600 Series: Education Program

Goals of the Education Program

Reviewed 2/21 600.1 Goals of the Education Program
Reviewed 2/21 600.2 Objectives of the Education Program

General Organization

Revised 6/21 601.1 School Organization
Revised 2/21 601.2 School Calendar
Reviewed 2/21 601.3 School Day

Programs of Instruction

Revised 6/21 602.1 Basic Instruction Program
Revised 9/21 602.2 Competent Private Instruction
Revised 2/21 602.3 Dual Enrollment
Reviewed 2/21 602.4 Summer School Programming
Revised 2/21 602.5 Special Education
Reviewed 2/21 602.6 Community Education
Reviewed 2/21 602.7 Home School Assistance Program
Reviewed 2/21 602.8 Time Release Program
Reviewed 2/21 602.8-R Administrative Regulations Regarding Time Release Program
Reviewed 2/21 602.9 Extra-Curricular Activities
Reviewed 2/21 602.10 Curriculum Development
Reviewed 2/21 602.11 Curriculum Implementation
Reviewed 2/21 602.12 Curriculum Evaluation
Reviewed 2/21 602.13 Articulation and Alignment of Curriculum
Reviewed 2/21 602.15 Assessment of Student Achievement
Reviewed 2/21 602.17 Career Education
Revised 2/21 602.18 Instruction at a Post-Secondary Educational Institution
Reviewed 2/21 602.20 Global Education
Reviewed 2/21 602.21 Citizenship
Reviewed 2/21 602.22 Academic Freedom
Revised 9/21 602.23 Open Enrollment - Procedures as a Receiving District
Revised 9/21 602.24 Open Enrollment - Procedures as a Sending District
Reviewed 2/21 602.25 Space Requirements for Open Enrollment and Attendance Center Exception Requests
Reviewed 2/21 602.26 Attendance Center Exception Requests
Reviewed 2/21 602.27 Selection of Instructional Materials
Reviewed 2/21 602.27-R Administrative Regulations Regarding Selection of Instructional Materials
Reviewed 2/21 602.28 Inspection of Instructional Materials
Reviewed 2/21 602.29 Objection to Instructional Materials
Reviewed 2/21 602.29-R Administrative Regulations Regarding Objection to Instructional Materials
Reviewed 2/21 602.29-E Objection to Instructional Materials Reconsideraiton Request Form

Instructional Arrangements

Reviewed 6/21 603.2 Class Grouping/Class Size
Reviewed 6/21 603.3 Excursions and Trips
Reviewed 6/21 603.3-R1 Administrative Regulations Regarding Excursions and Trips
Reviewed 6/21 603.3-R2 Excursions and Trips Request Form
Reviewed 6/21 603.5 Teaching Controversial Issues
Revised 9/21 603.6 School Ceremonies and Observances
Reviewed 6/21 603.7 Homework
Readopted 9/21 603.8 Physical Education
Reviewed 6/21 603.9 Religion in Schools
Reviewed 6/21 603.9-R Administrative Regulations Regarding Religion in Schools
Reviewed 6/21 603.10 Religion-Based Exclusion from School Programs
Reviewed 6/21 603.11 Health Education
Reviewed 6/21 603.11-E Human Growth and Development Student Excuse Form
Reviewed 6/21 603.12 Technology and Instructional Materials
Revised 6/21 603.12-R1 Administrative Regulations Regarding the Internet
Revised 6/21 603.12-R2 Administrative Regulations Regarding the Internet Appropriate Use
Revised 6/21 603.12-E1 Parent/Guardian Internet Access Student Permissions
Reviewed 6/21 603.13 Digital Communication
Reviewed 6/21 603.13-R Administrative Regulations Regarding Digital Communication/Web Page Development
Reviewed 6/21 603.14 Copyright Compliance
Reviewed 6/21 603.14-R Administrative Regulations Regarding Copyright Compliance
Reviewed 6/21 603.15 Appropriate Use of Online Learning Platforms

Student Services

Reviewed 6/21 604.1 Guidance and Counseling
Reviewed 6/21 604.2 Guidelines for Use of Professional Therapy Dogs
Reviewed 6/21 604.2-E1 Checklist of Documentation Required for Use of Professional Therapy Dogs
Reviewed 6/21 604.2-E2 Vital Information for Use of Professional Therapy Dogs
Reviewed 6/21 604.4 Talented and Gifted Program
Revised 6/21 604.5 Program for Students At Risk
Reviewed 6/21 604.6 School Library

Pupil Progress

Revised 6/21 605.1 Student Progress Reports and Conferences
Reviewed 6/21 605.2 Testing Program
Revised 9/21 605.3 Graduation Requirements
Reviewed 6/21 605.31 Early Graduation
Reviewed 6/21 605.31-R Administrative Regulations Regarding Early Graduation Applications
Reviewed 6/21 605.31-E1 Early Graduation Application Form
Reviewed 6/21 605.31-E2 Parental Permission for Early Graduation
Reviewed 6/21 605.32 Participation in Graduation Ceremonies
Reviewed 6/21 605.5 Student Promotion and Retention
Reviewed 6/21 605.6 Student Performance Testing for Course Credit
Reviewed 6/21 605.7 Multicultural/Gender Fair Education

 

600 - Goals & Objectives of the Education Program

 

 

 

600.1 - Goals of the Education Program

 

 

 

The goals of the school district will be designed to achieve the mission statement of the district. Educational programming will align with the Strategic Plan.

An advisory committee of representatives from the community and district will be appointed by the superintendent [or designee] to make recommendations for the goals of the education program in alignment with the Strategic Plan. These goals will directly align with the written, taught, and assessed curriculum by all district personnel.

Short-term and long-term goals for the education program will be established annually by the board. These goals will reflect the results of the needs assessments, recommendations from the advisory committee, recommendations from the superintendent, and changes in law within the framework of the Strategic Plan. These goals will reflect the clear identification of national standards and benchmarks.

The board will report to the community regarding progress toward the achievement of the goals of the education program on an annual basis.


Adopted: 2/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21
Revised: 9/13
Related Policy (Code #): 100.1; 101.1; 102.1
IASB Reference: 600
Mandatory Policy

600.2 - Objectives of the Education Program

 

 

 

As productive, responsible, lifelong learners it is essential Linn-Mar students be:

Competent in Core Skills and Knowledge who are proficient in reading comprehension, computation, mathematical reasoning, and technology skills and who can use cultural, artistic, historical, scientific, and technological applications to explain, assess, and anticipate change as well as construct knowledge as needed;

Thinkers who independently access information and resources, who create and critically investigate multiple options, and who make decisions that effectively solve a variety of problems;

Self-Directed Learners who are aware of their strengths, needs, interests, and wants; who can set achievable goals, monitor and evaluate their progress, and who are resourceful in responding to change;

Responsible Citizens who recognize the relationships between self and others, who accept responsibility for their personal actions, and who actively participate in improving themselves, their families, and local and global communities;

Effective Communicators who listen, speak, write, read, and respond clearly to a variety of audiences and purposes;

Collaborative Workers who use their interpersonal skills to develop constructive relationships with diverse individuals and groups; and

Practitioners of Healthy Lifestyles who are aware of physical, social, and emotional health and wellness and incorporate appropriate practices into their everyday lives.


Adopted: 6/70
Reviewed: 10/11; 4/13; 5/14; 9/16; 2/21
Revised: 9/10; 6/20
Related Policy (Code #): 600.1
Legal Reference (Code of Iowa): §§ 600
IASB Reference: 600

601 - School Organization

 

 

 

601.1 - School Organization

 

 

 

The Linn-Mar Community School District will be organized into levels of instruction as follows:

Early Childhood
Early childhood will consist of two program options:
1. Four-year old voluntary preschool program; and
2. Five-year old junior kindergarten program.

Elementary
The elementary schools will consist of kindergarten and grades one through four.

Intermediate
The intermediate schools will consist of grades five and six.

Middle School
The middle schools will consist of grades seven and eight.

High School
The high school will consist of grades 9 through 12.


Adopted: 6/70
Reviewed: 6/11; 6/12; 4/15; 1/18
Revised: 9/13; 2/21; 6/21
Related Policy (Code#): 100.1; 101.1; 102.1

601.2 - School Calendar

 

 

 

The school calendar will accommodate the education program of the school district.  The school calendar will be for a minimum of 191 days or 1,215 hours and include but not be limited to the days for student instruction, staff development, in-service days, and teacher conferences.

The academic school year for students will be for a minimum of 180 days or 1,080 hours in the school calendar. The academic school year for students will begin no sooner than August 23rd. Employees may be required to report to work prior to this date.

Special Education students may attend school on a school calendar different from that of the regular education program consistent with their Individualized Education Program (IEP).

The board, following state code, may excuse graduating seniors from up to five days of instruction or 30 hours of instruction after the district’s requirements for graduation have been met. The board may also excuse a graduating senior from making up days missed due to inclement weather if the student has met the district’s graduation requirements.

It is the responsibility of the superintendent [or designee] to develop the school calendar for recommendation, approval, and adoption by the board on an annual basis.

The board may amend the official school calendar when they consider the change to be in the best interest of the district’s education program. The board will hold a public hearing on any proposed school calendar prior to adoption.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 1/18
Revised: 4/15; 2/21
Legal Reference (Code of Iowa): §§ 20.9; 279.10; 280.3; 299.1(2) 2015; 281 IAC 12.1(7); 41.106
IASB Reference: 601.1
Mandatory Policy

601.3 - School Day

 

 

 

The student school day for grades kindergarten through 12 will consist of a minimum of 6 hours and 45 minutes, including the lunch period. The school day consists of the schedule of class instruction and class activities as established and sponsored by the school district. Time during which students are released from school for parent/teacher conferences may be counted as part of the students’ instructional time. The minimum school day will meet the requirements as established for the operation of accredited schools.

The school district may also record a day of school with less than the minimum instructional hours if the total hours of instructional time for grades 1 through 12 in any 5 consecutive school days equals a minimum of 30 hours. For any one day of school to be less than the minimum instructional hours it must be used for either staff development opportunities provided for the instructional staff or parent/teacher conferences scheduled beyond the regular school day. Schedule revisions and changes in time allotments will be made by the superintendent [or designee].

When school is forced to close due to weather or other emergencies, the part of the day during which school was in session will constitute a school day. The superintendent [or designee] will create administrative regulations necessary to utilize any remote learning opportunities that are available and permitted by law during the period of closure. Remote learning opportunities will count toward instructional time requirements as allowed by law. During the time of remote learning student attendance will be taken, assessments may be administered, and grades will count toward the students’ cumulative grade point averages. The provision of special education and accommodations for students who have Individualized Education Programs (IEPs) or Section 504 Plans during periods of closure will be determined by each respective IEP or Section 504 team.

It is the responsibility of the superintendent [or designee] to inform the board annually of the length of the school day.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15; 9/20
Legal Reference (Code of Iowa): §256.7; 279.8, .10; 281 IAC 12.1(1), .1(7-10); 34 CFR Sec 300; 28 CFR Pt 35
IASB Reference: 601.2

602 - Basic Instructional Program

 

 

602.1 - Basic Instruction Program

 

 

 

The basic instruction program will include but not be limited to the curriculum required for each grade level by the Iowa Department of Education and reflect educational standards. The instructional approach will be gender-fair and multicultural.

The basic instruction program of students enrolled in early childhood programming will include curricula and instruction designed to develop and extend literacy skills in expressive and receptive language, numeracy, social and interaction skills, and fine and gross motor skill acquisition.

The basic instruction program of students enrolled in junior kindergarten or kindergarten is designed to develop healthy emotional and social habits, literacy and communications skills, numeracy, the capacity to complete individual tasks, character education, and the ability to protect and increase physical well-being with attention given to experiences relating to the development of life skills and human growth and development.

The basic instruction program of students enrolled in grades one through six will include English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, and visual arts. Beginning July 1, 2023; computer science will also be offered during at least one grade level.

The basic instruction program of students enrolled in grades seven and eight will include English-language arts, social studies, mathematics, science, health, human growth and development, family/consumer/career, technology education, physical education, music, visual arts, and world languages. Beginning July 1, 2023; computer science will also be offered during at least one grade level.

The basic instruction program of students enrolled in grades 9 through 12 will include but not be limited to: English-language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), financial literacy (1/2 unit), and vocational education (12 units). Beginning July 1, 2022; computer science (1/2 unit) will also be offered.

The board may, in its discretion, offer additional courses in the instruction program for any grade level.

Each instruction program is carefully planned for optimal benefit taking into consideration the financial condition of the school district and other factors deemed relevant by the board or superintendent. Each instruction program’s plan should describe the program, its goals, the effective materials, the activities, and the method for student evaluation.

An individual student may advance through the academic sequence offered in the instruction program at an accelerated pace provided the age, appropriateness, and affordability can be reasonably accommodated.

It is the responsibility of the superintendent [or designee] to develop administrative regulations stating the required courses and optional courses for early childhood, junior kindergarten, kindergarten, grades one through six, grades seven and eight, and grades nine through 12; including program descriptions, goals, and methods for student assessment/evaluation.


Adopted: 6/70
Reviewed: 6/11; 1/18
Revised: 7/12; 9/13; 4/15; 9/19; 2/21; 6/21
Legal Reference (Code of Iowa): §§ 216.9; 256.11; 279.8; 280.3-14; 281 IAC 12.5; 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 603.1

602.2 - Competent Private Instruction

 

 

 

In the event a child of compulsory attendance age, over age 6 and under age 16, does not attend public school or an accredited non-public school, the child must receive competent private instruction. Competent private instruction (CPI) means either private instruction provided on a daily basis for at least 148 days during a school year, to be met by attendance for at least 37 days each school quarter, by or under supervision of a licensed practitioner which results in the student making adequate progress; or private instruction provided by a parent, guardian, or legal guardian.

A parent or legal custodian choosing CPI for a student must notify the school district prior to the first day of school or within 14 days of beginning CPI on forms provided by the school district. The forms are available in the central administration office. One copy of the completed forms will be kept by the school district and another copy will be forwarded to the area education agency.

The superintendent [or designee] will determine whether the completed form is in compliance with the law. Specifically, whether the individual providing the instruction is either the student's parent, legal custodian, or an Iowa licensed practitioner; whether the licensed practitioner's license is appropriate for the age and grade level of the student; that the student is being instructed a minimum of 148 days per year; that immunization evidence is provided for students placed under competent private instruction for the first time, and that the report is timely filed.

The school district will report non-compliance with the reporting, immunization, attendance, instructor qualifications, and assessment requirements of the compulsory attendance law to the county attorney of the county of residence of the student's parent or legal custodian. 

Students receiving competent private instruction are eligible to request open enrollment to another school district. Prior to the request for open enrollment, the student will request dual enrollment in the resident district. The receiving district will not bill the resident district unless the receiving district complies with the reporting requirements. If the parent fails to comply with the compulsory attendance requirements, the receiving district will notify the resident district. The resident district will then report the non-compliance to the county attorney of the county of residence of the parent or legal custodian. 

Students receiving CPI from a parent or legal custodian must be evaluated annually by May 1st, unless such person is properly licensed. The parent or legal custodian may choose either a standardized test approved by the Iowa Department of Education or a portfolio evaluation. If the parent or legal custodian chooses standardized testing and the student is dual enrolled, the school district will pay for the cost of the standardized test and the administration of the standardized test. If the student is not dual enrolled, the parent or legal custodian will reimburse the school district for the cost of the standardized test and the administration of the standardized test. If a parent or legal custodian of a student receiving CPI chooses portfolio assessments as the means of annual assessment, the portfolio evaluator must be approved by the superintendent [or designee]. Portfolio evaluators must hold a valid Iowa practitioner's license or teacher certificate appropriate to the ages and grade levels of the students whose portfolios are being assessed. No annual evaluation is required for students receiving CPI from an appropriately licensed or certified Iowa practitioner.

Upon the request of a parent or legal custodian of a student receiving CPI or upon referral of a licensed practitioner who provides instruction or instructional supervision of a student under CPI, the school district will refer a student who may require Special Education to the area education agency for evaluation.

Students in CPI must make adequate progress. Adequate progress includes scoring at the 30th percentile on a standardized test or a report by the portfolio evaluator indicating adequate progress. Students who fail to make adequate progress under CPI provided by the student's parent or legal custodian will attend an accredited public or non-public school beginning the next school year.

The parent or legal custodian of a student who fails to make adequate progress may apply to the director of the Department of Education for approval of continued CPI under a remediation plan. The remediation plan is for no more than one year. Before the beginning of the school year the student may be retested and if the student achieves adequate progress, the student may remain in CPI.

It is the responsibility of the superintendent [or designee] to develop administrative regulations regarding this policy.


Adopted: 11/92
Reviewed: 6/11; 9/13; 1/18; 2/21
Revised: 7/12; 4/15; 9/21
Related Policy (Code #): 602.3
Legal Reference (Code of Iowa): §§ 299; 299A; 281 IAC 31
IASB Reference: 604.1

602.3 - Dual Enrollment

 

 

 

The parent, guardian, or legal custodian of a student receiving competent private instruction may also enroll the student into the school district in accordance with state law and policy. The student will be considered under dual enrollment.

The parent, guardian, or legal custodian requesting dual enrollment for the student should notify the board secretary prior to the third Friday of September each year on forms provided by the school district. On the form, they will indicate the co/extra-curricular and academic activities in which the student is interested in participating. The forms are available at the central administration office. After the student notifies the school district what activities they wish to participate in, the school district will provide information regarding the specific programs.

A dual enrollment student is eligible to participate in the district’s co/extra-curricular and academic activities in the same manner as other students enrolled in the school district. The policies and administrative rules of the district will apply to dual enrollment students in the same manner as the other students enrolled in the school district. These policies and administrative rules will include but not be limited to athletic eligibility requirements, the good conduct rule, academic eligibility requirements, and the payment of the fees required for participation.

A dual enrollment student whose parent or legal custodian has chosen standardized testing as the form of the student's annual assessment will not be responsible for the cost of the test or the administration of the test.

The applicable legal requirements for dual enrollment including but not limited to those related to reporting and eligibility will be followed. It is the responsibility of the superintendent [or designee] to develop administrative regulations regarding this policy.


Adopted: 11/92
Reviewed: 6/11; 4/15; 1/18
Revised: 7/12; 9/13; 2/21
Related Policy (Code #): 602.2
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31
IASB Reference: 604.7

602.4 - Summer School Programming

 

 

 

Summer school programming will be conducted in such buildings, at such grade levels, and for such length of time as the board, upon recommendation of the superintendent, may determine.

The purpose of programs offered during the summer will be for the enrichment and/or extension of programs provided during the regular academic year.


Adopted: 6/70
Reviewed: 1/10; 6/12; 4/15; 1/18; 2/21
Revised: 6/11; 9/13
Legal Reference (Code of Iowa): §§ 279.8; 280.3; 282.6; 281 IAC 41.106
IASB Reference: 603.2

602.5 - Special Education

 

 

 

The board recognizes some students have different educational needs than other students. The board will provide a free, appropriate, public education program and related services to students identified in need of special education.

Special education services will be provided from birth until the appropriate education is completed, age 21 or to maximum age allowable in accordance with the law. Students requiring special education will attend general education classes, participate in non-academic and extra/co-curricular services and activities, and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student. The appropriate education for each student is written in the student’s Individualized Education Plan (IEP). 

Special education students are required to meet the requirements listed for Special Education in board policy 605.3 Graduation Requirements and in their IEPs for graduation. It is the responsibility of the superintendent [or designee] and the area education agency Director of Special Education to provide or make provisions for appropriate special education and related services.

Children from birth through age two and children ages three through age five are provided comprehensive special education services within the public education system.  The school district will work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age two. This is done to ensure a smooth transition of children entitled to early childhood special education services.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18
Revised: 10/07; 2/21
Related Policy (Code#): 605.3
Legal Reference (Code of Iowa): §§ 256.11(7); 256B; 273.1-2, .5, .9(2-3); 280.8; 2801 IAC 41.109, 41.404; 20 USC §§ 1400 et seq; 34 CFR Pt 300
IASB Reference: 603.3
Mandatory Policy

602.6 - Community Education

 

 

 

To help fulfill its mission, the board supports the concept of community education within the district.

The superintendent [or designee] will be responsible for the development and implementation of the community education program in the district.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Revised: 7/03

602.7 - Home School Assistance Program

 

 

 

The board, recognizing alternatives to education outside the formal public school system, authorizes providing a Home School Assistance Program. This program will assist students receiving competent private instruction by providing licensed teachers in a home school assistance program to assist the parent, guardian, or legal custodian in the education of the student.

The parent, guardian, or legal custodian registering for the Home School Assistance Program will agree to comply with the requirements established by the faculty of the program.

Students registered for the Home School Assistance Program will be counted in the basic enrollment.

It is the responsibility of the superintendent [or designee] to develop administrative regulations regarding this policy.


Adopted: 11/92
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Related Policy (Code #): 602.2; 602.3
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31
IASB Reference: 604.9

602.8 - Time Release Program

 

 

 

High school students who qualify will be given consideration to participate in a time release program.

Time release is defined as time during the regular school day when an eligible high school student is excused from school for purposes personally benefiting the student.

The time release program will be under the direction and administration of the high school principal.


Adopted: 6/70
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21
Revised: 9/13
Related Policy (Code#): 602.8-R
IASB Reference: 501.11

602.8-R - Administrative Regulations Regarding Time Release Program

 

 

 

Time Release Policy:
Juniors and seniors who have parent or legal custodian approval may apply for the privilege of enjoying a restricted open campus. This privilege allows the students to be in school for their scheduled classes only. This privilege is designated on student ID cards. Juniors and seniors in good standing with attendance and discipline regulations, and who have no failing grades or incomplete grades, may be eligible for time release with parent or legal custodian approval if under the age of 18.

Objectives:

  • Encourage students to make responsible decisions on budgeting their time while in school; and
  • Allow students to gain practical work experience while in school.

General Policy:

  1. If a student’s ID card is lost, they must apply for a new card at the high school attendance office. There will be a waiting period of one week before a new card is issued and a $5 fee;
  2. Time release will be given only with parent or legal custodian approval;
  3. Time release will be in effect as long as the student follows the policy and guidelines;
  4. The educational welfare of the student will, at all times, be given primary consideration; and
  5. While on time release the student is representing the Linn-Mar Community School District. Please remember this factor for the welfare of the school and the program, as well as for the student involved.

Rules and Regulations:

  1. Time release privileges may be changed or made void at any time by either the school and/or parent or legal custodian;
  2. Students cannot drop a course or courses to extend their time release privileges. If a student should drop or be withdrawn from a course, the school may assign the student to supervised study hall during that time;
  3. A student must present their ID card when requested and must carry it at all times. Failure to do so may result in loss of time release privileges;
  4. Students should NOT drive another student’s car from the parking lot without the approval of the owner;
  5. Taking non-release time students from the campus or parking off campus may result in the loss of time release privileges; and
  6. Students parking improperly, leaving school on non-release time, or altering their ID card may lose their time release privileges.

By signing this agreement, the parent or legal custodian releases and absolves the Linn-Mar Community School District from all responsibility; financial, legal, moral, or other responsibility during the time the student is away from school on time release.

This agreement can be changed or made void at any time at the discretion of the school and/or parent or legal custodian for failing marks, school rule violations, or irresponsible behavior on the part of the student. Irresponsibility is considered but not limited to the following:

  • Failure to present student ID card when requested;
  • Continual, improper parking;
  • Leaving school on non-release time;
  • Continual forgetting of student ID card;
  • Driving another student’s car from the parking lot without owner approval;
  • Not being out of the building during time release;
  • Misbehavior while at school; and
  • Any violations of school rules and regulations.

Altering a student ID card will result in immediate revocation of time release privileges!

Application:
Students wishing to apply for time release should do so through the high school associate principal’s office. The agreement is valid when signed by the associate principal, student, and parent or legal custodian.


Adopted: 4/91
Reviewed: 6/11; 9/13; 4/15; 2/21
Revised: 7/12; 1/18
Related Policy (Code#): 602.8

602.9 - Extra-Curricular Activities

 

 

 

The Linn-Mar School Board believes that a dynamic program of student activities is vital to the complete development of the student. Such activities offer opportunities to serve the institution, to assist in development of fellowship and social good will, to promote self-realization and all-around growth, and to encourage the learning of qualities of good citizenship.

To assist in the administration of a student activities program and to provide a framework of communication and review, a detailed structure of the student activities program will be outlined by the administration.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Revised: 11/07

602.10 - Curriculum Development

 

 

 

Curriculum development is an ongoing process in the school district and consists of both research and design. Research is the studious inquiry and critical investigation of the various content areas for the purpose of revising and improving curriculum and instruction based on relevant information pertaining to the discipline. This study is conducted both internally (what/how we are currently doing at the local level) and externally (what national standards, professional organizations, recognized experts, current research, etc., tell us relative to the content area). Design is the deliberate process of planning and selecting the standards and instructional strategies that will improve the learning experiences for all students.

A systematic approach to curriculum development (careful research, design, and articulation of the curriculum) serves several purposes:

  • Focuses attention on the content standards of each discipline and ensures the identified learnings are rigorous, challenging, and represent the most important learning for the students;
  • Increases the probability that students will acquire the desired knowledge, skills, and dispositions and that our schools will be successful in providing appropriate learning experiences;
  • Facilitates communication and coordination; and
  • Improves classroom instruction.

The superintendent [or designee] is responsible for curriculum development and for determining the most effective method of conducting research and design activities. A curriculum framework will describe the processes and procedures that will be followed in researching, designing, and articulating each curriculum area. This framework will, at a minimum, describe the processes and procedures for the following curriculum development activities to:

  • Study the latest thinking, trends, research, and expert advice regarding the content/discipline;
  • Study the current status of the content/discipline (what/how well students are currently learning);
  • Identify content standards, benchmarks, and grade level expectations for the content/discipline;
  • Describe the desired learning behavior’s teaching and learning environment related to the content/discipline;
  • Identify differences in the desired and present program and develop a plan for addressing the differences;
  • Communicate with internal and external publics regarding the content area;
  • Involve staff, parents, students, and community in curriculum development decisions;
  • Verify integration of local, state, and/or federal mandates (MCGF, Iowa Core, etc.); and
  • Verify how the standards and benchmarks of the content/discipline support each of the broader student learning goals and provide a K-12 continuum that builds on the prior learning of each level.

The superintendent [or designee] will establish a curriculum material review and evaluation process for each area of the curriculum which will serve as the procedure for district-wide curriculum development. The school board recognizes that effective curriculum development requires the planned allocation of resources, staff time, and staff development.

All curriculum may be reviewed by the school board. Curricular proposals from certified staff may be presented to the superintendent [or designee]. Curriculum maps, including standards and aligned assessments, will be developed and used for the various subject areas or interdisciplinary offerings. The curriculum maps will present a framework for proposed instructional strategies and assessment as a basis for further development of any particular area. The curriculum maps reflecting a correlation of standards, Iowa Core curriculum, and Common Core will be designed to assist all users in strengthening and clarifying their teaching, philosophy of learning, differentiation of instruction, and use of materials. The superintendent [or designee] will design procedures for the development and use of the curriculum maps.

It is the responsibility of the superintendent [or designee] to keep the board apprised of necessary curriculum revisions, progress, or each content area related to curriculum development activities and to develop administrative regulations for curriculum development including recommendations to the board.


Adopted: 6/70
Reviewed: 6/11; 10/13; 4/15; 1/18; 2/21
Revised: 7/12; 4/20
Related Policy (Code #): 600.1-2; 602.11-13
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 280.3; 281 IAC 12.5, .8; 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 602.1
Mandatory Policy

602.11 - Curriculum Implementation

 

 

 

Implementation refers to what actually happens in practice as compared to what was intended to happen. Curriculum implementation includes the provision of organized assistance to staff in order to ensure that the newly developed curriculum and the most powerful instructional strategies are actually delivered at the classroom level.

There are three components of any implementation effort that must be present to guarantee the planned changes in curriculum and instruction succeed as intended:

  1. Understanding the conceptual framework of the content/discipline being implemented;
  2. Organized assistance to understand the theory, observation of exemplary demonstrations, opportunities to practice, and coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level; and
  3. Consistency of effort to ensure all students at each grade level receive the instructional content.

The superintendent [or designee] is responsible for curriculum implementation and for determining the most effective way of providing organized assistance and monitoring the level of implementation. A curriculum framework will describe the processes and procedures that will be followed to assist all staff in developing the knowledge and skills necessary to successfully implement the developed curriculum in each content area.  This framework will, at a minimum, describe the processes and procedures for the following curriculum implementation activities to:

  • Study and identify the best instructional practices and materials to deliver the content;
  • Describe procedures for the selection of instructional materials and resources (Refer to Policy 602.27-R1);
  • Identify/develop exemplars that demonstrate the learning behaviors, teaching, and learning environment to deliver the content;
  • Study the current status of instruction in the content area (how teachers are teaching);
  • Compare the desired and present delivery system, identify differences (gap analysis), and develop a plan for addressing the differences;
  • Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps);
  • Provide ongoing professional development related to instructional strategies and materials that focuses on theory, demonstration, practice, and feedback;
  • Regularly monitor and assess the level of implementation;
  • Communicate with internal and external publics regarding curriculum implementation; and
  • Involve staff, parents and legal custodians, students, and community members in curriculum implementation decisions.

It is the responsibility of the superintendent [or designee] to keep the board apprised of curriculum implementation activities, the progress of each content area related to curriculum implementation activities, and to develop administrative regulations for curriculum implementation including recommendations to the board.


Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 12/09
Related Policy (Code #): 101.1; 600.1; 602.10; 602.12
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 280.3-14; 281 IAC 12 8(1)(c)(1): 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 602.2
Mandatory Policy

602.12 - Curriculum Evaluation

 

 

 

Regular evaluation of the total curriculum is necessary to ensure that the written and delivered curriculum is having the desired effect for students.

Curriculum evaluation refers to the ongoing process of collecting, analyzing, synthesizing, and interpreting information to aid in understanding what students know and can do. It refers to the full range of information gathered in the district to evaluate (make judgments about) student learning and program effectiveness in each content area.

Curriculum evaluation must be based on information gathered from a comprehensive assessment system that is designed for accountability and committed to the concept that all students will achieve at high levels, is standards-based, and informs decisions which impact significant and sustainable improvements in teaching and student learning.

The superintendent [or designee] is responsible for curriculum evaluation and for determining the most effective way of ensuring that assessment activities are integrated into instructional practices as part of school improvement with a particular focus on improving teaching and learning. A curriculum framework will describe the procedures that will be followed to establish an evaluation process that can efficiently and effectively evaluate the total curriculum. This framework will, at a minimum, describe the procedures for the following curriculum evaluation activities:

  • Identify specific purposes for assessing student learning;
  • Develop a comprehensive assessment plan;
  • Select/develop assessment tools and scoring procedures that are valid and reliable;
  • Identify procedures for collecting assessment data;
  • Identify procedures for analyzing and interpreting information and drawing conclusions based on the data (including analysis of the performance of various sub-groups of students);
  • Identify procedures for establishing at least three levels of performance (specific to the content standard and the assessment tool when appropriate) to assist in determining whether students have achieved at a satisfactory level (at least two levels describe performance that is proficient or advanced and at least one level describes students who are not yet performing at the proficient level);
  • Identify procedures for using assessment information to determine long-range and annual improvement goals;
  • Identify procedures for using assessment information in making decisions focused on improving teaching and learning (data-based decision making);
  • Provide support to staff in using data to make instructional decisions;
  • Define procedures for regular and clear communication about assessment results to the various internal and external publics (mandatory for communication about students receiving special education services);
  • Define data reporting procedures;
  • Verify that assessment tools are fair for all students and are consistent with all state and federal mandates;
  • Verify that assessment tools measure the curriculum that is written and delivered;
  • Identify procedures for deciding when multiple assessment measures are necessary for making good decisions and drawing appropriate conclusions about student learning;
  • Identify roles and responsibilities of key groups;
  • Involve staff, parents, legal custodians, students, and community members in curriculum evaluation; and
  • Ensure participation of eligible students receiving special education services in district-wide assessments.

It is the responsibility of the superintendent [or designee] to keep the board apprised of curriculum evaluation activities, the progress of each content area related to curriculum evaluation activities and to develop administrative regulations for curriculum evaluation including recommendations to the board.


Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Related Policy (Code #): 101.1; 103.1; 600.1; 602.10; 602.11
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 280.3; 281 IAC 12.8; 20 USC § 1232h; 30 CFR Pt 98
IASB Reference: 602.3
Mandatory Policy

602.13 - Articulation and Alignment of Curriculum

 

 

 

Learning will be enhanced by adherence to an integrated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade-to-grade and school-to-school. 

The curriculum shall reflect the best knowledge of the growth and development of its learners, the content of various curriculum disciplines, the needs of learners based on the nature of society, the desires of the residents/tax payers of the school district, and the Iowa Core.

The curriculum is designed to provide teachers and students with the district’s expectations of what children and young people are to learn. Teachers are required to align their teaching to the Iowa Core and additional district standards.


Adopted: 7/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21
Revised: 10/13
Related Policy (Code #): 102.1; 602.10

602.15 - Assessment of Student Achievement

 

 

 

The district will establish criteria for determining the effectiveness of curricular design and instructional programming at district, school, and classroom levels.

Evaluations will focus on determining the extent to which students are achieving and maintaining the appropriate level of performance for each specific expectation and the extent to which the instructors are displaying effective conveyance of the curriculum in the classroom.


Adopted: 7/99
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 11/07
Related Policy (Code #): 102.1; 602.12

602.17 - Career Education

 

 

 

Preparing students for careers is one goal of Linn-Mar’s education program. The district curriculum will be relevant to the world of work and Career Education will be infused into all curricular areas, PreK-12. Career Education will include, but not be limited to, awareness of self in relation to others and the needs of society, exploration of employment opportunities, experiences in personal decision-making, and experiences of integrating work values and work skills into their lives.

Effective Career Education begins with the basic academics, communications, and technical skills required for success in a changing world. In addition, every student should be offered, in an age-appropriate manner, opportunities to assess personal attributes and interests and to match these against potential career opportunities. The goal of Career Education is that all students will develop employability skills and required competencies in their area of interest by the time they graduate. Students will be provided guidance in educational planning to help achieve this goal.

It is the responsibility of the superintendent [or designee] to encourage and assist licensed personnel in finding ways to incorporate Career Education into the education program.

In addition to school-based resources, the district will utilize community resources (e.g., Junior Achievement, Workplace Learning Connection, Chamber of Commerce, MEDCO, school/business partnerships, student and faculty internships, etc.) to enhance the education program.

It is also the responsibility of the superintendent [or designee] to incorporate Career Education into Linn-Mar’s School Improvement Plan and to include the evaluation of Linn-Mar’s Career Education efforts in an overall district assessment plan. 

In any curriculum under review, the board will take special note of the components that indicate that Career Education has been incorporated into all curricula.


Adopted: 6/85
Reviewed: 6/12; 9/13; 4/15; 2/21
Revised: 6/11; 1/18
Related Policy (Code#): 602.12-13; 603.15
Legal Reference (Code of Iowa): §§ 256.11, .11A; 280.9; 281 IAC 12.5(7)
IASB Reference: 603.7
Mandatory Policy

602.18 - Instruction at a Post-Secondary Educational Institution

 

 

 

In accordance with this policy, students in grades 9 through 12 may receive academic or vocational/technical education credits that count toward graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. Students and parents or guardians will be made aware of the post-secondary instructional opportunities as part of the development of each student’s individual career and academic plan as required by law. Students may receive academic or vocational/technical education credits through an agreement between a post-secondary educational institution or with the board’s approval on a case-by-case basis.

The following factors will be considered in the board’s determination of whether a student will receive academic or vocational/technical education credits toward graduation requirements for a course at a post-secondary educational institution:

  • The course is taken from a public or accredited private post-secondary educational institution;
  • A comparable course is not offered in the district. A comparable course is one in which the subject matter or the purposes and objectives of the course are similar, in the judgment of the board, to a course offered in the district;
  • The course is in the discipline areas of mathematics, science, social sciences, humanities, vocational/technical education, or a course offered in the community college career options program;
  • The course is a credit-bearing course that leads to a degree;
  • The course is not religious or sectarian;
  • The course meets any other requirements set out by the board;
  • The course complies with Department of Education’s requirements for meeting proficiency criteria for the Every Student Succeeds Act; and
  • The course complies with Department of Education’s senior year plus criteria.

Students in grades 9 through 12 who successfully complete courses in post-secondary educational institutions under an agreement between the district and the post-secondary educational institution will receive academic and vocational/technical education credits in accordance with the agreement. The superintendent [or designee] shall grant to a student who successfully completes a post-secondary education option (PSEO) course a unit of high school graduation credit for every unit of high school level instruction successfully completed.

Students who have completed the eleventh grade but who have not completed the graduation requirements set out by the board may take up to seven semester hours of credit at a post-secondary educational institution during the summer months when school is not in session, if the students pay for the courses. Upon successful completion of the summer courses, students will receive academic or vocational/technical education credits toward graduation requirements which are set by the board. Successful completion of the courses is determined by the post-secondary educational institution.

Students in grades 11 and 12 who take courses other than courses taken under an agreement between the district and the post-secondary educational institution, will be responsible for transportation without reimbursement to and from the location where the course is being offered.

Ninth and tenth grade talented and gifted students and all students in grades 11 and 12 will be reimbursed for tuition and other costs directly related to the course up to $250. Students who take courses during the summer months when school is not in session will be responsible for the costs of attendance for the courses.

Students who fail the course and fail to receive credit will reimburse the district for all costs directly related to the course. Prior to registering for the course, students under age 18 will have a parent or guardian sign a form indicating that the parent is responsible for the costs of the course should the student fail the course and fail to receive credit. Students who fail the course and fail to receive credit for reasons beyond their control including but not limited to physical incapacity, a death in the immediate family, or a move out of the school district may not be responsible for the cost of the course. The board may waive reimbursement of costs to the district for the previously listed reasons. Students dissatisfied with the board’s decision may appeal to the local AEA for a waiver of reimbursement.

If a student is unable to demonstrate proficiency or the school district or accredited nonpublic school determines that the course unit completed by the student does not meet the school district’s standards, the superintendent [or designee] will provide, in writing to the student’s parent or guardian, the reason for the denial of credit.

It is the responsibility of the superintendent [or designee] to notify students and parents or guardians of the opportunity to take courses at post-secondary educational institutions in accordance with this policy, on an annual basis. The superintendent [or designee] will also be responsible for developing the appropriate forms and procedures for implementing this policy.


Adopted: 11/92
Reviewed: 1/10; 6/12
Revised: 1/10; 6/11; 9/13; 4/15; 1/18; 11/18; 2/21
Legal Reference (Code of Iowa): §§ 256.7, .11; 258; 261E; 279.61; 280.3; 280.14; 281 IAC 12 and 22
IASB Reference: 604.6

602.20 - Global Education

 

 

 

Because of our growing interdependence with other nations in the world, global education is incorporated into the education program for grades PreK-12.

Global education is the life-long growth in understanding through study and participation of the world community and the interdependency of its people and systems (social, cultural, racial, economic, linguistic, technological, and ecological).

Global education will provide students with the opportunity to acquire a perspective on world issues, problems, and prospects for an awareness of the relationship between an individual’s self-interest and the concerns of people elsewhere in the world.


Adopted: 8/89
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 7/03
Related Policy (Code#): 602.10-13
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.5(11)
IASB Reference: 603.10

602.21 - Citizenship

 

 

 

Being a citizen of the United States, of Iowa, and of the Linn-Mar Community School District entitles students to special privileges and protections. Citizenship requires students to assume civic, economic, and social responsibilities and to participate in their country, state, and school district community in a manner that entitles them to keep these rights and privileges.

As a part of the education program, students will 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 are instructed in the elements of productive citizenship and the role quality citizens play in their country, state, community, and school district community.


Adopted: 3/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21
Revised: 10/13
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.3(6), 12.5(3)(b)-(5)(b)
IASB Reference: 603.11
Mandatory Policy

602.22 - Academic Freedom

 

 

 

The board believes students should have an opportunity to reach their own decisions and develop their own beliefs about conflicting points of view. Academic freedom is the opportunity of licensed employees and students to study, investigate, present, interpret, and discuss facts and ideas relevant to the subject matter of the classroom. The expression of academic freedom must be consistent with the maturity and intellectual and emotional capacities of the students.

It is the responsibility of the licensed employees to refrain from advocating partisan causes, sectarian religious views, or biased positions in the classroom. Licensed employees are not discouraged from expressing personal opinions as long as students are aware it is a personal opinion and students are allowed to reach their own conclusions independently.

It is the responsibility of the principal to ensure academic freedom is allowed but not abused in the classroom.


Adopted: 3/99
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 7/03
Related Policy (Code #): 602.1
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .6
IASB Reference: 603.9

602.23 - Open Enrollment - Procedures as a Receiving District

 

 

 

The school district will participate in open enrollment as a receiving district. As a receiving district, the board will allow nonresident students who meet the legal requirements to open enroll into the district. The board will have complete discretion to determine the attendance center of the students attending the school district under open enrollment. The policies of the school district will apply to all students attending the district under open enrollment.

The superintendent [or designee] has the authority to approve good cause applications or continuation of an educational program application. The board will approve all other open enrollment requests according to the timelines established by law.

The deadline for open enrollment requests for students in grades 1 through 12 is March 1st of the previous school year. The deadline for open enrollment requests for kindergarten students is September 1st of the new school year.

The superintendent [or designee] will notify the sending school district of the decision made to approve or deny the open enrollment request. The superintendent [or designee] will also notify the parents of the action to approve or deny the open enrollment request. 

Open enrollment requests into the district will not be approved if insufficient classroom space exists. Open enrollment requests into the district will also not be approved for students who have been suspended or expelled by the administration or the board of the school district the student is or was attending until the student has been reinstated into the school district from which they were suspended or expelled. Once the student is reinstated, the student's open enrollment request will be considered in the same manner as other open enrollment requests provided the required timelines are met.

Open enrollment requests into the district that, if denied, would result in students from the same nuclear family being enrolled in different school districts will be given highest priority. The board, in its discretion, may waive the insufficient classroom space reason for denial for students of the same nuclear family to prevent the division of a nuclear family between two school districts. Other open enrollment requests into the district are considered in the order received by the district with the first open enrollment request given a higher priority than the second open enrollment request and so forth.

Students in grades 9 through 12 open enrolling into the school district will not be eligible for participation in interscholastic athletics, at the varsity level only, in accordance with applicable laws.

Parents of students whose open enrollment requests are approved are responsible for providing transportation to and from the receiving school district without reimbursement. The board will not approve transportation into the sending district.

An open enrollment request into the district from parents of a Special Education student will be reviewed on a case-by-case basis. The determining factors for approval of such open enrollment requests will be whether the Special Education program available in the district is appropriate for the student's needs and whether the enrollment of the Special Education student will cause the class size to exceed the maximum allowed. The area education agency director of Special Education serving the school district will determine whether the program is appropriate. The Special Education student will remain in the sending district until final determination is made. For students requiring Special Education services, the receiving district will complete and provide to the resident district the documentation needed to seek Medicaid reimbursement for eligible services.

It is the responsibility of the superintendent [or designee] to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.


Adopted: 3/99
Reviewed: 1/10; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11; 9/21
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.24-26
Legal Reference (Code of Iowa): §§ 139A.8; 274.1; 279.11; 281.1, .3, .8, 18; 299.1; 281 IAC 17
IASB Reference: 501.15

602.24 - Open Enrollment - Procedures as a Sending District

 

 

 

The school district will participate in open enrollment as a sending district. As a sending district, the board will allow resident students who meet the requirements to open enroll to another public school district.

Parents requesting open enrollment out of the district for their student will notify the sending and receiving school districts no later than March 1st in the school year preceding the first year desired for open enrollment. The notice is made on forms provided by the Department of Education. The forms are available at the Linn-Mar Learning Resource Center (2999 N 10th Street, Marion) or via the district website (www.Linnmar.k12.ia.us).

Parents of students who will begin kindergarten in the school district are exempt from the open enrollment deadline of March 1st. Parents of students who will begin kindergarten and pre-kindergarten students enrolled in Special Education programs and included in the district’s basic enrollment will file in the same manner set forth above by September 1st. Parents who have good cause as defined by law for failing to meet the March 1st deadline may make an open enrollment request by September 1st unless another deadline applies.

The superintendent [or designee] has the authority to approve good cause applications or continuation of an educational program application. The board will approve all other open enrollment requests according to the timelines established by law.

The superintendent [or designee] will notify the parents of the action to approve or deny the open enrollment request. Approved open enrollment requests are transmitted by the superintendent [or designee] to the receiving district after action is taken on the open enrollment request.

The board will not approve a student's request to allow the receiving district to enter the district for the purposes of transportation. Parents may withdraw their open enrollment request prior to the start of the school year.

Open enrollment requests out of the district from parents of Special Education students are reviewed on a case-by-case basis. The determining factor for approval of such an open enrollment request will be whether the Special Education program available in the receiving school district is appropriate for the student's needs. The area education agency’s Director of Special Education serving the school district will determine whether the program is appropriate. The Special Education student will remain in the school district until the final determination is made.

It is the responsibility of the superintendent [or designee] to maintain open enrollment request applications and notice forms. It is also the responsibility of the superintendent [or designee] to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.


Adopted: 3/99
Reviewed: 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11; 9/21
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.23; 602.25-26
Legal Reference (Code of Iowa): §§ 139A.8; 274.1; 279.11; 282.1, .3, .8; 299.1; 281 IAC 17
IASB Reference: 501.14

602.25 - Space Requirements for Open Enrollment and Attendance Exception Requests

 

 

 

Open enrollment or other enrollment requests will be considered based upon availability of classroom space. In making its determination the board may consider several factors including but not limited to the nature of the education program, grade level, available licensed employees, instructional method, physical space, student-teacher ratios, equipment and materials, facilities either being planned or under construction, facilities planned to be closed, financial condition of the school district, a sharing agreement in force or planned, a bargaining agreement in force, laws or rules governing special education class sizes, board-adopted school district goals and objectives, and other factors considered relevant by the board.

The enrollment requests as described will be reviewed by the board annually. It is the responsibility of the superintendent [or designee] to bring this information to the attention of the board each year.


Adopted: 3/99
Reviewed: 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 12/09; 6/11
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.23-24; 602.26
Legal Reference (Iowa Code): §282.18(13); 281 IAC 17.6(3)
IASB Reference: 606.6
Mandatory Policy

602.26 - Attendance Center Exception Request

 

 

 

The board supports the internal transfer of a student from one attendance center to another within the district’s schools when there are extenuating circumstances. All attendance center exception requests will be reviewed for approval by the superintendent [or designee]. 

A process for handling these requests will be made available to all parents or guardians and will be published on a regular basis in order that all parents or guardians are aware of this administrative procedure.

The consideration for an attendance center exception request will be based on the extenuating circumstance and class size at the requested school. The decision on placement is not subject to appeal. If approved, the parents or guardians will be responsible for transportation of the student to and from school.


Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 11/07
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.23-25

602.27 - Selection of Instructional Materials

 

 

 

The board recognizes that the selection of instructional materials is a vital component of the school district’s curriculum. The board has sole discretion to approve instructional materials for the district. The board delegates its authority to determine which instructional materials will be utilized and purchased by the district to licensed employees. The licensed employees will work closely together to ensure vertical and horizontal articulation of instructional and library materials in the education program.

The superintendent may appoint an ad hoc committee for the selection of instructional materials. The committee may be composed of school district employees, parents, students, community members, or representatives of community groups.

In reviewing current instructional materials for continued use and in selecting additional instructional materials, the licensed employees will consider the current and future needs of the district as well as the changes and the trends in education and society. It is the responsibility of the superintendent [or designee] to report to the board the action taken by the selection committee.

In making its recommendations to the superintendent, the licensed employees will select materials which:

  • Support the educational philosophy, goals, and objectives of the district;
  • Meet high standards of quality in factual content and presentation;
  • Consider the needs, age, and maturity of students;
  • Are within the school district’s budget;
  • Foster respect and appreciation for cultural diversity and difference of opinion;
  • Stimulate growth in factual knowledge and literary appreciation;
  • Encourage students to become decision-makers, to exercise freedom of thought, and to make independent judgment through the examination and evaluation of relevant information, evidence, and differing viewpoints;
  • Portray the variety of careers, roles, and lifestyles open to all persons; and
  • Increase an awareness of the rights, duties, and responsibilities of each member of a multicultural society.

In the case of textbooks, the board will make the final decision after a recommendation from the superintendent [or designee]. The criteria stated above for selection of instructional materials will also apply to the selection of textbooks. The superintendent may appoint licensed employees to assist in the selections of textbooks.

Gifts of instructional materials must meet these criteria stated above for the selection of instructional materials. The gift must be received in compliance with Policy 802.7 Gifts, Grants, and Bequests.


Adopted: 12/73
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15
Related Policy (Code #): 602.10-13; 602.27-R
Legal Reference (Code of Iowa): 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.1-3
Mandatory Policy

602.27-R - Administrative Regulations Regarding Selection of Instructional Materials

 

 

 

Responsibility for Selection of Instructional Materials

  1. The board is responsible for materials relating to the district’s instructional program.
  2. The responsibility for the selection of instructional materials is delegated to the professionally trained and licensed employees of the school system. For the purpose of this rule the term “instructional materials” includes printed and multimedia materials (not equipment), whether considered text materials or library materials. The board retains the final authority for the approval of textbooks.
  3. While selection of materials may involve many people including administrators, teachers, teacher-librarians, students, parents, and community members, the responsibility for coordinating the selection of most instructional materials and making the recommendation for the purchase rests with licensed employees including teacher-librarian selection of materials for school libraries.
  4. Responsibility for coordinating the selection of instructional materials for distribution to classes will rest with the licensed employees, administrators, and superintendent. For the purpose of this rule the term “instructional materials” includes textbooks and other printed and non-printed materials provided in multiple copies for use of a total class or major segment of a class.
  5. If the superintendent appoints an ad hoc committee to make recommendations on the selection of instructional materials, the ad hoc committee is formed and appointed in compliance with Policy 203.8 Ad Hoc Committees.
    1. The superintendent will inform the committee of their role and responsibilities.
    2. The following, or similar, statement is to be given to the ad hoc committee members: Bear in mind the principles of the freedom to learn and to read and base your decisions on these broad principles rather than on defense of individual materials. Freedom of inquiry is vital to education in a democracy. Study thoroughly all materials referred to you and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and local holdings in other schools. Passages or parts should not be pulled out of context. The values and faults should be weighed against each other and the opinions based on the material as a whole. Your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of our discussion of the questioned materials.

Materials Selected for Use in Libraries and Classrooms will Meet these Guidelines:

  1. Religion: Materials will represent the major religions in a factual, unbiased manner. The primary source material of the major religions is considered appropriate, but material which advocates rather than informs or is designed to sway reader judgment regarding religion will not be included in school libraries or classrooms.
  2. Racism: Materials will present a diversity of race, custom, culture, and belief as a positive aspect of the nation's and world’s heritage and give candid treatment to unresolved intercultural problems including those which involve prejudice, discrimination, and the undesirable consequences of withholding rights, freedom, or respect of an individual.
  3. Sexism: Materials will reflect sensitivity to the needs, rights, traits, and aspirations of persons without preference or bias.
  4. Age: Materials will recognize the diverse contributions of various age groups and portray the continuing contributions of maturing members of society.
  5. Ideology: Materials will present basic primary and factual information on an ideology or philosophy of government which exerts or has exerted a strong force, either favorably or unfavorably, over civilization or society, past, or present. The materials will not be selected with the intention to sway reader judgment and is related to the maturity level of the intended audience.
  6. Profanity and Sex: Materials are subjected to a test of literary merit and reality by the teacher-librarians and licensed employees who will take into consideration their reading of public and community standards of morality.
  7. Materials regarding controversial issues will be directed toward maintaining a balanced collection representing various views.

The selection decision should be made on the basis of whether the materials present an accurate representation of society and culture, whether the circumstances depicted are realistically portrayed, or whether the materials have literary or social value when viewed as a whole.

These guidelines will not be construed in such a manner as to preclude materials which accurately represent the customs, morals, manners, culture, or society of a different time or a different place.

Procedures for Selection

Materials purchased for libraries and classrooms are recommended for purchase by licensed employees in consultation with administrators, teacher-librarians, students, or an ad hoc committee as appointed by the superintendent. The materials recommended for purchase are approved by the appropriate administrator.

  1. The materials selected will support stated objectives and goals of the district. Specifically, the goals are:
    • To acquire materials and provide service consistent with the demands of the curriculum;
    • To develop student skills and resourcefulness in the use of libraries and learning resources;
    • To effectively guide and counsel students in the selection and use of materials and libraries;
    • To foster wide range of significant interests in students;
    • To provide opportunities for aesthetic experiences and development of an appreciation of the fine arts;
    • To provide materials to motivate students to examine their own attitudes and behaviors and comprehend their own duties and responsibilities as citizens in a pluralistic democracy;
    • To encourage life-long education through the use of the library; and
    • To work cooperatively and constructively with the instructional staff and administrators in the school and district.
  2. Materials selected are consistent with stated principles of selection which are:
    • To select materials within established standards which will meet the goals and objectives of the district;
    • To consider the educational characteristics of the community in the selection of materials within a given category;
    • To present the sexual, racial, religious, and ethnic groups in the community by:
      • Portraying people, adults, and children whatever their ethnic, religious, or social class identity as human and recognizable displaying a familiar range of emotions, both negative and positive.
      • Placing no constraints on individual aspirations and opportunity.
      • Giving comprehensive, accurate, and balanced representation to minority groups and women in art, science, history, literature, and in all other fields of life and culture.
      • Providing abundant recognition of minority groups and women by frequently showing them in positions of leadership and authority.
    • To intelligently, quickly, and effectively anticipate and meet needs through awareness of subjects of local, national, and international interest and significance; and
    • To strive for impartiality in the selection process.
  3. Materials selected will meet stated selection criteria which are:
    • Authority/Author’s Qualifications: Education, experience, and previously published works;
    • Reliability:
      • Accuracy: Meaningful organization and emphasis on content, meets the material’s goals and objectives, and presents authoritative and realistic factual material.
      • Current: Presentation of content which is consistent with the finding of recent and authoritative research.
    • Treatment of Subject: Shows an objective reflection for the multi-ethnic character and cultural diversity of society.
    • Language:
      • Vocabulary:
        • Does not indicate bias by the use of words which may result in negative value judgments about groups of people without meaning of context; and
        • Does not use “man” or similar limiting word usage in generalizations or ambiguities which may cause women to feel excluded or dehumanized.
      • Compatible to the reading level range of the students for whom it is intended.
    • Format:
      • Books:
        • Adequate and accurate index;
        • Paper of good quality and color;
        • Print adequate and well-spaced;
        • Adequate margins;
        • Firmly bound; and
        • Cost.
      • Non-Books:
        • Flexibility and adaptability;
        • Curricular orientation of significant interest to students;
        • Appropriate for audience;
        • Accurate, authoritative presentation;
        • Good production qualities (fidelity and aesthetically adequate);
        • Durability; and
        • Cost.
      • Illustrations of Books and Non-Book Materials:
        • Depicts instances of fully-integrated groupings and settings to indicate equal status and non-segregated social relationships (Exception would be primary sources used as reference documents);
        • Makes clearly apparent the identity of minorities; and
        • Contains pertinent and effective illustrations.
      • Flexible to enable teachers to use parts at a time and not follow a comprehensive instructional program based on a rigid frame of reference, unless appropriate to pedagogy.
    • Special Features:
      • Bibliographies
      • Glossary
      • Current charts, maps, etc.
      • Visual aids
      • Index
      • Special activities to stimulate and challenge students
      • Provides a variety of learning activities, strategies, and skill development that can be anchored on standards for learning.
    • Potential Use Considerations
      • Will it meet the requirements of reference work?
      • Will it help students with personal problems and adjustments?
      • Will it serve as a source of information for teachers and librarians?
      • Does it offer an understanding of cultures other than the student’s own? Is it free of racial, religious, age, disability, ethnic, and sexual stereotypes?
      • Will it expand students’ sphere of understanding and help them to understand the ideas and beliefs of others?
      • Will it help students and teachers keep abreast of and understand current events?
      • Will it foster and develop hobbies and special interests?
      • Will it help develop aesthetic tastes and appreciation?
      • Will it serve the needs of students with special needs?
      • Does it inspire learning?
      • Is it relevant to the subject?
      • Will it stimulate a student’s interest?
  4. Gifts of library or instructional materials may be accepted if the gifts meet existing criteria for library and instructional materials. The acceptance and placement of such gifts is within the discretion of the superintendent [or designee].
  5. In order to provide a current, highly usable collection of materials, teacher-librarians will ensure constant and continuing renewal of the collection not only the addition of up-to-date materials but by the judicious elimination of materials which no longer meet district needs or are being used. The process of weeding instructional materials will be done according to established and accepted standards for determining the relevance and value of materials in a given context.
    • Procedure to start basic collection:
      • With the assistance of a reputable vendor in collaboration with the teacher-librarian, the collection will begin with the vendor’s selected core collection based on curriculum areas submitted by the teacher-librarian. Additional titles will be added to the core collection using resources such as the American Library Association’s Top 100 List, Children’s Catalog, knowledge of children’s authors and illustrators, Caldecott and Newbery Award winning titles, and staff recommendations.
    • Procedures to add to the collection:
      • The teacher-librarian will utilize a variety of selection aids including:  Booklist, School Library Journal, Horn Book, newspaper reviews, Publisher’s Weekly, Library Talk, School Media Journal, Sparks, Bulletin of the Center for Children’s Books, Library Media Connections, Kirkus Reviews, publisher recommendations from adopted curricular areas (Science, Social Studies, Six Traits of Writing, etc.), and student and staff requests.
      • Consideration of district curriculum needs of the individual school and student.
      • Consideration of reading interests, abilities, and developmental levels of students using the library media center.
      • Literary quality of the materials.
      • Attractiveness and durability of the physical book and/or materials.
      • Assurance of use for the intended use, or appropriate requested use.

Adopted: 12/73
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15
Related Policy (Code#): 602.10-13; 602.27
Legal Reference (Code of Iowa): 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.1-R1

602.28 - Inspection of Instructional Materials

 

 

 

Parents and other members of the school district community may view the instructional materials used by the students. All instructional materials including teacher’s manuals, media, or other supplementary materials which will be used in connection with any survey, analysis, or evaluation as part of any federally-funded programs must be available for inspection by parents.

The instructional materials must be viewed on district premises. Copies may be obtained according to board policy and in compliance with copyright laws.

It is the responsibility of the superintendent [or designee]to develop administrative regulations regarding the inspection of instructional materials.


Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15
Related Policy (Code #): 602.29; 602.29-R; 602.29-E
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.2
Mandatory Policy

602.29 - Objection to Instructional Materials

 

 

 

Residents of the school district community may object to instructional materials utilized in the district and ask for their use to be reconsidered.

It is the responsibility of the superintendent [or designee] in conjunction with the principals to develop administrative regulations for reconsideration of instructional materials.


Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Related Policy (Code #): 602.28; 602.29-R; 602.29-E
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.3
Mandatory Policy

602.29-R - Administrative Regulations Regarding Objection to Instructional Materials

 

 

 

A resident of the school district community may raise an objection to instructional materials used in the district’s education program despite the fact that the individuals selecting such material were duly qualified to make the selection, followed proper procedures, and observed the criteria for selecting such materials.

Procedures Prior to Filing a Request for Reconsideration of Instructional Materials
The school official or employee receiving a complaint regarding instructional materials will try to resolve the issue informally. The materials generally will remain in use pending the outcome of the reconsideration procedure.

  1. The school official or employee initially receiving a complaint will explain to the individual the board’s selection procedures, criteria to be met by the instructional materials, and qualifications of those persons selecting the materials.
  2. The school official or employee initially receiving a complaint will explain to the individual the role of the objected material in the education program, its intended educational purpose, and additional information regarding its use. In the alternative, the employee may refer the individual to the teacher-librarian who can identify and explain the use of the materials.

The employee receiving the initial complaint will advise the building principal of the initial contact no later than the end of the school day following the discussion with the individual, whether or not the individual has been satisfied by the initial contact. A written record of the contact is maintained by the principal in charge of the attendance center. Each building principal will inform employees of their obligation to report complaints.

In the event the individual making an objection to instructional materials is not satisfied with the initial explanation, the individual is referred to the principal or to the teacher-librarian of the attendance center. If after consultation with the principal or teacher-librarian the individual desires to file a formal complaint, the principal or teacher-librarian will assist in filling out a Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E) in full and file it with the superintendent.

Request for Reconsideration
A resident of the school district community may formally challenge instructional materials on the basis of appropriateness used in the district’s education program. This procedure is for the purpose of considering the opinions of those persons in the district and community who are not directly involved in the selection process.

Each attendance center and the district’s central administrative office will keep on hand and make available the Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E). Formal objections to instructional materials must be made using this form.

The individual will state the specific reason the instructional material is being challenged. The Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E) is signed by the individual and filed with the superintendent. The superintendent will promptly file the objection with the Reconsideration Committee for re-evaluation.

Generally, access to challenged instructional materials will not be restricted during the reconsideration process. However, in unusual circumstances the instructional materials may be removed temporarily by following the Item C under “The Reconsideration Committee” below.

The Reconsideration Committee
The Reconsideration Committee is made up of seven members:

  • One licensed employee designated, as needed, by the superintendent.
  • One teacher-librarian designated, as needed, by the superintendent.
  • One member of the administrative team designated, as needed, by the superintendent.
  • Three members of the community appointed annually, as needed, by the superintendent.
  • The superintendent [or designee].
  1. The committee will select their chairperson and secretary.
  2. The committee will meet at the request of the superintendent.
  3. Special meetings may be called by the board to consider temporary removal of materials in unusual circumstances. A recommendation for temporary removal will require a two-thirds vote of the committee.
  4. Notice of committee meetings is made public through appropriate publications and other communications methods.
  5. The committee will receive the completed Reconsideration of Instructional Materials Request Form (Refer to Policy 602.29-E) from the superintendent [or designee].
  6. The committee will determine its agenda for the first meeting, which may include the following:
  • Distribution of copies of the completed reconsideration request form.
  • An opportunity for the individual or a group spokesperson to talk about or expand on the reconsideration request form.
  • Distribution of reputable, professionally prepared reviews of the challenged instructional materials, if available.
  • Distribution of copies of the challenged instructional materials, if available.
  1. The committee may review the selection process for the challenged instructional materials and may, to its satisfaction, determine that the challenge is without merit and dismiss the challenge. The committee will notify the individual and the superintendent of its action.
  2. At a subsequent meeting, if held, interested persons including the individual filing the challenge may have the opportunity to share their views. The committee may request that individuals with special knowledge be present to give information to the committee.
  3. The individual filing the challenge is kept informed by the Reconsideration Committee secretary on the status of the reconsideration request throughout the process. The individual filing the request and known interested parties are given appropriate notice of meetings.
  4. At the second, or subsequent meeting, the committee will make its final recommendation. The committee’s final recommendation may be to take no removal action, to remove the challenged materials from the school environment, or to limit the educational use of the challenged materials. The sole criterion for the final recommendation is the appropriateness of the materials for its intended educational use.  The written, final recommendation and its justification are forwarded to the superintendent, the individual, and the appropriate attendance centers. The superintendent may also make a recommendation but, if so, it should be independent from the committee’s recommendation.
  5. Following the superintendent’s decision with respect to the committee’s recommendation, the individual or the chairperson of the Reconsideration Committee may appeal the decision to the board for review. Such appeals must be presented to the superintendent in writing within five days following the announcement of the superintendent’s decision. The board will promptly determine whether to hear the appeal.
  6. A recommendation to sustain a challenge will not be interpreted as a judgment of irresponsibility on the part of the individuals involved in the original selection or use of the materials.
  7. Requests to reconsider materials which have previously been reconsidered by the committee must receive approval of two-thirds of the committee members before the materials will again be reconsidered.
  8. If necessary or appropriate in the judgment of the committee, the committee may appoint a subcommittee of members or non-members to consolidate challenges and to make recommendations to the full committee. The composition of the subcommittee will approximate the representation of the full committee.
  9. Committee members directly associated with the selection, use, or challenge of the materials are excused from the committee during the deliberation of the challenged instructional materials. The superintendent may appoint a temporary replacement for the excused committee member, but the replacement must be of the same general qualifications as the member excused.
  10. Persons dissatisfied with the decision of the board may appeal to the Iowa Board of Education.

Adopted: 2/08
Reviewed: 6/12; 9/13; 4/15; 1/18; 2/21
Revised:6/11
Related Policy (Code#): 602.28; 602.29; 602.29-E
IASB Reference: 605.3R1

602.29-E - Objection to Instructional Materials Reconsideration Request Form

 

 

 

Click here to download the objection to instructional materials form


Request for reconsideration of printed or multi-media instructional materials should be submitted to the superintendent (2999 N 10th Street, Marion, IA 52302).

Review Initiated By:

Name:
Date:
Address:
Phone:
School(s) in which item is used:
Relationship to school (parent, student, citizen, etc.):

Book or Other Printed Material (If applicable):

Author:
Hardcover______   Paperback_____   Other_____
Title:
Publisher (if known):
Date of publication:

Multi-Media Materials (If applicable):

Title:
Producer (If known):
Type of material (filmstrip, motion picture, etc.):

Person making the request represents (circle one):      Self      Group/Organization

Name of Group:
Address of Group:

1. What brought this itme to your attention? 
2. To what in the item do you object? (Be specific) 
3. In your opinion, what harmful effects for students might result from use of this item? 
4. Do you perceive any instructional value in the use of this item? If so, explain. 
5. Did you review the entire item? If not, what sections did you review? 
6. Should the opinion of additional experts be considered?  _____Yes    _____ No
     If yes, please list specific suggestions: 
7. To replace this item, do you recommend other material which you consider to be of equal or superior quality for the purpose intendend?
8. Do you wish to make an oral presentation to the Reconsideration Committee?
    _____ Yes
                a) Please contact the superintendent (319-447-3001)
                b) Please be prepared at this time to indicate the approximate length of time your presentation will require, although this is no
                    guarantee that you'll be allowed to present to the committee or that you will get your requested amount of time. _______ Minutes
   _____ No

 

Signature _____________________________________________________________ Date: _____________________________________
 


Adopted: 2/08
Reviewed: 9/13; 4/15; 1/18; 2/21
Related Policy (Code#): 602.28; 602.29; 602.29-R
IASB Reference: 605.E2

603 - Instructional Arrangements

 

 

 

603.2 - Class Grouping/Class Size

 

 

 

It is the responsibility of the superintendent [or designee] to make an annual recommendation to the board on class size based upon the financial condition of the school district, available classroom space, the qualifications of and number of licensed employees, and other factors deemed relevant by the board.


Adopted: 6/70
Reviewed: 7/11; 9/12; 4/15; 4/18; 6/21
Revised: 9/13
Related Policy (Code#): 602.23-26
Legal Reference (Code of Iowa): §279.8; 280.3
IASB Reference: 606.1; 606.6

603.3 - Excursions and Trips

 

 

 

The school board recognizes that a properly planned, well-conducted, and carefully supervised curriculum-related excursion/trip is a vital part of the curriculum of any classroom or current activity. Student travel related to co/extra-curricular activities that are a reasonable extension of student experiences are also supported as long as student participation is inclusive of the regular group activity participation.

Excursions/trips will have the approval of the building principal in advance of the trip. Consent of each student’s parent, guardian, or legal custodian is required in advance of any excursion/trip including activities and athletics.

Every effort should be made to confine trips to a single day, but it is recognized that there may be occasions when an educational excursion/trip will be of such distance and/or nature to necessitate students being gone overnight. Such trips will require the approval of the superintendent [or designee].

Students who have graduated by the time of the school-sponsored, scheduled excursion/trip are not eligible to participate. Sanctioned (Iowa High School Athletic Association or Iowa Girls’ High School Athletic Union) athletic competitions and/or tournaments are excepted as long as student conduct is covered by Policy 502.1 Code of Conduct.

It is the responsibility of the superintendent in conjunction with building principals to develop administrative regulations regarding this policy.


Adopted: 2/78
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy (Code #): 502.1; 503.6; 603.3-R1; 603.3-R2
Legal Reference (Code of Iowa): § 279.8; 281 IAC 43.9; 390 CFR Pt 390.3(f)
IASB Reference: 606.5

603.3-R1 - Administrative Regulations Regarding Excursions and Trips

 

 

 

Excursions/trips that relate to the educational development of the students are supported by the school board.

School sponsored excursions/trips are those in which only Linn-Mar students participate and are sponsored by a certificated Linn-Mar employee. In contrast to fieldtrips, which must demonstrate a strong alignment to the curriculum, excursions/trips must have a relationship to either the academic activity or athletic programming of the district with a purpose of advancing the development of the student or providing an opportunity for application of the student’s education.

Requirements of school sponsored excursions/trips include:

  1. Sponsorship by a certified district employee
  2. Provision of proper supervision by a qualified person for certain activities such as rock climbing, ropes, beach swimming, surfing, etc.
  3. Adherence to the district’s Code of Conduct (Policy 502.1) and completion of appropriate documentation by parents/guardians or students
  4. Completion of a written request to the Chief Financial/Operating Officer at least four weeks in advance of the excursion/trip including the following:
  • The rationale for the excursion/trip including the purpose and objectives
  • Clarification if request is dependent upon pre-qualifying for the event
  • Detailed plans for student supervision
  • Proposed itinerary
  • Cost and source of funding
  • Number of student participants
  • Copy of required participation paperwork
  1. Approval by the building principal and submission of the approved application and materials to the superintendent [or designee] no later than four weeks prior to the start of the excursion/trip
  2. Within three weeks of completion of the excursion/trip, the sponsor will submit a written summary of the event to the building principal.

Note: Students who have graduated prior to commencement of the excursion/trip are not eligible to participate unless they are a member of a state sanctioned team or group and governed by the district’s Code of Conduct (Policy 502.1).

Non-school sponsored excursions/trips including those involving groups with Linn-Mar students, or groups with Linn-Mar students and other students, will abide by the requirements of the excursion/trip sponsors and sponsoring organization or business. Parents/guardians of the students, the students, and the sponsoring organization are responsible for everything related to the excursion/trip as well as the excursion/trip. If the sponsors or sponsoring organization or business meets with students on campus, the sponsor or sponsoring organization must reserve the meeting space and pay rent for the use of district facilities related to the excursion/trip meetings, arrangements, or anything else related to the excursion/trip. District resources may not be used for any aspect of a non-school sponsored excursion/trip; this includes bulletin boards, district email, distribution of information in any format, informal meetings, etc. 


Adopted: 1/10
Reviewed: 7/11; 9/12; 2/15; 4/18; 6/21
Revised: 9/13; 8/16; 11/17
Related Policy (Code#): 502.1; 503.6; 503.3; 503.3-R2

603.3-R2 - Excursions and Trips Request Form

 

 

 

Click here to download the Excursion/Trip Request Form


 

Date Request Received by CFO/COO: ________________

A written request for overnight excursions/trips must be submitted to the Chief Financial/Operating Officer not less than four weeks prior to the proposed excursion/trip and prior to any travel arrangements being finalized.

Overnight excursions/trips require prior approval of the building administrator, the superintendent [or designee], and the school board. In authorizing excursions/trips, the building principal will consider the financial condition of the school district, the educational benefit of the activity, the inherent risks or dangers of the activity, and other factors deemed relevant by the superintendent including the participation of the membership of the regular activity group. Students who have graduated may not participate in school sponsored excursions/trips unless the event is sanctioned by the state athletic associations.

The request will include:

  • Rationale for the excursion/trip including the purpose and objectives
  • Clarification if request is dependent upon pre-qualifying for event
  • Detailed plans for student supervision
  • Proposed itinerary
  • Cost and source of funding
  • Number of student participants
  • Copy of required participation paperwork
  1. Within three weeks of the completion of the excursion/trip the sponsor will submit a written summary of the event to the building principal.
  2. The building will be responsible for obtaining a substitute teacher if one is needed.
  3. Students eligible for a fee waiver will be covered through contingency/discretionary funds as appropriate.

Excursion/Trip Criteria: The following checklist must be signed and submitted to the Chief Financial/Operating Officer with required documentation not less than four weeks prior to the proposed excursion/trip and prior to any travel arrangements being finalized:

Group Name: _____________________________________________________________
Submitted By: ____________________________________________________________

Criteria   Description Provided
Purpose Required Purpose of excursion/trip is clearly defined and "...is a vital part of the curriculum or current activity." Reference Board Policy 603.3.  
Pre-Planning Required Evidence of pre-planning that will maximize the learning experiences of students on this excursion/trip. (Dates, location, number of student participants, plan for supervision, proposed itinerary, hotel, cost/budget source, required participation paperwork, clarification if request is dependent upon pre-qualifying for an event, etc.)  
Follow-Up Required Evidence of planning for follow-up in order to maximize the learning experiences of students on this excursion/trip.  
Assessment Required Evicence that students will be required to demonstrate their understanding of the learning expected from this experience.  
Funding Required Source of funding has been determed that meets Department of Education and district guidelines. Reference Board Policy 603.3.  
Common Experience Recommended This excursion/trip is a common experience that all students at this grade level or activity group should have.  
Multi-Disciplinary Recommended This excursion/trip addresses more than one curricular area and offers the opportunity for curriculum integration.  
Building Principal Approval   Date:
Chief Financial/Operating Officer Approval   Date:
Board of Directors Approval   Date:

Adopted: 2/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 8/16; 11/17
Related Policy (Code#): 502.1; 503.6; 603.3; 603.3-R1

603.5 - Teaching Controversial Issues

 

 

 

A controversial issue is a topic of significant academic inquiry about which substantial groups of citizens of this community, this state, or this nation may hold sincere, conflicting points of view.

It is the belief by the board that controversial issues should be fairly presented in a spirit of honest academic dialog so that students may recognize the validity of other points of view and can also learn to formulate their own opinions based upon dispassionate, objective, unbiased study and discussion of the facts related to the controversy.

It is the responsibility of licensed personnel to present full and fair opportunities and means for students to study, consider, and discuss all aspects of controversial issues including but not limited to political philosophies.

It is the responsibility of licensed personnel to protect the rights of the students to study pertinent controversial issues within the limits of good taste and civility, and to allow students to express personal opinions in an appropriate and respectful manner without jeopardizing the students’ relationships with the licensed personnel.

It is the responsibility of licensed personnel to refrain from advocating partisan causes, sectarian religious views, propaganda, or indoctrination of any kind through any classroom or school activity or device. However, licensed personnel will not be prohibited from expressing personal opinions in a balanced and respectful manner as long as students are encouraged to reach their own decisions independently.

The board encourages full discussion of controversial issues in a spirit of academic dialog that shows students they have the right to disagree with the opinions of others, but that they also have the responsibility to base their disagreements on facts or reasoned conclusions and to respect the right of others to hold conflicting opinions.


Adopted: 6/70
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 12/07
Related Policy (Code #): 602.16; 602.16-R
Legal Reference (Code of Iowa): §§279.8; 280.3, .6
IASB Reference: 603.9; 603.9R1

603.6 - School Ceremonies and Observances

 

 

 

Student participation in opening and/or closing school day ceremonies or observances of a ceremonial nature will be of the student’s own choosing.

The school and district will respect each student’s personal beliefs, religious or non-religious, concerning patriotism as it relates to the opening or closing of school programs.

Non-participation of students in ceremonies or observances will not be cause for exclusion from the classroom, assembly hall, or group meeting place.

Per Iowa Legislative House File 847, the district will provide and maintain suitable flagstaff at each school site and raise the Iowa and United States flags each school day as weather conditions permit. The district will also display the United States flag and administer The Pledge of Allegiance in each 1st through 12th grade classroom on school days.


Adopted: 6/70
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 12/07; 9/21
Related Policy (Code #): 603.11
Legal Reference (Code of Iowa): § 279.8; 280.5
IASB Reference: 606.2

603.7 - Homework

 

 

 

Homework should be an integral and relevant part of a student’s instructional program. It should be used consistently throughout the grades and classes. Parents, guardians, or legal custodians should be informed of this homework policy and regulations.

Homework is defined as out-of-class assignments that may be considered as extensions and enrichment of the regular classroom instructional program, as reinforcement of newly acquired skills, as application of recent learning, or as preparation for further learning.

Three basic types of homework (practice, preparation, and extension) should be intentionally designed for students with the following purposes considered:

  1. Practice: To provide students an opportunity to reinforce newly acquired skills or apply recent learning.
  2. Preparation: To have the student obtain sufficient background information to be prepared for the next day’s instruction.
  3. Extension: To foster student initiative for learning through individual applications, research, and study.

It is the expectation that homework, as described above, will be given when appropriate in all classes in grades PreK-12. For all students, homework assignments should be:

  • Necessary and useful
  • Appropriate to the ability and maturity level of the students
  • Well explained and motivating
  • Clearly understood by the student
  • Identified as far in advance as possible to assist students in time management
  • Promptly monitored by licensed personnel including acknowledgement and/or feedback

The time required for homework completion should be appropriate to the student’s developmental level and potential. Teachers should consider the following when assigning homework:

  1. The number of assignments for which a student may have responsibility
  2. The complexity of the assignments
  3. The available school time in which homework can be completed
  4. The resources available to students while at home

Building principals will collaborate by level in the development of homework assignment guidelines that fulfill the intent of this policy and articulate to the next level the district’s mission to Inspire Learning, Unlock Potential, and Empower Achievement.


Adopted: 6/85
Reviewed: 9/12; 9/13; 6/21
Revised: 7/11; 2/15; 4/18
Related Policy (Code #): 602.16, 602.16-R

603.8 - Physical Education

 

 

 

Students in grades K-12 are required to participate in physical education courses unless they are excused by the principal of their attendance center.

Students may be excused from physical education courses if the student presents a written statement from a doctor stating that such activities could be injurious to the health of the student, or the student has been exempted because of a conflict with the student’s religious beliefs.

Students in grades 9-12 may also be excused from physical education courses if:

  1. The student is enrolled in academic courses not otherwise available.
  2. The student has obtained a physical education waiver for the quarter because the student is actively involved in an athletic program.
  3. The student is participating in the Legislative Page Program at the State Capitol for a regular session of the general assembly.
  4. The student is enrolled in a Junior Reserve Officer Training Corp (JROTC).

Twelfth grade students may also be excused from physical education courses if they are enrolled in a cooperative, work study, or other education program authorized by the school which requires the student’s absence from school.

Students who will not participate in physical education courses must have a written request or statement from their parents.


Adopted: 3/99
Deleted: 9/16
Readopted 9/21
Reviewed: 12/09; 9/13; 4/16
Revised: 7/03; 708; 7/11; 9/12; 2/15
Related Policy (Code#): 602.1
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.5
IASB Reference: 603.6
Mandatory Policy

603.9 - Religion in Schools

 

 

 

The board recognizes the key role religion has played in the history of the world and authorizes the study of religious history and traditions as part of the curriculum or school-sponsored activities. The board does not authorize the practice of religion as part of the curriculum or school-sponsored activities. Religion and religious conviction will be treated with fairness and respect.

The district is required by law to keep the practice of religion out of school curriculum. Preferential or derogatory treatment of a single religion will not take place.

It is the responsibility of the superintendent [or designee] to ensure the study of religion in school is in keeping with the following guidelines:

  1. The proposed activity must have a secular purpose.
  2. The primary objective of the activity must not be one that advances or inhibits religion.
  3. The activity must not foster excessive governmental entanglement with religion.

District personnel will not discriminate against any person based upon their religious beliefs. District personnel are encouraged to promote, among employees and students, tolerance of varied religious beliefs or non-belief. District personnel will not denigrate a student’s religious beliefs or non-belief. The policy against denigrating religious beliefs and non-belief will not be interpreted to prohibit academic discussion of religion. This policy has no intent to affect the religious beliefs or practices of district personnel outside of their work environment.


Adopted: 3/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 7/08
Related Policy (Code #): 603.9-R; 603.10
Legal Reference (Code of Iowa): §§ 279.8; 280.6
IASB Reference: 603.8; 603.8R1; 603.9; 603.9R1; 604.5; 606.2

603.9-R - Administrative Regulations Regarding Religion in Schools

 

 

 

The Linn-Mar Community School District believes there is value in diversity and appreciates the constitutional context in which schools must function regarding religious liberty and the First Amendment.

The following guidelines have been developed to further define Policy 603.9 Religion in Schools:

Teaching about Religion: Religious holidays offer opportunities to teach about religions. The observance or celebration of a religious holiday in school raises sensitive issues for people who observe the holiday and for those who do not.

District personnel and students are permitted to observe their religious holidays in the schools so long as the observance is not disruptive. By way of example, observing a religious fast or wearing a religious article as part of a holiday observance or celebration is not likely to be disruptive. Other forms of observance that could be disruptive may not be permitted at school or special arrangements for such observance may have to be made.

District personnel may not make the celebration of, as opposed to the study of, a religious holiday part of any curricular or co/extra-curricular activity. District personnel may not coerce students to participate in the celebration or observance of any religious celebration.

Religious Expression: The right of students to engage in religious activity and discussion will be respected. For example, individual students are free to pray, read their scriptures, discuss their faith, and invite others to join their particular religious group as long as such behaviors are not disruptive or coercive. Students will have the right to express their religious views when those views are relevant to the subject under consideration or meet the requirements of the assignment.

Students may wear clothing with religious significance when the wearing of the clothing during the school day is part of their religious practice. Students may wear religious jewelry and may display religious messages on clothing to the same extent that other messages are permitted.

Students may distribute religious literature on district property following the guidelines of policies 1001.4 and 1001.4-R regarding distribution of non-curricular materials. Distribution upon the proper approvals of religious, non-curricular literature is to be done at a reasonable time, place, and manner that is not disruptive to the orderly and efficient operation of the school or district. The distribution of literature that is obscene, defamatory, or disruptive is prohibited.

Students may form religious clubs which shall have access to school facilities and media on the same basis as other non-curriculum-related student clubs. Participation in such clubs must be voluntary and student-initiated. The club may not be sponsored by the school or district personnel. District personnel will not direct, conduct, control, or regularly attend meetings of such clubs. District personnel may be present at religious club meetings in a supervisory capacity, but they will not participate in club activities. Any club activity that is illegal or that would cause substantial disruption of the school or district is prohibited.

When acting on behalf of Linn-Mar Schools, employees will be neutral among religions and between religion and non-religion. District personnel will not organize, mandate, or participate in student religious activities including prayer. District personnel are allowed to wear personal, religious jewelry.

School Activities and Programs: The historical and contemporary significance of religious holidays may be included in the education program provided that the instruction is presented in an unbiased and objective manner. The selection of holidays to be studied will take into account major celebrations of several world religions, not just those of a single religion. Holiday-related activities will be educationally sound and sensitive to religious differences and will be selected carefully to avoid the excessive or unproductive use of school time. Teachers will be especially careful in planning activities that are to take place immediately preceding or on a religious holiday.

Music, art, literature, and drama having religious themes (including traditional carols, seasonal songs, and classical music) will be permitted if presented in an objective manner without sectarian indoctrination and the emphasis on religious themes is only as extensive as necessary for a balanced and comprehensive study or presentation. Religious content included in student performances will be selected on the basis of its independent educational merit and will seek to give exposure to a variety of religious customs, beliefs, and forms of expression. Holiday programs, parties, or performances will not become religious celebrations or be used as a forum for religious worship such as the devotional reading of sacred writings or the recitations of prayers.

The use of religious symbols (e.g. a cross, menorah, crescent, Star of David, lotus blossom, nativity scene, or other symbols that are part of a religious ceremony) are permitted as teaching aids, but only when such symbols are used temporarily and objectively to give information about a heritage associated with a particular religion. The Christmas tree, Santa Claus, Easter eggs, Easter bunnies, and Halloween decorations are secular, seasonal symbols and as such can be displayed in a seasonal context.

Expressions of belief or non-belief initiated by individual students are permitted in composition, art forms, music, speech, and debate. However, teachers may not require projects or activities which indoctrinate or force students to contradict their personal religious beliefs or non-beliefs.

Accommodations: Curricular or co/extra-curricular assignments or activities that make students feel excluded or identified with a religion not their own will be avoided whenever possible.

The Linn-Mar Community School District shall accommodate requests from parents or students to be excused for religious reasons from curricular or co/extra-curricular activities without penalty. When students are excused for religious reasons from curricular activities, teachers shall make available a comparable educational experience.


Adopted: 3/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 7/08
Related Policy (Code #): 502.11; 603.9; 603.9-R; 603.10; 1001.14
Legal Reference (Code of Iowa): §§ 279.8; 280.6
IASB Reference: 603.8; 603.8R1; 603.9; 603.9R1; 604.5; 606.2

603.10 - Religion-based Exclusion from School Programs

 

 

 

Parents, guardians, or legal custodians who wish to have their student excluded from a school program because of religious beliefs must inform the superintendent [or designee]. The board authorizes the administration to allow the exclusion if it is not disruptive to the educational process and it does not infringe on a compelling state or educational interest. Furthermore, the exclusion must not interfere with other school or district operations. Students who are allowed to be excluded from a program or activity which violates their religious beliefs shall be required to do an alternate activity or study.

In notifying the superintendent [or designee] the parents, guardians, or legal custodians will abide by the following:

  1. The notice will be in writing.
  2. The objection will be based on religious beliefs.
  3. The objection will state which activities or studies violate their religious beliefs.
  4. The objection will state why the activities or studies violate their religious beliefs.
  5. The objection will state a proposed alternate activity or study.

The superintendent [or designee] will have sole discretion to make this determination. The factors the superintendent [or designee] will consider when a student requests to be excluded from a program or activity because of religious beliefs include but are not limited to:

  • Staff available to supervise a student who wishes to be excluded.
  • Space to house the student while the student is excluded.
  • Available superintendent [or designee] approved alternative course of study or activity while the student is excluded.
  • Number of students who wish to be excluded.
  • Whether allowing the exclusion places the school or district in a position that it is supporting a particular religion.
  • Whether the program or activity is required for promotion to the next grade level or for graduation.

Adopted: 8/89
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy (Code #): 603.9; 603.9-R
Legal Reference (Code of Iowa): §§ 256.11(6); 279.8
IASB Reference: 603.8; 603.8R1; 603.9; 603.9R1; 604.5; 606.2

 

603.11 - Health Education

 

 

 

Students in grades kindergarten through 12 shall receive as part of their health education instruction about: personal health, food and nutrition, environmental health, safety and survival skills, consumer health, family life, human growth and development, substance abuse and non-use (including the effects of alcohol, tobacco, drugs, and poisons on the human body), human sexuality, self-esteem, stress management, interpersonal relationships, emotional and social health, health resources, prevention and control of disease and communicable diseases (including sexually transmitted diseases and acquired immune deficiency syndrome), and current crucial health issues.

The purpose of the health education program is to help each student protect, improve, and maintain physical, emotional, and social well-being. The areas stated above shall be included in health education and the instruction will be adapted at each grade level to the age and maturity level of students to aid in their understanding of the content.

Parents, guardians, or legal custodians who object to health education instruction in human growth and development may file a written request that their student be excused from the instruction. The written request (Refer to Policy 603.11-E) shall include a proposed alternate activity or study acceptable to the superintendent [or designee]. The superintendent [or designee] will have final authority to determine the alternate activity or study.


Adopted: 6/90
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 7/08
Related Policy (Code #): 603.11-E
Legal Reference (Code of Iowa): §§ 256.11; 279.8; 280.3-14; 281 IAC 12.5
IASB Reference: 603.5
Mandatory Policy

603.11-E - Human Growth and Development Student Excuse Form

 

 

Click here to download a copy of the form


Student Name: _________________________________________ Grade: _______________ Building: ____________

Parent/Guardian/Legal Custodian: _______________________________________________ Phone: ______________

Please list the curricular objectives from which you wish to have your student excused and the class/grade in which each is taught. An example is provided below for you to follow.

  Objective Class/Grade Proposed Alternative Assignment
Ex: To describe behaviors that will minimized and prevent transmission of HIV

Health Education / 6th Grade

 
1.      
2.      
3.      
4.      
5.      
6.      

I have reviewed the Human Growth and Development program goals, objectives, and materials and wish my student be excused from class when these objectives are taught. I understand my student will incur no penalty but may/shall be required to complete an alternative assignment that relates to the class and is consistent with assignments required of all students in the class.

Signed: ________________________________________________________ Date: _________________________________
             (Parent, Guardian, or Legal Custodian)

Signed: ________________________________________________________ Date: _________________________________
             (School Administrator)


Reviewed: 9/13; 2/15; 4/18; 6/21
Related Policy (Code#): 603.11
IASB Reference: 603.5E1

603.12 - Technology and Instructional Materials

 

 

 

The school board supports the use of innovative methods and the use of technology in the delivery of the education program. The board encourages district personnel to investigate efficient and effective ways to utilize technological advances as a part of the curriculum and instruction practices.

The superintendent [or designee] is responsible for developing guidelines to monitor the use of technology. Any objections to materials used as a result of technology will be processed under Linn-Mar board policies 602.27, 602.27-R, 602.28, 602.29, 602.29-R, and 602.29-E.

It is the responsibility of the superintendent [or designee] to develop a plan for the use of technology in the curriculum and to evaluate it annually. The superintendent [or designee] will report the results of this evaluation to the board and make a recommendation regarding the use of technology in the curriculum.


Adopted: 8/89
Reviewed: 7/11; 9/12; 10/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy (Code #): 6602.27; 602.27-R; 602.28;; 602.29; 602.29-R; 602.29-E; 603.5; 603.12-R1-R2; 603.12-E1
Legal Reference (Code of Iowa): § 279.8; 281 IAC 12.3(12), 12.5(10), .5(4)
IASB Reference: 605.4
Mandatory Policy

603.12-R1 - Administrative Regulations Regarding the Internet

 

 

 

Technology is a vital part of the district’s curriculum and the Internet will be made available to employees and students. Appropriate and equitable use of the Internet will allow employees and students to access resources unavailable through traditional means.

The district provides an electronic mail address to students for academic purposes. The students are required to follow the guidelines for appropriate use (Refer to Policy 603.12-R2).

The Internet can provide a vast collection of educational resources for students and employees. It is a global network which makes it impossible to access all available information. Because information appears, disappears, and changes constantly it is not possible to predict or control what students may locate. The district makes no guarantees as to the accuracy of information received on the Internet. Although students will be under teacher supervision while utilizing the district’s network, it is not possible to constantly monitor individual students and what they are accessing on the Internet. Some students might encounter information that may not be of educational value. Student Internet records and access records are confidential records treated like other student records. Student Internet activities will be monitored by the district to ensure they are not accessing inappropriate sites that have visual depictions that include obscenity, child pornography, or are harmful to minors. Also included, but not limited to, prohibited behaviors such as cyber bullying, cheating, and misappropriation of financial instruments and like resources will also be monitored and terminated with appropriate disciplinary procedures enacted. The district uses technology protection measures to protect students from inappropriate access and from inappropriate behavior.

The district will monitor the online activities of students and will educate students about appropriate online behavior, including interacting on social networking sites and chat rooms. Students will also be educated on cyberbullying, including awareness and response. Employees will provide age appropriate training for students who use the Internet. The training provided will be designed to promote the district’s commitment to:

  • The standards and acceptable use of Internet services as set for in district policy
  • Student safety with regard to:
    • Safety on the internet,
    • Appropriate behavior while online, social networking websites, and in chat rooms, and
    • Cyberbullying awareness and response.
  • Compliance with the E-rate requirements of the Children’s Internet Protection Act
  • Unauthorized access including hacking and other unlawful activities by minors online
  • Unauthorized disclosure, use, and dissemination of personal information regarding minors

Employees and students will be instructed on the appropriate use of the Internet. Parents will be required to give permission to allow their students to access the Internet via the PowerSchool eRegistration process.

In compliance with federal law, this policy will be maintained at least five years beyond the termination of funding under the Children’s Internet Protection Act (CIPA) or E-rate.


Adopted: 7/03
Reviewed: 12/09; 7/11; 4/18
Revised: 11/7; 9/12; 10/13; 2/15; 6/21
Related Policy (Code#): 603.12; 603.12-R2; 603.12-E1
Legal Reference (Code of Iowa): § 279.8; 47 CFR 54.520
IASB Reference: 605.6
Mandatory Policy

603.12-R2 - Administrative Regulations Regarding Internet Acceptable Use

 

 

 

Responsibility for Internet Acceptable Use:

  1. The authority for appropriate use of electronic internet resources is delegated to licensed employees. For the purpose of this policy, internet is defined as: A collection of thousands of inter-connected computer networks involving millions of computers and users around the world. It is a collaboration of private, public, educational, governmental, and industrial sponsored networks whose operators cooperate to maintain the network infrastructure.
  2. Instruction in the proper use of the internet will be available to employees who will then provide similar instruction to their students.
  3. Employees are expected to practice appropriate use of the internet and violations may result in discipline up to and including discharge.

Internet Access:

  1. Access to the internet is available to employees and students as a source of information and a vehicle of communication.
  2. Students will be able to access the internet with the permission of their teachers.
    1. Making internet access available to students carries with it the potential that some students might encounter information that may not be appropriate for students. On a global network it is impossible to control all materials because information on the internet appears, disappears, and changes so it is not possible to predict or control what students may locate.
    2. It is a goal to allow teachers and students access to rich opportunities on the internet while protecting the rights of students and parents who choose not to risk exposure to questionable materials.
    3. The smooth operation of the network relies on the proper conduct of the end users who must adhere to strict guidelines which require efficient, ethical, and legal utilization of network resources.
    4. To reduce unnecessary system traffic, users may use real-time conference features such as video/chat/internet relay chat only as approved by the supervising teacher.
    5. Transmission of material, information, or software in violation of any school board policy or regulation is prohibited.
    6. The district makes no guarantee as to the accuracy of information received on the internet.

Permission to Use Internet: Parents/guardians will grant annual permission for their student to use the internet.

Student/Staff Use of the Internet:

  1. Equal Opportunity: The internet is available to all students/staff within the district.
     
  2. Online Etiquette:
    1. The use of the network is a privilege and may be taken away for violation of board policy or regulations. As a user of the internet, students/staff may be allowed access to other networks. Each network may have its own set of policies and procedures. It is the user’s responsibility to abide by the policies and procedures of these other networks.
    2. Student access for electronic mail (email) will be through their student account supervised by their teacher. Students should adhere to the following guidelines:
      • Respect all copyright and license agreements
      • Cite all quotes, references, and sources
      • Remain on the system only long enough to get needed information
      • Apply the same privacy, ethical, and educational considerations utilized in other forms of communication
    3. Students/staff should adhere to the following guidelines:
      • Others may be able to read or access emails so private messages should not be sent
      • Delete unwanted messages immediately
      • Use of objectionable language is prohibited
      • Always sign messages
      • Always acknowledge receipt of a document or file
         
  3. Restricted Materials: Students/staff will not intentionally access or download any text files or pictures or engage in any conference that includes materials which are:
  • Obscene, libelous, indecent, vulgar, profane or lewd
  • Advertises any product or service not permitted to minors by law
  • Constitutes insulting or fighting words, the very expression of which injures or harasses others
  • Presents a clear and present likelihood that either because of its content or the manner of distribution it will cause a material and/or substantial disruption of the proper and orderly operation and discipline of the school, district, or school activities
  • Will cause the commission of unlawful acts or the violation of lawful school regulations
  1. Unauthorized Costs/Damages: If a student or district employee gains access to any services via the internet which have a cost involved or if a they incur any other type of cost due to physical damage, the student or district employee incurring such services or necessary repairs will be responsible for the cost.
     
  2. Students/staff should never download or install any unauthorized software including Virtual Private Networks (VPNs) to bypass content filters, browser extensions, games, etc.

Adopted: 7/03
Reviewed: 7/11; 4/18
Revised: 9/12; 10/13; 2/15; 8/17; 6/21
Related Policy (Code#): 603.12; 603.12-R1; 603.12-E1
Legal Reference (Code of Iowa): § 279.8; 47 CFR 54.520
IASB Reference: 605.6R1

603.12-E1 - Parent/Guardian Internet Access Student Permissions

 

 

 

Your student has access to electronic communication known as the Internet. The vast domain of information contained within Internet libraries can provide unlimited opportunities to students.

Students may be permitted to use a school electronic mail (email) address to send and receive email at school under teacher supervision. Students will be expected to abide by the following network etiquette:

  1. The use of the network is a privilege and may be taken away for violation of board policy or regulations. As a user of the Internet, students may be allowed access to other networks. Each network may have its own set of policies and procedures. Students will abide by the policies and procedures of these other networks.
  2. Students will respect all copyright and license agreements.
  3. Students will cite all quotes, references, and sources.
  4. Students will only remain on the system long enough to get needed information.
  5. Students will apply the same privacy, ethical, and educational considerations utilized in other forms of communication.
  6. Whenever accessing electronic mail, students should adhere to the following guidelines:
    • Others may be able to read or access the email, so private messages should not be sent
    • Delete unwanted messages immediately
    • Use of objectionable language is prohibited, including explicit or inferred harassing or bullying language
    • Always sign messages
    • Always acknowledge receipt of a document or file
  1. Students accessing data services that have a cost involved will be responsible for payment of the cost.
  2. Students will use district-provided computer equipment appropriately and for its intended use.

Parent/guardian permission are submitted annually via the PowerSchool eRegistration process. For questions or issues with accessing PowerSchool, please contact your student’s attendance center.


Adopted: 7/03
Reviewed: 11/09; 7/11; 4/18
Revised: 11/07; 9/12; 10/13; 2/15; 6/21
Related Policy (Code#): 603.12; 603.12-R1-R2
IASB Reference: 605.6E1

603.13 - Digital Communication

 

 

 

The internet provides a valuable learning tool for students and staff and offers another communication vehicle for informing the public about school programs and activities.

The board authorizes the establishment of a district website, Facebook page, Twitter account, and other appropriate digital communication platforms. Only those web pages approved by the superintendent [or designee] and maintained in accordance with board policy and administrative procedures will be recognized as official representations of the school district.

The superintendent [or designee] is responsible for assigning an individual responsible for maintaining the digital communication platforms. The superintendent [or designee] in conjunction with the responsible individual will develop administrative regulations regarding the digital communication platforms.


Adopted: 7/03
Reviewed: 7/11; 9/12; 10/13; 4/18; 6/21
Revised: 2/15
Related Policy (Code #): 603.12; 603.12-R1-R2; 603.12-E1-E2; 604.6
Legal Reference (Code of Iowa): § 279.8

603.13-R - Administrative Regulations Regarding Digital Communication/Web Page Development

 

 

 

Internet access provides opportunities for students and staff to contribute to the district’s presence on the World Wide Web. The district website (www.linnmar.k12.ia.us) provides information about district planning, curriculum, instruction, school-authorized activities, programs, and general information relating to the district and its schools. Web page development capability is provided by the Technology Department and the Communications and Media Relations Coordinator.

Creators of web pages need to familiarize themselves with and adhere to the following guidelines. Failure to follow these guidelines may result in the loss of authoring privileges or other stringent disciplinary measures.

Content Standards: Web pages may not contain advertisements. However, business logos directly associated with Linn-Mar Community School District programs or departments which meet guidelines and have been approved may be displayed. Web pages may not promote individuals or organizations for the purpose of financial, political, or professional gain. Web pages must be approved by the Executive Director of Technology [or designee] before they can be linked to the Linn-Mar website. Employee-designated, district, Office 365 and Google sites and applications must also comply with the same guidelines of appropriate use and will be monitored by district administration. If prior approval is not possible, a disclaimer page will be inserted before the user links to the site.

Subject Matter: All subject matter on web pages must relate to curriculum, instruction, school-authorized activities, programs, or general information that is appropriate and of interest to others and it should relate to the district or the schools within the district. Therefore, neither staff nor students may publish personal home pages as part of the district website or home pages for other individuals or organizations not directly affiliated with the district. Staff or student work may be published only as it relates to a class project, course, or other school-related activity.

Quality: All web pages must be free of spelling and grammatical errors. Documents may not contain objectionable material or point to or link directly to objectionable materials. Objectionable material is defined as material that does not meet the standards for instructional resources specified in district policies. Regarding the question of quality or propriety of web page material, appearance, or content the judgment of the Communications and Media Relations Coordinator [or designee] will prevail.

Ownership and Retention: All web pages, Office 365, and Google applications on the district websites are property of the school district.

Safeguards: Web pages may not contain photographs or personal identification information about students, their families, their friends, and/or employees of the Linn-Mar School District without written consent. Email addresses of Linn-Mar employees may be posted. Web pages may not include any information which indicates the physical location of a student at a given time. Web pages may not hinder the loading and general functions of the home page, home page server, and/or computer stations.

Laws or School Board Policies: All documents on the Linn-Mar website, Office 365, and Google applications must conform to board policies, state laws, federal laws, and copyright laws; as well as established school guidelines. Copies of board policies are available on the district website (www.linnmar.k12.ia.us). Persons developing or maintaining web documents are responsible for complying with these and other policies.

Some relevant issues and board policies include the following:

  1. Electronic transmission of materials is a form of copying. As specified in board policy, no unlawful copies of copyrighted materials may be knowingly produced or transmitted via the district’s equipment including its website, Office 365, or Google applications.
  2. Web pages are subject to Policy 602.29-E Objection to Instructional Materials Reconsideration Request Form and Policy 603.12 Technology and Instructional Materials including related administrative rules, regulations, and exhibits.
  3. Any information communicated via district web pages, Office 365, or Google applications will comply with Policy 505.6 Education Records Access including related administrative rules, regulations, and exhibits.
  4. Any links to district web pages that are not specifically-related will meet the criteria established in board policies. Any other non-curricular materials must be limited to information about youth activities, agencies, or organizations which are known to be non-discriminatory, non-sectarian, non-profit, and exclusively devoted to community interests or child welfare. District web pages, Office 365, or Google application links may not include entities whose primary purpose is commercial or political advertising.
  5. Any deliberate tampering with or misuse of district network services or equipment will be considered vandalism and will be handled according to board Policy 603.12 Technology and Instructional Materials.

Consistency Technical Standards: Every web page added to the district’s website must contain certain elements which to provide general consistency:

  1. All web pages must be submitted to the Executive Director of Technology [or designee] for review prior to placement on the district server.
  2. Users must exhibit care when creating web pages with extensive tiled backgrounds, large graphics, large PDF documents, or any other large files. Such files require extensive download time which take bandwidth away from other users.
  3. The authorized staff member who is publishing approved web pages for themselves, or for students, will edit and test them for accuracy of links and for conformance with standards outlined in this policy.
  4. Web pages may not contain links to other web pages not yet completed. If additional pages are anticipated but not yet developed, the text that will provide the link should be included. However, the actual link to said pages may not be made available until the final page is in place on the district server.
  5. All web pages must be given names which clearly identify them. The names of all documents will coincide with current district naming practices and structures.
  6. Any graphics, sounds, or videos must conform to the format currently used or approved by the district.
  7. Web pages shall not contain student email address links, survey response links, or any other type of direct-response links.
  8. Final decisions regarding access to active web pages for editing content or organization will rest with the Executive Director of Technology [or designee].

Other Technical Standards: Material on web pages reflect an individual’s thoughts, interests, and activities. Such web pages do not in any way represent individual schools or the district, nor are they endorsed or sanctioned by the individual school or district. Concern about the content of any web pages created by students or staff should be directed to the Executive Director of Technology [or designee].

Given the rapid change in technology, some of the technical standards outlined in this policy may require changes throughout the year. Such changes will be made by the Executive Director of Technology with approval of the superintendent. This policy will be updated on an annual basis or more frequently if required.


Adopted: 7/03
Reviewed: 7/11; 4/18; 6/21
Revised: 11/07; 1/10; 9/12; 10/13; 2/15
Related Policy (Code#): 505.6; 505.6-R; 505.6-E2-E7; 602.29; 602.29-R; 602.29-E;
603.12; 603.12-R1-R2; 603.12-E1-E2; 603.13

603.14 - Copyright Compliance

 

 

 

In order for students to experience a diverse curriculum, the board encourages teachers to supplement regular curricular materials with other resources. In so doing, the board recognizes that federal laws make it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for plagiarism and unauthorized copying of or use of media including but not limited to print, electronic, and web-based materials unless the copying or use conforms to fair use doctrine. Under the fair use doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research providing that all fair use guidelines are met.

While the district encourages employees to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of employees to abide by the district’s copying procedures and obey the requirements in order to perform their duties properly. The district will not be responsible for any violations of copyright law by employees or students. Violation of copyright law by employees may result in discipline up to and including termination. Violation of copyright law by students may result in discipline up to and including suspension or expulsion.

Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the district received permission to perform a copyrighted work, it does not mean outsiders can copy it and replay it. Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure copyright law is followed. The district is not responsible for outsiders violating copyright law or this policy.

Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with district procedures or is permissible under the law should contact their building’s media specialist who will assist them in obtaining proper authorization to copy or use protected materials, when such authorization is required.

It is the responsibility of the superintendent [or designee] in conjunction with the media specialists to develop administrative regulations regarding this policy.


Adopted: 7/07
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy (Code#): 603.14-R
Legal Reference (Code of Iowa): 17 USC § 101 et al; 281 IAC 12.3(12)
IASB Reference: 605.7; 605.7R1

603.14-R - Administrative Regulations Regarding Copyright Compliance

 

 

 

Employees and students may make copies of copyrighted materials that fall within the following guidelines. Where there is reason to believe the material to be copied does not fall within these guidelines, prior permission will be obtained from the publisher or producer with the assistance of the media specialist. Employees and students who fail to follow these procedures may be held personally liable for copyright infringement and may be subject to discipline by the board.

Under the fair use doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research.  Under the fair use doctrine, each of the following four standards must be met in order to use copyrighted materials:

  1. Purpose and Character of the Use: The use must be for such purposes as teaching or scholarship
  2. Nature of the Copyrighted Work: The type of work to be copied
  3. Amount and Substantiality of the Portion Used: Copying the whole of a work cannot be considered fair use, copying a small portion may be if these guidelines are followed
  4. Effect of the Use Upon the Potential Market for or Value of the Copyrighted Work: If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement and making multiple copies presents the danger of greater penalties

Authorized Reproduction and Use of Copyrighted Material Reminders:

  • Materials on the internet should be used with caution since they may, and likely are, copyrighted.
  • Proper attribution (author, title, publisher, place, and date of publication) should always be given.
  • Notice should be taken of any alterations to copyrighted works and such alterations should only be made for specific instructional objectives.
  • Care should be taken in circumventing any technological protection measures. While materials copied pursuant to fair use may be copied after circumventing technological protections against unauthorized copying, technological protection measures to block access to materials may not be circumvented.

In preparing for instruction a teacher may make, or have made, a single copy of:

  • A chapter from a book
  • An article from a newspaper or periodical
  • A short story, short essay, or short poem
  • A chart, graph, diagram, drawing, cartoon or picture from a book, periodical, or newspaper

A teacher may make multiple copies not to exceed more than one per pupil for classroom use or discussion if the copying meets the tests of brevity, spontaneity, and cumulative effect set by the following guidelines. Each copy must include a notice of copyright.

  1. Brevity:
  • A complete poem if less than 250 words and two pages long may be copied; excerpts from longer poems cannot exceed 250 words.
  • Complete articles, stories, or essays of less than 2,500 words or excerpts from prose works less than 1,000 words or 10% of the work, whichever is less, may be copied in any event the minimum is 500 words.
  • Each numerical limit may be expanded to permit the completion of an unfinished line of a poem or prose paragraph.
  • One chart, graph, diagram, drawing, cartoon, or picture per book or periodical issue may be copied. Special works cannot be reproduced in-full, this includes children’s books combining poetry, prose, or poetic prose. Short special works may be copied up to two published pages containing not more than 10% of the work.
  1. Spontaneity: Should be at the instance and inspiration of the individual teacher when there is not a reasonable length of time to request and receive permission to copy.
     
  2. Cumulative Effect: Teachers are limited to using copied materials for only one course for which the copies are made. No more than one short poem, article, story, or two excerpts from the same author may be copied and no more than three works can be copied from a collective work or periodical column during one class term. Teachers are limited to nine instances of multiple copying for one course during one class term. Limitations do not apply to current news periodicals, newspapers, and current news sections of other periodicals.

Copying Limitations: Circumstances will arise when employees are uncertain whether or not copying is prohibited. In these circumstances, the media specialists should be contacted.

The following prohibitions have been expressly stated in federal guidelines:

  1. Reproduction of copyrighted material will not be used to create or substitute for anthologies, compilations, or collective works.
  2. Unless expressly permitted by agreement with the publisher and authorized by district action, there shall be no copying from copyrighted, consumable materials such as workbooks, exercises, test booklets, answer sheets, and the like.
  3. Employees shall not:
    1. Use copies to substitute for the purchase of books, periodicals, musical recordings, or consumable works such as workbooks, computer software, or other copyrighted material.
    2. Copy or use the same item from term-to-term without the copyright owner’s permission.
    3. Copy or use more than nine instances of multiple copying of protected material in any one term.
    4. Copy or use more than one short work or two excerpts from works of the same author in any one term.
    5. Copy or use protected material without including a notice of copyright. The following is a satisfactory notice: Notice: This material may be protected by copyright law.
    6. Reproduce or use copyrighted material at the direction of someone in higher authority or copy/use such material in emulation of another teacher’s use of copyrighted material without permission of the copyright owner.
    7. Require other employees or students to violate copyright law or fair use guidelines.

Authorized Reproduction and Use of Copyrighted Materials in the Library:

A library may make a single copy or three digital copies of:

  • An unpublished work in its collection.
  • A published work in order to replace it because it is damaged, deteriorated, lost, or stolen provided that an unused replacement cannot be obtained at a fair price.
  • A work that is being considered for acquisition although use is strictly limited to that decision. Technological protection measures may be circumvented for purposes of copying materials in order to make an acquisition decision.

A library may provide a single copy of copyrighted material to a student or employee at no more than the actual cost of photocopying. The copy must be limited to one article of a periodical issue or a small part of other material unless the library finds that the copyrighted work cannot be obtained elsewhere at a fair price. In the latter circumstance, the entire work may be copied. In any case, the copy shall contain the notice of copyright and the student or staff member shall be notified that the copy is to be used only for private study, scholarship, or research. Any other use may subject the person to liability for copyright infringement.

Authorized Reproduction and Use of Copyrighted Music or Dramatic Works:

Teachers may:

  • Make a single copy of a song, movement, or short section from a printed musical or dramatic work that is unavailable except in a larger work for purposes of preparing for instruction.
  • Make multiple copies for classroom use of an excerpt of not more than 10% of a printed musical work if it is to be used for academic purposes other than performance provided that the excerpt does not comprise a part of the whole musical work, which would constitute a performable unit such as a complete section, movement, or song.
  • In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance when the purchased copies have been lost, destroyed, or are otherwise not available.
  • Make and retain a single recording of student performances of copyrighted material when it is made for purposes of evaluation or rehearsal.
  • Make and retain a single copy of excerpts from recordings of copyrighted musical works for use as aural exercises or examination questions.
  • Edit or simplify purchased copies of music or plays provided that the fundamental character of the work is not distorted. Lyrics shall not be altered or added if none exist.

Performance by teachers or students of copyrighted musical or dramatic works is permitted without the authorization of the copyright owner as part of a teaching activity in a classroom or instructional setting. The purpose shall be instructional rather than for entertainment.

Performances of non-dramatic musical works that are copyrighted are permitted without the authorization of the copyright owner provided that:

  1. The performance is not for a commercial purpose
  2. None of the performers, promoters, or organizers are compensated
  3. Admission fees are used for educational or charitable purposes only

All other musical and dramatic performances require permission from the copyright owner.  Parents or others wishing to record a performance should check with the sponsor to ensure compliance with copyright law.

Recording of Copyrighted Programs: Television programs, excluding news programs transmitted by commercial and non-commercial television stations for reception by the general public without charge may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by a school for a period not to exceed the first 45 consecutive calendar days after date of recording. Upon conclusion of this retention period, all off-air recordings must be erased or destroyed immediately. Certain programming such as that provided on public television may be exempt from this provision, check with the teacher-librarian or the subscription database (e.g. United Streaming).

Off-air recordings may be used once by individual teachers in the course of instructional activities and repeated once only when reinforcement is necessary within a building during the first 10 consecutive school days, excluding scheduled interruptions in the 45 calendar day retention period. Off-air recordings may be made only at the request of, and used by, individual teachers and may not be regularly recorded in anticipation of requests. No broadcast program may be recorded off-air more than once at the request of the same teacher regardless of the number of times the program may be broadcast. A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers. Each additional copy shall be subject to all provisions governing the original recording.

After the first 10 consecutive school days, off-air recordings may be used up to the end of the 45 day retention period only for evaluation purposes (i.e. to determine whether or not to include the broadcast program in the teaching curriculum). Permission must be secured from the publisher before the recording can be used for instructional purposes after the 10-day period.

Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content. Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or compilations. All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.

Authorized Reproduction and Use of Copyrighted Computer Software: Schools have a valid need for high-quality software at reasonable prices. To ensure a fair return to the authors of software programs, the district shall support the legal and ethical issues involved in copyright laws and any usage agreements that are incorporated into the acquisition of software programs.

To this end, the following guidelines shall be in effect:

  1. All copyright laws and publisher license agreements between the vendor and the district shall be observed.
  2. Staff members shall take reasonable precautions to prevent copying or the use of unauthorized copies on school equipment.
  3. A back-up copy shall be purchased for use as a replacement when a program is lost or damaged. If the vendor is not able to supply a replacement, the district shall make a back-up copy that will be used for replacement purposes only.
  4. A copy of the software license agreement shall be retained by the Executive Director of Technology [or designee].
  5. A computer program may be adapted by adding to the content or changing the language. The adapted program may not be distributed.

Fair Use Guidelines for Educational Multimedia: Students may incorporate portions of copyrighted materials in producing educational multi-media projects such as videos, Power Points, podcasts, and websites for a specific course and may perform, display, or retain the projects.

Educators may perform or display their own multi-media projects to students in support of curriculum-based instructional activities. These projects may be used:

  • In face-to-face instruction
  • In demonstrations and presentations, including conferences
  • In assignments to students
  • For remote instruction if distribution of the signal is limited
  • Over a network that cannot prevent duplication for 15 days; after 15 days a copy may be saved onsite only
  • In their personal portfolios

Educators may use copyrighted materials in a multi-media project for two years. After that, permission must be requested and received.

The following limitations restrict the portion of any given work that may be used pursuant of fair use in an educational multi-media project:

  1. Motion Media: Ten percent or three minutes, whichever is less.
  2. Text Materials: Ten percent or 1,000 words, whichever is less.
  3. Poetry: An entire poem of fewer than 250 words, but no more than three poems from one author or five poems from an anthology. For poems of greater than 250 words, excerpts of up to 250 words may be used, but no more than three excerpts from one poet or five excerpts from an anthology.
  4. Music, Lyrics, and Music Video: Up to 10% but no more than 30 seconds. No alterations that change the basic melody or fundamental character of the work.
  5. Illustrations, Cartoons, and Photographs: No more than five images by an artist and no more than 10% of 15 images, whichever is less from a collective work.
  6. Numerical Data Sets: Up to 10% or 2,500 field or cell entries, whichever is less.

Fair use does not include posting a student’s or teacher’s work on the internet if it includes portions of copyrighted materials. Permission to copy shall be obtained from the original copyright holder before such projects are placed online. The opening screen of such presentations shall include notice that permission was granted, and materials are restricted from further use.


Adopted: 7/07
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy (Code#): 603.14
Legal Reference (Code of Iowa): 17 US Code § 101 et al; 281 IAC 12.3(12)
IASB Reference: 605.7; 605.7R1

603.15 Appropriate Use of Online Learning Platforms

 

 

 

It is important to embrace technology that can foster a creative, interactive learning environment for students and facilitate employee professional development and collaboration. The use of online platforms to host remote interaction between students and employees and to facilitate learning is encouraged in the district.

While student and employee instruction and communication using virtual and online platforms provides a wide array of learning opportunities, it is imperative that employees and students recognize that the use of such platforms is a privilege. Training related to the use of online learning platforms will be provided to employees and students.

The district will carefully safeguard the right of students and employees to learn and teach in a respectful environment, regardless of the method. All instruction and communication through online learning platforms should be appropriate to the age and ability of the participants.

Students and employees should be aware that online platforms may be monitored by the district. Verbal and written communication occurring on these platforms may be recorded and stored by the district in accordance with applicable laws. Any verbal or written communication on these platforms deemed to be inappropriate will subject the student and/or employee to the same disciplinary measures that would exist if the interaction took place through traditional in-person learning.

Students and employees who have concerns about the proper use of these platforms are encouraged to speak with their teachers or building principal.

The superintendent [or designee] will make administrative regulations necessary to enforce this policy.


Adopted: 9/20
Reviewed: 6/21
Related Policy (Code#): 602.1; 603.12; 603.12-R1-R2; 603.12-E1; 603.13; 603.13-R; 902.12; 902.12-R
Legal Reference (Code of Iowa): §256.9(55); 279.8; 281 IAC 15
IASB Reference: 604.10; 604.11

 

 

604 - Student Services

 

 

 

604.1 - Guidance and Counseling

 

 

 

The Linn-Mar Community School District shall provide a student guidance and counseling program. School counselors will be certified with the Iowa Department of Education and hold the qualifications required by the Board of Education and the Board of Educational Examiners.

The district’s guidance and counseling program will serve grades PK-12. The program will assist students with their personal, educational, and career development. The program will coordinate with the education program and involve licensed personnel.


Adopted: 6/70
Reviewed: 7/11; 9/12; 2/15; 6/21
Revised: 10/13; 4/18
Related Policy (Code #): 505.6; 505.6-R; 602.1; 604.5
Legal Reference (Code of Iowa): §280.14; 622.10; 281 IAC 12.3(11)
IASB Reference: 607.1
Mandatory Policy

604.2 Guidelines for Use of Professional Therapy Dogs

 

 

 

Role and Purpose of Certified Assistance Dog Teams: Professional therapy dogs certified with their owners/handlers as certified assistance dog teams provide emotional and physical support in educational settings. These highly trained dogs model good behavior, tolerance, and acceptance. All certified assistance dog teams in the Linn-Mar Community School District work to support and positively influence student achievement.

Definition, Certification, and Approval for Use of Therapy Dogs: Professional therapy dogs are trained and tested to provide specific physical or therapeutic functions under the direction and control of a qualified handler who works with the dog as a team, and as part of the handler’s occupation or profession. A professional therapy dog has been temperament tested by a trainer affiliated with an organization recognized as qualified to perform temperament testing. Therapy dogs, along with their handlers, perform services in institutional settings, community-based group settings, or with individuals who have disabilities. Therapy dogs are not family pets that have been certified as pet therapy animals. Refer to page 3: Pet Visitation Dogs.

Professional therapy dogs have passed a public access test administered by a trainer/evaluator recognized by the Linn-Mar Community School District. Handlers and their dogs are administered the public access test for re-evaluation during their first year of service. The public access test may be administered by a trainer/evaluator recognized by the district.

Professional therapy dogs are owned by a professional educator in the district who wishes to use a therapy dog to augment their educational program. Professional therapy dogs may be used in school settings on a regular basis once the following documentation is in place:

  1. Administrative Approval: Refer to Policy 604.2-E1
    • Use of a therapy dog must be approved by the building administrator in which the handler works. A letter stating administrator approval should be kept on file in the building in which the handler works and a copy sent to the Executive Director of Student Services.
  2. Vaccination, Health, and Grooming Requirements: Refer to Policy 604.2-E2
    • The owner/handler must provide a record of annual vaccinations received by the therapy dog and signed by a licensed veterinarian. These health records should be kept on file in the building in which the handler works and a copy sent to the Executive Director of Student Services.
    • The therapy dog should receive an annual Bordetella vaccination. Rabies and five-way Parvo/Distemper (DHPP) shall be administered every three years. Note: therapy dogs less than one year of age or receiving their rabies and parvo vaccinations for the first time shall receive a follow-up vaccine in one year with administration every three years thereafter.
    • The therapy dog should receive an annual comprehensive wormer or fecal check.
    • The therapy dog should be checked for external parasite control.
    • Owners/handlers will administer preventative parasite (flea and tick) control and heartworm medication year-round. Annual tests for heartworms is recommended. Note: Frontline Plus is recommended due to its non-toxic nature which is important in a school environment.
    • The therapy dog should be groomed and bathed regularly. For dogs in a working environment, monthly to bi-monthly baths are recommended as is daily brushing. Good judgment should be used based on the dog’s hair, skin, and dander concerns. The owner/handler must also ensure proper health care through regular brushing of the dog’s teeth (several times weekly), nail trims as needed, and weekly ear cleaning/checks.
  3. Public Access Test Documentation:
    • A copy of the public access test certificate of completion should be kept on file in the building in which the handler works and a copy sent to the Executive Director of Student Services.
    • Certification verifying that both the handler and therapy dog passed the public access test must be sent by the certifying institution directly to the Executive Director of Student Services.
    • Records of advanced obedience, agility, or other trainings should be kept on file in the building in which the handler works and a copy sent to the Executive Director of Student Services.
  4. Review of Guidelines and Procedures:
    • Guidelines and procedures for the use of professional therapy dogs will be reviewed annually with staff and students at the beginning of the academic year.
    • Guidelines and procedures for the use of professional therapy dogs will be reviewed as needed throughout the year as determined by the building administrator, handler, and Executive Director of Student Services.
  5. The privilege to bring the therapy dog into the school setting may be terminated should the owner/handler or the dog behave in a way deemed unprofessional or unsafe.
  6. When a professional educator in the district uses a professional therapy dog according to the above guidelines, the building in which the handler works and the professional educator will be covered by the district’s general liability coverage.

Pet Visitation Dogs: A pet visitation dog is owned by a volunteer or student who is not employed by the Linn-Mar Community School District, but who has received registration and/or recognition for volunteer pet visitation. These dogs are not considered to be professional therapy dogs.

For a dog to be used on a volunteer basis these guidelines must be followed:

  1. If the handler of the dog is an employee of the district, the handler and dog must be certified under the professional therapy dog guidelines listed above.
  2. The dog may be used no more than one visitation per week for a two-hour interval. Should the dog be used more often or for longer periods the dog must pass all requirements for professional therapy dog status before it may be used in the schools.

The following documentation must be kept on file in the office of the Executive Director of Student Services and in the building in which the pet visitation dog is used:

  1. Current certification/registration from the therapy dog organization administering the evaluation and testing.
  2. Current veterinary records of worming schedules and annual vaccinations for five-way Parvo/Distemper (DHPP) and Bordetella, as well as rabies vaccinations every three years.
  3. Proof of insurance.
  4. Letter of approval from the building administrator.

If you have questions about the therapy dog program please contact:

Mrs. Leisa Breitfelder
Executive Director of Student Services
2999 N 10th Street, Marion, IA 52302
319-447-3003 / lbreitfelder@Linnmar.k12.ia.us


Adopted: 8/17
Reviewed: 4/18; 6/21
Related Policy (Code#): 604.2-E1-E2
Legal Reference (Code of Iowa): §216C; 29 USC §794; 42 USC §12132; 28 CFR 35
IASB Reference: 105; 606.3

604.2-E1 Checklist of Documentation Required for Use of Professional Therapy Dogs

 

 

 

Click here to download a copy of the checklist


Name of Professional Dog Owner: _________________________________________

Name of Professional Dog Handler: ________________________________________

Name of Professional Therapy Dog: ________________________________________

Building in which therapy dog will work: ______________________________________

____Administrative Approval:
A signed statement reflecting administrator approval for use of a professional therapy dog.

_____Health Records:
A copy of annual vaccinations and exams signed by a licensed veterinarian including a photocopy of the rabies certificate. It is expected that all owners/handlers will use year-round preventative medication for heartworm/external parasites.

  • Rabies, five-way Parvo/Distemper, and Bordetella vaccinations
  • Comprehensive wormer or fecal check
  • External parasite control (Frontline Plus is recommended)

Note: for dogs less than one year of age, or receiving their first Parvo/Distemper and rabies vaccination, follow-up vaccines will take place in one year. For all other dogs, these vaccinations will take place every three years.

_____Public Access Test: Certificate verifying the owner/handler and dog have passed.

_____Current Certification Date: _________________________________________

Signature of Professional Dog Owner/Handler: ___________________________________ Date: ________________________

Signature of Building Administrator: ____________________________________________ Date: ________________________

Signature of Executive Director of Student Services: _______________________________ Date: ________________________

 


Adopted: 8/17
Reviewed: 4/18; 6/21
Related Policy (Code#): 604.2; 604.2-E2

604.2-E2 - Vital Information for Use of Professional Therapy Dogs

 

 

 

Click here to download copy of the vital information form


Name of Professional Dog Owner: _________________________________________

Name of Professional Dog Handler: ________________________________________

Name of Professional Therapy Dog: ________________________________________

Building in which therapy dog will work: ______________________________________

Therapy Dog and Handler's Certification Date: ________________________________

Name of Certifying Organization: ___________________________________________

Date for Re-Certification: _________________________________________________

Emergency Contact Names and Phone Numbers in Case of Issue with Therapy Dog:

1. ______________________________________________________________________

2. ______________________________________________________________________

Veterinarian Contact Information:

Name: ______________________________________ Phone: ______________________

Dates Regarding Therapy Dog's Care:

Date of Birth: _________________ Age: _______ Last Health Check: _________________

Annual Worm Check: ______________ Parvo/Distemper: ______________ Rabies: __________________

Note: Five-way Parvo/Distemper (DHPP) and rabies vaccinations shall be updated every three years. Dogs less than one year of age or receiving vaccinations for the first time shall receive a follow-up in one year with vaccinations every three years thereafter. Verification that preventative parasite control (fleas and ticks) as well as heartworm medication is given year-round.

Owner's Signature: ________________________________________ Date: ________________________

 


Adopted: 8/17
Reviewed: 4/18; 6/21
Related Policy (Code#): 604.2; 604.2-E1

604.4 - Talented and Gifted Program

 

 

 

The board shall provide an education program for students who have been identified as talented and gifted.

It is the responsibility of the superintendent [or designee] to develop a Talented and Gifted Program which provides for identifying students, for program evaluation, and training of employees.


Adopted: 8/89
Reviewed: 7/11; 9/12; 2/15; 4/18; 6/21
Revised: 10/13
Legal Reference (Code of Iowa): §§ 257.42-49; 281 IAC 12.5(12); 59
IASB Reference: 604.3

604.5 - Program for Students At-Risk

 

 

 

The board recognizes some students require additional assistance in order to graduate from the regular education program. The board will provide a program which encourages and provides appropriate opportunities for students at-risk to succeed in the education program and obtain their high school diploma.

It is the responsibility of the superintendent [or designee] to develop a Student At-Risk Program which provides for identifying students, for program evaluation, and for the training of district personnel.


Adopted: 8/89
Reviewed: 7/11; 9/12; 10/13; 2/15; 4/18
Revised: 11/07; 6/21
Legal Reference (Code of Iowa): §§ 257.38-41; 280.19, .19A; 281 IAC 12.5(13); 33; 65
IASB Reference: 604.4

604.6 - School Library

 

 

 

The school district will maintain a school library in each student attendance center for use by students and employees during the school day.

Materials for the libraries will be acquired according to Policy 602.27 Selection of Instructional Materials.

It is the responsibility of the building principal in which the school library is located to oversee the use of library materials.

It is the responsibility of the superintendent [or designee] to develop procedures for the selection and replacement of both library and instructional materials, for the acceptance of gifts, for the weeding of library and instructional materials, and for the handling of challenges to either library or classroom materials.


Adopted: 3/99
Reviewed: 7/11; 9/12; 10/13; 4/18; 6/21
Revised: 2/15
Related Policy (Code #): 602.16; 602.16-R; 602.27
Legal Reference (Code of Iowa): §§ 256.7(24); 279.8; 280.14; 301; 281 IAC 12.3(11), (12)
IASB Reference: 605.5
Mandatory Policy

605 - Pupil Progress

 

 

 

605.1 - Student Progress Reports and Conferences

 

 

 

The following are objectives of a system of student progress reporting practices:

  1. To inform parents/guardians of their student’s progress
  2. To clarify the expectations of the instructional program
  3. To record for students their growth or achievement
  4. To assist students in evaluating their growth or achievement
  5. To assist the students, parents/guardians, and schools in working cooperatively for the welfare of the students

Students will receive a progress report at the end of each regular grading period. Prior to the end of the grading period, a reasonable attempt will be made to notify parents/guardians of students who are not achieving as expected. The board encourages notification to parents/guardians of students who have made marked improvement prior to the end of the grading period.

The elementary schools, middle schools, intermediate schools, and high school will hold conferences at a minimum of once per year. Parents/guardians, teachers, or principals may request conferences for students in addition to these required conferences.

Parents/guardians and students are encouraged to discuss student progress or other matters with the student’s teacher.


Adopted: 6/70
Reviewed: 9/12; 4/18
Revised: 6/11; 10/13; 2/15; 6/21
Legal Reference (Code of Iowa): §§ 256.11, .41; 280; 284.12; 281 IAC 12.3(4), 12.3(6); 5(16)
IASB Reference: 505.1
Mandatory Policy

605.2 - Testing Program

 

 

 

A comprehensive testing program will be established and maintained to evaluate the education program of the school district and to assist in providing guidance or counseling services to students and families.

The purpose of assessments is to measure individual student achievement. As students progress through the educational program, their progress as learners is to be assessed consistently in the classroom with regard to attainment of the essential learnings and curriculum standards, including content and process, as outlined in the district’s curriculum maps.

Assessments shall include formative assessments designed to monitor learning and adjust instruction, to optimize student achievement as appropriate, and summative assessments for the purpose of measuring achievement of curriculum standards.

In addition to formative and summative assessments, the district will employ standardized norm-referenced testing systems for reporting student progress and comparison of student performance, as well as benchmarking with other comparable school districts.

No student shall be required as part of any applicable program funded by the United States Department of Education to submit, without prior written consent from the student’s parent, guardian, or legal custodian to surveys, analysis, or evaluation which reveals information concerning the following without the prior consent of the student (if the student is an adult or emancipated minor) or, in the case of an unemancipated minor, without the prior written consent of the parents, guardians, or legal custodians.

  1. Political affiliations or beliefs of the student or the student’s parents, guardians, or legal custodians
  2. Mental and psychological problems of the student or the student’s family
  3. Sexual behaviors and attitudes
  4. Illegal, anti-social, self-incriminating, and demeaning behaviors
  5. Critical appraisals of other individuals with whom students have close family relationships
  6. Legally recognized, privileged, and analogous relationships such as those of lawyers, physicians, and ministers
  7. Religious practices, affiliations, or beliefs of the student or student’s family
  8. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program)

It is the responsibility of the superintendent [or designee] in conjunction with building principals to develop administrative regulations regarding this policy.

It is also the responsibility of the superintendent [or designee] to provide the school board with annual reports on the testing program.


Adopted: 6/70
Reviewed: 6/11; 2/15; 4/18; 6/21
Revised: 9/12; 10/13; 12/16; 6/20
Legal Reference (Code of Iowa): 280.3; 20 USC 1232h
IASB Reference: 505.4

605.3 - Graduation Requirements

 

 

 

Students must successfully complete the courses required by the board and the Iowa Department of Education in order to graduate.

It is the responsibility of the superintendent [or designee] to ensure that students complete grades 1 through 12 and that high school students earn a minimum of 250 credit hours to be awarded a Linn-Mar High School diploma.

Early Graduation: Students meeting all requirements for graduation and electing to graduate early must apply for early graduation at least one month prior to the student’s final quarter. Applications can be picked up in the high school counseling office and submitted to the principal’s office. The principal will meet with each early graduation applicant prior to recommending candidates to the board for approval.

Graduation Requirements: Linn-Mar High School students are required to earn a minimum of 250 credits in order to graduate. In addition, the following department requirements must be met in order to earn a diploma:

  • English (40 credits): Must include English 9 or English I (10 credits each), English II (May opt out if pass English I with a 90% or higher grade), English III or Advanced English III, and one speech/acting course (5 credits).
  • Mathematics (30 credits): Must include Algebra (10 credits) or Algebra Fundamentals I and Algebra Fundamentals II (20 credits). Students who successfully complete both semesters of Algebra may not take Algebra Fundamentals I or Algebra Fundamentals II to fulfill the Algebra or three-year math requirement.
  • Science (30 credits): Must include General Biology (10 credits) or Fundamentals of Biology I and Fundamentals of Biology II (20 credits), a physical science course (Chemistry, Physics, or Earth and Physical Science) (10 credits).
  • Social Studies (30 credits): Must include US History 9 or US History I (10 credits) or AP US History (15 credits), World History (10 credits), or AP World History (15 credits), American Government (5 credits) or AP American Government (10 credits), and one social studies elective (5 credits).
  • Health/Fitness (20 credits): Must include Health I (5 credits). Must include a Lifetime Fitness course each school year.
  • Personal Finance (Starting with the class of 2020) (5 credits): Students must receive credit for Personal Finance (5 credits) or granted a waiver through completion of designated, online Financial Literacy course with certificate.

Graduation requirements for students with an Individualized Education Program (IEP) will be in accordance with the prescribed course of study as written in their IEP. This course of study will be in alignment with the Linn-Mar High School graduation requirements. The IEP team will determine strategies to meet the graduation requirements for the student. Beginning with the class of 2022, graduation requirements for Special Education students will include successful completion of four years of English, three years of math, three years of social studies, and three years of science [4-3-3-3].

COMPASS Credits: High school credits are available via the COMPASS Alternative Program. Linn-Mar will accept credit hours for approved courses that can be applied to requirements for the Linn-Mar High School diploma. Students should visit with their assigned counselor or the Academic Assistance Counselor to develop an approved plan for this option.

Post-Secondary Opportunities (PSEO): Credit may be awarded by a college upon successful completion of course requirements. Any college credit determination is made by the individual college.

Advanced Placement: Linn-Mar High School offers Advanced Placement (AP) courses in Art History, Calculus (AB and BC), Statistics, Biology, Chemistry, Physics (B), Computer Science A, English Literature, Microeconomics, Music Theory, Comparative Government, World History, Psychology, US Government, and US History. A minimal number of AP courses are available thru the Iowa AP Online Academy. Students who complete these courses can take a standard AP exam. Many colleges and universities accept AP courses for college credit depending upon individual AP exam scores. More information is available in the high school counseling and TAG office.

Legislative Page Program: Students who complete a regular session in the Legislative Page Program of the General Assembly at the State Capitol will be receive a 1/2 credit in Social Studies.

Junior ROTC: Students enrolled in the Junior Reserve Officer Training Corp Program will receive 1/8 credit in physical education for each semester they are enrolled in the program.

Board Recognition: The Board of Education will recognize students who earn 300 or more credits at graduation as Linn-Mar Board of Education Scholars for exceeding graduation requirements at an exemplary level.


Adopted: 12/71
Reviewed: 9/12; 4/18; 6/21
Revised: 6/11; 10/3; 2/15; 11/18; 6/19; 2/21; 9/21
Legal Reference (Code of Iowa): §§ 256.17, .11, .41; 279.8; 280.3, .14; 281 IAC 12.3(5); 12(5)
IASB Reference: 505.5
Mandatory Policy

605.31 - Early Graduation

 

 

 

Students who expect to meet the total hourly graduation requirements as specified in Policy 605.3 Graduation Requirements, may apply for early graduation.

The superintendent [or designee] will develop and communicate early graduation procedures to be followed.

Recommendations for early graduation will be submitted to the school board for final approval.

Final approval of early graduation is contingent upon fulfilling the requirements for graduation prescribed by Policy 605.3 Graduation Requirements.

Students who graduate early may participate in the regular commencement exercises if they meet the requirements of Policy 605.32 Participation in Graduation Ceremonies.


Adopted: 12/71
Reviewed: 1/10; 6/11; 9/12; 10/13; 2/15; 4/18; 6/21
Revised: 12/07
Related Policy (Code #): 605.3; 605.31-R; 605.31-E1-E2; 605.32
Legal Reference (Code of Iowa): 279.8; 280.3; 281 IAC 12.3(5); 12.5
IASB Reference: 505.6
Mandatory Policy

605.31-R - Administrative Regulations Regarding Early Graduation Applications

 

 

 

Applications for graduation at the end of the junior year must be filed by February 1st of the junior year.

Applications for graduation at the end of the first semester of the senior year must be filed by September 15th of the senior year.

Applications not filed with the high school principal by the above-stated deadlines will not be considered for that semester unless unusual circumstances are involved. Any exceptions must have the approval of the high school principal.

The procedures below will be followed for the early graduation process:

  1. Student completes and submits an application to the high school principal.
  2. A list of early graduation applicants is given to high school staff for review. Staff members have seven calendar days to communicate any information regarding the applicants.
  3. A conference between parents/guardians/legal custodians and designated school personnel will be held to discuss the student’s early graduation request. If the student is 18 years of age or older, the parents/guardians/legal custodians are not required to attend.
  4. Parent/guardian/legal custodian written approval is received after the conference.
  5. Parent-approved applications are reviewed by an evaluation committee.

Adopted: 12/71
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 10/13
Related Policy (Code#): 605.3; 605.31; 605.31-E1-E2; 605.32

605.31-E1 - Early Graduation Application

 

 

 

Click here to download a copy of the early graduation application form


I, ________________________________, apply for early graduation from Linn-Mar High School at the end of the ________________ semester of the __________________________ school year.

My reasons for wishing to graduate before _______________________________ are listed below (attach additional sheet if needed):

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

I understand that in addition to having met the prescribed requirements for graduation by the time noted in the application, the following procedures will be followed before a diploma is granted:

1. On September 15th, or as soon as possible thereafter, and on February 1st, or as soon as possible thereafter, all high school licensed personnel will be notified of my application. Any staff member who has information or knowledge bearing upon my application request will have seven calendar days to communicate the information to the principal. These deadlines may be waived by the principal when unusual circumstances arise.

2. A conference between my parents, guardians or legal custodians, and designated school personnel will be held to discuss the ramifications of my early graduation.  If I am 18 years of age or older my parents, guardians, or legal custodians are not required to attend.

3. My parents, guardians, or legal custodians must sign their approval after the conference before any further proceedings. This phase is to be completed by November 1st for a winter application and February 20th for a spring application.  If I am 18 years of age my signature is sufficient for completion of Step 3.

4. An evaluation committee consisting of one guidance counselor and one principal will accept or reject my application. Results of the committee’s decision will be communicated to me by November 15th for winter applicants and by March 7th for spring applicants.

5. Final approval for my early graduation request must be given by the Board of Education.

6. Formal commencement exercises will be held only in the spring of each year. I must communication with school officials if I wish to participate.

Right of Appeal: If the evaluation committee rejects my application I may appeal the decision to the superintendent.

Student's Printed Name: _____________________________________________________
Student's Signature: _________________________________________________________
Date: _____________________________________________________________________


Reviewed: 2/15; 4/18; 6/21
Revised: 10/13
Related Policy (Code#): 605.3; 605.31; 605.31-R; 605.31-E2; 605.32

605.31-E2 - Parental Permission for Early Graduation

 

 

 

Click here to download a copy of the early graduation parental permission form


Having conferred with school personnel regaridng early graduation for my student, __________________________________, I agree to let the school proceed with the evaluation process.

Student's Signature: ____________________________________________________ Date: ___________________________

Parent/Guardian/Legal Custodian's Signature: _______________________________ Date: ___________________________

 


Evaluation Committee Report

After due consideration, the early graduation application of _____________________________________________ is hereby:

______ Accepted

______ Rejected

Guidance Counselor's Signature: _______________________________________________ Date: ___________________________

Principal's Signature: _________________________________________________________ Date: ___________________________


Reviewed: 2/15; 4/18; 6/21
Related Policy (Code#): 605.3; 605.31; 605.31-R; 605.31-E1; 6054.31

605.32 - Participation in Graduation Ceremonies

 

 

 

Only students who have completed all the graduation requirements and who have completed their final school year in good standing may participate in graduation ceremonies.

Students who do not meet these conditions prior to the graduation ceremonies will be awarded a diploma after the graduation requirements and requirements for good standing have been completed.


Adopted: 5/82
Reviewed: 6/11; 9/12; 10/13; 2/15; 4/18; 6/21
Revised: 7/03
Related Policy (Code #): 605.3; 605.31; 605.31-R; 605.31-E1-E2
Legal Reference (Code of Iowa): 279.8; 280.3

605.5 - Student Promotion and Retention

 

 

 

Students will be promoted or retained at the end of each school year based on their achievement, age, maturity, emotional stability, and social adjustment.

The promotion or retention of a student will be determined on the judgment of licensed personnel, the principal, and the associate superintendent. When, in the judgment of licensed personnel, a student's academic skill development is inadequate or a student's completion of grade level requirements is unsatisfactory, the possibility of retaining the student shall be discussed with the parents/guardians. The purpose of this discussion will be to clarify the concerns about the student's performance and to enlist the support of the parents/guardians in corrective action.

When, in the judgment of licensed personnel, a student needs to be retained in the same grade or class for another year, parents/guardians will be informed as early in the year as possible. Final decisions regarding retention are the responsibility of the associate superintendent. Parents/guardians and/or students may appeal such decisions to the superintendent.

Each year students in grades 9 through 12 will be informed of the required coursework necessary to graduate. When it becomes evident a student in these grades will be unable to meet the graduation requirements, the parents/guardians will be informed. Students who are determined to be unable to meet graduation requirements with their class will receive academic counseling to identify deficiencies and to create a remediation plan.

It is the responsibility of the superintendent in conjunction with the building principals to develop administrative regulations regarding this policy. In developing the regulations, the procedures for promotion and retention will be included.

Early graduation is allowed in accordance with Policy 605.31 Early Graduation.


Adopted: 6/85
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 1/10; 10/13
Related Policy (Code #): 605.31
Legal Reference (Code of Iowa): 256.11, .41; 297.8; 281 IAC 12.5(16)

605.6 - Student Performance Testing for Course Credit

 

 

 

In meeting the needs of the students, a student may earn credit through performance testing for course work which is ordinarily included in the school curriculum. Students wishing to receive credit by testing shall have the approval of the superintendent [or designee] prior to taking the test.

Testing for credit may only be utilized prior to the offering of a course. Once the course has begun, students must attend the class and complete the required work for credit.

No grade will be given for credit obtained through performance testing and the credit will not be involved in computing the student’s grade point average (GPA).


Adopted: 9/90
Reviewed: 6/11; 9/12; 10/13; 2/15; 4/18; 6/21
Revised: 12/09
Related Policy (Code #): 605.2; 605.3; 605.31
Legal Reference (Code of Iowa): § 256.11; 281 IAC 12.5(19)

605.7 - Multicultural/Gender Fair Education

 

 

 

Students will have an opportunity for a quality education without discrimination regardless of their age, color creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, genetic information, physical or mental ability or disability, ancestry, political party preference, political belief, military status, socioeconomic status, pregnancy, or familial status.

The education program will be free of discrimination and provide equal opportunity for all students. The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups of both men and women to society. Special emphasis is placed on Asian-Americans, African-Americans, Hispanic-Americans, European-Americans, American Indians, and persons with disabilities. It will also reflect the wide variety of roles open to men and women and provide equal opportunity to both genders.

The district will support multicultural and gender fairness in the education program through a committee involving parents, guardians, legal custodians, students, employees, and community members appointed by the superintendent. The committee will be charged with monitoring district programs and reporting annually to the board.


Adopted: 4/99
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 1/10; 10/13
Related Policy (Code #): 103.1; 600.1
Legal Reference (Code of Iowa): §§ 216.9; 256.11 (2013); 281 IAC 12.5(8)
IASB Reference: 605.7
Mandatory Policy