600 Series: Education Program

 

 

 

Goals of the Education Program

Reviewed 1/18 600.1 Goals of the Education Program

General Organization

Reviewed 1/18 601.1 School Organization
Reviewed 1/18 601.2 School Calendar
Reviewed 1/18 601.3 School Day

Programs of Instruction

Reviewed 1/18 602.1 Basic Instructional Program
Reviewed 1/18 602.2 Competent Private Instruction
Reviewed 1/18 602.3 Dual Enrollment
Reviewed 1/18 602.4 Summer Programming
Reviewed 1/18 602.5 Special Education
Reviewed 1/18 602.6 Community Education
Reviewed 1/18 602.7 Home School Assistance Program
Reviewed 1/18 602.8 Time Release Program
Revised 1/18 602.8-R Administrative Regulations Regarding Time Release Program
Reviewed 1/18 602.9 Extra-Curricular Activities
Reviewed 1/18 602.10 Curriculum Development
Reviewed 1/18 602.11 Curriculum Implementation
Reviewed 1/18 602.12 Curriculum Evaluation
Reviewed 1/18 602.13 Articulation and Alignment of Curriculum
Reviewed 1/18 602.15 Assessment of Student Achievement
Revised 1/18 602.17 Career Education
Revised 1/18 602.18 Instruction at a Post-Secondary Educational Institution
Reviewed 1/18 602.20 Global Education
Reviewed 1/18 602.21 Citizenship
Reviewed 1/18 602.22 Academic Freedom
Reviewed 1/18 602.23 Open Enrollment Transfers-Procedures as a Receiving District
Reviewed 1/18 602.24 Open Enrollment Transfers-Procedures as a Sending District
Reviewed 1/18 602.25 Space Requirements for Open Enrollment and Attendance Center Exception Requests
Reviewed 1/18 602.26 Attendance Center Exception Requests
Reviewed 1/18 602.27 Selection of Instructional Materials
Reviewed 1/18 602.27-R Administrative Regulations Regarding Selection of Instructional Materials
Reviewed 1/18 602.28 Inspection of Instructional Materials
Reviewed 1/18 602.29 Objection to Instructional Materials
Reviewed 1/18 602.29-R Administrative Regulations Regarding Objection to Instructional Materials
Reviewed 1/18 602.29-E Objection to Instructional Materials Reconsideraiton Request Form

Instructional Arrangements

Reviewed 4/18 603.2 Class Grouping/Class Size
Reviewed 4/18 603.3 Excursions and Trips
Reviewed 4/18 603.3-R1 Administrative Regulations Regarding Excursions and Trips
Reviewed 4/18 603.3-R2 Excursions and Trips Request Form
Reviewed 4/18 603.5 Teaching Controversial Issues
Reviewed 4/18 603.6 School Ceremonies and Observances
Revsied 4/18 603.7 Homework
Reviewed 4/18 603.9 Religion in Schools
Reviewed 4/18 603.9-R Administrative Regulations Regarding Religion in Schools
Reviewed 4/18 603.10 Religion-Based Exclusion from School Programs
Reviewed 4/18 603.11 Health Education
Reviewed 4/18 603.11-E Human Growth and Development Student Excuse Form
Reviewed 4/18 603.12 Technology and Instructional Materials
Reviewed 4/18 603.12-R1 Administrative Regulations Regarding the Internet
Reviewed 4/18 603.12-R2 Administrative Regulations Regarding the Internet Appropriate Use
Reviewed 4/18 603.12-E1 Internet Access Permission Letter
Reviewed 4/18 603.12-E2 Staff Internet Use Agreement
Reviewed 4/18 603.13 Digital Communication
Reviewed 4/18 603.13-R Administrative Regulations Regarding Digital Communication/Web Page Development
Reviewed 4/18 603.14 Copyright Compliance
Reviewed 4/18 603.14-R Administrative Regulations Regarding Copyright Compliance

Services

Revised 4/18 604.1 Guidance and Counseling
Reviewed 4/18 604.2 Guidelines for Use of Professional Therapy Dogs
Reviewed 4/18 604.2-E1 Checklist of Documentation Required for Use of Professional Therapy Dogs
Reviewed 4/18 604.2-E2 Vital Informatoin for Use of Professional Therapy Dogs
Reviewed 4/18 604.4 Talented and Gifted Program
Reviewed 4/18 604.5 Program for Students At Risk
Reviewed 4/18 604.6 School Library

Pupil Progress

Reviewed 4/18 605.1 Student Progress Reports and Conferences
Reviewed 4/18 605.2 Testing Program
Reviewed 4/18 605.3 Graduation Requirements
Reviewed 4/18 605.31 Early Graduation
Reviewed 4/18 605.31-R Administrative Regulations Regarding Early Graduation Applications
Reviewed 4/18 605.31-E1 Early Graduation Application Form
Reviewed 4/18 605.31-E2 Parental Permission for Early Graduation
Reviewed 4/18 605.32 Participation in Graduation Ceremonies
Reviewed 4/18 605.5 Student Promotion and Retention
Reviewed 4/18 605.6 Student Performance Testing for Course Credit
Reviewed 4/18 605.7 Multicultural/Gender Fair Education

 

600.1 - Goals of the Education Program

 

 

 

The goals of the school district shall be designed to achieve the mission statement of the district.

An advisory committee of representatives of the community and district shall 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. Educational programming will align with the Strategic Plan.

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

The board shall 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
Revised: 9/13
Related Policy (Code #): 100.1; 101.1

601 - School Organization

 

 

 

601.1 - School Organization

 

 

 

The Linn-Mar Community schools shall be organized into levels of instruction as follows:

Early Childhood
Early childhood shall consist of two program options:

  1. Four-year old voluntary preschool program
  2. Five-year old early childhood blended program

Elementary
The elementary school(s) shall consist of kindergarten and grades one through five.

Middle School
The middle school(s) shall consist of grades six, seven, and eight.

High School
The high school(s) shall consist of grades nine through 12.


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

601.2 - School Calendar

 

 

 

The school calendar shall accommodate the education program of the school district.  The school calendar shall be for a minimum of 191 days 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 shall be for a minimum of 180 days in the school calendar with the exception of an adopted innovative calendar. In implementing an innovative calendar the district will follow state code for the start of the school year.

The board, following state code, may excuse graduating seniors from up to five days of instruction after the school district 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 shall be 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.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 1/18
Revised: 4/15
Related Policy (Code #): 601.2-E
Legal Reference (Code of Iowa): §§ 20.9; 279.10; 280.3; 299.1(2) 2015; 281 IAC 12.1(7); 41.106

601.3 - School Day

 

 

 

The student school day for grades kindergarten through 12 shall 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 shall 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.

When the school is forced to close due to weather or other emergencies while in session, that part of the day during which school was in session will constitute a school day.

The superintendent has responsibility for changes in time allotments and schedule revisions as appropriate.

It shall be the responsibility of the superintendent, or designee, to inform the board of the length of the school day on an annual basis.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 1/18
Revised: 4/15
Legal Reference (Code of Iowa): § 256.7; 279.8, .10 (2013);
281 IAC 12.1(1), .1(7-10)

602 - Basic Instructional Program

 

 

602.1 - Basic Instructional Program

 

 

 

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

The basic instructional program of students enrolled in early childhood programming shall 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 instructional program of students enrolled in 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 instructional program of students enrolled in grades one through five shall include English/language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, and visual arts.

The basic instructional program of students enrolled in grades six, seven, and eight shall 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.

The basic instructional program of students required by the state educational standards 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), and vocational education (12 units).

The board may, in its discretion, offer additional courses in the instructional program for any grade level. An individual student may advance through the academic sequence offered in the instructional program at an accelerated pace provided the age, appropriateness, and affordability can be reasonably accommodated. 

Each instructional 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 instructional program’s plan should describe the program, its goals, the effective materials, the activities, and the method for student evaluation.

It is the responsibility of the superintendent, or designee, to develop administrative regulations stating the required courses and optional courses for early childhood, kindergarten, grades one through five, grades six, 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
Legal Reference (Code of Iowa): §§ 216.9; 256.11; 279.8; 280.3-14 (2013); 281 IAC 12.5

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 (CPI).

A parent/guardian or legal custodian choosing competent private instruction 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/guardian, 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/guardian 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/guardian or legal custodian 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/guardian or legal custodian.

Students receiving competent private instruction from a parent/guardian or legal custodian must be evaluated annually by May 1st unless such person is properly licensed. The parent/guardian or legal custodian may choose either a standardized test approved by the Iowa Department of Education or a portfolio evaluation. If the parent/guardian 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/guardian 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/guardian or legal custodian of a student receiving competent private instruction chooses portfolio assessment 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 children whose portfolios are being assessed. No annual evaluation is required for students receiving competent private instruction from an appropriately licensed or certified Iowa practitioner.

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

Students in competent private instruction 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 competent private instruction provided by the student's parent/guardian or legal custodian will attend an accredited public or non-public school beginning the next school year.

The parent/guardian 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 competent private instruction 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 competent private instruction.


Adopted: 11/92
Reviewed: 6/11; 9/13; 1/18
Revised: 7/12; 4/15
Related Policy (Code #): 602.3
Legal Reference (Code of Iowa): §§ 256.11; 279.10-11;
299.1-6, .11, .15, .24; Ch 299A (2013); 281 IAC 31

602.3 - Dual Enrollment

 

 

 

The parent/guardian or legal custodian of a student receiving competent private instruction (CPI) may also enroll the student into the school district. The student shall 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 shall indicate the co/extra-curricular and academic activities the student is interested in participating. The forms are available at the central administration office.

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 shall apply to the dual enrollment students in the same manner as the other students enrolled in the school district. These policies and administrative rules shall include but not be limited to: athletic eligibility requirements, good conduct rule, academic eligibility requirements, and payment of the fees required for participation.

A dual enrollment student whose parent/guardian 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.

After the student notifies the school district what activities they wish to participate in the school district will provide information regarding the specific programs.

It shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.


Adopted: 11/92
Reviewed: 6/11; 4/15; 1/18
Revised: 7/12; 9/13
Related Policy (Code #): 602.2
Legal Reference (Code of Iowa): §§ 279.8; 299A (2013); 281 IAC 31

602.4 - Summer Programming

 

 

 

Summer programming shall 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 shall 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
Revised: 6/11; 9/13
Legal Reference (Code of Iowa): 279.8, .11; 280.3; 282.6

602.5 - Special Education

 

 

 

The board recognizes some students have different education 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.

The 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-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 stated in board policy or 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
Legal Reference (Code of Iowa): Board of Ed vs Rowley, 458 US 176 (1982),
Springdale School District #50 vs Grace 693 F.2d 41 (8th Circ 1982);
SE Warren CSD vs Dept of Public Instr 285 NW 2d 173 (Iowa 1979);
20 USC §§ 1400 et seq (2012); 34 CFR Pt 300 et sea (2010); 
§§ 256.11(7); 256 B; 273.1-2, .5, .9(2)-(3); 280.8 (2013); 281 IAC 41

602.6 - Community Education

 

 

 

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

The superintendent, or designee, shall 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
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 (CPI) 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 shall be the responsibility of the superintendent to develop administrative regulations regarding this policy.


Adopted: 11/92
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18
Related Policy (Code #): 602.2; 602.3
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31 (2013)

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 shall be under the direction and administration of the high school principal.


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

602.8-R - Administrative Regulations Regarding Time Release Program

 

 

 

Time Release Policy:
Juniors and seniors who have parent/guardian 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/guardian approval if under the age of 18.

Objectives:

  • Encourage students to make responsible decisions on budgeting their time while in school
  • 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 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/guardian 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.
  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/guardian 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. 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.
  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/guardian 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/guardian 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
  • Any violations of school rules and regulations

Altering 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/guardian or legal custodian.


Adopted: 4/91
Reviewed: 6/11; 9/13; 4/15
Revised: 7/12; 1/18

602.9 - Extra-Curricular Activities

 

 

 

The Linn-Mar Board of Directors 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 shall be outlined by the administration.


Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18
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
  • 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 student 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
  • Communication with internal and external publics regarding the content area
  • Involve staff, parents/guardians and legal custodian, students, and community in curriculum development decisions
  • Verify integration of local, state, and/or federal mandates (MCGF, Iowa Core, etc.)
  • 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

It is the responsibility of the superintendent, or designee, to keep the board apprised of necessary curriculum revisions, progress on 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
Revised: 7/12
Related Policy (Code #): 101.1; 10.13; 600.1; 602.11; 602.12
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 281 IAC 12.5, .8

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
  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
  • Involve staff, parents/guardians 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, 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
Revised: 12/09
Related Policy (Code #): 101.1; 103.1; 600.1; 602.10; 602.12
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8; 280.3-14 (2013); 281 IAC 12 8(1)(c)(1)

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/guardians/legal custodians, students, and community members in curriculum evaluation.
  • 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
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

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
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
Revised: 11/07
Related Policy (Code #): 102.1; 602.12

602.17 - Career Education

 

 

 

Preparing all 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 shall be infused into all curricular areas, PreK-12. This 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 academic, communication, 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 is that all students will develop employability skills and required competencies in their area of interest by the time they graduate. Students shall be provided guidance in educational planning to help achieve this goal.

It shall be 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 shall 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 shall also be the responsibility of the superintendent, or designee, to incorporate career education in Linn-Mar’s school improvement plan and to include evaluation of Linn-Mar’s career education efforts in an overall district assessment plan. 

In any curriculum under review, the board shall take special note of those components that indicate that career education has been incorporated into all curricula.


Adopted: 6/85
Reviewed: 6/12; 9/13; 4/15
Revised: 6/11; 1/18
Legal Reference (Code of Iowa): §§ 256.11, .11A; 280.9; 281 IAC 12.5(7)

602.18 - Instruction at a Post-Secondary Educational Institution

 

 

 

Students in grades 9 through 12 may receive academic or vocational/technical credits that count toward graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. Students may receive academic or vocational/technical credits through an agreement between a post-secondary educational institution or with the board’s approval on a case-by-case basis.

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 credits in accordance with the agreement.

Students who have completed the 11th grade but who have not completed the graduation requirements set out by the board may take up to 7 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 credit toward graduation requirements set out by the board. Successful completion of the courses is determined by the post-secondary educational institution. The board will have complete discretion to determine the academic credit to be awarded to the students for the summer courses.

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

  • 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 requirements for meeting proficiency criteria for Every Student Succeeds Act.
  • The course complies with Department of Education senior year plus criteria.

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, shall 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 shall 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/guardian sign a form indicating that the parent/guardian is responsible for the costs of the course should the student fail the course and fail to receive credit for the course. Students who fail the course and fail to receive credit for the course for reasons beyond their control including but not limited to the student’s incapacity, death in the family, or a move to another district may not be responsible for the costs 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.

The superintendent, or designee, shall be responsible to notify students and parents, guardians, or legal custodians of the opportunity to take courses at post-secondary educational institutions in accordance with this policy on an annual basis.  The superintendent, or designee, shall 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
Legal Reference (Code of Iowa): §§ 256.11, .11A; 261c; 279.8;
280.3, .14 (2013); 281 IAC 12, 22

602.20 - Global Education

 

 

 

Because of our growing interdependence with other nations in the world, global education shall be incorporated into the education program for grades pre-kindergarten through 12. Global education shall 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.

Global education, in the education program, 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.


Adopted: 8/89
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18
Revised: 7/03
Legal Reference (Code of Iowa): §§ 256.11, .11A; 281 IAC 12.5(11) (2013)

602.21 - Citizenship

 

 

 

Being a citizen of the United States, of Iowa, and of the school district community 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 shall have an opportunity to learn about their rights, privileges, and responsibilities as citizens of this country, state, and school district community. As part of this learning opportunity, students shall be instructed in the elements of 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
Revised: 10/13
Related Policy (Code #): 100.1; 502.1
Legal Reference (Code of Iowa): §§ 256.11, .11A (2013); 281 IAC 12.3(6), 12.5(3)(b)-(5)(b)

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

It shall be 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
Revised: 7/03
Related Policy (Code #): 502.1; 602.1; 1001.4
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .6 (2013)

602.23 - Open Enrollment Transfers-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 non-resident 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 superintendent, or designee, has the authority to approve good cause applications or continuation of an educational program application. The deadline for regular open enrollment requests is March 1st of the previous school year. The deadline 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 by the board, superintendent, or designee to approve or deny the open enrollment request. The superintendent, or designee, will notify the parents, guardians, or legal custodians 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.

Generally, 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 during the first 90 days of open enrollment into the district.

Parents, guardians, or legal custodians of students whose open enrollment requests are approved by the board or superintendent, or designee, 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, guardians, or legal custodians 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 associate administrator, with Special Education responsibilities, 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.

The policies of the school district will apply to students attending the district under open enrollment. It is the responsibility of the superintendent 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
Revised: 6/11
Related Policy (Code #): 501.9; 501.10; 602.2; 602.3; 602.7; 602.24
Legal Reference (Code of Iowa): §§ 139A.8; 274.1; 279.11; 281.1, .3, .8, 18;
299.1 (2013); 281 IAC 17

602.24 - Open Enrollment Transfers-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, guardians, or legal custodians requesting open enrollment out of the district for their student will notify the district 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 children who will begin kindergarten in the school district are exempt from the open enrollment deadline of March 1st but must submit the request to open enroll by September 1st. Parents, guardians, or legal custodians who have good cause as defined by law for failing to meet the March 1st deadline may make an open enrollment request in the same manner set forth above.

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, guardians, or legal custodians by mail 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 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, guardians, or legal custodians may withdraw their open enrollment request prior to the start of the school year.

An open enrollment request out of the district from parents, guardians, or legal custodians of a Special Education student is 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 associate administrator, with special education responsibilities 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 will also be the responsibility of the superintendent 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
Revised: 6/11
Related Policy (Code #): 602.2-3; 602.7; 602.23
Legal Reference (Code of Iowa): §§ 139.9; 274.1; 279.11;
282.1, .3, .8, .18; 299.1 (2013); 281 IAC 17

602.25 - Space Requirements for Open Enrollment and Attendance Center Exception Requests

 

 

 

Open enrollment or other enrollment requests shall 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, the grade level, the available licensed employees, the instructional method, the 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 size, board-adopted school district goals and objectives, and other factors considered relevant by the board.

The enrollment requests as described shall 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
Revised: 12/09; 6/11
Related Policy (Code #): 102.1; 602.23; 603.2
Legal Reference (Code of Iowa): §§ 282.18(13) (2013); 281 IAC 17.6(3)

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/guardians and will be published on a regular basis in order that all parents/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 parent/guardian 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
Revised: 11/07
Related Policy (Code #): 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 personnel. The licensed personnel 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 personnel, 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 personnel 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 personnel 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 personnel 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
Revised: 4/15
Related Policy (Code #): 602.10-12; 602.27-R
Legal Reference (Code of Iowa): 279.8; 280.3, .14;
Ch 301 (2013); 281 IAC 12.3(12)

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 personnel of the school system. For the purpose of this rule, the term “instructional materials” includes printed and multi-media 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 personnel 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 personnel, 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 complainants at the conclusion of our discussion of the questioned materials.

Materials Selected for Use in Libraries/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. This material 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 personnel who will take into consideration their reading of public and community standards of morality.

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 personnel 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.
    • 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.
    • 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.
  4. 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.
      • 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.
  5. Format:
    • Books:
      • Adequate and accurate index
      • Paper of good quality and color
      • Print adequate and well-spaced
      • Adequate margins
      • Firmly bound
      • 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
      • 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
      • 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?
    • 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.
    • 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, HornBook, 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
Revised: 4/15
Related Policy (Code#): 602.27

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 of instructional materials may be obtained according to board policy and in compliance with copyright laws.

It is the responsibility of the superintendent to develop administrative regulations regarding the inspection of instructional materials.


Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 1/18
Revised: 4/15
Related Policy (Code #): 602.16
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .14;
301 (2013); 281 IAC 12.3(12)

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
Related Policy (Code #): 602.16
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .14;
301 (2013); 281 IAC 12.3(12)

602.29-R - Administrative Regulations Regarding Objection to Instructional Materials

 

 

 

A member 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 shall 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 in full and file it with the superintendent.

Request for Reconsideration

A member 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 reconsideration of instructional materials request forms. 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 request form 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 provisions of Section B.6.d of this rule.

The Reconsideration Committee
The reconsideration committee is made up of eight members:

  1. One licensed employee designated, as needed, by the superintendent.
  2. One teacher-librarian designated, as needed, by the superintendent.
  3. One member of the administrative team designated, as needed, by the superintendent.
  4. Three members of the community appointed annually, as needed, by the superintendent.

 

  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 request form from the superintendent.
  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 appeal 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
Revised:6/11
Related Policy (Code#): 602.29; 602.29-E

602.29-E - Objection to Instructional Materials Reconsideration Request 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
Related Policy (Code#): 602.29; 602.29-R

603 - Instructional Arrangements

 

 

 

603.2 - Class Grouping/Class Size

 

 

 

It shall be 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
Revised: 9/13
Legal Reference (Code of Iowa): § 282.18(13) (2013); 281 IAC 17.6(3)

603.3 - Excursions and Trips

 

 

 

The Board of Directors 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 shall 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 shall 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 shall be 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
Revised: 1/10
Related Policy (Code #): 502.1; 503.6; 603.3-R1; 603.3-R2
Legal Reference (Code of Iowa): § 279.8 (2011); 281 IAC 43.9; 390 CFR Pt 390.3(f) (2004)

603.3-R1 - Administrative Regulations Regarding Excursions and Trips

 

 

 

Excursions/trips that relate to the educational development of the students are supported by the Board of Education.

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 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 shall 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
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

 

 

 

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 Board of Directors. In authorizing excursions/trips, the building principal shall 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 shall 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
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 shall be the responsibility of licensed personnel to present full and fair opportunity and means for students to study, consider, and discuss all aspects of controversial issues including but not limited to political philosophies.

It shall be 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 shall be 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 shall 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
Revised: 12/07
Related Policy (Code #): 602.16; 602.16-R

603.6 - School Ceremonies and Observances

 

 

 

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

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

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


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

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 the 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, shall 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 planning their time
  • 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 the student at home

The principals shall collaborate, by level, in the development of homework assignment guidelines that fulfill the intent of this policy and articulate to the next level with the goal to Inspire Learning, Unlock Potential, and Empower Achievement.


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

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 shall be treated with fairness and respect.

The district is required by law to keep the practice of religion out of the 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 the schools 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 shall 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
Revised: 7/08
Related Policy (Code #): 603.9-R; 603.10
Legal Reference (Code of Iowa): §§ 279.8; 280.6 (2011); US Const Amend I;
Lee vs Weisman, 112 S Ct 2649 (1992) Lemon vs Kurtzman, 403 US 602 (1971)
Graham vs Central CSD of Decatur Co, 608 F Supp 531 (SD Iowa 1985)

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 shall 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 shall 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 school property following the guidelines of policies 1001.4 and 1001.4-R for 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.  The distribution of literature that is obscene, defamatory, or disruptive shall be 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. Non-school persons shall 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 shall not participate in club activities. Any club activity that is illegal or that would cause substantial disruption of the school shall be prohibited.

When acting on behalf of Linn-Mar Schools, employees shall be neutral among religions and between religion and non-religion. District personnel shall not organize, mandate, or participate in student religious activities including prayer. District personnel shall be 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. 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 is 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 a teaching aid, 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 shall 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
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

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. Further, the exclusion must not interfere with other school 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 shall abide by the following:

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

The superintendent, or designee, shall have sole discretion to make this determination.  The factors the superintendent, or designee, shall 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.
  • Numbers of students who wish to be excluded
  • Whether allowing the exclusion places the school 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
Revised: 1/10
Related Policy (Code #): 603.9; 603.9-R
Legal Reference (Code of Iowa): US Const Amend I; Lee vs Weisman, 112 S Ct 2649 (1992);
Lemon vs Kurtzman, 403 US 602 (1971); Graham vs Central CSD of Decatur County, 608 F Supp
531 (SD Iowa 1985); §§ 256.11(6); 279.8 (2011)

 

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 shall 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, shall have the final authority to determine the alternate activity or study.


Adopted: 6/90
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18
Revised: 7/08
Related Policy (Code #): 603.11-E
Legal Reference (Code of Iowa): §§ 256.11; 279.8; 280.3-14;
281 IAC 11; 12.5(3)(e), .5(4)(e), .5(5)(e)

603.11-E - Human Growth and Development Student Excuse Form

 

 

Please Print

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
Related Policy (Code#): 603.11

603.12 - Technology and Instructional Materials

 

 

 

The 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 Policies 602.27, 602.27-R, 602.28, 602.29, 602.29-R, 602.29-E.

It shall be the responsibility of the superintendent, or designee, to develop a plan for the use of technology in the curriculum and to evaluate it biennially. The superintendent, or designee, shall 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
Revised: 1/10
Related Policy (Code #): 602.16; 602.16-R; 602.27; 602.27-R; 602.28;
602.29; 602.29-R; 602.29-E; 603.5; 603.12-R1-E2
Legal Reference (Code of Iowa): § 279.8 (2013); 281 IAC 12.3(12), 12.5(10), .5(4)

603.12-R1 - Administrative Regulations Regarding the Internet

 

 

 

Technology is a vital part of the district 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.

The internet can provide a vast collection of educational resources for students and employees. It is a global network that 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 on the network, it is not possible to constantly monitor individual students and what they are accessing on the network. 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 students 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 behavior 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 will use technology protection measure to protect students from inappropriate access and from inappropriate behavior. Employees and students will be instructed on the appropriate use of the internet. 


Adopted: 7/03
Reviewed: 12/09; 7/11; 4/18
Revised: 11/7; 9/12; 10/13; 2/15
Related Policy (Code#): 603.12; 603.12-R2-E2
Legal Reference (Code of Iowa): § 279.8 (2013)

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 we protect the rights of students and parents/legal guardians 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 board policy or regulation is prohibited.
    6. The district makes no guarantees as to the accuracy of information received on the internet.

Permission to Use Internet: Parents/guardians will grant annual permission for their students to use the internet using the prescribed form.

Student/Staff Use of Internet:

  1. Equal opportunity: The internet is available to all students/staff within the district. The amount of time available for each student may be limited by the number of available terminals and the demands for each terminal.
     
  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 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 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 file or picture or engage in any conference that includes material which is 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; or presents a clear and present likelihood that, either because of its content or the manner of distribution, it will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts, or the violation of lawful school regulations.
     
  4. Unauthorized costs/damages: If a student/staff gains access to any service via the internet which has a cost involved, or if a student/staff incurs any other types of costs due to physical damage, the student/staff incurring such a service/repair will be responsible for the costs.
     
  5. Students/staff should never download or install any unauthorized software.

Adopted: 7/03
Reviewed: 7/11; 4/18
Revised: 9/12; 10/13; 2/15; 8/17
Related Policy (Code#): 603.12; 603.12-R1; 603.12-E1-E2

603.12-E1 - Internet Access Permission Letter

 

 

 

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 mail, 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; and
  • 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 costs.
  2. Students will use district-provided computer equipment appropriately and for its intended use.

Adopted: 7/03
Reviewed: 11/09; 7/11; 4/18
Revised: 11/07; 9/12; 10/13; 2/15
Related Policy (Code#): 603.12; 603.12-R1-R2; 603.12-E2

603.12-E2 - Staff Internet Use Agreement

 

 

 

Important: Please read before signing.

I have read the expected network etiquette (Policy 603.12-R2) and agree to abide by these provisions.

I understand that violation of these provisions may constitute suspension or revocation of internet privileges.

I agree to be responsible for payment of costs incurred by accessing cost-based data services and/or damage to district devices including repair or replacement as a result of misuse.

Name: ___________________________________________________________

Signature: ________________________________________________________ Date: ___________________________________


Adopted: 8/89
Reviewed: 7/11; 12/15; 4/18
Revised: 9/12; 10/13
Related Policy (Code#): 603.12; 603.12-R-R2; 603.12-E1

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
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 our 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 that site.

Subject Matter: All subject matter on web pages must relate to curriculum, instruction, school-authorized activities, programs, 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/link directly to objectionable material. 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 website 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 in all media centers and via the district website (www.linnmar.k12.ia.us). Persons developing or maintaining web documents are responsible for complying with these and other policies.

Some of the 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, and Google applications.
  2. Web pages are subject to board Policy 602.29-E Objection to Instructional Materials Reconsideration Request Form and 603.12 Technology and Instructional Materials including related administrative rules, regulations, and exhibits.
  3. Any information communicated via district web pages, Office 365, and Google applications will comply with board 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-sectarian, non-profit, exclusively devoted to community interests or child welfare, and non-discriminatory. District web page, Office 365, and 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: Each web page added to the district website must contain certain elements which will provide general consistency for district web pages:

  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 file. Such files require extensive download time which take bandwidth away from other users.
  3. The authorized staff member who is publishing the final web pages for themselves or for a student will edit and test the pages for accuracy of links and check 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 until the final page is actually 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 video used on web pages must conform to the format currently used or approved by the district.
  7. Web pages may not contain student email address links, any 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 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 change 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
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 employees to supplement their regular curricular materials with other resources. In so doing, the board recognizes that federal laws makes 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 or using of media including but not limited to print, electronic, and web-based materials unless the copying or using 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 the copyright law by employees or students. Violation of the copyright law by employees may result in discipline up to and including termination. Violation of the 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 the copyright law is followed. The district is not responsible for outsiders violating the 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 the teacher-librarian, who will also assist employees and students in obtaining proper authorization to copy or use protected material when such authorization is required.

It is the responsibility of the superintendent, or designee, in conjunction with the teacher-librarians to develop administrative regulation regarding this policy


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

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 shall be obtained from the publisher or producer with the assistance of the teacher-librarian. Employees and students who fail to follow this procedure 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; or
  • A chart, graph, diagram, drawing, cartoon or picture from a book, periodical, or newspaper.

A teacher may make multiple copies not exceeding 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 material for only one course for which 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 teacher-librarian should be contacted.

The following prohibitions have been expressly stated in federal guidelines:

  1. Reproduction of copyrighted material shall 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, 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 some other 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
Revised: 1/10
Related Policy (Code#): 603.14

604 - Services

 

 

 

604.1 - Guidance and Counseling

 

 

 

The Linn-Mar Community School District shall provide a student guidance and counseling program. The school counselor shall 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 guidance and counseling program will serve grades PK-12. The program will assist students with their personal, educational, and career development. The program shall be coordinated with the education program and will involve licensed personnel.


Adopted: 6/70
Reviewed: 7/11; 9/12; 2/15
Revised: 10/13; 4/18
Related Policy (Code #): 505.6; 505.6-R; 602.1; 604.5
Legal Reference (Code of Iowa): § 622.10; 281 IAC 12.3(6), .5(21)

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 5-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:

Executive Director of Student Services
2999 N 10th Street, Marion, IA 52302
319-447-3003


Adopted: 8/17
Reviewed: 4/18
Related Policy (Code#): 604.2-E1-E2

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

 

 

 

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
Related Policy (Code#): 604.2; 604.2-E2

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

 

 

 

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
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 shall be 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
Revised: 10/13
Legal Reference (Code of Iowa): §§ 257.42-49; 281 IAC 12.5(12); 59

604.5 - Program for Students at Risk

 

 

 

The board shall provide a program which encourages and promotes appropriate opportunities for students at risk to succeed in the education program.

It shall be the responsibility of the superintendent, or designee, to develop a program for students at risk.

It shall also be 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
Legal Reference (Code of Iowa): §§ 256.9; 261C; 262.71; 280.19;
442.51-54; 670 IAC 58; 281 IAC 12.5(13)

604.6 - School Library

 

 

 

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

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

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

It shall be 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
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 (2013); 281 IAC 12.3(11)-(12)

605 - Pupil Progress

 

 

 

605.1 - Student Progress Reports and Conferences

 

 

 

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

  1. To inform parents, guardians, or legal custodians 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 student, parent, guardian or legal custodian, and the school in working cooperatively for the welfare of the student.

Students shall 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, or legal custodians of students who are not achieving as expected.  The board encourages the notification to the parents, guardians, or legal custodians of students who have made marked improvement prior to the end of the grading period.

The elementary schools, middle schools, and high school will hold conferences at a minimum of once a year.

In addition to the scheduled conference time parents, guardians, legal custodians, teachers, or principals may request a conference. Parents, guardians, legal custodians, and students are encouraged to discuss the student’s progress or other matters with the student’s teacher.


Adopted: 6/70
Reviewed: 9/12; 4/18
Revised: 6/11; 10/13; 2/15
Legal Reference (Code of Iowa): §§ 256.11-11A; 280 (2011); 281 IAC 12.3(6), .3(7), .5(16)

605.2 - Testing Program

 

 

 

A comprehensive testing program shall 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 their families.

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:

  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 behavior;
  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; or
  8. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program);

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.

It shall be the responsibility of the superintendent, or designee, in conjunction with the principal to develop administrative regulations regarding this policy.

It shall be the responsibility of the superintendent, or designee, to provide the board annual reports on the evaluation and testing program.


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

605.3 - Graduation Requirements

 

 

 

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

It shall be 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 guidance office and submitted to the principal’s office. The principal will meet with each early graduation applicant prior to recommending candidates to the school 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), English II (10 credits). May opt out if passes English I with a 90% or higher grade, English III, or Advanced English 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 I 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), and 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 1/AP US History (10 credits), World History/AP World History (10 credits), and American Government/AP American Government (5 credits).
  • Health/PE (25 credits): Must include Health (5 credits).

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. Prior to graduation, the IEP team shall determine whether the graduation requirements have been met.

COMPASS Credits: High School credits are available via the COMPASS Alternative High School 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 (Senior Year Plus): 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), English Literature, Music Theory, 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 guidance and TAG offices.

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
Revised: 1/10; 6/11; 10/13; 2/15
Legal Reference (Code of Iowa): §§ 256.11-11A; 279.8;
280.3, .14 (2011); 281 IAC 12.2, .3(7); .5; 41.10(9)

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 forwarded to the Board of Education 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
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 (2011)

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 must be filed in the high school principal’s office. Applications not filed by the deadline will not be considered that semester unless unusual circumstances are involved. Exceptions must have the approval of the principal.

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

  1. Student fills out application.
  2. 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, or legal custodians are not required to attend.
  4. Parent, guardian, or legal custodian written approval given after the conference.
  5. Review by evaluation committee.

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

605.31-E1 - Early Graduation Application

 

 

 

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
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

 

 

 

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
Related Policy (Code#): 605.3; 605.31; 605.31-R; 605.31-E1; 6054.31

605.32 - Participation in Graduation Ceremonies

 

 

 

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

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


Adopted: 5/82
Reviewed: 6/11; 9/12; 10/13; 2/15; 4/18
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 (2011)

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, or legal custodians. The purpose of this discussion shall be to clarify the concerns about the student's performance and to enlist the support of the parents, guardians, or legal custodians 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, or legal custodians shall be informed as early in the year as possible. Final decisions regarding retention are the responsibility of the associate superintendent. Parents, guardians, or legal custodians and/or students may appeal such decisions to the superintendent or designee.

Each year students in grades 9 through 12 will be informed of the required course work necessary to graduate. When it becomes evident a student in these grades will be unable to meet the graduation requirements the parents, guardians, or legal custodians 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 remediating plan.

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

Early graduation is allowed in accordance with board policy 605.31 - Early Graduation.


Adopted: 6/85
Reviewed: 6/11; 9/12; 2/15; 4/18
Revised: 1/10; 10/13
Related Policy (Code #): 605.31
Legal Reference (Code of Iowa): 256.11, .11A; 297.8
280.3 (2011); 281 IAC 12.3(7); 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
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 shall have an opportunity for a quality education without discrimination regardless of their race, religion, creed, socio-economic status, color, sex, marital status, national origin, sexual orientation, gender identity, or disability.

The education program shall be free of discrimination and provide equal opportunity for all students. The education program shall 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 shall also reflect the wide variety of roles open to men and women and provide equal opportunity to both genders.

The district shall 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 shall be charged with monitoring district programs and reporting annually to the board.


Adopted: 4/99
Reviewed: 6/11; 9/12; 2/15; 4/18
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)