Iowa law states that all school districts must develop affirmative action plans. Postville Community School District is committed to educational equity and as a part of the district’s educational equity policy, it is the district’s belief that equal employment opportunities are important in providing the best possible educational opportunities for our students. In order to continue to provide educational excellence for our students, Postville Community School has designed and will implement an Affirmative Action Plan which includes the following: recruiting and hiring the best qualified people in all areas, providing training/staff development for employees who are responsible for hiring personnel, and assigning the Affirmative Action Coordinator to monitor and report annually on the district’s progress in the area of affirmative action.

Equal Educational Opportunity (BP 500)
The school district does not discriminate in its education programs or educational activities on the basis of age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status in the education program or activities, which it operates. Students are educated in programs, which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society.

Students who feel they have been discriminated against are encouraged to report it to the school district Affirmative Action Coordinator. The Affirmative Action Coordinator is Chad Wahls (BP 1000), and can be reached at  563-864-7651. Inquires may also be directed in writing to the Director of the Region VII Office of Civil Rights, U.S. Department of Education, 8930 Ward Parkway, Suite 2037, Kansas City, MO 64114, (816-268-0550), or the Iowa Department of Education, Grimes State Office Building, Des Moines, IA, 50319-0146, (515-281-5294).

Click on the following links to View:

Notice of Nondiscrimination

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Anti-Bullying/Harassment Policy

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School District Staff Assignment

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Grievance Procedure

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Grievance Form

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Objectives for Equal Educational Opportunities for Students

Code 500

Educational Philosophy
Series 100

Code No. 102

Policy Title: Equal Educational Opportunity

The board will not discriminate in its educational activities on the basis of: age, color, creed national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or
mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status.

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

The board is committed to the policy that no otherwise qualified person will be excluded from the educational activities on the basis of age, color, creed national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status. Further, the board affirms the right of all students and staff to be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment.

Harassment or discriminatory behavior that denies civil rights or access to equal educational opportunities includes comments, name-calling, physical conduct or other expressive behavior directed at an individual or group that intentionally demeans the race, color, religion, national origin, sex or disability of the individual or individuals or creates an intimidating, hostile or demeaning environment for education.

Legal Reference:

  • 20 U.S.C. §§ 1221 et seq.
  • 20 U.S.C. §§ 1221 et seq. (1988)
  • 20 U.S.C. §§ 1681 et seq. (1988)
  • 20 U.S.C. §§ 1701 et seq. (1988)
  • 29 U.S.C. § 794 (1988)
  • 42 U.S.C. §§ 12101 et seq.(Supp. 1990)
  • 34 C.F.R. Pt. 100 (1995)
  • 34 C.F.R. Pt. 104 (1995)
  • Iowa Codes §§ 216.9; 256.11, .11A; 280.3 (1995).
  • 281 I.A.C. 12. Cross Reference: 101 Educational Philosophy of the

Cross Reference:

101 Educational Philosophy of the School District
500 Objectives for Equal Educational Opportunities for Students

Approved: 3-13-00
Reviewed: 2/13/12
Revised: 12/10/07


Homeless Students

October 24, 2013

Para espanol, puede leer abajo.

Sifaad Af-somali ugu aragtid qodobabda soo socdaan riix bogga hoose.

English

In the wake of tough economic times, schools are seeing a rise of homeless youth, and many schools have raised the question of who is considered to be a “homeless youth.” The McKinney-Vento Homeless Assistant Act of 2001 (reauthorized in January 2002) – Title X, Part C of the No Child Left Behind Act – Sec. 725 is the primary piece of federal legislation dealing with the education of homeless children and youth.

The definition of the term “homeless children and youth” is as follows:

  1. Means individuals who lack a fixed, regular, and adequate nighttime residence; and
    B.  Includes the following:
    i.  Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or similar reason; are living in motels, hotels, trailer parks, or camping grounds due to a lack of alternative accommodations; are living in emergency or transitional shelters; or awaiting foster care placement;
    Ii.  Children and youths who have a primary nighttime residence that is public or private not designed for or ordinarily used as a regular sleeping accommodation for human beings;
    Iii. Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
    Iv.  Migratory children who qualify as homeless for the purpose of this subtitle because the children are living in circumstances described in clause (i) through (iii).

In Iowa, the rules regarding Education for Homeless children are located in 281--Iowa Administrative Code 33.  These rules add further guidance to school districts regarding education of homeless children and youth and cover the following:

  • A homeless child of ages 3-21;
  • A child who lacks a fixed, regular and adequate nighttime residence;
  • A child who is living in a car, tent, or abandoned building or some other form of shelter not defined as a permanent home;
  • A child who is living in a community shelter;
  • A child who is living with non-nuclear family members or friends (includes doubled up families) due to loss of housing, economic hardship or other reason.
  • This Includes: Runaway youth or youth being forced to leave the home.  Questions about who is a runaway may be directed to the local homeless liaison.

Educational Rights of Homeless Youth
Under the McKinney-Vento Act, children in homeless situations have the right to:

  • Go to school, no matter where they live or how long they have lived there;
  • Attend either the local school or the school of origin, if this is in their best interest; the school of origin is the school the child attended when he/she was permanently housed, or the school in which the child was last enrolled;
  • Receive transportation to and from the school of origin;
  • Enroll in school immediately, even if missing records and documents normally required for enrollment such as a birth certificate, proof of residence, previous school records, or immunization/medical records;
  • Enroll, attend classes, and participate fully in all school activities while the school arranges for transfer of records;
  • Have access to the same programs and services that are available to all other students including transportation and supplemental educational services;
  • Have access to free school meals/lunch programs;
  • Attend school with children not experiencing homelessness; segregation based on a student’s status as homeless is prohibited.

Local Homeless Liaison
Every Iowa public school district is required to have a liaison for homeless students. Postville’s local homeless liaison is Denise Mauss, K-12 school counselor. You can reach her by phone, email, or stopping by the school. (563) 864-7651 ext. 425. dmauss@postville.k12.ia.us. The state coordinator is Sandy Johnson. You can reach her at (515) 281-3965.

 

Los Estudiantes sin Hogar

A raíz de los tiempos económicos difíciles, las escuelas están viendo un aumento de los jóvenes sin hogar, y muchas escuelas han planteado la cuestión de quién es considerado como un "joven sin hogar." La Ley de Asistente McKinney- Vento de 2001 (reautorizada en enero de 2002) - Título X , Parte C de la ley No Child Left Behind - Sec . 725 es la pieza principal de la legislación federal que trata con la educación de niños y jóvenes sin hogar .

La definición del término "niños y jóvenes sin hogar" es el siguiente :

  1. Medios de personas que carecen de una residencia fija, regular y adecuada, y
  2. Incluye lo siguiente:

i . Los niños y jóvenes que comparten la vivienda de otras personas debido a la pérdida de la vivienda, problemas económicos o razones similares, están viviendo en moteles, hoteles, parques de remolques o campamentos debido a la falta de alojamiento alternativo, viven en situaciones de emergencia o refugios de transición, o en espera de colocación en hogares de refugio;

ii . Los niños y jóvenes que tienen una residencia nocturna primaria que es público o privado no diseñado o utilizado como un alojamiento regular para dormir para los seres humanos;

iii. Los niños y jóvenes que viven en automóviles, parques, espacios públicos, edificios abandonados, estaciones de vivienda, autobús o tren de mala calidad, o lugares similares , y

iv . Niños migratorios que califican como sin hogar con el propósito de este subtítulo, porque los niños están viviendo en circunstancias descritas en la cláusula ( i ) y ( iii ) .

En Iowa, las normas relativas a la educación para los niños sin hogar se encuentran en 281 - Iowa Código Administrativo 33. Estas reglas se agregan más orientación a los distritos escolares con respecto a la educación de niños y jóvenes sin hogar y abarcan los siguientes:

  • Un niño sin hogar de las edades 3-21 ;
  • Un niño que carece de una residencia fija, regular y adecuada ;
  • Un niño que vive en un coche, tienda o edificio abandonado o algún otro tipo de refugio no se define como un hogar permanente ;
  • Un niño que vive en un refugio de la comunidad;
  • Un niño que vive con sus familiares no de su núcleo familiar o amigos (incluye familias dobles) debido a la pérdida de la vivienda, problemas económicos u otra razón.
  • Esto incluye: jóvenes fugitivos que se vieron obligados a abandonar el hogar. Preguntas acerca de quién es un fugitivo se pueden dirigir a la persona de su enlace local.

 

Ardayda bilaa guriga ah

Marxalada badan oo kale duwan, dugsiyada yaa sameyeen aragtiya badan eey ku argeen arday badan oo bilaa gur ah, iyo sido kale ardayda loo tixgelini kara ineey yihiin guri la’aan. Barnaamijka McKinney-Vento ee qeybtiisa Title X ee Part C, ee hal cunug laga matagi kara sec 725 yaa ah barnaamij dhexe ee lagu dejinaya ardayda iyo dhallinyarada bilaa guri la’aanta ah.

Qeexida macnaha ardayda iyo dhallinyarada bilaa guri la’aanta ah, ayaa sida soo socota.

  1. Waxaa loola jeeda ardayda aan heysanin akhal ama guri eey saxdaan
  2. Sido kale kuwa soo socdaan:
    i.  Caruurta iyo dhallinyarada oo qof kale gurigiisa ku-nool sababa la xadiida, dhaqaala la’aan, ama ku nool motel, hotel, park, dhulka camping sababta tahay guri la’aan, ku nool xarun deg deg ah, ama ama xarun ku meel gaar ah ama sugaaya inuu hela xanaana korineed.
    Ii.  Caruur ama dhallinyara saxdaan degan ama saaxdan meel aaan jiif ku habooneyn.

Iii. Caruur ama dhallinyara ku nool gawaari, park, xarun dadweyna, dhisma aan la ogaleyn, akhal heer hoose ah, bus, ama ishteeshinka taraynka.

Iv. Caruurta laajiyiinta ah oo u qalmaan ineey yihiin guri la’aan , ujeeda tahay in caruurta ku noolyihiin marxaladaha lagu soo qeexay qeybta (i) ilaa (ii)

 

Sharciyada gobalka Iowa ee qeybta waxbarashada ee ardayda guri la’aanta ah yaad ka heli karta sharaxaad dheeri ah 281--Iowa Administrative Code 33.  Sharciyada yaa sharaxaya hanaanka ee ardayda dugsiga ee guriga la’aanta ah:

  • Ilma guri la’aan ah da’da tahay 3-21jir
  • Ilma aan lahayn guri wanagsan
  • Ilma ku nool gaari, dheenta, guri aan ku habooneyn in lagu noolada ama meela kale aan ahayn guri la saaxni kara.
  • Ilma ku nool hoyga jaaliyada
  • Ilma la nool qoys tira badan ama saaxiba , sababta tahay in ilmaha haysan qarash ama dhaqaala ama marxalad adag.

 

  • Waxa ka mid ah: Dhalanyarada da’da yad ee guryahooda ka tagay ama lagu khasbay ineey guriga ka tagaan. Su’aala la xadiida qof ama ilmaha u qalmi kara barnaamijka caruurta guri la’aanta ah, la xadiid wakaalada kugu dhow.

Wellness Policies on Physical Activity and Nutrition

Preamble

Whereas, children need access to healthful foods and opportunities to be physically active in order to grow, learn, and thrive;

Whereas, good health fosters student attendance and education;

Whereas, community participation is essential to the development and implementation of successful school wellness policies;

Thus, the Postville Community School District is committed to providing school environments that promote and protect children’s healthy, well-being, and ability to learn by supporting healthy eating and physical activity. Therefore, it is the policy of the Postville Community School District that:

The school district will engage students, parents, teachers, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring, and reviewing district-wide nutrition and physical activity policies.

  • All students in grade K-12 will have opportunities, support, and encouragement to be physically active on a regular basis.
  • Foods and beverages sold or served at school will meet the Healthy Kids Act Nutritional Content Standards and USDA Smart Snacks Standards.
  • Qualified child nutrition professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; will accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, and pleasant settings and adequate time for students to eat.
  • To the maximum extent practicable, all schools in our district will participate in available federal school meal programs (including the School Breakfast Program, National School Lunch Program [including after-school snacks], Summer Food Service Program, and Fresh Fruit and Vegetable Program).
  • Schools will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity, and will establish linkages between health education and school meal programs, and with related community services.

TO ACHIEVE THESE POLICY GOALS:

I. School Wellness Committee

The school district will develop, implement, monitor, review, and as necessary, revise school nutrition and physical activity policies. The committee also will serve as resources to school sites for implementing those policies. A school wellness committee consists of a group of individuals representing the school and community, and should include parents, students, representatives of the school food authority, members of the school board, school administrators, teachers, health professionals, and members of the public and local agricultural community, including farmers, or representatives from farm organizations, farmers’ markets, agricultural industry or community organizations that work to promote local foods.

II. Nutritional Quality of Foods and Beverages Sold and Served on Campus

School Meals.

Meals served through the National School Lunch and Breakfast Programs will:

  • be appealing and attractive to children;
  • be served in clean and pleasant settings;
  • meet, at minimum, nutrition requirements established by local, state, and federal statutes and regulations and that are consistent with the Healthier U.S. School Challenge requirements;
  • offer a variety of fruits and vegetables;
  • serve only low-fat (1%) and fat-free milk and nutritionally-equivalent non-dairy alternatives (as defined by the USDA);
  • ensure that the majority of the served grains are whole grain;
  • offer free breakfast and free lunch to all students via the Community Eligibility Program;
  • prohibit restaurant-labeled food and carbonated beverages on school grounds.

The school district will engage students and parents, through taste-tests of new entrees and surveys, in selecting foods sold through the school meal programs in order to identify new, healthful, and appealing food choices. In addition, the school district should share information about the nutritional content of meals with parents and students. Such information could be made available on menus, the district’s website, on cafeteria menu boards, placards, or other point-of-purchase materials.

Food Procurement. The school district shall source locally grown or raised agricultural foods within 150 miles, including school-grown products (from school gardens) to the greatest extent possible. The school will make at least $10,000 in local food purchases each year with a goal of increasing the amount of money spent each consecutive year. Menus will be developed to compliment local growing seasons and availability of foods. The district encourages fresh, seasonal, locally grown food to be sold at every location on the school site where food is sold and at all school-sponsored events and activities.

Breakfast. To ensure that all children have breakfast, either at home or at school, in order to meet their nutritional needs and enhance their ability to learn:

  • the school district will, to the extent possible, operate the School Breakfast Program;
  • the school district will, to the extent possible, arrange bus schedules and utilize methods to serve school breakfasts that encourage participation;
  • the school district will notify parents and students of the availability of the School Breakfast Program;
  • the school district will encourage parents to provide a healthy breakfast for their children through newsletter articles, take-home materials, or other means.

Free and Reduced-Priced Meals. The school district will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price meals. Toward this end, the district may utilize electronic identification and payment systems; provide meals at no charge to all children, regardless of income; and/or promote the availability of school meals to all students.

Summer Food Service Program. The school district will sponsor the Summer Food Service Program for at least six weeks between the last day of the academic school year and the first day of the following school year.

Meal Times and Scheduling. The district:

  • will provide students with at least 10 minutes to eat after sitting down for breakfast and 20 minutes after sitting down for lunch;
  • should schedule meal periods at appropriate times, e.g., lunch should be scheduled between 11 a.m. and 1 p.m.;
  • should not schedule tutoring, club, or organizational meetings or activities during mealtimes, unless students may eat during such activities;
  • will provide students access to hand washing or hand sanitizing before they eat meals or snacks; and
  • should take reasonable steps to accommodate the tooth-brushing regimens of students with special oral health needs (e.g., orthodontia or high tooth decay risk).

Qualifications of School Food Service Staff. Qualified nutrition professionals will administer the school meal programs. As part of the school district’s responsibility to operate the food service program, we will provide continuing professional development for all nutrition professionals in schools. Staff development programs should include appropriate certification and/or training programs for child nutrition directors, school nutrition managers, and cafeteria workers, according to their levels of responsibility.

Sharing of Foods and Beverages. The school district discourages students from sharing their foods or beverages with one another during meal or snack times, given concerns about allergies and other restrictions on some children’s diets.

Snacks. Snacks served during the school day or in after-school care or enrichment programs will make a positive contribution to children’s diets and health, with an emphasis on serving fruits and vegetables as the primary snacks and water as the primary beverage. Schools will assess if and when to offer snacks based on timing of school meals, children’s nutritional needs, children’s ages, and other considerations. The district will disseminate a list of healthful snack items to teachers, after-school program personnel, and parents.

Soft Drink/Energy Drink Policy. Soft drinks containing caloric sweeteners as well as beverages marketed as energy drinks are prohibited for sale and/or consumption, including those brought from home or purchased off of school grounds.

Access to Free Drinking Water. Safe, unflavored, drinking water is available throughout the school day at no cost to students. For example, students are allowed to bring filled water containers to class. Additionally, teachers should promote the consumption of water by encouraging students to bring water bottles to school.

Rewards. Schools will not use foods or beverages, especially those that do not meet the nutrition standards for foods and beverages, as rewards for academic performance or good behavior, and will not withhold food or beverages (including food served through school meals) as a punishment.

Celebrations. Celebrations that involve food during the school day are limited to no more than one party per class per month. Each party should include no more than one food or beverage that does not meet nutrition standards for foods and beverages. All foods and beverages will be prepackaged in order to eliminate safety concerns for students with allergies. The district will disseminate a list of healthy party ideas to parents and teachers.

Regarding Foods and Beverages Sold Individually (i.e., foods sold outside of reimbursable school meals, such as through vending machines, cafeteria a la carte [snack] lines, fundraisers, school stores, etc.) and Food Marketing

Per state and national guidelines, foods and beverages sold outside the reimbursable meal program (including those sold through a la carte [snack] lines, vending machines and fundraising) during the school day must meet the Iowa Healthy Kids Act Nutritional Content Standards and the Healthy Hunger-Free Act of 2010 Smart Snack Standards.

Fundraising Activities. To support children’s health and school nutrition education efforts, school fundraising activities will not involve food or will use only foods that meet the above nutrition and portion size standards for foods and beverages sold individually. Schools will encourage fundraising activities that promote physical activity. The school district will make available a list of ideas for acceptable fundraising activities.

School-sponsored Events (such as, but not limited to, athletic events, dances, or performances). Foods and beverages offered or sold at school-sponsored events outside the school day will meet the nutrition standards for meals or for foods and beverages sold individually. The district encourages the sale of fresh, seasonal, locally grown food at every location on the school site where food is sold and at all school-sponsored events and activities.

Food Marketing in Schools. School-based marketing will be consistent with nutrition education and health promotion. The school district will:

  • limit food and beverage marketing to the promotion of foods and beverages that meet the nutrition standards for meals or for foods and beverages sold individually;
  • prohibit school-based marketing of brands promoting predominantly low-nutrition foods and beverages;
  • promote healthy foods, including fruits, vegetables, whole grains, and low-fat dairy products; and
  • market activities that promote healthful behaviors (and are therefore allowable) including: vending machine covers promoting water; pricing structures that promote healthy options in a la carte lines or vending machines; sales of fruit for fundraisers; coupons for discount gym memberships; and extra recess.

Examples: Marketing techniques include the following: logos and brand names on/in vending machines, books or curricula, textbook covers, school supplies, scoreboards, school structures, and sports equipment; educational incentive programs that provide foods as a reward; programs that provide schools with supplies when families buy low-nutrition food products; in-school television; free samples or coupons; and food sales through fundraising activities.

III. Nutrition and Physical Activity Promotion

Nutrition Education and Promotion. Postville Community School District aims to teach, encourage, and support healthy eating by students. Schools should provide nutrition education and engage in nutrition promotion that:

  • is offered at each grade level as part of a sequential, comprehensive, standards-based program designed to provide students with the knowledge and skills necessary to promote and protect their health;
  • is part of not only health education classes, but also classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects;
  • includes enjoyable, developmentally-appropriate, culturally-relevant, participatory activities, such as contests, promotions, taste testing, farm visits, and school gardens;
  • promotes fruits, vegetables, whole-grain products, low-fat and fat-free dairy products, healthy food preparation methods and health-enhancing nutrition practices;
  • emphasizes caloric balance between food intake and physical activity;
  • links with meal programs, other foods and nutrition-related community services; and,
  • teaches media literacy with an emphasis on food marketing; and
  • includes training for teachers and other staff.

Food Safety. All foods made available on campus adhere to food safety and security guidelines.

  • All foods made available on campus comply with the state and local food safety and sanitation regulations. Hazard Analysis and Critical Control Points (HACCP) plans and guidelines are implemented to prevent food illness in schools.

http://www.fns.usda.gov/tn/Resources/servingsafe_chapter6.pdf

  • For the safety and security of the food and facility, access to the food service operations are limited to child nutrition staff and authorized personnel.
  • Because of the particularly serious nature of peanut/tree nut allergies, students and staff are prohibited from bringing foods or beverages with either of these ingredients to school.

Integrating Physical Activity into the Classroom Setting. For students to receive the nationally recommended amount of daily physical activity and for students to fully embrace regular physical activity as a personal behavior, students need opportunities for physical activity beyond physical education class. Toward that end:

  • classroom education will teach the skills needed to maintain a physically-active lifestyle and to reduce time spent on sedentary activities, such as watching television;
  • opportunities for physical activity will be incorporated into multiple subject lessons; and
  • classroom teachers will provide short physical activity breaks between lessons or classes, as appropriate.

Communications with Parents. The district will support parents’ efforts to provide healthy diet and daily physical activity for their children. The district will:

  • send home nutrition information, provide information about school food and and fitness activities via the Food and Fitness webpage, school information flyers and school webpage;
  • encourage parents to pack healthy lunches and snacks and to refrain from including beverages and foods that do not meet the established nutrition standards for individual foods and beverages;
  • provide parents a list of foods that meet the school district’s snack standards and ideas for healthy celebrations/parties, rewards and fundraising activities;
  • provide information about physical education and other school-based physical activity opportunities before, during and after the school day;
  • support parents’ efforts to provide their children with opportunities to be physically active outside of school.

Staff Wellness. The school district values the health and well-being of every staff member and will plan and implement activities and policies that support personal efforts by staff to maintain a healthy lifestyle. Each school should:

  • develop, promote, and oversee a multifaceted plan to promote staff health and wellness developed by the staff wellness committee;
  • allocate time during professional development days to allow for wellness activities (i.e., guest speakers, how to integrate physical activity into the classroom, etc.)
  • base the plan on input solicited from employees and outline ways to encourage healthy eating, physical activity, and other elements of a healthy lifestyle among employees.

IV. Physical Activity Opportunities and Physical Education

Physical Education. The school district will provide physical education that:

  • is for all students in grades K-12 for the entire school year;
  • is taught by a certified physical education teacher;
  • includes students with disabilities, students with special health-care needs may be provided in alternative educational settings: and,
  • engages students in moderate to vigorous activity during at least 50 percent of physical education class time.

Daily Recess. The elementary school provides recess for students that:

  • is at least 20 minutes a day;
  • is preferably outdoors;
  • encourages moderate to vigorous physically activity verbally and through the provision of space and equipment; and,

When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, schools will give students periodic breaks during which they are encouraged to stand and be moderately active. Students in elementary school will not be seated in their classrooms for longer than 60 minutes at a time.

Physical Activity Opportunities Before and After School. The district will offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. The district will offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs. After-school child care and enrichment programs will provide and encourage—verbally and through the provision of space, equipment, and activities—daily periods of moderate to vigorous physical activity for all participants.

Physical Activity and Punishment. Teachers and other school and community personnel will not use physical activity (e.g., running laps, pushups) or withhold opportunities for physical activity (e.g., recess, physical education) as punishment.

Safe Routes to School. The school district will assess, and if necessary and to the extent possible, make needed improvements to make it safer and easier for students to walk and bike to school. When appropriate, the district will work together with local public works, public safety, and/or police departments in those efforts. The school district will explore the availability of federal “safe routes to school” funds, administered by the state department of transportation, to finance such improvements.

Use of School Facilities Outside of School Hours. School spaces and facilities should be available to students, staff, and community members before, during, and after the school day, on weekends, and during school vacations. These spaces and facilities also should be available to community agencies and organizations offering physical activity and nutrition programs. School policies concerning safety will apply at all times.

V. Farm to School

Objective The school will participate in the program designed to connect students and local farms with the objectives of serving healthy meals in school cafeterias, improving student nutrition, providing agriculture, health and nutrition education opportunities, and supporting local and regional farmers.

Nutrition Education Farm to school programs can provide interactive, experiential education activities that can strengthen and reinforce nutrition education efforts.

  • Staff shall integrate experiential education activities—such as gardening, cooking demonstrations, farm and farmers’ market tours—into existing curricula at all grade levels.
  • Nutrition education messages from the classroom will be modeled in the cafeteria and across campus by offering locally grown food whenever possible within the school meals program as well as in a la carte sales, including vending machines.
  • The district shall establish a school garden of sufficient size to provide students with experiences in planting, harvesting, preparing, serving and tasting foods, to be integrated with nutrition education and core curriculum, and articulated with state standards.
  • School food service, in partnership with other school departments and community organizations, will work to creatively market and promote locally-produced food to students, through activities such as:
    • featuring food grown in the school garden in the cafeteria, through sampling and inclusion in school meals based upon availability and acceptability.
    • developing cafeteria themes relating to local farmers and products grown in the region.
    • hosting farmers in the cafeteria and classroom.
    • developing creative campus fundraisers based on healthy food items, integrating farm grown produce where appropriate.

Physical Activity The district recognizes that school gardens and farm visits can offer physical activity opportunities, as well as agricultural education, by engaging students in activities such as planting, harvesting and weeding. Teachers and students are encouraged to take advantage of these physical activity opportunities during the school day as well as through field trips and after-school activities.

Evaluation An annual review will be conducted to measure the impact and implementation of the wellness policy. The report will include:

  • A review of school-food sales that determines:
    • the percentage of food purchased from local sources;
    • the budgetary impact of increasing local purchases;
    • existing opportunities to increase purchasing of local and seasonal items;
    • the impact of local purchasing on participation in the school meal programs.
  • An evaluation of the frequency and effectiveness of nutrition education activities involving the school garden, farm visits and other agriculture-based activities.

VI. Monitoring and Policy Review

Monitoring The superintendent will ensure compliance with established school district-wide nutrition and physical activity wellness policies.

In each school:

  • the principal will ensure compliance with those policies in the school and will report on the school’s compliance to the superintendent; and,
  • food service staff will ensure compliance with nutrition policies within food service areas and will report on this matter to the superintendent or principal.

In the district:

  • the school district will report on the most recent USDA School Meals Initiative (SMI) review findings and any resulting changes. If the school district has not received a SMI review from the state agency within the past five years, the school district will request from the state agency that a SMI review be scheduled as soon as possible.
  • the superintendent will develop a summary report every three years on school district-wide compliance with the school district’s established nutrition and physical activity wellness policies, based on input from schools within the school district; and,
  • the report will be provided to the school board and also distributed to all school wellness committees, parent/teacher organizations, principals, and health services personnel in the school district.

Policy Review. To help with the initial development of the school district’s wellness policies, each school in the school district will conduct a baseline assessment of the school’s existing nutrition and physical activity environments and practices. The results of those school-by-school assessments will be compiled at the school district level to identify and prioritize needs.

Assessments will be repeated every three years to help review policy compliance, assess progress and determine areas in need of improvement. As part of that review, the school district will review the nutrition and physical activity policies and practices and the provision of an environment that supports healthy eating and physical activity. The school district, and individual schools within the school district will, revise the wellness policies and develop work plans to facilitate their implementation.

Summary of Benefits and Coverage 2014 for Employee Health Insurance

2015-2016 Report of Insurance Benefits

2016 Lau (ELL)  Plan

2016-207 Mentoring & Induction Plan