Special Services

504 plans are formal plans that schools develop to give students with disabilities the supports they need. These plans often include accommodations such as changes to the environment, changes to instruction, or changes to how curriculum is presented. Accommodations don’t change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

504 Plan Flow Chart

These plans prevent discrimination and protect the rights of students with disabilities in school. They’re covered under civil rights law - Section 504 of the Rehabilitation Act.

With questions regarding 504 plans, please contact your child's school counselor.

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Bondurant-Farrar uses an Early Warning System to monitor students in hopes of identifying at-risk tendencies and implementing appropriate interventions. Screenings may include the following areas: 

• Academics
• Attendance
• Behavior
• Reading & Math
• Participation
• Nurse Visits

The English as a Second Language program responds to the needs of English language learners with a goal of providing educational opportunities for EL students. Specialized instruction to support reading writing and speaking in English and participating fully in the classroom setting.  

View Current LAU PLAN

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As a home school family, you have the following options for enrollment:

1. Home School 
2. Dual Enrollment

The Iowa Department of Education has a number of Home Schooling resources that can help to determine which option is best for your family. 

Iowa Department of Education Homeschool Form 

Return the completed Homeschool Application to:

Phone: 515-967-7819
Fax: 515-967-7847
Email: registrar@bfschools.org

Our school counselors offer short-term individual and small group counseling services for students and can assist families in connecting with ongoing mental health therapy and support resources upon request. 

School Counseling Program & Contacts

Bondurant–Farrar, in conjunction with Heartland Area Education Agency, offers quality services for students with disabilities from birth through twenty-one. Special Education services are based on the student’s individualized education plan or IEP. Early Childhood Special Education services are provided for students age three through five.

The Bondurant–Farrar special education program offers free and appropriate public education. Contact your child’s teacher or principal for further information.

District Special Education Service Delivery Plan

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Bondurant-Farrar Community School District’s Talented and Gifted program is designed to meet the needs of identified gifted students as well as to enrich the lives and education of all students within a school district. The Talented and Gifted program provides a wide variety of enrichment and advanced learning opportunities.

District Talented & Gifted Plan

Identification Process for Grades 2, 5, 8

Identification Process for grades 9-12

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Title I is a federal program designed to ensure that all students, regardless of their background, have an equal opportunity to succeed in school. It aims to close achievement gaps, particularly in schools with a high percentage of students from low-income families. Schools with a significant number of economically disadvantaged students receive additional funding to support educational programs. This funding is determined using census poverty data and educational costs specific to each state. Title I is part of the Elementary and Secondary Education Act (ESEA), which was updated by the Every Student Succeeds Act (ESSA).

Parent and Guardian Rights

If your child attends a Title I school, you have the right to know key information about their teacher. Federal law requires schools to provide details about the teacher's qualifications upon request. Additionally, schools must inform you of your child’s academic progress and notify you if your child is being taught by a teacher who does not meet the standard qualifications.

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In this district, we are trauma sensitive. We focus on relationships first. We create safe spaces, expectations, and routines. We teach self-regulation. We respond with compassion. We focus on developing the whole child. We take care of our own well-being. And we know learning happens in caring relationships.