All powers not specifically granted to the federal government are reserved for the states.  Iowa’s Constitution authorizes the creation of a Common Schools System.  As part of this Common Schools System, this school district is a school corporation created and organized under Iowa law.  This school district shall be known as the BENNETT COMMUNITY SCHOOL DISTRICT.

This school corporation is located in Cedar and Scott counties, and its affairs are conducted by locally elected school officials, the Bennett Community School District Board of Directors.  This school corporation has exclusive jurisdiction over school matters in the territory of the school district.

 

 

Legal Reference:  Iowa Constitution, Art. XI, §§1, 8, 12
                                      Iowa Code §§274.1, .2, .6, .7, 275.35, 277.23, 278.1 (10), 279.8 (1991)

Cross Reference:  200        Legal Status of the Board of Directors

Approved:  1-14-91              
Reviewed:  6-12-23              
Revised:  3-8-99

 

The Bennett Community School’s philosophy of education is one which believes that the school ranks second only to the parents and the home as an institution which helps each individual child to develop their mental, emotional, social and physical abilities and capacities; and to help them develop wholesome attitudes, including tolerance toward themselves, their fellow students, their home and their country.  This child development is a continuous process, beginning at birth and continuing throughout life.  For this reason, the child can expect the school to help them to:  develop and maintain a healthy body and a well-balanced personality, help them develop the basic learning skills, develop an understanding and an appreciation of the natural and social work world, participate happily and helpfully in home and community life, work and play with others, and enjoy the use of music, art, literature, and handicrafts for a more wholesome life.

The Board believes that it is a responsibility of the school to provide maximum learning opportunities for all the educable children of school age in the community, and for adult members of the community when such opportunities are desired by reasonable number of persons.

The Board believes that, so far as is administratively and economically feasible, each student should be treated as an individual with their own particular capabilities, aptitudes, and personality.  The student should be an active participant in the learning process, and not simply a passive absorber of knowledge.  They should learn where to look for and how otherwise to acquire information in order that their informal education may continue.

It is the function of the educational process to provide each student with opportunities for obtaining the knowledge, experience, and skills which careful individual study indicates will best prepare them to assume a position in the competitive adult society which will permit them to make their greatest individual positive contribution to society and to themselves.  For some students, this will mean thorough preparation for further formal education.  For others, it will mean basic general information plus the attainment of certain vocational skills and experience.

The Board believes each student, regardless of whether they choose a vocation or further formal education, should have satisfactorily completed a basic course of study as outlined in the current Board policy before being awarded a high school diploma.

The Board further believes that these results can be accomplished through democratic cooperation in the broadest sense of the word.  To have this kind of cooperation, we believe that we should have teachers who will meet these standards:

              A.           We want teachers who regard their work as a real profession.

              B.           We want teachers who are willing to work.

              C.           We want teachers who are willing to grow by reading current professional literature, affiliating with professional organizations,
                             attending and contributing to teachers’ meetings.

              D.          We want teachers who will avail themselves of the local in-service training programs.

              E.           We want teachers who are interested in our school as a whole not merely one grade, subject, or activity.

              F.           We want teachers who understand that they must constantly be alive educationally to know which of the old to discard, and which of
                             the new to accept.

              G.          We want teachers who will become a part of the life of our community.

 

 

Legal Reference:  Iowa Code §§256.11, 279.8, .12, 280.1-.17 (1991)
                                       281 Iowa Admin. Code 12.5(5)

Cross Reference:  104        Equal Educational Opportunity
                                       200        Legal Status of the Board of Directors

Approved:  12-14-67            
Reviewed:  6-12-23              
Revised:  3-8-99

 

I.            OUR FRAME OF REFERENCE

It is believed that, in establishing and supporting a school system for all children of all the people, the people want the school as a public institution to provide insofar as possible:

1. A well qualified and efficient corps of teachers of such character that if a child should become like any one of the teachers, the parents and others would be proud of the child.
2. Physical plant and equipment adequate to meet the most exciting needs of every learner, the like of which separate families could not provide.
3. Experience for effective learning, the like of which the best home alone could not provide.
4. An educational leadership which courageously and ably leads to be continuous.

 

II.    OBJECTIVES OF EDUCATION IN THE BENNETT COMMUNITY SCHOOL DISTRICT

The Bennett Community School District is looked upon as an ever-changing social community where young people live.  Here they are provided opportunities to determine and to work toward goals that are purposeful and significant to them.  They are given experience which is designed to develop their talents and characteristics and which are essential to a wholesome child life.  Subject manner thought of in terms of units of living and learning.

We believe that in every experience the whole child must be considered; the mental, physical, moral, emotional, and social being.

In teaching, as in parenthood, we must start where the child is.  We must provide challenges for the child according to their abilities.  We should not expect all children to develop at the same rate.  The school program must be adjusted to the child’s needs, abilities, and rate of growth.

A.           Objectives of Human Relationships

In order to develop in children, attitudes and proficiencies for wholesome human relationships, it is essential:

1.           To develop cooperative understandings and effort in work and play with others.

2.           To provide enjoyable experiences which will produce for them wholesome, sincere friendships among their follow students and teachers.

3.           To develop the realization that family relationships influence the manner in which an individual conducts one’s self in a group, since consideration for others is the core of good living, and since the family is the basic institution of our society.

4.           To help cultivate an appreciation and regard for the inter-relationships of the individuals and groups in the home, the schools, the community, the state, the nation, and the world in preparing for living the DEMOCRATIC WAY OF LIFE.

 

B.           Objectives of Self-Realization

In order that our children may become all that their talents promise for them, it is essential:

1.           To supply experiences that will create a desire to learn and a desire to search for truth.

2.           To teach how to read and to write effectively, and to speak the English language clearly.

3.           To assist in developing logical thinking ability in order to solve mathematical problems and problems of daily living.

4.           To help cultivate ability-ability to observe and to listen.

5.           To introduce them to independent study and to inspire them to participate in it.

6.           To help them understand the basic facts of health and disease.

7.           To assist them in cultivating an appreciation for beauty and an appreciation for our cultural heritage.

8.           To guide them in learning how to make worthwhile use of all their time, especially leisure time.

9.           To assist them in acquiring a scientific attitude toward living forms and resources in their environment.

10.         To foster an understanding of the inter-relationship existing between people and their environment.

11.         To inspire them to determine worthy goals for living and to guide them toward achievement of those goals.

 

C.           Objectives of Civic Responsibility

In order that our children may learn that liberty with security demands civic responsibility it is essential:

1.           To lead them to acquire attitudes of tolerance and desires for understanding.

2.           To offer opportunity and help in developing qualities of good leadership.

3.           To help them develop the ability to carry out responsibilities without constant direction.

4.           To assist them in learning to operate in groups as a working democracy where students can be taught respect for the law, for civic duties, and for honest difference of opinion.

5.           To give them practice in the procedures of democracy so that as citizens they may have courage, unselfishness, and a fine sense of honor.

6.           To help them comprehend and practice the basic elements of world understanding, tolerance, and good will.

7.           To help them understand and appreciate their American Heritage and develop a spirit of patriotism and respect for the American way of life.

8.           To help them understand the system of raising the revenue with which to carry on our system of Government at the Local, County, State and Federal levels, and also our school district.

 

D.          Objectives of Economic Efficiency

In order that young people may acquire a sense of economic accountability and productive efficiency, it is essential for the school:

1.           To provide training for them to become intelligent consumers as well as efficient producers.

2.           To help them understand the requirements and opportunities of various occupations.

3.           To lead them to feel the dignity of labor in all fields.

4.           To help them feel the satisfaction that comes from good workmanship.

5.           To provide guidance in choosing an occupation best suited to their individual aptitudes and potentialities, and to those skills in which they can achieve, maintain, and improve efficiency.

6.           To provide the opportunity to receive training for college entrance or employment in the home, agriculture, industry, science or business.

7.           To help them gain an appreciation for interdependence of workers and for what their work means to other people.

8.           To assist them in planning the economics of their own lives.

9.           To show them how to use purposeful thinking and wholesome ideals in deciding what is of first value.

10.         To assist them in developing a discriminating sense of values for guiding their own expenditures, in seeking information and in acquiring skill as buyers, and in taking appropriate measures to safe-guard the interest of themselves and also the interests of those dependent upon them.

11.         To assist them in learning the basic elements of our system of free enterprise, and to recognize the factors which may lead to its destruction.

 

 

Legal Reference:  Iowa Code §§257.9, .25, 279.9, .12, 280.1-.17 (1991)

Cross Reference:  104        Equal Educational Opportunity
                                       200        Legal Status of the Board of Directors

Approved:  11-12-70            
Reviewed:  6-12-23              
Revised:  3-8-99

 

The Bennett Community School District offers an educational program for grades pre-kindergarten (P-K) through twelve (12).  The levels of instruction are organized by the following levels:

              Grades pre-kindergarten (P-K) through six (6) shall attend Bennett Elementary School in Bennett.

              Grades seven (7) through twelve (12) shall attend Durant Junior-Senior High school in Durant or Tipton Junior-Senior High school in Tipton.

The P-K through six (6) levels will have a principal responsible for the administration and management of the school building, the school building personnel and educational program.  The principal shall work closely with the superintendent, who shall oversee the administration and management of the school district.

This policy shall be reviewed at the end of each Whole Grade Sharing agreement.

 

 

Legal Reference:  Iowa Code §§256.11, 275.1, 279.11, 280.14 (1991).
                                       281 Iowa Admin. Code 12.1, .3(11), .5.

Cross Reference:  200.02  Organization of the Board of Directors
                                       501        Student Attendance

Approved:  2-10-92              
Reviewed:  6-12-23              
Revised:  8-8-11

 

The board will not discriminate in its educational activities on the basis of race, color, national origin, religion, sex, disability, sexual orientation, gender identity, socioeconomic status, or marital status.

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

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

 

 

Legal Reference:  20 U.S.C. 1221 et seq. (2004)
                                       20 U.S.C. 1681 et seq. (2004)
                                       20 U.S.C. 1701 et seq. (2004)
                                       29 U.S.C. 794 (2004)
                                       42 U.S.C. 12101 et seq. (2004)
                                       34 C.P.R. Pt 100 (2004)
                                       34 C.P.R. Pt 104 (2004)
                                       Iowa code 216.9, 256.11, 11A: 280.3 (2007)

Cross Reference:  101        Educational Philosophy
                                       104.01  Notice of Nondiscrimination
                                       500        Objectives for Equal Educational Opportunities for Students

Approved:  2-10-92              
Reviewed:  6-12-23              
Revised:  4-8-13

 

The Board recognizes the value of interaction and participation with the citizens of the district community for the school district’s education and operations.  Popular control of public education is one of the cornerstones of a free society.  The people exercise that control through their Board of Directors.  The Board will cooperate, whenever possible, with the district community to participate in the district community while carrying out its elected responsibilities.

It shall be the responsibility of the superintendent to keep the board apprised of opportunities for involvement with the district community.

 

 

Legal Reference:  Iowa Code §§25A, 613A (1991).

Cross Reference:  209          Committees of the Board of Directors
                                       216          Public Hearings
                                       609          Community Education
                                       803.04    Public Review
                                       1001        Public Communications
                                       1004        Public Participation in the School District
                                       1004.02  Community Resource Persons and Volunteers
                                       1005        Community Activities Involving Students
                                       1006        Use of School District Facilities and Equipment

Approved:  2-10-92              
Reviewed:  6-12-23              
Revised:  3-8-99

 

The school district will periodically conduct a needs assessment of the educational program, and establish priorities for meeting the needs identified.

The priorities will be developed into action plans for implementation on short (one year), intermediate (three year) and longer (five year) plans.  Periodic progress reports shall be made to the Board, at least annually.

The Board shall update the needs assessment and planning process when necessary.

 

 

Legal Reference:  Iowa Code, Chapter 21, §280.12 (1991)
                                       281 Iowa Admin. Code 12.3(3)

Cross Reference:  212        Open Meetings
                                       901.01  Facilities Long-Range Planning

Approved:  12-10-90            
Reviewed:  6-12-23              
Revised:  3-8-99