The Stanton Community School District, in partnership with parents and community, is dedicated to providing the highest standard of education to ensure that all students acquire the knowledge necessary to grow, learn, and succeed.

Fall 2008

Dear Parents:

The policies and procedures contained in this handbook will provide you with general information about your child's school. We hope you, as parents, will support our varied activities. Involvement in a child’s school program will better prepare your child for the future.

In a large group of people, there must be rules and guidelines that are not made to restrict a person's freedom, but to enable everyone to have the same rights. Observance of the following rules and guidelines will enable each student to become an effective citizen in a democracy. To develop and accept the responsibilities and obligations of good citizenship will help students participate successfully in the world of tomorrow.

To make sure each child gets the most from his/her education, we encourage parents to come to school to share ideas, concerns, problems...anything which they think will help make Stanton High School even better. Together, we are striving to make Stanton the best!

Dennis McClain

Principal, K-12

“Empowering ALL Students to Succeed”

NONDISCRIMINATION NOTICE

It is the policy of the Stanton Community School District not to discriminate illegally on the basis of gender, race, color, national origin, religion, creed, age, marital status, sexual orientation, gender identity, disability or socio-economic status in its educational programs or employment practices as required by Title VI and VII of the 1964 Civil Rights Act, Title IX of the 1972 Education amendments, and Section 504 of the Federal Rehabilitation Act of 1973. If you have questions or grievances related to this policy, please contact K-12 Guidance Counselor/Students Needs Coordinator, Educational Equity Office, School Administration Center, 605 Elliott, Stanton, IA 51573, 712-829-2162, or the Director of Region VII Office of Civil Rights, Department of Education, Kansas City, Missouri.

It is also the policy of the this district that the curriculum content and instructional materials utilized reflect the cultural and racial diversity present in the United States and the variety of careers, roles, and life styles open to women as well as men in our society. One of the objectives of the total curriculum and teaching strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnicity, religion and disability. The curriculum should foster respect and appreciation for the cultural diversity found in our country and an awareness of the rights, duties, and responsibilities of each individual as a member of a pluralistic society.

Inquired regarding compliance with Title IX, Title VI, or Section 504 may be directed to the K-12 Guidance Counselor/Students Needs Coordinator, Stanton Elementary School, Stanton, Iowa 51573, phone number, 712-829-2162; to the Director of the Iowa Civil Rights Commission, Des Moines, Iowa 515-281-5294; or to the Director of the Region VII Office of Civil Rights, Department of Education, 10220 North Executive Hills Blvd, 8^th Floor, Kansas City, Missouri 64153-1367 (816) 891-8156.

EDUCATIONAL BELIEFS OF STANTON COMMUNITY SCHOOL

We believe that…

1. The most effective learning comes from a positive, supportive, and committed team of family, school, and community.

2. High expectations and strong leadership result in excellence and high achievement.

3. All students can learn, and we can teach them.

4. All students should possess the skills, knowledge, and attitudes to lead healthy and productive lives and to actively participate as citizens in a rapidly changing democratic and global society.

5. A positive, caring and safe environment where all persons are respected is essential for student success.

6. Learning is a life-long process.

7. District decisions and actions will focus primarily on the welfare and success of students.

8. Education is constantly changing, and a successful school must also be willing to change in order to best meet the individual needs of all students.

STANTON SCHOOL SONG

We’re from old Stanton High,

Proudly we hail.

We’re never known to sigh,

We’re never known to fail. Rah! Rah! Rah!

We’re out to win this game,

We’re always true.

We have but just one aim-

Hey, team, old Stanton High is backing you – Rah!

A STUDENT'S CREED

My purpose in attending this institution is to constantly better myself,

my family, my community, and my country.

“Parents and the school must be partners in the successful education of children.”

STUDENT ACHIEVEMENT GOALS

Students from the Stanton Community School District will be able to:

· Express their ideas fluently in written and oral communication

· Display problem-solving skills, academic skills, life skills, and employment skills

· Display behavior that demonstrates an acquired understanding and acceptance of diversity and the rights and dignity of themselves and others

· Use effective teamwork, communication, leadership, and technology skills to enhance the quality of their work places and their lives

· Possess the skills to succeed in the world in which they will work and live after high school

School Long Range Improvement Goals

1. All K-12 students will perform at proficient levels in reading to succeed in life beyond high school

2. All K-12 students will perform at proficient levels in math to succeed in life beyond high school

3. All K-12 students will perform at proficient levels in science to succeed in life beyond high school

4. All K-12 students will be proficient in the application of technology.

5. All students will feel safe and connected personally to our drug free school.

Stanton High School Personnel

Superintendent

Judd Ashley

Principal/Special Education Director

Dennis McClain

Business Manager
Shirley Maxwell

School Board Secretary

Vicky King

Athletic Director

Don Hicks

Staff

2. No students shall be allowed to loiter or practice in any school building at any hour of the day or night or weekend without adult supervision. This includes Sunday night basketball.

3. All planned parties or moneymaking projects must be approved by sponsors and the principal so they can be placed on the calendar and avoid conflicts with other projects. It is the sponsor’s responsibility to get prior approval from the principal.

4. It shall be the policy of the Stanton Community School to schedule no practices or performances on Sunday. The only exception will be the participation in athletics, music, and declamation contest, which are scheduled by officials of the respective state organizations or very special circumstances subject to administrative approval.

5. No school-sponsored activities or practices will be held after 6:30 p.m. on Wednesdays.

Asbestos has been an issue of concern for many years. Congress enacted the Asbestos Hazard Emergency Response Act (AHERA) in 1986 to determine the extent of asbestos in the schools and to act as a guide in formulating asbestos management policies for the schools.

Asbestos has been used as a building material for many years. It is a naturally occurring mineral that is mined primarily in Canada and South Africa, and the U.S.S.R. The properties of asbestos make it an ideal material for insulating, sound absorption, decorative plasters, fireproofing, and a variety of miscellaneous uses. There have been over 3000 different products manufactured using asbestos. The Environmental Protection Agency (EPA) began action to limit its uses in 1973. 1978 banned most of the asbestos products used as building materials.

The institute for Environmental Assessment was employed by the Stanton Community School District in 1986 to inspect school buildings and determine if there are any asbestos containing materials (ACM), especially in the form that could represent a risk. Of most concern are areas of asbestos-bearing materials, which can be easily crumbled under pressure (friable materials) and inhaled into the lungs.

Beyond the asbestos assumed to be located in some concrete, roofing felts, pipe elbows, carpet glue, etc. which is minimal public health concern, asbestos was found in some of the following types of materials: thermal pipe joint connections, thermal pipe insulation, thermal boiler insulations and vinyl floor tile.

Stanton Community School has a minimum of ACM in its high school building. Certified EPA personnel have properly encapsulated these materials. Signs are also posted in each of these areas. Additionally, these areas are inspected every 6 months. Encapsulated asbestos containing materials were found primarily in non-occupied locations such as the custodial storage room, and boiler room at the High School. No known dangers to students or employees currently exist. The new elementary school is ASBESTOS FREE.

A detailed Asbestos Management Building Plan is on file in the school building. The public upon request may inspect this plan. A District Plan is also available for review at the office of the Superintendent of Schools. The Stanton School District has complied with recent legislation and has sent an Asbestos Management Plan to the State Department of Education prior to the deadline.

The Board of Directors and Administration plan to meet or exceed EPA standards as required by law and do whatever is necessary to continually ensure a healthy working/teaching/learning school environment. As always, your input and/or concerns are welcome. On behalf of the Board of Directors, we like to thank you for your continued support and cooperation.

High school students who participate in school-sponsored athletics may participate in a non-school-sponsored sport during the same season with approval of the superintendent or his designee. Such outside participation shall not conflict with the school-sponsored athletic activity. If there is a conflict, the first and foremost responsibility of the athlete is to the school-sponsored athletic activity.

ATTENDANCE

Every effort should be made toward getting students to school every day on time. Much of the child’s progress depends on his/her regular attendance at school as students who do not attend school on a regular basis develop gaps in their learning. Students with poor attendance patterns are more likely to drop out before graduation from high school. Parents should not expect their child to be promoted if skills are not mastered due to excessive absences.

Students will be expected to attend classes regularly and to be on time in order to receive maximum benefit from the instructional program. While it is possible for an absent student to make up much of the schoolwork missed, it is impossible to completely compensate for absence from classes. Irregular attendance or tardiness by students not only retards their own studies, but also interferes with the progress of those pupils who are regular and prompt in attendance.

PARENTS NEED TO CALL THE SCHOOL EACH DAY THAT A STUDENT IS NOT IN SCHOOL. A written note is required only if the parents or guardian does not make telephone contact. Written excuses from the parent should include:

Compulsory Attendance Law

Each child between the ages of six and sixteen is required to be in attendance at least 148 days during the school year and at least 37 days per quarter. Students under age 16 on September 15^th are required to attend school through the remainder of the year after the student’s 16^th birthday. Failure to do so can result in the child being declared truant and appropriate charges filed with the County Attorney.

Excused and Unexcused Absences

Absences approved by the principal shall be excused absences. These are absences that cannot be avoided. These absences include, but are not limited to personal illness, death or serious illness in the immediate family or household, medical or dental appointments that could not be arranged other than during school time, work for parents on a short-term basis, reasons which can be justified from an educational standpoint, authorized religious holidays, and school-sponsored or approved activities.

1. Students not in attendance for two, but not more than 6 periods, will be counted one-half day absent. Students not in attendance for more than six periods will be counted one full day absent. 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. There are times, however, when school officials may determine that problems associated with absence from school are out-weighed by the advantages of an activity in which the student participates, and they may endorse or sponsor an activity or trip. Attendance at such approved trips and activities will not be considered an absence from school.

An excused absence entitles the student to make up his/her work for credit. The responsibility for carrying out this make-up work rests with the student. The teacher’s responsibility is to cooperate with the student by providing assignments and help if needed, permitting tests to be made up, and projects handed in. Make-up work is to be completed within a reasonable time after the absence. Generally speaking, a reasonable time may be considered twice the length of time (i.e. three days absent, six days for make-up). If there are any questions concerning the length of time given for make-up work, the student should contact the teacher immediately upon returning to school. In the case of extended illness, the teacher can prepare make-up work to take home. Notify the school early in the day (before 11:00 a.m.) if you want work to be gathered for student completion.

Absences, including tardiness, which is not approved by the principal, shall be unexcused absences. These absences shall include, but not be limited to shopping, oversleeping, hair appointments, personal tasks, truancy, trips, errands, music lessons, and gainful employment.

Students having an unauthorized absence will be considered to be skipping school. They will not be admitted back into school until their parent/guardian makes contact with the principal. On the second absence they may appear before the superintendent of schools to show reason for their remaining in school. Students will make up double time for each hour missed. Students will receive a "0" for material covered while the unauthorized absence occurred.

Students are given 2 days to complete the work missed for every day absent. Students must make up all work by the prescribed time or will be given a "0". When students know in advance that they will miss school, they are to request a permit slip from the office, which will allow them to get their assignments. These assignments should be secured before their anticipated absence and made up (to the extent possible) before the anticipated absence. If students do not make arrangements with their teacher to get these assignments before their anticipated absence, they may receive a "0" on all work assigned during the absence. This pertains to school sponsored activities also. Students that miss one or two periods due to participating in special school sponsored events (examples: National Honor Society induction, Special Band/Music Program, or Speech Program) must have their work completed for class the following day. Activities are generally planned well in advanced so please plan ahead.

Students will not be allowed to re-enter class after an absence before first clearing the absence with the principal's office. (See Attendance, paragraph 3)

MISSED ASSIGNMENTS: The student is responsible to contact the teacher and get assignments missed or not completed. DO NOT expect the teacher to do this for you. However, it is the teacher’s responsibility to work with the student once the contact is made by the student.

Repeated Absenteeism

Leaving School Early/Appointments

If any student is to leave the school for any reason with a parent or someone other than the parent, legal guardian, or non-guardian, the student must bring a written note (signed and dated) from a parent and/or guardian indicating that he/she will be picked up. The note should include the person’s name and relationship to the family. The child will report to the school office at dismissal time instead of leaving the building and the person who is picking up the child is to present herself/himself in the school office for identification. All students leaving the school before the end of the school day are to sign out through the office. Absences/appointments, which are not approved by the principal, shall be unexcused absences. These absences/appointments shall include, but not be limited to shopping, oversleeping, hair appointments, personal tasks, truancy, trips, errands, music lessons, and gainful employment.

Notifying the School of Absences/ Tardies

If your child must be absent from or tardy to school because of illness or other reasons, it is the parent’s responsibility to notify the school between 7:30 and 9:00 a.m. Steps will be taken to contact parents who have not notified the school concerning their child’s absence. Should a student be absent and no call has been received, we may call his/her home or the parent's place of work. If your child needs to leave early for a doctor or dentist appointment, please call or send a note. Notify the school if you plan to pick your child up early.

Parents are requested to call by phone and report their child's absence from school. Jr.-Sr. High parents can call the office (829-2162) after 7:30 a.m. Elementary parents can call the elementary office (829-2171) after 7:30 a.m. Parents are asked to call for all absences whether it be for all day or part of a day between 7:30-9:00 a.m. Students will not be dismissed from school during the day unless his/her parent has called. Notes are accepted if a student's residence has no phone.

Tardies

Any student not in his/her classroom at 8:30 A.M. will be counted tardy. Students are expected to arrive at school on time and will need to bring a note from their parent when they are late or the student will automatically receive an unexcused tardy. Unexcused tardies shall include, but not be limited to shopping, oversleeping, hair appointments, tasks, truancy, and gainful employment. Unexcused tardies will result in consequences for the student. The first unexcused tardy will result in a warning. Starting with the second tardy students will be assigned detention by the principal. Tardies may be counted against perfect attendance if they exceed three.

BEHAVIORAL EXPECATIONS AND JURISDICTIONAL STATEMENT

This handbook is an extension of board policy and is a reflection of the goals and objectives of the school board. The board, administration and employees expect students to conduct themselves in a manner fitting to their age level and maturity and with respect and consideration for the rights of others. Students are expected to treat teachers, employees, students, visitors and guests with respect and courtesy. Students may not use abusive language, profanity or obscene gestures or language.

This handbook and school district policies, rules and regulations are in effect while students are on school grounds, school district property or on property within the jurisdiction of the school district; while on school-owned and/or school-operated buses or vehicles or chartered buses; while attending or engaged in school activities; and while away from school grounds if the misconduct directly affects the good order, efficient management and welfare of the school district or involves students or staff. A violation of a school district policy, rule, regulation or student handbook may result in disciplinary action and may affect a student's eligibility to participate in extracurricular activities whether the violation occurred while school was in session or while school was not in session. This includes eighth grade graduation and high school senior commencement.

Students are expected to comply with and abide by the school district's policies, rules, regulations and student handbook. Students who fail to abide by the school district's policies, rules, regulations and student handbook may be disciplined for conduct which disrupts or interferes with the education program; conduct which disrupts the orderly and efficient operation of the school district or school activity; conduct which disrupts the rights of other students to obtain their education or to participate in school activities; or conduct which interrupts the maintenance of a disciplined atmosphere. Disciplinary measures include, but are not limited to, removal from the classroom, detention, suspension, probation and expulsion. Discipline can also include prohibition from participating in extracurricular activities, including athletics. The discipline imposed is based upon the facts and circumstances surrounding the incident and the student's record.

The school reserves and retains the right to modify, eliminate or establish school district policies, rules, regulations and student handbook provisions as circumstances warrant, including those contained in the handbook. Students are expected to know the contents of the handbook and comply with it. Students or parents with questions or concerns may contact the superintendent or principal for information about the current enforcement of the policies, rules, regulations or student handbook of the school district.

This policy shall apply to students while on school premises, while attending school-sponsored events, while on school-owned and operated buses or on chartered buses while students are engaged in school-sponsored activities, and while students are away from school if their conduct directly affects the good order, efficiency, management or welfare of the district. (Refer to Board Policy Code No.503.1)

Discipline

The goal of the board of directors is to ensure the right of all students to a safe and productive educational environment in which they may learn the skills and attitudes necessary to develop and to mature as responsible adults, accountable for their own actions. (Refer to Board Policy Code No. 503.1/503.1R1)

It is very important that your child understands the necessity of following rules and regulations in order to have the best educational environment for learning. It is imperative that those students who come to school to learn be afforded that opportunity. It is our sincere hope that the school and the home will join together in this effort so that we can successfully provide an optimum learning environment for all children. (Refer to Board Policy Code No. 503.1/503.1R1)

"School Discipline" is the guidance of the conduct of students in a way, which permits the orderly and efficient operation of the school, i.e., the maintenance of a scholarly, disciplined atmosphere to achieve maximum educational benefits for all students. (Refer to Board Policy Code No. 503.1/503.1R1)

1. Teachers may use reasonable force to protect themselves and other students. Whenever physical restraint is used, it shall be reported to the building principal. (Refer to Board Policy Code No. 503.5)

2. After a punishment is administered it should be forgotten as quickly as possible and not allowed to influence subsequent action.

3. Any student who is kicked out of a class three times may be dropped from the class with an "F".

4. The Board of Education reserves the right to expel any student from school, as per state law, whenever in their judgment the best interests of the school demand it.

5. Obscene material found at school will be confiscated and parents will be called.

Students who violate the policies, regulations, rules or directives of the district, including those activities specified in section 503, or who have documented cases of conduct detrimental to the best interests of the district, may be disciplined by one or more of the following actions (Refer to Board Policy Code No. 503.1R1):

The building principal or superintendent may exclude a student from participation in extracurricular activities for a period of time to be determined by the building principal or superintendent for violation of a district policy, rule, regulation or directive or for violation of a rule in effect for participants in the activity. Procedures for excluding students from participation in extracurricular activities shall be the same as those procedures for short-term sanctions as outlined in section 503. Prior to any exclusion for violation of a rule in effect for participants in an activity, the building principal shall approve the rules and the participants shall be notified of the rules. Posting of the rules in an area where the participants meet shall be deemed sufficient notice.

Any student determined by law enforcement officials or school authorities to be in possession of or having consumed beer, liquor or other controlled substances will be suspended from all extracurricular activities. The consequences will be enforced according to the Good Conduct Policy & Tobacco/Alcohol/Illegal Drug Policy. These activities include athletics, music contests, speech contests, cheerleading, drama, dances and other activities that the administration deems appropriate (Refer to Board Policy Code No. 503.4).

b. Temporary removal from class to the office of the principal or his/her designee for a period not to exceed three days.

d. Detention: a requirement that a student remain after school, or come to school early, or remain in class during lunch periods for purposes of discipline.

Students may be allowed one day to make arrangements for transportation, if necessary. If the detention is not served on the day arranged, parents will be notified by the teacher and the time will be doubled. If the detention is still not served, the student will be referred to the principal and the student will be given in-school suspension. Detentions not served the last week of school will carry over the following fall semester.

e. In-school suspension: the temporary isolation of a student from one or more classes, while under proper administrative supervision, where the misconduct does not warrant removal from school by suspension.

f. Removal from class for the remainder of a semester: the isolation of a student from a specific class for the remainder of a semester while under proper administrative supervision where the misconduct does not warrant removal from school by expulsion.

g. Short-term suspension: the student is prohibited from attending classes or any school activity for a temporary period of time, not to exceed five school days.

The superintendent or building principal may suspend a student temporarily with consideration given to the maturity of the student, the offense committed, the history of prior offenses and any other circumstances deemed pertinent (Refer to Board Policy Code No. 503.1R1). The student shall be told orally or in writing of the charges against the student. If the student denies the charges, he/she shall be given an opportunity to explain his/her side of the story and shall be given an explanation of the evidence against the student. There need be no delay between the time of notice of the charges and the student's opportunity to respond. If the student does not deny the charges, or after the principal or superintendent hears the student and makes a decision, the principal or superintendent shall notify the student of the terms of the disciplinary action.

Students whose presence poses a continuing danger to persons or property or an ongoing threat of disrupting the academic process may be immediately removed from school, with the above procedures to be followed as soon as practicable.

The superintendent or principal shall attempt to inform the parent or guardian by phone or in person on the same day of taking the disciplinary action. If a parent or guardian cannot be reached, the student shall remain on school property until the close of the school day, unless the student poses a continuing danger to persons or property or an ongoing threat of disrupting the academic process.

Formal written notice of the disciplinary action taken shall be mailed or personally delivered to the parent or guardian within two school days of the action, with a copy forwarded to the superintendent and board president.

A student who has been suspended may be readmitted only after a conference between the superintendent or building principal, the student, and if possible, the parent or guardian. In extreme or repeated cases a conference with the parents or guardian will be mandatory.

Upon verification of facts, suspension may occur for the following causes (Refer to Board Policy Code No. 502.6/502.7/503.1):

3. The use or possession of any controlled substance unless such substance was obtained directly from or pursuant to, a valid prescription or order of a practitioner while acting in the course of his/her professional practice.

4. Attendance or participation in any school activity in an intoxicated state or under the influence of a controlled substance unless such substance was obtained directly from or pursuant to, a valid prescription or order of a practitioner while acting in the course of his/her professional practice.

5. The distribution of, transmittal of, or sale of any tobacco product, beer, or liquor, or controlled substance to other persons.

6. Disorderly conduct: including temper tantrums; fighting or rowdy behavior; making loud noises so as to cause interference with other persons; using abusive language or gestures which the student knows or reasonably should know is likely to provoke a violent reaction by another; disruption of meetings, activities, or assemblies of persons by conduct intended to be disrupting; obstructing school premises or access to school premises or places where school functions are to be held, with the intent to prevent or hinder its lawful use by others; or any other behavior intended to interfere with the rights of others.

7. Refusal to conform to policies, rules, regulations, directives or requests of the district or of its officers, employees or agents of the district when acting within the scope of their employment or duties.

8. Physical attacks or threats of physical attack to other students, officers, employees, visitors or agents of the district. In the event any officer, employee or agent of the district is attacked or threatened by a student or group of students, the school officer, employee or agent shall immediately report the incident to the building principal. The employees may use reasonable force to protect themselves and others. The student(s) shall be suspended for five (5) school days and may be recommended for expulsion. The procedures for suspensions and expulsions outlined in sections 503.1R1, and 503.2 shall apply.

14. Damaging, altering, injuring, defacing or destroying any building, fixture, piece of equipment or item, which includes writing, drawing, or making marks on walls, furniture, and fixtures.

17. Initiating, circulating or participating in the circulation of a report or warning of fire, epidemic, or other catastrophe knowing such report or warning to be false.

18. Threatening to place or placing any incendiary or explosive device or material in any place where it may endanger persons or property.

19. Truancy: absence from school or assigned classes without the consent of parent and principal.

20. Trespassing on school property: entering upon or into school property without justification or without the permission of school officials or remaining on school property after being notified to leave by school officials.

21. Joining, becoming a member of, or soliciting other students to join, or become a member of, or taking part

in forming or organizing a fraternity or society of students without prior approval of the board of directors.

h. Long-term suspension: the student is prohibited from attending classes or any school activity for a temporary period of time to be determined by the board of directors.

Only the Board of Directors may remove a student from the school environment on a long-term basis. The removal of a student from the school environment, which includes, but is not limited to, classes and activities, is an expulsion from school.

It shall be within the discretion of the Board of Directors to discipline a student by using an expulsion for a single offense or for a series of offenses depending on the nature of the offense and the circumstances surrounding the offense.

By majority vote of the board of directors, following a recommendation of the superintendent and/or building principal, a student may be suspended for a period of time to be determined by the board of directors (which may exceed five school days) or may be expelled from school for an indefinite period of time for a breach of discipline, immorality, violation of district regulations and rules, or when the presence of the student is detrimental to the best interests of the school. In addition, the board of directors may expel any incorrigible child or any child who, in the board's judgment, is so abnormal that regular instruction would be of no substantial benefit to him/her, or any child whose presence in school would be injurious to the health or morals of other pupils or to the welfare of the school.

Written notice of the charges prompting the administrative recommendation of expulsion, notice of the district policy, rule, or regulation alleged to have been violated, and notice of the time, place and date of the hearing shall be mailed or delivered personally to the parent or guardian. If the student is married or is eighteen years of age, or older and is not residing with a parent or guardian, notice shall be given to the student. Such notice shall also be given the board president.

A hearing before a majority of the board of directors shall be held within five school days of the mailing of or personal delivery of the notice to the parent or guardian or student. The parent or guardian or student may request additional time in which to prepare, but in no event shall the hearing be held later than ten school days following the mailing or personal delivery of the notice. In the event the parent or guardian or student requests additional time and the student is suspended pending the hearing, the student shall continue to be suspended until the date of the hearing.

The student may be accompanied to the hearing or be represented by a parent(s) or guardian(s) and/or legal counsel or any other advisor of his/her choice. Legal counsel or any other advisor of its choice may also advise the administration and/or board of directors.

At the hearing, each party shall have an opportunity to testify on his/her own behalf, introduce evidence, present witnesses, submit statements orally or in writing and question any witnesses. The hearing shall be administrative in nature and shall not be governed by formal rules of evidence or procedure.

If a party to the hearing should conduct himself/herself in a manner disruptive of the hearing, the board of directors may exclude him/her and proceed with the hearing as if he/she had not personally appeared.

The hearing shall be in closed session of the board of directors unless the student or a parent or guardian of the student requests an open session if the student is a minor. In the event the student or parent or guardian requests an open session, it shall be deemed a waiver of confidentiality of any personal information regarding the student contained in records or writings used at the hearing.

If the student or his/her representative fails to appear at the hearing, or if he/she desires to make no response, the administration shall nevertheless submit evidence in support of the recommendation to expel.

At the conclusion of the hearing, the board shall consider all relevant evidence introduced at the hearing and shall make a decision. The board shall meet in open session and by roll call vote entered in the minutes; make a decision on the merits. The board may adopt, modify or deny the administration's recommendation.

Within five days following the conclusion of the hearing, written findings of fact and conclusions of law shall be sent to or personally delivered to the parent or guardian or student or his/her representative.

At the time of suspension or expulsion, the board may determine whether the student should have access to programs or whether the student should be excluded from all programs of the district.

A student may be readmitted to school following a suspension or expulsion by the board of directors only upon action by the board of directors (Refer to Board Policy Code No. 503.2).

i. Expulsion: the student is prohibited from attending classes or any school activity for an indefinite period of time.

The superintendent or his designee shall provide for the dissemination of this policy 502/503 to students, parents, and the employees of the district.

This policy 502/503 shall be published in student handbooks, and shall be posted in at least one location in each attendance center, and copies shall be available in each building principal's office.

BICYCLES

Bike racks are provided for students who ride bicycles to school. Locking bicycles is highly recommended. Students, who do not demonstrate knowledge of bicycle driving rules and regulations, practice safe driving or use behavior not conducive to safety, may be denied the privilege of riding their bike to school. Students are also strongly encouraged to wear bike helmets for safety. The school is not responsible for stolen bicycles.

Your child is responsible for good conduct while riding in the bus. The bus driver is in charge of the bus and he/she will expect good behavior from each child. Students who consistently break the rules will lose their privilege of riding the bus for a period of time.

1. Students are to ride regularly assigned buses except in cases of emergencies or when he/she drives to school.

2. If a student uses school transportation to an activity (game, contest, play, etc.) he/she will return to Stanton via that same transportation. Two exceptions will be allowed:

a) If the parent personally requests that the student ride home with the parent, he/she may.

b) If the student has a note from their parent giving the student permission to ride home with parents of another student, he/she may. (The sponsor must personally contact the parent with whom the student is riding home.)

3. Students not riding a bus to school activities must bring a written statement from home with parent's permission. This permission slip must be given to the sponsor before the trip takes place.

5. Students WILL NOT be allowed to ride home with a student that has driven to the activity.

Rules and Regulations

2. Drivers will wait for pupils at the designated pick-up point until the scheduled departure time.

3. Drivers will have their buses parked at the school’s pick-up point at least 5 minutes prior to elementary school dismissal time (3:10).

4. Students are the driver’s responsibility while they are loading the bus, while they are on the bus, and until they have safely disembarked from the bus including crossing the road, if crossing the road is necessary. The driver is also responsible for discipline on the bus. Students must never be boisterous, stand, or switch seats while the bus is in motion, or misbehave and bother other students. Only quiet talking will be tolerated. If a student disregards the rules, and fails to cooperate with the drive, parents will be notified. If the problem continues the principal will be notified. The student may be suspended from riding the bus for a period of time.

5. Students should get on the bus immediately, sit down, and visit quietly until departure time. If a pupil consistently is boisterous, or misbehaves, parents will be notified. A bus driver will not simply remove the student from the bus, only the administration can do this.

6. If a bus is late for some reason, students should wait a safe distance from the loading zone.

7. The driver is responsible to know and follow the rules and suggestions given in the handbook and by the Administration.

8. Each bus driver will hold an annual safety orientation session on the first Friday after school begins for those students who ride the bus.

9. Each driver will conduct an emergency bus safety drill at least once each semester. Drivers will unload the bus under mock emergency conditions.

STUDENTS MUST HAVE A NOTE FOR THE BUS DRIVER IN ORDER TO BE LEFT ANY PLACE OTHER THAN THE REGULAR STOP. HIS/HER PARENT/GUARDIAN AND THE BUILDING PRINCIPAL OR HIS DESIGNEE MUST SIGN THIS NOTE.

Bus Conduct on Routes and Activities

Cooperative passenger of the school bus must be able to make the following statements honestly:

1. I always walk on the left side of the highway facing traffic when there are no sidewalks.

2. When walking along the highways with other children, I walk single file or not more than two abreast.

3. I do not play games on the street, highway, or parking lot while waiting for the school bus.

4. I start to school on time so that I do not have to take unnecessary chances, and I am always on time for the school bus.

7. I wait for the bus to come to a full stop before I attempt to get on the bus or before I get up from my seat to get off the bus.

8. I go immediately to my assigned seat and stay there until the bus comes to a complete halt at my assigned stop or at the school.

10. I never tamper with the windows; I never put my hands, arms, legs or any part of my body out of the windows, whether the bus is stopped or moving.

16. I leave the bus at other than my assigned stop only with the consent of the driver and principal.

17. When I leave the school bus to cross the road, I always cross in front of the bus.

18. I wait for the bus only at the designated places, and stay out of the street or parking lot until the bus arrives.

19. I cross the street or highway when the driver has signaled that the way is clear.

20. ABSOLUTELY NO EATING OR DRINKING ON THE BUS UNLESS PREVIOUSLY OKAYED BY THE ADMINISTRATION.

Students will not be permitted to bring candy or gum to school. Exceptions to the rule include birthday treats or special class events. Pop, fruit juices, punch, etc. are not allowed in the classrooms. Special circumstances other than those previously listed may be granted subject to approval by the building principal.

1. Students may drive cars to school, but they are not to leave the school grounds after arriving at school in the morning.

2. Students needing to use cars for special purposes during school hours are to get permission from the principal.

3. Students failing to comply with the above rules will be forbidden to park on school property.

5. Students are urged to park in an orderly manner in the parking lot. They will not be allowed to leave the building to move a car so another student can get a car out of the lot (exceptions permitted by the principal only). Park so all can get out!

Cheating is hard to define because people interpret cheating differently. For our purposes at school, any student giving or receiving answers on schoolwork without doing the work themselves will be considered guilty of cheating. Those guilty of cheating will receive a failing grade for that assignment. Any situation with extenuating circumstances will be reported to the principal and he/she will consider each case accordingly. Otherwise, each teacher will judge the situation on its own merits.

We want to encourage parents giving extra help at home. Helping your child work out a problem or understand a concept is not the same as giving or copying an answer from someone else without the student attempting to do the work.

CITIZENSHIP

As part of the students’ education program, students shall have an opportunity to learn about their rights, privileges, and responsibilities as citizens of this country, state, and school district community. As part of this learning opportunity students shall be instructed in the elements of good citizenship and the role quality citizens play in their country, state, and school district (Refer to Board Policy 603.11).

CLOTHING

The way people dress influences the manner in which they conduct themselves. This is especially true for students. Because we believe that school is a “place of learning,” we ask students to dress accordingly. There is a strong connection between academic performance, students' appearance and students' conduct. Students should wear clothes becoming to young people and suitable for schoolwork. Items of clothing that disrupt the learning environment, such as shirts with alcohol, smoking, and inappropriate artwork advertisement, clothing displaying obscenity, profanity, vulgarity, racial or sexual remarks, making reference to prohibited conduct or similar displays are prohibited. For safety purpose, billfold chains are prohibited. Parents are asked to not allow their child to wear clothing to school that would disrupt learning or be embarrassing to them or the school. This is a parent responsibility, however, for those students who do not dress appropriately for school, the administration will make the final determination of appropriateness of the student’s appearance.

Students are prohibited from wearing shoes with cleats except for outdoor athletic practices. Under certain circumstances or during certain classes or activities a stricter dress code may be appropriate, and students must comply with the stricter requirement. The principal makes the final determination of the appropriateness of the student's appearance. Students inappropriately dressed are required to change their clothing or leave the school.

Inappropriate student appearance may cause material and substantial disruption to the school environment or present a threat to the health and safety of students, employees and visitors on school grounds. Students are expected to adhere to reasonable levels of cleanliness and modesty.

Juniors and Seniors, upon receipt of a request from parents, may visit a college, university or vocational school. It is encouraged that the student/parents arrange the college visit through the Guidance Counselor. College day visit will be limited to 2 visits. The principal must approve additional visits.

COMMUNICABLE AND INFECTIOUS DISEASES

Students who have an infectious or communicable disease are allowed to attend school as long as they are able to do so and their presence does not pose an unreasonable risk of harm to themselves or does not create a substantial risk of illness or transmission to other students or employees. If there is a question about whether a student should continue to attend classes, the student shall not attend class or participate in school activities without their personal physician's approval. Infectious or communicable diseases include, but are not limited to, mumps, measles and chicken pox.

COMMUNICATIONS

School communications will be sent to the parent who has legal custody when there is a question of who to inform. When there is joint legal custody, communications will be sent to the parent who has physical custody. Parents who are not receiving official school communications can receive these communications by providing a written request to the building principal. Parents need to notify the school office if there is a change in a child’s after school or emergency dismissal plans.

See INTERNET USE

DAMAGE TO PRIVATE PROPERTY

Occasionally, incidents occur in which one student’s property is damaged or stolen by another student. In those cases the guilty person will be treated in accordance with whatever school rules have been broken. The school will not be responsible for setting the price of damaged or stolen property, nor will it be responsible for collecting the costs for the owner. It will be responsibility of the students and their parents to determine how much will be paid and to collect the costs. The building principal will notify parents accordingly. The parents may report the incident to the sheriff’s department for further investigation.

DAMAGE TO SCHOOL PROPERTY

All damage to school property should be reported immediately to the classroom teacher or principal. We acknowledge that accidents can happen regardless of how careful the person is trying to be. With accidental breakage or damage to a piece of equipment or material, reimbursement is usually not required. Students are responsible for any damage that they do to the buildings, furnishings, buses, or books of the Stanton Community School District, and shall pay in full for willfully defacing or damaging any school property. If something is damaged or broken because a student was breaking a rule or being careless, or because he/she destroyed it intentionally, those will require restitution and/or reimbursement involved at whatever the cost is to the school. The student may also be disciplined by any other means set forth in this policy, dependent upon the severity of the damage, the circumstances of the incident and the prior history of the student (Refer to Board Policy Code 502.2).

DEFINITIONS

In this handbook, the word "parent" also means "guardian" unless otherwise stated. An administrator's title, such as superintendent or principal, also means that individual's designee unless otherwise stated. The term "school grounds" includes the school district facilities, school district property, property within the jurisdiction of the school district or school district premises, school-owned or school-operated buses or vehicles and chartered buses. The term "school facilities" includes school district buildings and vehicles. The term "school activities" means all school activities in which students are involved whether they are school-sponsored or school-approved, whether they are an event or an activity, or whether they are held on or off school grounds.

DETENTION AND AFTER SCHOOL HOURS

It is necessary occasionally to detain students after regular school hours as a consequence for misbehavior. This is considered to be a detention and its length is determined by the seriousness of the misbehavior(s). A student may be kept after regular school hours to complete unfinished schoolwork or homework. Students will be made aware ahead of time concerning expectations for their work.

Teachers will supervise their own detentions. Detention time begins immediately after school. Parents are expected to work with the teacher/principal in a joint effort to meet the individual needs of the child and resolve any problems.

DISCIPLINE

See BEHAVIORAL EXPECTATIONS

See ELIGIBILITY

DUAL ENROLLMENT

Home school or home school assistance program students enrolled in classes or participating in school activities in the school district are subject to the same policies, rules and regulations as other students and are disciplined in the same manner as other students. Dual enrollment students interested in participating in school activities or enrolling in classes should contact the building principal.

EARLY ARRIVAL

Supervision by school staff begins at 8:10 a.m. Please do not send your child before that time unless they plan to participate in the breakfast program, scheduled activity, or requested by a teacher.

EARLY DISMISSALS

Early dismissal notices for inservice will be sent home in regular school communications. For announcements of early dismissal or no school due to “bad weather,” listen to KMA 960, Shenandoah and KCSI 95.3, Red Oak. Please do not call the school, superintendent, or principal to find out if there is school. School will be in session unless closing information is given on the radio. Announcements will be made by 6:30 A.M. whenever possible. Please plan with your child what to do on a scheduled early dismissal day, as well as what to do when unusual weather occurs and school is dismissed early.

1. No rural students shall be allowed to loiter in the school building after dismissal on days that it is necessary to close school early because of bad roads or bad weather, unless there are extenuating circumstances. Parents are asked to make arrangements for their child to be picked up on time.

2. No regular practice may be scheduled on days school is closed for bad roads or bad weather.

ELECTRONIC DEVICES

Portable radios, compact disc or MP3 players, televisions, beepers or pagers, laser pointers, cellular telephones, and similar electronic devices are not to be brought to school. These devices will be confiscated from the student and returned only to the parent.

EMERGENCY DRILLS

Periodically the school holds emergency fire and tornado drills. At the beginning of each semester, teachers notify students of the procedures to follow in the event of a drill. Emergency procedures and proper exit areas are posted in all rooms.

Students are expected to remain quiet and orderly during a drill or an emergency. Students who pull the fire alarm or call in false alarms, in addition to being disciplined under the school district's policies, rules and regulations, may be reported to law enforcement officials.

1. No student shall participate in an athletic practice or contest without filing a doctor's certificate of good health, and without participating in the insurance program offered by the school or showing evidence of having other accident insurance.

2. Students must be in school 1/2 day (four full periods) before they may participate in extra-curricular activities. There may be extenuating circumstances (doctor, orthodontist, emergencies) that may excuse a student from this rule. The activities director or administration will handle these on an individual basis. (Note - If students are gone on a school-sponsored activity, they are considered to be in school.).

3. Students failing a class either at mid-term or end of quarter will not be allowed to miss classes to accompany their athletic team or sponsored school activity to the event if students are to be dismissed for the activity during normal school hours.

Students must be passing all classes to participate in extra-curricular activities. Extra-curricular activities include but not limit to: athletics, instrumental and vocal music performances, drama productions, speech contests, FFA, FCCLA, National Honor Society, all honorary and elected offices (e.g. homecoming king/queen/court, class officer, student government officer or representative), state contests and performances for cheerleading and drill team, dances, including prom, senior trip, any public performance or competition with other schools, field trips and other activities that the administration deems appropriate including participating in eighth grade graduation and high school senior commencement ceremonies.

a. At the end of each mid-term: ineligible and all privileges suspended for a minimum of five (5) school days. He/she will attend a mandatory study hall during the scheduled practice/activity period or as arranged by the teacher. After five (5) days students will be eligible when passing and all mandatory study halls have been met.

c. If you receive any deficiency reports during a 9-weeks period (mid-term), you lose your lounge and study hall privileges for the remainder of the 9 weeks. If you receive a deficiency report at the end of a quarter you will lose your lounge and study hall privileges until the next mid-term report.

5. The eligibility rules set forth by the Iowa High School Athletic Association shall be adopted in full as part of the requirements of eligibility of the Stanton Community School District. (Under Iowa law students must receive passing grades in all courses the previous period to participate in athletics. Students who do not meet this requirement are not allowed the privilege of participating in athletics for the first period of 30 consecutive calendar days in the interscholastic event in which the student is a contestant.)

EMERGENCY PROCEDURES

In case of an accident, the school will immediately try to contact the child’s parents using the information provided at registration. When it becomes apparent that the student should be sent home because of illness, parents will be notified to come to pick up their child while the child waits in the office area. In both cases, if parents cannot be reached, others designated on the card will be called. If no one can be contacted about the accident, instructions for calling the doctor or hospital as given on the card will be followed. Children WILL NOT be sent home without the parent/guardian having been previously contacted. In extreme emergency, Stanton Rescue will be called to transport your child to Montgomery County Memorial Hospital. Parent/Guardian will be responsible for transportation and emergency room fees.

FEES

Registration Fee Lunches

Breakfast

Free and reduced lunches are available for those who qualify. Applications and guidelines are available at registration in August upon request. Students qualifying for free lunches are required to pay for milk when they bring a cold lunch and want milk from the school lunch program. Students who bring sack lunches will also eat in the lunchroom. They may purchase a carton of milk in the lunchroom if they desire to do so.

FIELD TRIPS

Each year parents are asked to give consent allowing their children to go on educational field trips with their class. A written notice of field trips will be sent home prior to the event. If you have any questions about the field trip, please call your child’s teachers. Students will not attend field trips unless parent permission slips are signed and returned by the requested date. The principal will make the final decision when unusual circumstances arise.

The superintendent will form Fire Drills procedures. Students will be expected to follow all procedures as set forth at the practice drills.

In order to make our school as safe as possible, it will be necessary to have fire drills throughout the school year.

The intent of the Good Conduct Rule is to keep our students safe, live healthy lifestyles, encourage responsible decisions, help students to become productive citizens, make the right choices and be good role models for the younger students.

The Board of Directors of the Stanton Community School District offers a variety of voluntary activities designed to enhance the classroom education of its students. Students who participate in extracurricular activities serve as ambassadors of the school throughout the calendar year, whether away from or at school. Students who wish to exercise the privilege of participating in extra-curricular activities must conduct themselves in accordance with board policy and must refrain from activities that are illegal, immoral, unhealthy, or highly inappropriate. Participation in these activities is a privilege, conditioned upon meeting the eligibility criteria established by the Board of Directors. The Principal shall keep records of violations of the Good Conduct Rule.

Athletics, instrumental and vocal music performances, drama productions, speech contests, FFA, FCCLA, National Honor Society, all honorary and elected offices (e.g. homecoming king/queen/court, class officer, student government officer or representative), state contests and performances for cheerleading and drill team, dances, including prom, senior trip, any public performance or competition with other schools, field trips and other activities that the administration deems appropriate including participating in eighth grade graduation and high school senior commencement ceremonies.

Teachers, coaches and sponsors of extra-curricular activities and co-curricular activities shall not academically penalize a student who is suspended as long as the student completes the required alternative activity in a satisfactory manner.

Any student who is in a vehicle stopped by a law officer, and the vehicle contains alcoholic beverages, tobacco, or controlled substances, shall immediately report said event to the proper school official (the next school day or prior to the next scheduled contest, whichever occurs first).

Any student who, after a hearing at which the student shall be confronted with the allegation, the basis of the allegation, and given an opportunity to tell the student’s side, is found to have violated the school’s Good Conduct Rule, will be deemed ineligible for a period of time as described below. A student may lose eligibility under the Good Conduct Rule for any of the following behaviors:

· Possession, use, or purchase of tobacco products, regardless of the student’s age;

· Possession, use, or purchase of alcoholic beverages, including beer and wine;

· Being in attendance at a function or party where the student knows or has reason to know that alcohol or other drugs are being consumed illegally by minors and failing to leave despite having a reasonable opportunity to do so;

· Exceedingly inappropriate or offensive conduct such as assaulting staff or students, gross insubordination, serious hazing or harassment of others.

When students stay over night on a school activity or field trip, sponsors will examine the student’s suitcases before departure to ensure that no tobacco, alcohol, illegal drugs, etc. are taken.

Students will not be permitted to wear clothing or other apparel that advertises beer, alcohol, drugs, or tobacco. Such advertisement is not in the best interest of our student body. Students who have such advertising will be asked to remove/change it. This prohibition also pertains to lockers, book bags, or any other items within the control of the students while on school property or on a school sponsored trip.

If a student transfers in from another Iowa school or school district and the student had not yet completed a period of ineligibility for a violation of a Good Conduct Rule in the previous school, the student shall be ineligible if the administration determines that there is general knowledge in our school district of the fact of the student’s misconduct or violation in the previous district or is contacted by the previous school district.

The school administration will apply the Good Conduct Rule firmly, fairly and consistently, based on the individual circumstances of each violation. The starting and ending dates of student suspensions and/or expulsions will be determined by the administration.

Any student who, after a hearing before the administration, is found to have violated the Good Conduct Rule, during the school year or calendar year, is subject to a loss of eligibility as follows:

The consequences for the use and or possession of tobacco, alcohol and/or illegal drugs are the following:

THIRD OFFENSE: Five days in-school suspension, three days out of school suspension,

FOURTH OFFENSE: Five days in school suspension, five days out of school suspension, parents

notified, mandatory professional counseling before student returns to school.

Violations of the Good Conduct Rule and/or Tobacco/Alcohol/Illegal Drug Use and/or Possession Rule will be CUMULATIVE throughout a student’s Junior/Senior High School Career in Grades 7-12. Upon the fifth offense a student/athlete may be recommended to the Board of Education to no longer be eligible for any extra-curricular activity if deemed appropriate by the school administration.

Law enforcement will be involved as deemed necessary and appropriate by the school administration. Students in violation of a state law may be arrested by proper authorities.

In all cases, the Good Conduct Rule will be applied in conjunction with the school’s policy on Tobacco/Alcohol/Illegal Drug Use and/or Possession.

We will implement an online K-12 grading program that will allow students and parents greater access to the students’ academic progress. Each parent will be assigned a username and password that will work for each of his/her children. They may check students’ grades at any time of the day or semester.

K-12 teachers will be required to update grades in a timely fashion. In most cases, this will be done within 1-2 days of the assignment being turned in. Longer or larger assignments may be entered within 7 calendar days of completion. This will not only expedite and improve access to student grades but will make students, parents, and teachers more accountable for improved student performance and success.

1. Report cards will be given to students during the week following the end of a 9-week period.

2. Progress reports will be sent to parents at the end of the 4th week of the 9-week period.

It should be noted that some individual classroom grading scales may vary slightly than what is listed above. All classroom instructors will provide students with a copy of their grading scale at the beginning of the school year for each class they teach. Incomplete marks will be recorded on the report cards. These must be completed at the end of the next period or a failure will be recorded.

For the purposes of grade-point average, a 4-point scale is used, with "A" being 4.0 and D being 1.0. Students with a G.P.A. (grade point average) of 2.67 to 3.66 are "B" honor roll. Those with 3.67 and above are "A" honor roll students. To earn lounge privileges, a student must have achieved at least a 2.67 average on his/her previous 9-weeks grade card (semester grade does not count towards lounge privileges). Students will not be placed on the honor roll or lounge list if they have a "D+" or lower on their report card for that grading period.

Any student or employee of the Stanton Community School District shall have the right to file a formal complaint alleging non-compliance with regulations outlined in Title VI of the 1964 Civil Rights Act* (Not required by federal law but recommended as good administrative policy), Title IX of the Educational Amendments of 1972 and Section 504 of the Rehabilitation Act 1973.

Any employee with a grievance of discrimination on the basis of sex, race, national origin or disability may first discuss it with his/her principal or immediate supervisor, with object of resolving the matter informally. A student with a complaint of discrimination on the basis of sex, race, national origin or disability may discuss it with his/her teacher, counselor, or building administrator.

If the grievance is not resolved at level one and the employee or student wishes to pursue the grievance, the employee or student may formalize it by filing a complaint in writing on a Compliance Violation form, which may be obtained from the Compliance Officer. The complaint shall state the nature of the grievance and remedy requested. The filing of the formal, written complaint at level two must be within fifteen (15) working days from date of the event giving rise to the grievance or from the date the grievance could reasonably become aware of such occurrence. The grievance may request that a meeting concerning that complaint be held with the Compliance Officer. A minor student may be accompanied to that meeting by a parent or guardian. The Compliance Officer shall investigate the complaint and attempt to resolve it. A written report from the Compliance Officer regarding action taken will be sent within fifteen (15) working days after receipt of the complaint.

Title VI*, Title IX, and Section 504 Compliance Officer Name: Sheila Mainquist, Guidance Counselor

If the complaint is not resolved at level two, the grievant may process it to level three by presenting a written appeal to the Superintendent within ten (10) working days after the grievant receives the report from the Compliance Officer. The grievant may request a meeting with the Superintendent or his/her designee. The Superintendent or his/her designee has the option of meeting with the grievant to discuss the appeal. The Superintendent or his/her designee will render a decision within ten (10) working days after receipt of the written appeal.

This procedure in no way denies the right of the grievant to file formal complaints with the Iowa Civil Rights Commission. Other agencies available for mediation or rectification of affirmative action grievances, or to seek private counsel for complaints alleging discrimination.

GUIDANCE

During almost every student’s life the need arises for counseling. This counseling may take place during individual or group sessions.

The needs and problems of the individual or group may fall in one or more of the following areas: finance, living conditions, employment, curriculum and teaching procedures, social and extra-curricular development, value system, adjustment to school, morals and religion, home and family, and peers.

It is critical when potential problems arise that the appropriate person is notified. The school nurse, teacher, and the principal may also provide counseling within their roles.

HARASSMENT/BULLYING

It is the policy of the Stanton Community Schools to maintain a learning and working environment that is free from harassment/bullying. The school district prohibits harassment, bullying, hazing, or any other victimization based on real or perceived race, sex, creed, color, national origin, religion, marital status, disability, sexual orientation, physical appearance, and/or personality characteristics. School employees shall be responsible for promoting understanding and acceptance of, and assuring compliance with, state and federal laws and board policy and procedures governing harassment within the school setting. Students whose behavior is found to be in violation of this policy will be subject to the district’s investigation procedure that may result in disciplinary action including expulsion. Students who believe they have suffered harassment shall report such matters in a timely manner to a teacher, a counselor, or a building administrator. (Refer to Board Policy Code No. 502.10).

Reporting Harassment/Bullying

Step 1: Communicate to the harasser that you expect the behavior to stop. You may do so verbally or in writing. If you need assistance communicating with the harasser, ask a teacher, counselor, or principal to help.

Step 2: If the harassment does not stop or you do not feel comfortable confronting the harasser, you should:

Step 3: If the behavior is repeated, go to a higher authority (i.e. building principal, central office administrators). Board Policy 502.10E1

** Pranks during the school year and senior pranks at the end of the school year will NOT be tolerated. Pranks will be disciplined via the Good Conduct Policy and the Behavioral Expectations policy.

The board authorizes the development of a comprehensive hazardous chemical communication program for the school district to disseminate information about hazardous chemicals in the workplace. School district personnel who will be instructing or otherwise working with students shall disseminate information about the hazardous chemicals they will be working with as part of the instructional program. School district personnel are required to disseminate the information when the materials are used in the instructional program (Refer to Board Policy 403.4).

HOMELESS CHILDREN AND YOUTH

The board shall make reasonable efforts to identify homeless children and youth of school age within the district, encourage their enrollment and eliminate existing barriers to the education which may exist in district policies or practices (Refer to Board Policy 501.16).

A homeless child is defined as a child or youth between the ages of 5 and 21 who lacks a fixed, regular and adequate nighttime residence and includes a child or youth who is living on the street, in a car, tent, or abandoned building or some other form of shelter not designed as permanent home; who is living in a community shelter facility; or who is living with non-nuclear family members or with friends, who may or may not have legal guardianship over the child or youth of school age.

2. Students may come to the office to buy lunch tickets or pencils. Only one student may leave at a time.

5. Homeroom teachers may establish their own regulations in addition to the above.

HOMEWORK

Homework is work assigned during the regular class period and is expected to be completed outside the regular class time. This allows for more teacher-student interaction during the day and the opportunity for concepts to be reinforced in order to increase student understanding. The assigned homework will not only teach skills and concepts but also teach responsibility and foster the development of good study skills, which are important to students’ school success.

The basic philosophy of Stanton Community Schools is to challenge each student to perform at his/her full potential and promote lifelong learning. This can be best achieved by putting forth-maximum effort during the regular school day in both the areas of teacher instruction and student learning. Instruction during the school day shall consist of teacher demonstration, guided practice, supervised study time and individual help as needed.

Absences Resulting in Incomplete Work

See ATTENDANCE

ILLNESS

Parents are encouraged to have children examined annually by their family physician and dentist. A child should not be sent to school if there is a question of his/her being well. Be aware that the school nurse does not diagnose illness. Contact your family doctor for a diagnosis. Children who show any of the following signs or symptoms should not be in school:

24 Fever…your child’s temperature should have returned to the normal level for 24 hours before returning to school.

Students will need a doctor’s excuse if they need to stay in during recess time for more than two days, or miss a Special (PE, Art, or

When you must keep your child home, telephone the school between 7:30-9:00 a.m. giving the reason for his/her absence. If you are

unable to telephone the school, your child should bring a written explanation from you when he/she returns to school.

It is important that allergies, unusual physical conditions, etc., be communicated at registration. It is vital that the information provided is current. The school should be notified immediately of change in address or telephone number so that parents or guardians can be contacted quickly in the event of illness or emergency.

Students K-6th grade will not be sent home unless accompanied by an adult and a responsible adult (parent, grandparent, baby-sitter) is in the home to receive them. Parent/Guardian will be notified (if possible), by a school employee, that the student is being sent home.

INSURANCE

The school does not provide medical insurance for your child and is not responsible for medical costs resulting from accidents or injuries at school. An all-pupil insurance program may be offered to the parents of pupils in the district. The purchase of pupil insurance shall be voluntary with the entire cost being paid by the student or his parents (Refer to Board Policy 507.6). Parents can apply for low- or no-cost health insurance for their children through the state’s Healthy and Well Kids in Iowa (HAWK-I) program. Children birth to 19, who meet certain criteria, are eligible. The coverage includes doctor’s visits, hearing services, dental care, prescription, immunizations, physical therapy, vision care, speech therapy and hospital services to name a few. Parents are urged to call 1-800-257-8563 (toll-free) or go to the web site at www.hawk-i.org for more information.

School insurance will be sold during the first part of the school year. Participation in the program will cover the students for the entire year. All students who are participating in any sport sponsored by the school must have insurance before they are eligible to participate. Those participating in sports not wishing to take the medical insurance must present a written statement from parents or guardian verifying insurance of some sort. All accidents happening on the way to school or on the way home from school or at school should be reported to the office or to the homeroom teacher as soon as possible.

The intercom system will be used for announcement purposes. Only teachers and other school personnel should use the intercom system unless approved by the principal.

The Stanton Community School District would like to offer students access to the Internet. The vast domain of information contained within the Internet’s libraries can provide unlimited opportunities to students. Students will be able to access the Internet through their teachers and must do so under his/her direct supervision. All students wishing to use the Internet throughout the year must have a permission form signed by their parents or guardian (Refer to Board Policy Code No. 605.6).

Students may use library computers during the day by getting a pass from the teacher from whom they need to do work for. The pass must be obtained before the period they are needing to use the computer. Classroom instruction will not be interrupted to get a pass from the instructor (plan ahead). Students may have limited access to computers for e-mail messages. However, should this get out of hand, this privilege will be terminated. Please - DO NOT interrupt teachers in classrooms to ask to use their computers for e-mail.

All information on the Stanton Community School District computers belongs to the school district. Any inappropriate activity or visiting of inappropriate sites (no games) will lead to legal and disciplinary action in the handbook and/or the following consequences (Refer to Board Policy Code No. 605.6):

1. First Offense: The student may lose access for up to three weeks at the discretion of the supervising teacher or principal.

3. Third Offense: The Student will forfeit all Internet privileges for the balance of the school year.

If a student loses an item, he/she should report this matter to the office. If something of value is found, it should be brought to the office.

LUNCH HOUR (CLOSED CAMPUS)

All students will eat lunch at school. If you so desire, you may bring sack lunches and eat in the concourse.

Students will be expected to use proper manners at all times in the lunchroom. Students who use inappropriate behavior while eating lunch or breakfast at school may lose the privilege of eating in the lunchroom. There is a teacher or adult aide on duty in the lunchroom at all times.

MEDICATION

The administration policy for dispensing medication must be followed. Copies of the policy are available in the school office. A sample copy is provided in the back of this handbook. All medications need to be taken to the office.

NOTICES OF EVENTS

All notices of school events will be sent to the parent who has legal, physical custody. Non-custodial parents will need to contact the school to make special arrangements to obtain these notices. Please be aware that we do take steps to publish events in the local media and the weekly school bulletin.

PHYSICAL EDUCATION

Law for all students requires Four years of physical education. Students will take P.E. in High School on Monday, Wednesday and Thursday. EXCEPTIONS: Those students in only one study hall are required to take P.E. only on Monday and Thursday. Other exemptions from P.E. as per the following State guidelines:

1. Students in grade twelve may be excused from physical education by the principal, if requested in writing by the parent, and if:

a) The student is enrolled in a cooperative or work study program or other educational program authorized by the school which requires the student to leave the school premises during the school day, or

c) Their involvement in organized and supervised athletic programs occurs during which their excuse is sought.

2. Students in grades nine through eleven may be excused from physical education if requested in writing by the parent, and if an academic course they wish to take is not otherwise available to the student, if the school board determines it to be appropriate.

3. Students in grades nine through eleven may be excused from physical education for up to one semester, if requested in writing by the parent, if their involvement in an organized and supervised athletic program occurs during which their excuse is sought.

4. Religious exemption: If a pupil's parent or guardian files a written statement with the principal that the physical education course conflicts with the pupil's religious beliefs, the pupil shall not be required to enroll in physical education.

Only tennis shoes are allowed on the gym floor (NO street shoes allowed on the gym floor). No spikes or football shoes are to be worn in the building. Students with hard-soled shoes are not allowed to participate. Please remember this as you buy shoes for school. A doctor’s excuse is required for a student to miss 2 consecutive class periods.

No K-12 students are to be in the gym or weight room without adult supervision! Adults have to be physically in the gym with the students in order to supervise properly. Anyone allowing children or students to do otherwise is personally liable. The person or persons who do the damage will pay for any damage done to school property. Everyone's cooperation is appreciated.

REPORT CARDS AND CONFERENCES

School doors will be opened at 8:10 a.m. You must be in your classrooms when the tardy bell rings.

Teachers not assigned first period will be in the halls to help students get to their assigned first period classes.

SCHOOL HOURS

SCHOOL LAWS AFFECTING STUDENTS AND PARENTS

Parents and students should be aware of several laws affecting education, which govern the school’s procedures in certain areas. These are as follows:

Child Abuse

All school staff has the responsibility as mandatory reporters under penalty of law to contact the County Department of Human Services of any and all suspected cases of child abuse (Refer to Board Policy 402.2). Student abuse by a school employee in the Stanton Community School District is the responsibility of the Level I investigator who is:

Directory Information/Release of Information

The following information may be released to the public in regard to any individual student of the school district as necessity or desirability arises. Any student, parent or guardian not wanting this information released must make objection in writing to the principal or other person in charge of the school, which the student is attending. This objection shall be renewed at the beginning of each school year.

Directory information shall include, but not limited to, name, address, telephone listing, date and place of birth, e-mail address, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, the most recent previous school or institution attended by the student, photograph and likeness and other similar information. (Refer to Board Policy 506.2).

In addition, two federal laws require local education agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with three directory information categories-names, addresses and telephone listings-unless parents have advised the LEA that they do not want their student’s information disclosed without their prior written consent.

Fees Waived

Students whose families meet the income requirements for free or reduced price lunch, the Family Investment Program (FIP), Supplemental Security Income (SSI), transportation assistance under open enrollment, or who are in foster care are eligible to have their student fees waived or partially waived. Students whose families are experiencing a temporary financial difficulty may be eligible for a temporary waiver of fees. Parents or students who believe they may qualify for a waiver should contact the principal at registration for a waiver form. This waiver does not carry over from year to year and must be completed annually (Board Policy 503.3E1/R1).

Human Growth and Development

In May 1988, Governor Branstad signed the Human Growth and Development bill, Senate File 2029. This law mandates that each school district provide instruction in grades Kindergarten through Twelfth in human growth and development. This instruction shall be appropriate to the pupil’s grade level, age and level of maturity. The curriculum must include instruction in the following areas:

· Self-esteem, responsible decision-making and personal responsibility and goal setting,

· Human sexuality, reproduction contraception and family planning, prenatal development including awareness of mental retardation and its prevention, childbirth, adoption, available prenatal and postnatal services and support and male and female responsibility,

· Sexually transmitted diseases, including AIDS/HIV and their causes and prevention,

If you wish to review the Human Growth and Development curriculum, you may do so by contacting the principal. If after reviewing the materials, you prefer that your child be excused from any component of the curriculum, you may do so by filing a written request with the building principal. If you choose to exercise this right, your child will be given an appropriate alternative assignment, which will be supervised by school district personnel. If you have any questions, concerns or comments please feel free to contact the principal.

Immunization

Interventions

Stanton High School employs general education interventions to help students in the regular education classroom.

Locker & Desk Searches

Although school lockers, desks and other spaces are temporarily assigned to individual students, they remain the property of the school district at all times. The school district has a reasonable and valid interest in insuring the lockers; desks and other spaces are properly maintained. For this reason, lockers, desks and other spaces are subject to unannounced inspections and students have no legitimate expectations of privacy in the locker, desk or other space. School officials in the presence of the student or another individual may conduct periodic inspections of all or a random selection of lockers, desks or other space. Any contraband discovered during such searches shall be confiscated by school officials and may be turned over to law enforcement officials.

The contents of a student's locker, desk or other space (coat, backpack, purse, etc.) may be searched when a school official has a reasonable and articulable suspicion that the contents contains illegal or contraband items or evidence of a violation of law or school policy or rule. Such searches should be conducted in the presence of another adult witness when feasible.

In order to protect the health and safety of students, employees and visitors to the school district and for the protection of the school district facilities, students and their belongings and school-owned lockers and desks may be searched or inspected. A search of a student will be justified when there are reasonable grounds for the suspicion that the search will turn up evidence that the student has violated or is violating the law or school district policy, rules, or regulations affecting school order.

4. The student's past history and school record, although this factor alone is not sufficient to provide the basis for reasonable suspicion.

A search will be permissible in its scope or intrusiveness when the measures adopted are reasonably related to the objectives of the search. Reasonableness of scope or intrusiveness may be determined based on factors such as the following:

A student's body and/or personal effects (e.g., purse, backpack, etc.) may be searched when a school official has reasonable suspicion to believe the student is in possession of illegal or contraband items or has violated school district policies, rules, regulations or the law affecting school order.

Personally intrusive searches will require more compelling circumstances to be considered reasonable. If a pat-down search or a search of a student's garments (such as jackets, socks, pockets, etc.) is conducted, it will be conducted in private by a school official of the same sex as the student and with another adult witness of the same sex present, when feasible. A more intrusive search, short of a strip search, of the student's body, handbags, book bags, etc, is permissible in emergency situations when the health and safety of students, employees, or visitors are threatened. Such a search may only be conducted in private by a school official of the same sex as the student, with an adult of the same sex present unless the health or safety of students will be endangered by the delay which may be caused by following these procedures. The Montgomery County Sheriff’s Department will be called as the administration deems appropriate.

Students are permitted to park on school premises as a matter of privilege, not of right. The school retains authority to conduct routine patrols of the student parking lots. The interior of a student's automobile on the school premises may be searched if the school official has reasonable suspicion to believe that illegal, unauthorized or contraband items are contained inside.

Open Enrollment Notification

Iowa’s open enrollment law allows students residing in one school district to request transfer to another school district upon the parents’ request. Students wishing to open enroll to another school district must apply for open enrollment by March 1 of the school year preceding the school year in which they wish to open enroll. Prior to March 1 of the preceding school year, parents must send notification to the district of residence that the parent intends to enroll their child or children in another public school district for the following year.

The last date for open enrollment requests for students entering kindergarten is September 1 of the school year in which they wish to open enroll.

Parents/guardians of open enrolled students whose income falls below 160% of the federal poverty guidelines are eligible for

transportation assistance. This may be in the form of actual transportation or in the form of a cash stipend.

Students interested in open enrolling out of the Stanton Community School District must contact the Superintendent of Schools at 829-2162 for information and forms (Refer to Board Policy 501.14/15).

PROBLEM SOLVING APPROACH

For students exhibiting difficulties in the classroom the following steps will be followed:

Level I – Consultation between Teacher and Parent. Classroom instructors will work collaboratively with parents to determine the basis of concern and will work in concert to develop approaches in dealing with the identified student concern. The classroom instructor will be held responsible for documenting identified concern, interventions, and collaborative efforts made to resolve the concern. Should the parent and instructor desire outside input they will have the Student/Teacher Assistance Team, local special education staff, and other district instructors or district administration available to assist them on an informal basis.

Level II – Consultation with Other Resources. Meaningful collaboration between teacher and parent will continue at this level. The Student/Teacher Assistance Team will now become involved on a formal basis when requested. The classroom instructor will present documentation of concerns and interventions made at Level I to the Student/Teacher Assistance Team. Special Education, Compensatory Education, and Area Education Agency personnel will continue to be available on an informal basis. However, involvement with these personnel will require verbal permission by the parent if the student will be singled out for observations by any of the aforementioned personnel.

Level III – Consultation with Extended Problem-Solving Team. At Level III all interactions and subsequent interventions will be on a formal basis with appropriate documentation kept. Area Education Agency personnel will become involved to provide assistance with data collection, intervention design, and monitoring. At this level interventions will be carried out in the regular classroom. Parents must provide verbal permission requesting AEA intervention.

Level IV – Due Process – IEP Consideration. This level of intensive intervention is available through Special Education and will require written parental permission. Area Education personnel will complete evaluations with input from previous interventions that were collaborated between home and school.

REVIEW OF STUDENT RECORDS

Parents of special education students under the age of 18 and students over the age of 18 may exercise the opportunity to review educational records of the student, to obtain copies of the records, to write a response to the material in the record, to challenge the content of the record, inaccuracy of the record or may appeal the context of the record (Refer to Board Policy 506).

Right to Privacy

School records may not be shared with any person or institution other than parent or legal guardian without written consent of the parent or legal guardian. Written release must be obtained from parent or guardian before the school may send records to an institution other than a school or share any personal or professional information. The school may not disclose the names of students in special programs or give names and addresses of members of the student body to non-school sources without parent/guardian permission as indicated in the directory information section (Refer to Board Policy 506).

Parents or eligible students have a right to inspect and review educational records; request an amendment of the educational records; consent to disclosure of personally identifiable information in educational records; file a complaint with the U.S. Dept. of Education regarding alleged noncompliance with the law; obtain a copy of the records policy; withdraw students’ directory information from general release (FERPA-20 USC 1232g; 34 CFR 99.7).

1. The matter of choosing class rings shall be left to the decision of the class as to which ring should be purchased.

2. The matter of choosing senior pictures shall be left to the class, sponsors, and principal.

In the past, property of the school (sweat suits, uniforms, etc.) has been taken. This creates an added expense for our district. Anyone found to have stolen property from our school can expect to be prosecuted.

SPECIAL EDUCATION

The district provides Special Education services. Trained professionals must evaluate a student before being placed in a special education program. Parent approval is necessary for assessing and placing students in a special education program.

A student receiving special education services will be in the least restrictive environment that best meets the needs of the individual student. The amount of time spent in the regular classroom and special education classroom is determined by the need of the student.

Students receiving their total instruction for a curriculum area will receive their grade from the special education instructor.

The purpose of the STAT team, upon referral, will be to engage in problem identification, plan interventions, provide support, and make outside resources available to those individuals requesting assistance. It is intended that the Student/Teacher Assistance Team be available to and functional for all students and teachers in the building. Instructors will consider the Student/Teacher Assistance Team as an early intervention process.

Prior to the first team meeting, parents will be informed of any concern being referred to the Student/Teacher Assistance Team. Parents will be invited to participate in any team meeting scheduled beyond this initial meeting. Should the core team determine a need for the parent’s degree of involvement, the committee chairperson/classroom instructor will notify parents of any intervention(s) selected by the referring teacher.

2. A teacher or other staff member may refer students based on declining or unacceptable school performance or behavior.

3. A concerned friend may seek information or assistance on behalf of a classmate.

5. Persons or agencies that have contact with the student and/or other family members may seek the assistance and support of the school's STAT team.

Any information shared with a STAT member will be held in the highest confidence unless it poses danger to that student or others.

Immanuel Family Counseling 1-800-523-7294 Lutheran Family Services 1-712-243-2920

Planned Parenthood 1-712-623-5522 Montgomery Co Memorial Hospital 1-712-623-7000

Jenny Edmundson Memorial Hospital 1-712-328-6000 Iowa Dept of Human Services (Mont Co) 1-712-623-4838

The Stanton Community School District plans to better meet the needs of our students (K-12) who will be identified as at-risk using the Department of Education’s definition of “any student who is not meeting the goals of the educational program set by the district, who does not complete a high school education, or who is not becoming a productive worker.” Additionally, we plan to target students “whose aspirations and achievements may be negatively affected by stereotypes linked to race, national origin, language background, gender, income, family status, parental status and disability.”

Our at-risk program, Student/Teacher Assistant Team (STAT), will help raise student achievement levels through collaboration.

· Strategies for coordinating school programs and community-based support services

· Creation of integrated educational environments in compliance with federal and state

Identification of students at risk will be based on referrals made by teachers, counselors, parents, administrators, and support personnel or by the students themselves. Input from the student’s teachers, counselors, administrators, school nurse, and parents together with academic records, test results, and attendance records will then be evaluated to determine how to best meet the needs of that particular students. Each identified student may have an Individual Education Plan developed. The complete comprehensive At-Risk Plan is available upon request in the office.

1. Lounge students must have a 2.67 grade point average and be on the A or B Honor Roll.

8. If you receive any deficiency reports during a 9-weeks period, you lose your lounge privileges for the remainder of the 9 weeks.

There will be a lounge list placed in study hall and downstairs, and a special check-out sheet for lounge people in study hall.

a) If the lounge is messy, that hour will lose its lounge privileges for a week.

b) Lounge must be cleaned after each hour, as an appointed Student Council member will check it. The stereo must be put away each day during 8th period.

c) If caught in lounge without the privilege, you will lose all study hall privileges for a week.

d) Every lounge member must enforce the rules. If someone is down there without permission it's up to you also to keep him or her out. If you don't it could cause you to lose lounge.

This is "your" lounge, and if you want to keep it, you must support the rules and keep it clean.

Study periods are provided to a student to give him time to prepare his academic class work. These are study periods and should be used for this purpose. Unless you are in a class or in an extra-class activity, you are required to be in study hall. You will be assigned a seat, which you will take prior to the tardy bell. If possible, all students will sit at a table alone. If numbers make it necessary, two can sit at a table, facing each other, then three at a table if there are more than two students per table. Students will not speak to anyone without the study hall teacher's approval. No more than two students should be talking at one time, and it should center on subjects and class work. If students wish to work together, they may get the study hall teacher's permission to go to the conference room or to the reading section. Students who wish to read magazines or newspapers, will do so in this reading section or one of the lounge chairs. As you see from this, we have a large area where you will be expected to work and a smaller area where you may study together or read. Remember, study halls are a place to prepare for your subjects, not a place for visiting.

6. Students are not to be in the library office unless supervised (Students are to use the double doors to enter and leave study hall -not the door across from the office).

8. If a student wants to go see another teacher, he/she must have a slip from that teacher. If not, he/she may not go. (The study hall monitor may let a student see a teacher at his/her discretion.) Exceptions: Resource room and/or students practicing during 8th period, arranged between study hall monitor and coach of the sport.

9. There are to be no students in study hall during lunch period unless the study hall monitor is there. No exceptions.

JUNIOR HIGH - The first 30 minutes of every period will be used as a study period. This means no talking, checking out, or reading newspapers. All Jr. High students will be kept after school if they do not bring class work to study hall to work on. It must be something other than library books.

Students must lock all of their valuables in their assigned P.E. (athletic) lockers if they wish to leave them in the locker rooms. Don't leave valuables in the locker rooms that are not locked up!

The Teachers' Workroom and Coaches' Office are for teachers and school personnel only. If you want to see a teacher, get a teacher or secretary to get the teacher for you.

TELEPHONE USE

Please take care of your business at home before you come to school. Only in emergency cases will we call students from the classroom to answer the telephone. The principal or secretary will take a message and deliver it between classes. Please refrain from habitually calling the school to deliver messages. A student must have a written pass from their teacher to use the phone.

All threats of violence, whether oral, written, or symbolic, against students, staff, or to school facilities are prohibited. All such threats will be promptly investigated. Law enforcement may be contacted. Threats issued and delivered away from school or school activities may be grounds for disciplinary action if the threat impacts the orderly and efficient operation of the school.

Students engaging in threatening behavior will face disciplinary consequences up to and including expulsion.

The following factors will be considered in determining the extent to which a student will be disciplined for threatening or terroristic behavior: the background of the student, including any history of violence or prior threatening behavior; the student’s access to weapons of any kind; the circumstances surrounding the threat; the age of the student; the mental and emotional maturity of the student; cooperation of the student and his or her parent(s) or guardian(s) in the investigation; the existence of the student’s juvenile or criminal history; the degree of legitimate alarm or concern in the school community created by the threat; and any other relevant information from any credible source.

Evacuate to kitchen, storage room behind kitchen, Ag room, and girls locker room. In the event elementary students are in the concourse eating, they will evacuate to the boys locker rooms.

Students leaving the Stanton Community School District need to report to the building principal at least two days before their final day of attendance. A transfer slip will be issued that must be signed by each of the student’s teachers and librarian. Books need to be returned to each teacher before they sign the transfer slip. The transfer slip needs to be returned to the building principal on the final day of attendance at Stanton. Official transcripts will be sent to the new school district upon their request. Records may not be forwarded to the new school if the student owes fine money or has not handed in books, etc.

VALUABLES

We ask that students do not bring money or valuables to school. If it is a necessity, we would be willing to keep them in the office and return them at the end of the day. Students will be responsible for their own lost or stolen items.

VISITORS

Parents are always welcome at school. A 24-hour notice is requested but not mandatory. If you desire a special conference, please call for an appointment before you visit. Always check in at the office upon your arrival for a school visit. It is hoped that you will visit school and observe your child to become informed and involved in your child’s education.

Students are asked not to bring preschool brothers/sisters. Students who wish to have guests accompany them in classes must get permission from the principal. These guests will be obligated to follow the same rules as S.H.S. students. ("Boyfriends" or "girlfriends" of S.H.S. students will not be permitted to accompany them as visitors to class). Any visitors who would like to eat hot lunch must contact the school secretary at least one day in advance of the day they would like to eat at the school.

VOLUNTEERS

The school welcomes parent volunteers who have time to share in helping carry out the educational program. Volunteers can provide a valuable service by supervising writing centers, typing, reading to children, listening to children read, practicing math facts with students, and many other kinds of activities. If you would like to be a volunteer, contact your child’s teacher(s).

WEAPONS POLICY

The Stanton Community Schools believes that district facilities are not an appropriate place for weapons or dangerous objects. Weapons and other dangerous objects shall be taken from students and others who bring them within the jurisdiction of the school district.

Parents of students who bring these items on school property will be notified. Confiscation of weapons or dangerous objects shall be reported to the law enforcement officials and the student will be subject to disciplinary action including suspension or expulsion. Students bringing a firearm to school shall be expelled for not less than twelve months (Refer to Board Policy Code 502.6).

Any student who threatens another person on school property or at a school event with a dangerous weapon or an object that resembles a dangerous weapon, or who displays any object in such a manner as reasonably to place another person in fear for his or her safety shall be subject to discipline including suspension or recommendation for expulsion.

Weapons Brought to School for an Educational Purpose

The principal may allow authorized persons to display weapons or other dangerous objects for educational purposes. However, students will not be allowed to transport said objects themselves.

Algebra I or Food & Nutrition Intro/Drafting (Villisca)
Applied Math or Independent FCS Health

*Math Intro to Bus. Accounting I **Science Current Issues Chemistry Art Entrepreneurship (Economics) Sociology Comp. Applications Adv. Comp. Application Spanish I, II, III

Pre-Algebra courses are generally intended to provide an extra year of study for students who have attained general mathematics objectives but are not yet ready to enter Algebra I. Pre-Algebra covers a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, solving first-degree equations and inequalities, operations involving real numbers, evaluating rational algebraic expressions, graphing first-degree equations and inequalities, translating word problems into equations, polynomial operations and factorization, and solving simple quadratics.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.

Review Topics: ration and proportion, operations with sets, simplifying radical expressions, operations with exponents, and solution of simple linear equations.

Enhancement topics: field properties and theorems, set theory, solving systems of linear equations and inequalities, and solving and graphing more complex quadratic equations.

Algebra II course topics include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of high degree equations; and operations with rational and irrational exponents.

Review topics: operations involving real numbers, evaluating rational algebraic expressions, solving and graphing first degree equations and inequalities, operations with and factoring of polynomials, and solving simple quadratics.

Enhancement topics: the complex number system; polynomial, logarithmic, and exponential functions, relations, and their graphs; conic sections; elementary probability and statistics; matrices and determinants; sequences; and series.

Covering topics of both Trigonometry and Math Analysis, these courses prepare students for eventual work in calculus. Topics include the study of right trigonometric and circular functions, inverses, and graphs; trigonometric identities and equations; solutions of right and oblique triangles; complex numbers; numerical tables; polynomial, logarithmic, exponential, and rational functions and their graphs; vectors; set theory; Boolean algebra and symbolic logic, mathematical induction; matrix algebra; sequences and series; and limits and continuity.

Enhancement topics: elementary probability and statistics, derivatives, and integrals.

Consumer Math - General Math level courses reinforce general math skills for students who have previously attained them, may extend the general math skills to cover additional math concepts, and use these skills in a variety of consumer applications. In addition to reinforcing general math topics, such as arithmetic using rational numbers, measurement, and basic statistics, these courses apply theses skills to consumer problems and situations. Applications may include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Enhancement topics: ration and proportion, further statistical concepts (i.e., measures of central tendency) and basic probability theory.

These courses reinforce general math skills for students who have previously attained them, may extend these skills to include some pre-algebra and algebra topics, and use these skills in a wide variety of practical, consumer, business, and occupational applications. Applied Math courses reinforce general mathematics topics, such as arithmetic using rational numbers, measurement, basic statistics, ratio and proportion, exponents and radicals, area, perimeter, and volume of geometric figures, formulas, and simple equations.

These courses reinforce general math skills for students who have previously attained the, may extend these skills to include some pre-algebra and algebra topics, and use these skills primarily in a variety of occupational applications. Applied Math II course reinforces general mathematics topics, such as arithmetic using rational numbers, measurement, and basic statistics, ratio and proportion, exponents and radicals, area, perimeter, and volume of geometric figures, formulas, and simple equations.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic, geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; rules of congruence, similarity, parallelism, and perpendicularity; and rules of angle measurement in triangles, including trigonometry, coordinate geometry, and transformational geometry.

Review topics: basic measurement, perimeter, area, and volume, and inductive methods of reasoning.

Physics - First Year courses involve the study of the forces and laws of nature affecting matter: equilibrium, motion, momentum, and the relationships between matter and energy. The study of physics includes examination of sound, light, magnetic, and electric phenomenon.

Physical Science courses involve the study of the structures and states of matter. Typically (but not always) an introductory survey course, topics covered may include forms of energy, wave phenomenon, electromagnetism, and physical and chemical interactions.

Usually taken after Biology - First Year courses, Anatomy and Physiology courses present the human body and biological systems in more detail. In order to understand the structure of the human body and its functions, students learn anatomical terminology, study cells and tissues, explore functional systems (skeletal, muscular, circulatory, respiratory, digestive, reproductive, nervous, and so on), and may dissect mammals.

Biology - First Year courses are designed to provide information regarding the fundamental concepts of life and life processes. Topics covered include (but are not restricted to) cell structure and function, general plant and animal physiology, genetics, and taxonomy.

Chemistry - First Year courses involve the composition, properties, and reactions of substances. The behaviors of solids, liquids, and gases; acid/base and oxidation/reduction reactions; and atomic structure are typical concepts explored in Chemistry - First Year courses. Chemical formulas and equations and nuclear reactions are also studied.

Journalism courses are typically associated with the production of a school newspaper, yearbook, or literary magazine; therefore, they not only emphasize writing style and technique, but also production values and organization. Beginning Journalism courses introduce students to the concepts of newsworthiness and press responsibility; develop students' skills in writing and editing stories, headlines, and captions; and teach students the basics of production design, layout, and printing of a publication. Advanced Journalism students learn and practice more refined journalistic techniques, participate to a greater extent in the formation and/or management of the production team, and gain experience in critical evaluation of story content and the publication as a whole. Photography and photojournalism skills may be included.

This course provides instruction in basic language skills and integrates reading, writing, speaking, and listening, placing great emphasis on individual student progress. Course topics may include (but are not limited to) research and organization, outlining, visual and presentation skills, analysis and critique, and development of self-confidence.

English/Language Arts II (10th grade) courses usually offer a balanced focus on composition and literature. Typically, students learn about the alternate aims and audiences of written compositions by writing persuasive, critical, and creative multi-paragraph thematic essays and compositions. The study of literature encompasses various genres as students improve their reading rate and comprehension and develop the skills to determine authors' intent and theme and to recognize the techniques employed by the author to achieve the goal.

Business/Applied English courses teach students communication skills - reading, writing, listening, speaking - emphasizing applications in the "real world." The emphasis is usually on the practical application of communication as a business tool, and may focus on technical reports and manuals, business letters, resumes, and applications, as opposed to the course being designed around scholarly and literary uses.

English/Language Arts I (9th grade) courses build upon the students' prior knowledge of grammar, vocabulary, word usage, and mechanics of writing, and usually include the four aspects of language use: reading, writing, speaking, and listening. Usually, the various genres of literature are introduced and defined, with writing exercises often linked to reading selections.

English/Language Arts IV (12th grade) courses blend composition and literature into a cohesive whole, as students write critical and comparative analyses of selected literature. Typically, multi-paragraph essays predominate as the form of student composition, but one or more major research papers may also be written.

English/Language Arts III (11th grade) courses continue to develop students' writing skills, emphasizing clear, logical writing patterns, word choice, and usage, as students write essays and begin to learn the techniques of writing research papers. Students continue to read works of literature, which often form the backbone of the writing assignments. Literary conventions and stylistic devices may receive greater emphasis than in previous courses. Preparation for the PSAT may be included.

Spanish courses teach the language and culture of another people, usually through a series of sequential courses. First-year courses emphasize basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, and speak on a basic level. Second-year courses enable students to expand upon what they have learned, increasing their skills and depth of knowledge. Third- and fourth-year Spanish courses typically focus on having students express more complex concepts both verbally and in writing, and comprehend and react to native speech. Throughout the sequence of Spanish courses, appreciation of the cultures in which the language is spoken is taught, through study of native fine and/or popular art, literature, food, public behavior and expectation, traditions and holidays, and history.

Like Career Exploration courses, Employability Skills courses also help students match their interests and aptitudes to career options. However, the focus of Employability Skills courses is placed on sources of employment information, job seeking and interview techniques, applications and resumes, and the skills needed to remain and advance within the workplace. Course content may also include consumer education and personal money management topics.

Students will be trained to properly install, configure, upgrade, troubleshoot, and repair microcomputer hardware. This will include having basic knowledge of desktop and portable systems, basic networking concepts, and printers. Students will also be asked to demonstrate knowledge of safety and common preventive maintenance procedures. This course will prepare students to take Comp TIA’s A+ Certification exam.

Students will be expected to demonstrate knowledge of DOS, Windows 3.x, and Windows 95 for installing, configuring, upgrading, troubleshooting, and repairing microcomputer systems. Emphasis will be placed on: function, structure, operation, and file management; memory management; installation, configuring, and upgrading; diagnosing and troubleshooting; and networks. This course will prepare students to take Comp TIA’s A+ Certification exam.

The purpose of this course is to engage students in grades 10 -12 in the web design process with emphasis on designing and maintaining the Stanton Community School District web site. Students will receive instruction in the basics of HTML, Microsoft FrontPage, Microsoft Word, Microsoft Excel, Microsoft Access, and Microsoft PowerPoint. Textbooks, online tutorials, lessons, and information will be used to build students' knowledge of this process. Prerequisite: Students enrolling in this class must have successfully completed Computer Applications and Advanced Computer Applications.

This is a required class of all sophomores. This class is offered to students who want to learn more about the uses, applications, and integration of various new technologies for use in word processing. Students will review basic word processing skills as needed for writing and formatting business letters, memorandums, outlines, tables, and reports. Students will be learning how to use the latest word processing software. They will then learn to incorporate information from various sources to be used in their assignments. Students will also learn proper internet etiquette to use and post information online. The course content will go beyond current Microsoft Word activities/projects in Computer Applications. Prerequisite: Keyboarding 8

An introductory course surveying computer topics to include history, hardware, software, terminology, communications, computer ethics, and societal impact. Introductory modules for MS Office programs will also be included.

Accounting courses introduce and then expand upon the fundamental accounting procedures used in small businesses. Typically, the first year covers the full accounting cycle, and incorporates topics such as payroll, taxes, debts, depreciation, ledger and journal techniques, and periodic adjustments. Students may learn how to apply standard auditing principles to the projects they work on and may prepare budgets and final reports. Calculators, electronic spreadsheets, or other automated tools may be used. In advanced courses, elementary principles of partnership and corporate accounting are introduced and explored, as are the managerial uses of control systems and the accounting process.

Introductory Business courses survey an array of topics and concepts related to the field of business. These courses introduce business concepts such as banking and finance; the role of government in business, consumerism, credit, investment, and management; and may provide a brief overview of the American economic system and corporate organization. In addition, Introductory Business courses may expose students to the varied opportunities in secretarial, accounting, management, and related fields.

Entrepreneurship courses acquaint students with the knowledge and skills necessary to own and operate their own business. Topics from several fields typically form the course content: economics, marketing principles, human relations and psychology, business and labor law, legal rights and responsibilities of ownership, business and financial planning, finance and accounting, and communication. This course provides an overview of economics with some emphasis on the principles of microeconomics and a focus on the U.S. economic system; this course covers topics such as principles of macroeconomics, international economics, and comparative economics. Upon completion of this course a student will be able to develop a business plan.

Home Furnishing courses provide students with basic knowledge regarding interior design and decoration of the home for the individual or family. While exploring design principles, personal needs and style, and decision making, the following topics may be explored: color, line, texture, space, floor plan development, furniture coverings, and home improvement/ modification. Home furnishing courses may cover architectural style and design, housing construction and exterior housing materials.

Advanced Home Furnishing provides students with an in depth study of home furnishings with practical application to the elements and principles of design needed to decorate the interior of a house or business. Specific projects will be designed to meet the needs of individual students or class makeup.

Family Living courses place their emphasis on building and maintaining healthy interpersonal relationships among family members and other members of society. Family Living classes most often emphasize (but are not limited to) topics such as social/dating practices, human sexuality and reproduction, marriage preparation, parenthood and the function of the family unit, and the stages of life. Individual self-development, career-development, personal awareness, and preparation for the responsibilities as family member and wage earner may also be covered.

Child Development/Parenting classes provide knowledge about the physical, mental, emotional, and social growth and development of children from conception to pre-school age. In addition, these classes help students discover what parental responses the various stages require. Included in this study are related topics such as the prenatal and birth process; responsibilities and difficulties of parenthood; fundamentals of children's emotional and physical development; and appropriate care of infants, toddlers, and young children.

Food and Nutrition courses provide students with an understanding of the role food plays in society, instruction in how to plan and prepare meals, experience in the proper use of equipment and utensils, and a background of the nutritional needs and requirements for health living. Some classes place a heavier emphasis on the nutritional components of a balanced diet (weight control, eating disorders, principles of digestion), while others concentrate on specific types of food preparation (particular cuisines, baked goods, large social settings). Although career opportunities in the food service industry may be presented, the emphasis of these courses is not career-related.

This one semester class will focus on the food service industry. Content of the class will include the value of quality customer service to the dining experience, the role of foodservice management, standards, regulations, and laws, safety and sanitation, use of correct equipment, menu selection, how to use standardized recipes, and cooking techniques used in quantity food preparation, from seasonings and flavorings to baking and pastry. This class will have a restaurant simulation starting once a month until the end of the semester. Students will use the skills learned in class to conduct the restaurant simulation.

This class is geared toward developing an understanding of the many and varied aspects of family and consumer science coursework. The student will work independently on a variety of topics. All the areas of FCS will be incorporated into the coursework. Students will conference with the instructor about the appropriateness of the projects and will gain approval for these projects. Any projects that will require monetary purchases will be the students’ responsibility. Project areas are consumerism, clothing and textiles, family life education, child development, drug education, leadership, FCCLA, health related topics, food and nutrition, and housing and interiors. This is a partial list and can be added to. Students may enroll for one semester or the entire year. Students must complete 2 in depth projects per quarter.

Drafting - General courses, usually offered as a sequence of courses, introduce students to the technical craft of drawing illustrations to represent and/or analyze design specifications, and then refine the skills necessary for this craft. Drafting - General courses use exercises from a variety of applications to provide students with the knowledge and experience to develop the ability to perform freehand sketching, lettering, geometric construction, multiview projections, and to produce various types of drawings (working, detail, assembly, schematic, perspective, and so on). Computer-aided drafting (CAD) systems (if available) are typically introduced and use to fulfill course objectives.

Construction courses provide basic knowledge and skills required for construction of commercial, residential, and institutional structures. These courses provide experiences and information (typically including career opportunities and training requirements) regarding construction-related occupations such as carpentry, cabinetmaking, bricklaying, electrical trades, plumbing, concrete masonry, and so on. Students engage in activities such as reading blueprints, preparing building sites, starting foundations, erecting structures, installing utilities, finishing surfaces, and providing maintenance. Advanced courses may include study of transportation systems and infrastructures.

AGRICULTURE – COMPREHENSIVE (Ag IV Mechanics, Ag IV Farm Management & Records)

Agriculture - Comprehensive courses are usually multi-year sequential courses that cover a wide range of agricultural topics, including plant and animal science, production, and processing; agricultural mechanics, including tool and machine operation and repair; construction and repair of farm structures; business operations and management; and the careers available in the agriculture industry. More advanced courses may include topics such as chemical and soil science, ecology, agricultural marketing, and veterinary science. Participation in FFA is available.

Small Engine Mechanics courses provide students with the opportunity to learn to service and recondition small engines. Typically, two-and four-cycle engines are emphasized, although content may also include others. Opportunities are provided to trouble shoot and repair speed controls, lubrication, ignition, fuel, power transfer, cooling, exhaust, and starting systems; use hand, power, and overhaul tools; read and interpret service manuals and parts catalogs. Applications may include lawn mowers, tractors, tillers, power tools, and so on.

These courses introduce students to the properties, uses, and applications of various metals. Welding courses provide experience in various processes used to join and cut metals (such as oxyacetylene, shielded metal arc, metal inert gas and tungsten arc processes) and the proper use of each technique. Courses often include instruction interpreting blueprints or other types of specifications.

Principles of Technology courses, designed by CORD and AIT, focus on the study of the forces and laws of nature and their application to modern technology. Equilibrium, motion, momentum, energy conversion, electromagnetism, and optical phenomenon are presented in the context of current, real-world applications. Demonstrations, math labs, and applied laboratory experiments are an integral part of the Principles of Technology curriculum. These courses enable students to gain a solid foundation for careers in electronics, robotics, telecommunications, and other technological fields.

These courses examine a specific topic pertaining to U.S. government and political institutions, rather than providing a general overview. The courses concentrate on one of many possible topics related to governmental structure, function, and purposes, such as the Constitution, the Supreme Court, Congress, or the Office of the Presidency.

Contemporary World Issues courses study political, economic, and social issues facing the world, with or without an emphasis on the United States. These courses may focus on current issues, or may examine selected issues from throughout the 20th century. The focus may be on historical causes or possible solutions; an interdisciplinary approach may be used.

U.S. History - Comprehensive courses provide an overview of the history of the United States, examining time periods from discovery or colonialism through World War II or after. Political, military, scientific, and social developments are typically included in the historical overview. Course content may or may not include a history of the North American peoples prior to European settlement.

U.S. Government - Comprehensive courses provide an overview of the structure and functions of the U.S. government and political institutions, and examine constitutional principles, the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. These courses may or may not examine the structure and function of state and local government. Course content may include some coverage of economic and legal topics.

World Geography courses provide an overview of world geography, but may vary widely in topic coverage. Possible topics include the physical environment; the political landscape; the relationship between people and the land; economic production and development; and the movement of people, goods, and ideas. These courses may or may not place an emphasis on U.S. geography.

World History - Overview courses provide an overview of the history of human society from early civilization to the contemporary period, examining political, economic, social, religious, military, scientific, and cultural developments. World History - Overview courses may include geographical studies, but often, these components are not explicitly taught as geography.

Sociology introduces students to the study of human behavior in society. This course provides an overview of sociology, generally including (but not limited to) topics such as social institutions and norms, socialization and social change, and the relationships of individuals and groups in society.

Special Resources courses provide students with educational services and resources as needed. Reinforcement of any content area may be offered with the use of specific materials or teaching techniques through group instruction or individual tutorial assistance.

Community living courses place a special emphasis on the student's relationship to the surrounding community. Instruction varies with the students and their needs and IEPs; however, these courses provide the skills necessary for independent functioning within the surrounding environment. Course topics may include available community resources and how to access them; emergency skills; and independent living strategies.

Creative Art - Comprehensive courses provide students with the knowledge and opportunity to explore an art form and to create individual works of art. Career opportunities in the art world may also be discussed and explored. Initial courses cover the language, materials, and processes of a particular art form and the design elements and principles supporting a work of art. As students advance and become more adept, the instruction regarding the creative process becomes more refined, and students are encouraged to develop their own artistic styles. Although the focus of creative art course is creation, the study of major artists, art movements, and styles may also be included.

Chorus courses provide the opportunity to sing a variety of choral literature styles for men and/or women's voices, and are designed to develop vocal techniques and the ability to sing parts.

Courses in Concert/Marching Band are designed to develop skill and technique for playing brass, woodwind, and percussion instruments, and cover band literature styles for both concert and marching performances. Fees for books, reeds, oil, and a horn is the responsibility of the student. Band cannot be dropped except at the end of the semester.

Topics covered within Health Education courses may vary widely, but typically include personal health (nutrition, mental health and stress management, drug/alcohol abuse prevention, disease prevention, and first aid) and consumer health issues. Brief studies of environmental health, personal development, and/or community resources may also be included.

Designed for students to learn the skills and characteristics expected for professional preparation and employability in various health careers. Provides an overview of the health industry, current trends, and issues. Study the work environment as it is related to health and safety regulations.

Upon completion of Health II, students will be eligible to take certification testing in CNA I. This course meets the training requirement of the OBRA for aides working in nursing facilities and skilled nursing facilities. Students learn basic care giving skills and concepts to provide safe, effective resident care.

Designed to help logically understand medical terms. Basic prefixes, suffixes, and root words are emphasized as a method of acquiring and retaining knowledge. Exercises stressing the spelling, pronunciation, and usage of medical terms are included.

Designed to instruct a student to the level of EMT Basic including all skills necessary for the individual to provide emergency medical care at a basic life support level with an ambulance service or other specialized service. After successful completion of the program, students will be eligible to take the certification test.

Pharmacology enables the student to learn basic principles of drug therapy, including related terminology and legislation, drug properties, and the nurse’s role and responsibility for the patients receiving drug therapy. This course will be integrated into all areas of nursing. It will provide the student a knowledge base of pharmacology upon which to build his/her related course of student.

Physical Education courses provide experience and develop skills in a range of activities, from more than one of the following areas: team, individual, dual, or recreational sports, or fitness and conditioning activities.

Physical Education is a carefully planned sequence of learning experiences designed to fulfill the growth, developmental and behavioral needs of each student. It encourages each student to:

DEVELOP an interest and a desire to participate in lifetime recreational sports.

ACQUIRE an appreciation of and a respect for good physical condition, a functional posture and a sense of personal well-being.

DEVELOP the skills of movement, the knowledge of how and why one moves, and the ways in which movement may be organized.

PROMOTE self-analysis that enables the individual to understand one's physical capabilities through movement principles and concepts.

LEARN to move skillfully and effectively through exercise, lifetime activities, sports, dance and aquatics.

ENRICH one's understanding of the concepts of space, time and force related to movement.

EXPRESS culturally approved patterns of personal behavior, interpersonal relationships and self-discipline in and through games, sports and dance.

CONDITION the heart, lungs, muscles and other organic systems of the body to meet daily and emergency demands.

The following classes are available through Iowa Western Community College in Clarinda, Iowa. Dual credit will also be available for these courses. The classes are only available to seniors with a GPA of 3.5 or higher.

Calculus is the first of three-semester sequence in calculus and analytic geometry. Topics include limits, derivatives, extrema, concavity, curve sketching, and antidifferentiation. Application includes related rates, maxima, and minima.

College Trigonometry includes trigonometric functions, graphs, identities, solving triangles, vectors, trigonometric equations, complex numbers, and polar coordinates.

Statistics introduces descriptive and inferential statistics. Topics include the binomial, normal, student-t, and chi-square distributions, descriptive measures, probability, hypothesis testing, estimation, and linear regression.

American History to 1877 covers the historical development of America. Topics include the Native American background, the Age of Discovery and Exploration, the Colonial Era, the Revolutionary Period, the Federal Era, the Age of Jackson, Manifest Destiny, and the Civil War and Reconstruction.

American History since 1877 deals with the historical development of American from the end of Reconstruction to the contemporary period. Topics include the industrialization of America in the late 19^th century, the end of the frontier, the Glided Age, the Progressive Era, World War I, the Roaring Twenties, the Great Depression, World War II, and the contemporary period featuring the Vietnam War and Watergate.

Western Civilization to 1650 encompasses the history of the western world from its earliest beginnings through the mid-17^th century. Topics include the Tigris-Euphrates River Valley, the Egyptian Civilization, the rise of Hellenism, t he story of Rome, the rise of Christianity as well as the Byzantine Empire, the Medieval world, the Renaissance, the New World, and the Age of Reason.

Western Civilization since 1650 studies the history of the western world from the early modern era to the present time. Topics include the Age of Absolutism, the Industrial Revolution and capitalism, the French Revolution and the Napoleonic Era, the rise of Nationalism and the German state, European expansion overseas, World War I, the post war period, Adolph Hitler and fascism, World War II, the Iron Curtain, third world development, and the contemporary period.

American Literature examines the themes, philosophies, and styles of authors from early period of American development through the nineteenth century. Special emphasis centers on Neoclassicism and Romanticism with particular attention devoted to the two faces of Romanticism. Authors may include Franklin, Whittier, Longfellow, Lowell, Bryant, Emerson, Thoreau, Whitman, Dickinson, Hawthorne, Melville, and Poe.

English Composition I focuses on the rhetorical modes and the written expression of ideas. Students learn strategies to generate ideas, to revise for focus and organization, and to edit for sentence structure, diction, and grammatical correctness. Paragraphs and essays involve literary analysis, informal personal writing, and formal expository writing.

English Composition II follows English Composition I with advanced readings and practice in different kinds of writing, including exposition, argumentation, and critical analysis. The course includes library research and culminates in the presentation of a term paper.

Public Speaking analyzes the fundamentals of oral communication. It covers lectures, readings, and applications of the six principal aspects of public speaking: the speaker, the audience, thought and content, organization, language, and delivery. It also examines the basic principles of small group communication: leadership, the decision-making process, and individual participation in a small group.

Introduction to psychology provides an introduction to the subject matter, terminology, basic research findings, and current topics of interest in scientific psychology. Students explore the biological foundations of human behavior, social-environmental influences, and intra-psychic elements, including perception, consciousness, personality, and motivation. A holistic approach is used to understand abnormal behavior, human growth and development, health, stress, and coping.

Introduction to Sociology explores the discipline of sociology. Students become familiar with the sociological perspective of the study of human social behavior. The course stresses the development of sociology, social theory, research methods, and, social institutions (e.g., the family, religion, education, culture, deviant behavior, and demography).

General Biology is designed for science majors. Topics include scientific methodology, the molecular and cellular basis of life; cell division, photosynthesis and respiration; genetics, evolution and ecology; classification and taxonomy. Laboratory exercises complement each topic.

General Biology II is designed for science majors who have successfully completed General Biology I. This class studies the diversity of the life by focusing on phyla and class characteristics in all kingdoms: Monera, Protista, Fungi, Plantae, and Animalia. Laboratory exercises complement each topic.

Human Growth and Development examines the life span of humans from conception through death. It looks at the various traditional stages (prenatal, neonatal, infancy, early childhood, late childhood, adolescence, adulthood, old age) and explores various aspects, viewpoints, and research.

This course includes: reading which goes into better listening, thinking, speaking and writing, also grammar, punctuation, spelling, sentence structure and reference work.

Life science is a starting point for students wanting to learn about life. This class deals with the very basic principles of the plant and animal kingdoms. Students have a lab workbook. Lab is held twice a week, the other three days work sheets, workbook and lecture method is used. Students are exposed to the correct way to use laboratory apparatus. How to write a lab write-up is stressed throughout the year. A notebook and taking notes on lab experiments is required.

This course includes: a careful study of arithmetic; the properties of the set of whole numbers, and then extended to the non-negative rational numbers; and an intuitive study of geometry of plane and space figures.

The study of the Eastern Hemisphere. Students will learn how the people of the Eastern Hemisphere lived in the past and how they live today, as well as learning about the various nations and how they developed.

Introduction to Agriculture courses survey a wide array of topics within the agricultural industry, exposing students to the many and varied types of agriculture and livestock career opportunities and to those in related fields. As the name implies, these courses serve simply to introduce the agricultural field, providing students the opportunity to identify a focus for continued study or to determine that their interest lies elsewhere.

In the 7^th grade FCS class the students will learn about Character Education. The six pillars of Character Education that are studied are trustworthiness, respect, responsibility, fairness, citizenship, and caring. Other character traits will be learned also. Students will engage in many activities that study these six pillars and complete many projects that relate to the six pillars. This class is one quarter in length.

This is a one-quarter course designed to help students learn how to type with the speed and accuracy needed for many areas of Junior and Senior High School courses. Students will learn all alphabetic, punctuation and number keys, develop speed and accuracy, centering, setting tab stops, and using proofreading mark, formatting letters and memos (if time allows).

The course, after a brief unit concerning various types of scientists, begins with the study of the nature of the universe. Then, the study "zeroes in" on the earth, by studying in sequence the universe, the galaxies, the solar system, and then the earth itself.

This reviews the seventh grade program and the grammar goes into more detail with clauses, phrases, note taking and outlining.

This course includes: the development of computational skills; a study of geometry; a careful treatment of both the U.S. and metric systems of units; and a presentation of open number sentences, relations, and functions.

This is a comprehensive course in Algebra I. it will cover topics required by local, state, and national testing and curriculum guidelines. This course will cover the same topics as the Algebra I course offered to high school students. These topics include: number theory; probability; graphing and solving linear, quadratic, and absolute value functions; graphing and solving inequalities; exponents; radicals; right triangle relationships; and polynomials. Students are eligible for this course if they are in 8^th grade and have performed well on the Iowa Test of Basic Skills, the Iowa Algebra Aptitude Test and in performed well in 7^th grade mathematics. This course is intended for the student that excels in math and is planning to pursue a career that requires higher levels of math and science. Students taking this course will be able to take college Calculus I their senior year of high school. Prerequisite: Teacher recommendation

The 8^th grade FCS class is one semester in length. The students will cover a wide range of family and consumer science topics from clothing and textiles, leadership, housing and interiors, food and nutrition, child development, drugs and alcohol, and sex education. Students will complete many projects within each area, including a clothing project of the student’s choice.

This is a one-semester course designed to review and reinforce keyboarding skills learned in their one-quarter course in 7^th grade (see seventh grade course description). From the 7^th grade foundation, students will earn to correctly format reports, envelopes, business letters, personal business letters, standard and simplified memos, multicolumn tables, outlines, etc.

Junior high band includes working on fundamentals of marching (in the fall) scale techniques, rhythms, and new materials. Prepares the student for high school band.

A general course for preparing the student for high school vocal music. It includes working on melodies, learning about and singing two, three, or four part music, recognizing parts and harmony and also includes some musical history.

In addition to the academic program, the school provides opportunities for participation in student activities and organizations. You are urged to engage in at least one extra-class activity. The main thing to remember in choosing extra-class activities is that as you become engaged in them you are depriving yourself of one or more study periods, since some of these activities are scheduled during the regular school day. You should, therefore, plan to have some homework to do regularly in order to maintain your highest possible grade average in academic courses.

Remember, if you decide to participate in any of these activities, you are making a commitment to the activity and to the other members of the team, cast, group, etc. If you are not willing to make this commitment, you should not take part!

It is detrimental to the activity if a student says she/he is going to participate, and then makes a half-hearted attempt to do so! Remember, your word is your bond--if you say you will do something, DO IT! Students who choose to participate in an activity in which they receive a grade are advised that contests, concerts, and all assigned performances are mandatory, unless the student is currently in violation of the Good Conduct Policy. You must participate unless excused for illness or family emergency. Having a job is not an acceptable reason for missing a performance. Students that fail to attend a mandatory performance can expect their grade to be lowered or possibly to be dropped from the activity.

Boys Athletics Girl's Athletics Declamatory
Football Softball Speech Contest Work

The Stanton Chapter of the National Honor Society seeks members who have a commitment to study and to learning, which extends beyond the required high marks necessary for consideration for membership. They seek members who extend themselves in giving both small and large service to school and community. Demonstrated leadership of a positive nature is much sought after in the selection of members to the society.

Listed below are the steps followed in selecting new members for the National Honor Society.

The following guidelines concerning due process and dismissal of NHS members have been developed and publicized by the Stanton High School faculty and the chapter advisor. Each member of the Stanton Chapter of the NHS must maintain these standards in order to remain a member of the society. If not, the dismissal process is included here.

Failure to maintain at least a "B" average each semester is to be considered grounds for dismissal from the society. The faculty council will consider extreme circumstances that might affect a member's academic performance.

Failure to continue to render outstanding service to school and community will be grounds for dismissal.

Participation and leadership in activities that reflect the mores of the school and community as determined by the high school faculty is expected of NHS members. Participation in activities clearly in violation of civil law or contrary to acceptable social behavior for our community will result in dismissal from NHS.

Failure to meet the requirements of character by members of the society as perceived by the faculty of Stanton High School will be grounds for dismissal. Examples: improper use of alcohol and other controlled substances, (violation of the Good Conduct Policy), school suspension (s) (** all suspensions will be considered on a case-by-case basis reviewed by the NHS Advisor and Faculty Council).

1. It will be the duty of the advisor to give any member in violation of standards of the society notice of the standard(s) they are violating. The date will be given when the member must again be in accord with standards of the society (where applicable).

2. The advisor will give the notice in most cases during a private conference scheduled for that purpose only.

3. Should the compliance to the standard(s) in violation not be made, the advisor will meet with the faculty council to discuss the situation.

4. If dismissal is initiated, the actions of the faculty council will be written and sent to the student and parent(s). The student will be given a hearing with the faculty council if it is desired.

5. NHS regulations state that if a member is dismissed, they are not eligible for membership again.

The normal course load consists of five academic subjects each semester, not including physical education. These five must be in classes other than music. By successfully carrying five academic subjects each semester for four years, a student will have the required number of credits to graduate. A credit is given for each semester of a course passed. A unit is the equivalent of two credits. A student should not have more than 7 study halls per week unless approved by administration. See requirements for graduation on page 54.

Senior - 30 credits must have been earned. 36 credits must have been earned starting with the class of 2010.

Junior - 20 credits must have been earned. 24 credits must have been earned starting with the class of 2010.

Sophomore –10 credits must have been earned. 12 credits must have been earned staring with the class of 2010.

Junior High Retention - Any student in grade 7 or 8 who fails 3 or more of the basic subjects (Language Arts, Math, Science, and Social Studies) will be considered retained in that grade and required to take all of the failing courses the following year. Such student may then take any additional courses in the next higher grade level as the schedule permits.

2. Any student in grade 7 or 8 failing one or two of the four basics indicated above would be considered passing to the next higher grade, but with the provision that any failure must be re-taken the following year.

A pupil who transfers to this school will continue in his courses provided those courses are offered here. Transfer students will be required to satisfy the graduation requirements of this school even if it necessitates earning credits in subjects offered at a different grade level from his/her own.

Other problems arising in this area will be decided on available data by the principal.

Students will be given 3 to 5 days at the beginning of each semester to drop or add a subject. The decision to allow the student to drop or add a subject will be made by the principal, counselor and teacher involved. The best interest of the student will be used in deciding.

For exceptional reasons students may be permitted to drop or add a full-year course at the semester or at other times during the semester, only after careful examination of the circumstances by the principal, counselor and teachers involved. Again, the best interest of the student will be considered in deciding whether or not to permit dropping or adding a class at this time.

Students may be permitted under special circumstances to complete their class schedule with student teaching at the elementary school, however, they will receive NO credit.

Students must take English I during the freshman year, English II during the sophomore year, and English III during the junior year. Those seniors not taking English IV must take Applied Senior English. These courses must be successfully passed prior to graduation.

Communicative English is required of all students graduating from Stanton High School.

Students must take three years of Science. They will take Physical Science during their freshman year and Biology during their sophomore year. They must take one (or more) of the following during their junior-senior years: Physics, Chemistry, Health, Principles of Technology, Anatomy and Physiology. Three years of Science must be successfully passed prior to graduation.

Students must take three years of Math. They will take either Algebra I or Applied Math I during their freshman year and two (or more) of the following during their sophomore-senior years: Geometry, Algebra II, Trig (Math IV), Applied Math II, Pre-Algebra, and Consumer Math. Three years of Math must be successfully passed prior to graduation

1. Spanish I is to be taken before Spanish II, II before III, and III before IV.

2. Accounting II--Should have successfully completed Accounting I and have teacher approval.

11. Advanced Computer Applications--should have completed Computer Applications.

13. Programming & Web Design-should have completed Computer Applications & Advanced Computer applications and have teacher approval.

All students are required to earn 20 units (40 credits) of high school work plus four years of physical education in order to qualify for a high school diploma. A unit is earned in a class meeting 5 times a week for two semesters. Starting with the 2006-07 school year students may earn 1 credit for band, ½ for P.E., and ½ for vocal music per semester. These will not count towards a student’s GPA. Twenty units must be distributed as follows:

All students must complete at least one semester in a computer related course prior to graduation.

Starting with the class of 2010 all students will be required to earn 24 units (48 credits) in order to graduate.

As a general rule, anyone planning to attend school of any sort beyond high school should prepare themselves adequately with 4 years of English, and 3 or 4 years of science and mathematics. Those students who choose a different curriculum will not necessarily fail to be admitted to college if they decide to go. However, there may be high school courses that they did not take which the college may require them to complete before earning college credits. These are taken in college and no credit is earned. This delays your graduation from college. Students who plan to enroll in a four-year college should plan to take Algebra I, Geometry and Algebra II.

Iowa law allows ninth and tenth talented and gifted students and eleventh and twelve grade students to receive class or vocational technical credits at post-secondary institutions. The credits will count toward the graduation requirements for successfully completed courses at post-secondary educational institutions. The student may receive credits through an agreement between the post-secondary educational institutions through the board’s discretion on a case-by-case basis.

Students in grades 11 and 12, for courses approved by the board on a case-by-case basis, will be reimbursed for tuition and other costs directly related to the course up to $250. The following factors shall be considered in the reimbursement of tuition and in the board’s determination of whether a student will receive high school credit for a course at a post-secondary educational institution:

Students in grades nine through twelve may take correspondence courses from a post-secondary educational institution. Correspondence courses shall not substitute for a course offered in the school district, an adjoining school district, or a post-secondary educational institution that the student can physically attend.

Prior to taking the correspondence course, students must receive the approval of the administration and/or board to receive credit toward the graduation requirements set out by the board.

Students who fail the course or fail to receive credit in the course paid for by the school district must reimburse the school district for all costs directly related to the course. Prior to enrolling in a course, students age 18 or over or the parents of students under age 18 shall sign a form indicating they are responsible for the costs of the course should the student fail the course or fail to receive credit for the course. The school district may waive the cost of the course for students who fail the course for reasons beyond their control, including, but not limited to, the student's incapacity, death in the family or a move to another school district.

Students interested in participating in this program should contact the guidance office (Refer to Board Policy Code No. 604.6).

If a student has met the graduation requirements and attained the minimum number of credits (40), he/she may graduate prior to the completion of the Twelfth Grade. If at the end of the first semester of his/her senior year, he/she may participate in graduation exercises. However, he/she will not participate in the rest of the extra-curricular activities--such as senior trip, sports, etc. The student must make application for early graduation to the Board of Education, in the form of a letter presented to the principal. This application should be in the hands of the principal by December 1.

Job shadowing experiences with an employer in the career area that a student is interested in pursuing are included in the English curriculum. Job shadowing experiences are also available as part of the upper level science classes.

Educational records containing personally identifiable information, except for directory information, are confidential. Only persons, including employees, who have a legitimate educational interest, are allowed to access a student's records without the parent's permission. Parents may access, request amendments to and copy their child's records during regular office hours. Parents may also file a complaint with the United States Department of Education if they feel their rights regarding their child's records have been violated. For a complete copy of the school district's policy on student records or the procedure for filing a complaint, contact the board secretary, in the central administration office.

There are many scholarships available. The guidance counselor through the year receives scholarship information from individual colleges, universities, plus private companies, and private organizations.

The guidance counselor will inform seniors and senior parents each year about the eligibility criteria for each scholarship.

ALL SCHOLARSHIPS WILL BE PAID AT THE BEGINNING OF THE SECOND SEMESTER UNLESS STATED OTHERWISE.

The primary object of school health services as provided by our professional school nurse is to strengthen the educational process of children and youth by assisting them to improve or adapt to their health status. In cases of illness, the child should stay home to preserve their health and the health of other students. If a child becomes ill at school, he/she will be taken to the health room. Parents will be notified to pick up the child at the school. Students will be sent home for temperatures, persistent headaches, and flu symptoms. Parents should make arrangements to pick up their child as soon as possible after being notified by the school. Parents will be notified of injuries on school grounds and the supervisor of that activity will complete an accident report. IN CASE OF EXTREME EMERGENCY-911 WILL BE CALLED AND THE PARENTS WILL BE NOTIFIED.

Whenever possible, the parent or guardian should make arrangements so that medication can be administered at home, before and after school. However, the school recognizes that some students may require medication be given during the school day. Medications will be administered only when the following requirements are met (state law).

1. The school and school personnel are NOT permitted to supply aspirin or Tylenol nor other medications for internal use.

2. No medication will be administered without written consent from the child’s parent or legal guardian.

3. A parental signature signed and dated on a statement requesting and authorizing school personnel to administer the medication in accord with the prescription or parent request shall be filed at school. A sample form is available on the next page.

Prescription medication must be brought to the school in a container provided and properly labeled by the dispensing pharmacist with the physician’s order for the medication. Proper labeling for school containers includes:

Non-prescription or over-the-counter medications must be in the original manufacturer’s container and labeled with the student’s name. The parental request accompanying the medication must specify when the medication is to be given and the dosage for the individual student. School personnel will not exceed the recommended dosage or frequency the medication can be given as stated on the label. The nurse may also determine that an over-the-counter medication order by a parent could be detrimental to the student. In this case, the registered nurse may refuse to administer the medication and will inform the parent of the reason in writing.

All medication including over-the-counter (i.e. Aspirin and Tylenol) will be locked in a cabinet in the nurse’s office until the student requires the medication. Only appropriate personnel shall have access to the locked cabinet.

The Stanton Community School District requires that all students who need medication during school hours must do the the following:

2. Bring the medication in the original prescription bottle, properly labeled by a registered pharmacist as prescribed by law. (Ask the pharmacy for 2 bottles)

Long term medication may be given by the school district personnel provided that the prescribing physician completes the district medication form.

I, , give my permission for my child to receive the above medication as directed at school.

Superintendent

Principal/Special Education Director

Dennis McClain

Discipline

Bus Conduct on Routes and Activities

See ELIGIBILITY

Breakfast

Reporting Harassment/Bullying

Absences Resulting in Incomplete Work

LUNCH HOUR (CLOSED CAMPUS)

NOTICES OF EVENTS

Directory Information/Release of Information