graders, future residents, convenience of day-care providers and class sizes have been approved.

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601.02 CURRICULUM ADOPTION AND EVALUATION

The Board must approve curriculum of the school district. Curriculum recommended by the superintendent, the superintendent's designee, or by a committee established for the purpose of making a recommendation to the Board on curriculum shall be considered by the Board.

The Board may authorize the use of curriculum guides when it adopts curriculum. Such guides will be used when, in the opinion of the superintendent, they will be of assistance to the instructional program and will provide a consistent approach in the instructional program.

Annually, and whenever a new program is proposed, the Board will review the curriculum offered in the school district to determine its strengths and weaknesses. The Board may authorize the superintendent or the superintendent's designee to appoint an ad hoc advisory committee to assist in curriculum evaluation.

The Board shall review the students' performance on standardized tests, courses, and other indicators of student achievement deemed relevant by the Board as a guideline for the effectiveness of the curriculum. It shall be the responsibility of the superintendent or the superintendent's designee to provide the Board with the test scores and grades along with the superintendent's comments about the school district's curriculum annually.

LEGAL REF: Iowa Code 281 Iowa Administrative Code 12.5(14) (new standards) Approved: 9/18/89 Reviewed: 4/14/08 Revised: 2/8/93____

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601.04 ELEMENTARY CURRICULUM

The program of instruction for the elementary schools shall include: 1) language arts 2) social studies

3) mathematics 4) science 5) physical education 6) health 7) music 8) visual arts 9) traffic safety 10) library science 11) guidance 12) technology 13) human growth & development

Curriculum guides shall be developed for all appropriate areas and shall be reviewed/revised according to a schedule developed by the superintendent or the superintendent's designee. These guides shall be designed tod provide a consistent approach to instructional problems and to furnish information about supplementary materials and related activities. They will be designed to reflect the district's instructional and curriculum models.

In all instances, the elementary curriculum shall meet the educational requirements as established by state statute, the Department of Education and the district.

LEGAL REF: Iowa Administrative Code 3.5(1), (4), (6) Approved: 11/86 Reviewed: 4/14/03 Revised: __04/14/08____

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601.09 HEALTH EDUCATION

Students in grade levels one through twelve shall receive, as part of their health education, instruction about personal health, food and nutrition, environmental health, safety and survival skills, consumer health, family life, substance use and nonuse, including the effects of alcohol, tobacco, drugs and poisons on the human body, emotional and social health, health resources, prevention and control of disease, including characteristics of communicable disease. While the areas stated above shall be included in health education, the instruction shall be adapted at each grade level to aid understanding by the students. Beginning no later than in grade seven, characteristics of communicable disease shall include information about sexually transmitted diseases.

Parents who object to health education instruction in human growth and development may file a written request that the pupil be excused from the instruction without reprisal. The written request shall include a proposed alternate activity or study acceptable to the superintendent. The superintendent, or the superintendent’s designee, shall have the final authority to determine the alternate activity or study.

LEGAL REF: Iowa Code 256.11, 279.8, 280.3-.14 (1989) 670 Iowa Administrative Code 3 281 Iowa Administrative Code 12.5(3)(e), .5(5)(e) (new standards)


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701.01 PLANNING THE BUDGET

Planning the budget document shall be a continuous process and shall involve long-term thought, study, and deliberation by the superintendent of schools, the Board of Directors, the administrative staff, the faculty, and the citizens of the school district.

Planning shall be done in three major phases:

. The educational program and its impact upon the budget . The district's estimated income . The district's estimated expenditures

Approved: 4/9/90 Reviewed: 2/11/08 Revised:___________

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704.06 INVENTORY

An annual inventory of all furniture and other equipment shall be maintained under the supervision of the superintendent of schools or designee. Items of equipment that are not consumable shall be included in the annual inventory. A physical inventory compared to accounting records of purchases and disposals will be the method in which we do our inventory. Equipment will include all identified items that: have a historical cost of $250 or more; lasts more than one year; will be repaired rather than replaced; and the cost of tracking the item is a small percentage of the item’s cost. The threshold to determine if an item is a capital asset will be $2,500. Capital assets include land, buildings, land improvements, building improvements, vehicles, technology equipment, other equipment and furniture and construction in progress. If the item is a capital asset, we will use the following accounting procedures: a) For all capital assets, the method of depreciation will be straight

line; one-half year in year of acquisition and one-half year in year of disposal. Land and construction in progress will not be depreciated.

b) The useful life of the asset will vary depending on the asset, but we

will use federal/state recommendations

c) The salvage value of the assets being depreciated will be $0

d) We will dispose of the assets according to Iowa Code

e) A determination of functionality will be determined for each asset in order to allocate depreciation

f) If an asset was purchased with federal money, the federal

requirement will be adhered to, if different from our procedures

Approved: 4/9/90 Reviewed: 2/11/08 Revised: 2/10/03__

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