The goals of the Linn-Mar Community School District will be designed to achieve the mission statement of the district. Educational programming will align with the district’s strategic plan.

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

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

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

Adopted: 2/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21; 2/24
Revised: 9/13
Related Policy: 100.1; 101.1; 102.1
IASB Reference: 600
Mandatory Policy

This series of the board policy manual is devoted to the goals and objectives for the delivery of the education program. The board's objective in the design, content, and delivery of the education program is to provide an equal opportunity for students to pursue an education free of discrimination on the basis of race, creed, color, sex, national origin, marital status, religion, sexual orientation, gender identity, or disability.

In providing the education program of the school district, the board will strive to meet its overall goal of providing the students an opportunity to develop a healthy social, intellectual, emotional, and physical self-concept in a learning environment that provides guidance and encourages critical thinking in students.

In striving to meet this overall goal, the objectives of the education program are to provide students with an opportunity to:

1. Acquire basic skills in obtaining information, solving problems, thinking critically, and communicating effectively;
2. Become effective and responsible contributors to the decision-making processes of the social and political institutions of the community, state, and nation;
3. Acquire entry-level job skills and knowledge necessary for further education;
4. Acquire the capacities for satisfying and responsible roles as family members;
5. Acquire knowledge, habits, and attitudes that promote personal and public health, both physical and emotional;
6. Acquire an understanding of ethical principles and values and the ability to apply them to their own lives;
7. Develop an understanding of their own worth, abilities, potential, and limitations; and
8. Learn and enjoy the process of learning and acquire the skills necessary for a lifetime of continuous learning and adaptation to change.

Adopted: 6/70
Reviewed: 10/11; 4/13; 5/14; 9/16; 2/21
Revised: 9/10; 6/20; 2/24
Related Policy: 600.1
IASB Reference: 600

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

1. EARLY CHILDHOOD
   Early childhood will consist of the four-year old voluntary preschool program and three-year olds entitled to special education services.
    
2. ELEMENTARY
   The elementary schools will consist of kindergarten, grades one through four, and the five-year old junior kindergarten program.
    
3. INTERMEDIATE
   The intermediate schools will consist of grades five and six.
    
4. MIDDLE SCHOOL
   The middle schools will consist of grades seven and eight.
    
5. HIGH SCHOOL
   The high school will consist of grades 9 through 12, as well as individuals eligible for services through the age of 21, per their Individualized Education Plan (IEP).

Adopted: 6/70
Reviewed: 6/11; 6/12; 4/15; 1/18
Revised: 9/13; 2/21; 6/21; 2/24
Related Policy: 100.1; 101.1; 102.1

Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/24
Revised: 4/15; 2/21; 8/23
Legal Reference (Code of Iowa): §§ 20.9; 279.10; 280.3; 299.1(2); 281 IAC 12.1(7); 41.106; SF391
IASB Reference: 601.01
Mandatory Policy

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

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

When school is forced to close due to weather or other emergencies, the part of the day during which school was in session will constitute a school day. The superintendent [or designee] will create administrative regulations necessary to utilize any remote learning opportunities that are available and permitted by law during the period of closure. The provision of special education and accommodations for students who have Individualized Education Programs (IEPs) or Section 504 Plans during periods of closure will be determined by each respective IEP or Section 504 team.

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

Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21; 2/24
Revised: 4/15; 9/20; 3/23
Legal Reference (Code of Iowa): §256.7(3)(21)(32); 279.8, .10; 281 IAC 12.1(1), .1(7-10)
IASB Reference: 601.02

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

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

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

The basic instruction program of students enrolled in grades 1 through 6 will include English language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, and visual arts. As of July 1, 2023; computer science will also be offered during at least one grade level.

The basic instruction program of students enrolled in grades 7 and 8 will include English language arts, social studies, mathematics, science, health, human growth and development, family/consumer/career, technology education, physical education, music, visual arts, and world languages. As of July 1, 2023; computer science will also be offered during at least one grade level.

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

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

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

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

It is the responsibility of the superintendent [or designee] to develop administrative regulations stating the required courses and optional courses for early childhood, junior kindergarten, kindergarten, grades 1 through 6, grades 7 and 8, and grades 9 through 12 including program descriptions, goals, and methods for student assessment/evaluation.

Adopted: 6/70
Reviewed: 6/11; 1/18; 2/24
Revised: 7/12; 9/13; 4/15; 9/19; 2/21; 6/21
Legal Reference (Code of Iowa): §§ 216.9; 256.11; 279.8; 280.3-14; 281 IAC 12.5; 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 603.01

The Linn-Mar Community School District recognizes that families with students of compulsory attendance age may select alternative forms of education outside the traditional school setting, including private instruction. The applicable legal requirements for private instruction including, but not limited to, those relating to reporting and evaluations for progress shall be followed.

Except as otherwise exempted, in the event a child of compulsory attendance age as defined by law does not attend public school or an accredited nonpublic school, the child must receive private instruction. Private instruction means instruction using a plan and a course of study in a setting other than a public or organized accredited nonpublic school.

Private instruction can take the form of competent private instruction and independent private instruction. The Iowa Department of Education recognizes three options for delivery of this form of instruction; two options for delivery of competent private instruction and one option for independent private instruction.

Competent private instruction means either private instruction provided on a daily basis for at least 148 days during a school year, to be met by attendance for at least 37 days each school quarter by or under supervision of a licensed practitioner which results in the student making adequate progress, or private instruction provided by a parent, guardian, or legal custodian.

Independent private instruction means private instruction that meets the following criteria:

1. Is not accredited;
2. Enrolls not more than four unrelated students;
3. Does not charge tuition, fees, or other remuneration for instruction;
4. Provides private or religious-based instruction as its primary purpose;
5. Provides enrolled students with instruction in mathematics, reading and language arts, science, and social studies; 
6. Provides, upon written request from the superintendent or the school district in which the independent private instruction is provided or from the director of the Department of Education a report identifying the primary instruction, location, name of the authority responsible for the independent private instruction, and the names of the student enrolled;
7. Is not a nonpublic school and does not provide competent private instruction as defined herein; and
8. Is exempt from all state statutes and administrative rules applicable to a school board, or a school district, except as otherwise provided by law.

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

Adopted: 11/92
Reviewed: 6/11; 9/13; 1/18; 2/21
Revised: 7/12; 4/15; 9/21; 2/24
Related Policy: 602.3
Legal Reference (Code of Iowa): §§ 299; 299A; 281 IAC 31
IASB Reference: 604.01

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

The parent/guardian or legal custodian requesting dual enrollment for the student should notify the Linn-Mar Teaching & Learning Department prior to September 1st of each year on forms provided by the school district. On the form, the parent/guardian or legal custodian will indicate the co/extra-curricular and academic activities in which the student is interested in participating. After the student notifies the district of what activities they wish to participate in, the district will provide information regarding the specific programs.

The forms are available on the district website at: https://www.linnmar.k12.ia.us/schools/home-school/.

Additional information can be references by visiting the Iowa Department of Education Home School webpage: https://educateiowa.gov/pk-12/options-educational-choice/home-schooling-private-instruction.

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

A dual enrollment student whose parent/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.

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

Adopted: 11/92
Reviewed: 6/11; 4/15; 1/18
Revised: 7/12; 9/13; 2/21; 2/24
Related Policy: 602.2
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31
IASB Reference: 604.07

The Linn-Mar Community School District recognizes the importance of ongoing learning opportunities for students. As such, the district shall offer summer school instruction in accordance with the following:

1. The board, in its discretion, may offer summer school for one or more courses and student activities for students who need additional help and instruction or for enrichment in those areas. Upon receiving a request for summer school, the board will weigh the benefit to the students and the school district, as well as the school district's budget and availability of licensed employees to conduct summer school.
2. If a child who is eligible for special education has been determined to need extended school year services as necessary to receive a free, appropriate, public education as determined according to state and federal law, such services shall be provided as described in the child's Individualized Education Plan (IEP).
3. In additional instances, as provided by law.

The superintendent [or designee] may develop administrative regulations regarding this policy.

Adopted: 6/70
Reviewed: 1/10; 6/12; 4/15; 1/18; 2/21
Revised: 6/11; 9/13; 2/24
Legal Reference (Code of Iowa): §§ 279.8; 280.3; 282.6; 281 IAC 41.106
IASB Reference: 603.02

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

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

Students receiving special education services are required to meet the requirements listed for special education in Policy 605.3 and in their IEPs for graduation.

It is the responsibility of the superintendent [or designee] and the area education agency director of special education to provide or make provisions for appropriate special education and related services.

Children from birth through age two and children ages three through 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; 2/24
Revised: 10/07; 2/21
Related Policy: 605.3
Legal Reference (Code of Iowa): §§ 256.11(7); 256B; 273.1-2, .5, .9(2-3); 280.8; 2801 IAC 41.109, 41.404; 20 USC §§ 1400 et seq; 34 CFR Pt 300
IASB Reference: 603.03
Mandatory Policy

To help fulfill its mission, the Linn-Mar Board of Directors supports the concept of community education within the district.

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

Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21; 2/24
Revised: 7/03

The school board, recognizing alternatives to education outside the formal public school system, authorizes providing a home school assistance program.

This program will assist students receiving competent private instruction by providing licensed teachers in a home school assistance program to assist the parent/guardian or legal custodian in the education of the student.

The parent/guardian or legal custodian registering their student for the home school assistance program will agree to comply with the requirements established by the faculty of the program.

Students registered for the home school assistance program will be counted in the basic enrollment.

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

Adopted: 11/92
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21; 2/24
Related Policy: 602.2; 602.3
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31
IASB Reference: 604.09

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

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

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

Adopted: 6/70
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21; 2/24
Revised: 9/13
Related Policy : 602.8-R
IASB Reference: 501.11

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

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

Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21; 2/24
Revised: 11/07

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 and 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. The board delegates the curriculum development process to the superintendent [or designee] who will make curriculum development recommendations and submit them to the board for final approval.

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

1. 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;
2. 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;
3. Facilitates communication and coordination; and
4. Improves classroom instruction.

The superintendent [or designee] is responsible for the curriculum development process 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:

1. Study the latest thinking, trends, research, and expert advice regarding the content/discipline;
2. Study the current status of the content/discipline (what/how well students are currently learning);
3. Identify content standards, benchmarks, and grade level expectations for the content/discipline;
4. Describe the desired learning behavior’s teaching and learning environment related to the content/discipline;
5. Identify differences in the desired and present program and develop a plan for addressing the differences;
6. Communicate with internal and external publics regarding the content area;
7. Involve staff, parents, students, and community in curriculum development decisions;
8. 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; 
9. Ensure proposed curriculum complies with applicable laws; and
10. Align annual improvement goals with needs assessment information.

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

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

Adopted: 6/70
Reviewed: 6/11; 10/13; 4/15; 1/18; 2/21
Revised: 7/12; 4/20; 3/23; 2/24
Related Policy: 600.1-2; 602.11-13
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8, .74; 280.3; 281 IAC 12.5, .8
IASB Reference: 602.01
Mandatory Policy

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, have opportunities to practice, and receive coaching and feedback focused on the most powerful instructional strategies to deliver the content at the classroom level; and
3. Consistency of effort to ensure all students at each grade level receive the instructional content.

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

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

It is the responsibility of the superintendent [or designee] to keep the school 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; 2/21; 2/24
Revised: 12/09; 3/23
Related Policy: 101.1; 600.1; 602.10; 602.12; 602.27; 602.27-R
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8, .74; 280.3; 281 IAC 12 8
IASB Reference: 602.02
Mandatory Policy

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:

1. Identify specific purposes for assessing student learning;
2. Develop a comprehensive assessment plan;
3. Select/develop assessment tools and scoring procedures that are valid and reliable;
4. Identify procedures for collecting assessment data;
5. 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);
6. 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);
7. Identify procedures for using assessment information to determine long-range and annual improvement goals;
8. Identify procedures for using assessment information in making decisions focused on improving teaching and learning (data-based decision making);
9. Provide support to staff in using data to make instructional decisions;
10. 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);
11. Define data reporting procedures;
12. Verify that assessment tools are fair for all students and are consistent with all state and federal mandates;
13. Verify that assessment tools measure the curriculum that is written and delivered;
14. Identify procedures for deciding when multiple assessment measures are necessary for making good decisions and drawing appropriate conclusions about student learning;
15. Identify roles and responsibilities of key groups;
16. Involve staff, parents, students, and community members in curriculum evaluation; 
17. Ensure participation of eligible students receiving special education services in district-wide assessments; and
18. Ensure curriculum complies with applicable laws.

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

Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 2/24
Related Policy: 101.1; 103.1; 600.1; 602.10; 602.11
Legal Reference (Code of Iowa): §§ 216.9; 256.7; 279.8, .74; 280.3; 281 IAC 12.8
IASB Reference: 602.03
Mandatory Policy

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/taxpayers of the school district, and the Iowa Core.

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

Adopted: 7/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21; 2/24
Revised: 10/13
Related Policy: 102.1; 602.10

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

Adopted: 7/99
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21; 2/24
Revised: 11/07
Related Policy: 102.01; 602.12

Preparing students for careers is one goal of Linn-Mar’s education program. Career education will be written into the education program for grades K-12. Career education will include, but not be limited to, awareness of self in relation to others and the needs of society, exploration of employment opportunities, experiences in personal decision-making, and experiences of integrating work values and work skills into their lives.

It is the responsibility of the superintendent [or designee] to assist licensed employees in finding ways to provide career education in the education program. Special attention should be given to courses of a vocational education nature. The board, in its review of the curriculum, will review the means in which career education is combined with other instructional programs.

Adopted: 6/85
Reviewed: 6/12; 9/13; 4/15; 2/21
Revised: 6/11; 1/18; 2/24
Related Policy: 602.12-13; 603.15
Legal Reference (Code of Iowa): §§ 256.11, 280.9; 281 IAC 12.5(7)
IASB Reference: 603.07
Mandatory Policy

In accordance with this policy, students in grades 9 through 12 may receive academic or career and technical education credits that count toward the graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. Students and parents or guardians shall be made aware of the post-secondary instructional opportunities as part of the development of each student’s Individual Career and Academic Plan (ICAP) as required by law. The superintendent [or designee] is responsible for developing the appropriate forms and procedures for implementing this policy and the following post-secondary educational opportunities.

CONCURRENT ENROLLMENT
The board may, in its discretion, enter into a contractual agreement with a community college to provide courses for eligible students in grades 9 through 12 when comparable courses are not offered by the school district. Notice of the availability of the concurrent enrollment program shall be included in the school district's registration handbook, and the handbook shall identify which courses, if successfully completed, generate post-secondary credit. Students shall not be charged tuition for concurrent enrollment courses and shall not be required to reimburse the school district for tuition if they do not successfully complete a course. Students or their parents or guardians may be required to pay a fee consistent with the school district's established textbook policy and other materials for the concurrent enrollment courses to the extent permitted by law. Students or their parents or guardians may also be required to provide their own transportation to and from concurrent enrollment courses to the extent permitted by law. However, transportation shall be the responsibility of the school district for any contracted course that is used to meet school district accreditation requirements.

Students who successfully complete a concurrent enrollment course, as determined by the post-secondary institution, shall receive post-secondary credit in accordance with the institution's policies and high school credit that will be reflected on their high school transcript. The superintendent [or designee] shall grant to a student who successfully completes a concurrent enrollment course a unit of high school graduation credit for every unit of high school level instruction successfully completed.

POST-SECONDARY ENROLLMENT OPTION
Ninth and tenth grade students who have been identified by the school district as talented and gifted, and eligible eleventh and twelfth grade students, may utilize the Post-Secondary Enrollment Option (PSEO) program. To qualify, a course must be a nonsectarian credit-bearing course that leads to a degree and in the areas of mathematics, science, social sciences, humanities, or career and technical education. A course is not eligible for PSEO if a comparable course is offered by the school district. In addition, courses at a community college with which the district has a concurrent enrollment agreement are not eligible for PSEO. Students shall not be charged for tuition, textbooks, materials, or fees related to a PSEO course with the exception of equipment that becomes the property of the student.

The school district shall reimburse the post-secondary institution for tuition and other expenses for each PSEO course up to $250. Students who successfully complete a PSEO course, as determined by the post-secondary institution, shall receive a post-secondary credit and high school credit. The superintendent [or designee] shall grant to a student who successfully completes a PSEO course a unit of high school graduation credit for every unit of high school level instruction successfully completed.

Transportation to and from the post-secondary institution is the responsibility of the student or parent or legal guardian of the student enrolled in the PSEO course. Eligible students may take post-secondary credit during the summer months and receive high school credit upon successful completion of a post-secondary course. However, the student or student's parent or legal guardian are responsible for all costs associated with courses taken during the summer.

Students who fail a PSEO course and fail to receive credit are required to reimburse the school district for all costs directly related to the course up to the $250 reimbursement maximum. Prior to registering for the course, students under the age of 18 are required to have a parent/guardian sign a form indicating that the parent or legal guardian are responsible for the cost of the course should the student fail the course and fail to receive credit. Reimbursement waivers may be granted by the board if sufficient verification is provided to show that the student was unable to complete the course for reasons outside the student's control including, but not limited to, physical incapacity, a death in the immediate family, or a move out of the school district. 

Adopted: 11/92
Reviewed: 1/10; 6/12
Revised: 1/10; 6/11; 9/13; 4/15; 1/18; 11/18; 2/21; 10/23; 2/24
Legal Reference (Code of Iowa): §§ 256.7, .11; 258; 261E; 279.61; 280.3; 280.14; 281 IAC 12 and 22
IASB Reference: 604.06

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

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

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

Adopted: 8/89
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21; 2/24
Revised: 7/03
Related Policy: 602.10-13
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.5(11)
IASB Reference: 603.10

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

As a part of the education program, students will have an opportunity to learn about their rights, privileges, and responsibilities as citizens of this country, state, and school district community. As part of this learning opportunity students are instructed in the elements of productive citizenship and the role quality citizens play in their country, state, community, and school district community.

Adopted: 3/99
Reviewed: 6/11; 6/12; 4/15; 1/18; 2/21; 2/24
Revised: 10/13
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.3(6), 12.5(3)(b)-(5)(b)
IASB Reference: 603.11
Mandatory Policy

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

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

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

Adopted: 3/99
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21; 2/24
Revised: 7/03
Related Policy: 602.1
Legal Reference (Code of Iowa): §§ 279.8; 280.3, .6
IASB Reference: 603.09

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

The school board will take action on the open enrollment request at the next regular board meeting. The superintendent [or designee] has authority to approve good cause applications in emergency or extenuating circumstances.

The superintendent [or designee] will notify the sending school district and the parents of the school board’s decision to approve or deny the open enrollment requests.

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 school board, in its discretion, may waive the insufficient classroom space reason for denial for students of the same nuclear family to prevent the division of a nuclear family between two school districts. Other open enrollment requests into the district are considered in the order received by the district with the first open enrollment request given a higher priority than the second open enrollment request and so forth.

Students in grades 9 through 12 open enrolling into the school district will be eligible for participation in inter-scholastic athletics at the varsity level, in accordance with applicable laws.

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

Open enrollment requests into the district from parents of a student receiving special education services 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 special education needs and whether the enrollment of the student will cause the class size to exceed the maximum allowed. The area education agency director of special education serving the school district will determine whether the program is appropriate. The student receiving special education services will remain in the sending district until final determination is made. For students requiring special education services, the receiving district will complete and provide to the resident district the documentation needed to seek Medicaid reimbursement for eligible services.

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

Adopted: 3/99
Reviewed: 1/10; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11; 9/21; 10/22; 2/24
Related Policy: 501.9-10; 602.2-3; 602.7; 602.24-26
Legal Reference (Code of Iowa): §§ 139A.8; 274.1; 279.11; 281.1, .3, .8, .18; 299.1; 281 IAC 17
IASB Reference: 501.15

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 out to another public school district.

Parents requesting open enrollment out of the district for their student will notify the sending and receiving school districts in accordance with district practices. This notice is made on forms provided by the Iowa Department of Education. The forms are available at the Linn-Mar Learning Resource Center or via the district website (www.Linnmar.k12.ia.us).

Parents of children who will begin kindergarten and pre-kindergarten students enrolled in special education programs and included in the district’s basic enrollment will file for open enrollment in the same manner set forth above.

The receiving district will approve or deny open enrollment requests according to the timelines established by law. The parents may withdraw the open enrollment requests prior to the board's approval of the application. The receiving district's superintendent [or designee] will notify the parents and sending district by mail within five days of the school district’s action to approve or deny their open enrollment requests.

The board will not approve a student's request to allow the receiving district to enter the district for the purposes of transportation.

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

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

Adopted: 3/99
Reviewed: 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11; 9/21; 10/22; 2/24
Related Policy: 501.9-10; 602.2-3; 602.7; 602.23; 602.25-26
Legal Reference (Code of Iowa): §§ 139A.8; 274.1; 279.11; 282.1, .3, .8; 299.1; 281 IAC 17
IASB Reference: 501.14

It is the goal of the district to create learning environments that encourage the growth and development of each student. Providing classrooms with an appropriate student-teacher ratio is central to achieving this goal. Insufficient classroom space exists when conditions in the district adversely affect the implementation of the district’s goals and its educational program. Insufficient classroom space is determined on a case-by-case basis.

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

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

Adopted: 3/99
Reviewed: 6/12; 10/13; 4/15; 1/18; 2/21; 2/24
Revised: 12/09; 6/11; 1/22
Related Policy (Code #): 501.9-10; 602.2-3; 602.7; 602.23-24; 602.26
Legal Reference (Iowa Code): §282.18(13); 281 IAC 17.6(3)
IASB Reference: 606.06
Mandatory Policy

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

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

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

Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21; 2/24
Revised: 11/07
Related Policy : 501.9-10; 602.2-3; 602.7; 602.23-25

1. Support the educational philosophy, goals, and objectives of the district;
2. Meet high standards of quality in factual content and presentation;
3. Consider the needs, age, and maturity of students;
4. Are within the school district’s budget;
5. Foster respect and appreciation for cultural diversity and difference of opinion;
6. Stimulate growth in factual knowledge and literary appreciation;
7. 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;
8. Portray the variety of careers, roles, and lifestyles open to all people; and
9. Increase an awareness of the rights, duties, and responsibilities of each member of a multicultural society.

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

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

The superintendent [or designee] will establish additional criteria to guide the selection of instructional materials through administrative regulation, ensuring alignment with educational goals.

Adopted: 12/73
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21; 2/24
Revised: 4/15; 3/23; 8/23
Related Policy: 602.10-13; 602.27-R
Legal Reference (Code of Iowa): 279.8, .74; 280.14; 301; 281 IAC 12.3(12)
IASB Reference: 605.01-03
Mandatory Policy

Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21; 2/24
Revised: 4/15; 3/23; 8/23
Related Policy: 602.29; 602.29-R; 602.29-E
Legal Reference (Code of Iowa): §§ 279.8, .74; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.02

Members of the school district community may object to instructional and library 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. Information related to the process for reconsideration of instructional and library materials will be made available on the district’s website (www.Linnmar.k12.ia.us).

Parents or guardians of students enrolled in the district have the ability to request that their student not be able to access certain instructional materials or check out certain library materials. For purposes of prohibiting access to instructional materials, Iowa law has defined instructional materials to mean either printed or electronic textbooks and related core materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a state educational agency or district for use by students in the student’s classes by the teacher of record. Instructional materials does not include lesson plans.

Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21; 2/24
Revised: 3/23; 11/23
Related Policy: 602.28; 602.29-R; 602.29-E
Legal Reference (Code of Iowa): §§ 279.8, .74, .77; 280.3, .14; 301; 281 IAC 12.3(12)
IASB Reference: 605.03
Mandatory Policy

It is within the sole discretion of the board to determine the size of classes and to determine whether class grouping will take place. The board may review class sizes annually.

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

Adopted: 6/70
Reviewed: 7/11; 9/12; 4/15; 4/18; 6/21
Revised: 9/13; 2/24
Related Policy: 602.23-26
Legal Reference (Code of Iowa): §279.8; 280.3
IASB Reference: 606.01

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

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

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

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

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

Adopted: 2/78
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21; 2/24
Revised: 1/10
Related Policy: 502.1; 503.6; 603.3-R; 603.3-E
Legal Reference (Code of Iowa): § 279.8; 281 IAC 43.9; 390 CFR Pt 390.3(f)
IASB Reference: 606.05

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

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

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

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

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

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

Adopted: 6/70
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21; 2/24
Revised: 12/07
Related Policy: 602.16; 602.16-R
Legal Reference (Code of Iowa): §§279.8; 280.3, .6
IASB Reference: 603.09; 603.09-R(1)

The school district will continue school ceremonies and observances which have become a tradition and a custom of the education program. These include, but are not limited to, reciting the Pledge of Allegiance and the observance of holidays through programs and performances. Such ceremonies or observances will have a secular purpose and will not advocate or sponsor a particular religion.

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

Students who do not wish to participate in these activities may be silent during the ceremony or observance or receive permission from the principal [or designee] to be excused from the ceremony or observance for religious or personal reasons in compliance with board policy.

Adopted: 6/70
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 12/07; 9/21; 2/24
Related Policy: 603.9; 603.9-R; 603.10
Legal Reference (Code of Iowa): § 279.8; 280.5
IASB Reference: 606.02

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

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

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

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

Adopted: 6/85
Reviewed: 9/12; 9/13; 6/21
Revised: 7/11; 2/15; 4/18; 2/24
Related Policy: 602.16, 602.16-R

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

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

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

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

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

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

Adopted: 3/99
Deleted: 9/16
Readopted: 9/21
Reviewed: 12/09; 9/13; 4/16; 2/24
Revised: 7/03; 7/08; 7/11; 9/12; 2/15
Related Policy: 602.1
Legal Reference (Code of Iowa): §§ 256.11; 281 IAC 12.5
IASB Reference: 603.06
Mandatory Policy

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

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

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

Adopted: 3/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 7/08; 2/24
Related Policy : 603.9-R; 603.10
Legal Reference (Code of Iowa): §§ 279.8; 280.6
IASB Reference: 603.08

Parents who wish to have their child 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 education program and it does not infringe on a compelling state or educational interest. Furthermore, the exclusion must not interfere with other school or district operations. Students who are allowed to be excluded from a program or activity which violates their religious beliefs are required to do an alternate supervised activity or study.

In notifying the superintendent [or designee] the parents will abide by the following:

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

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

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

Adopted: 8/89
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21; 2/24
Revised: 1/10
Related Policy: 603.6; 603.9; 603.9-R
Legal Reference (Code of Iowa): §§ 256.11(6); 279.8
IASB Reference: 604.05

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

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

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

Adopted: 6/90
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21; 2/24
Revised: 7/08
Related Policy: 603.11-E
Legal Reference (Code of Iowa): §§ 256.11; 279.08; 280.03-14; 281 IAC 12.5
IASB Reference: 603.05
Mandatory Policy

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

The superintendent [or designee] is responsible for developing guidelines to monitor the use of technology. Any objections to materials used as a result of technology will be processed under Linn-Mar board policies 602.27, 602.27-R, 602.28, 602.29, 602.29-R, and 602.29-E1.

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

Adopted: 8/89
Reviewed: 7/11; 9/12; 10/13; 2/15; 4/18; 6/21; 2/24
Revised: 1/10
Related Policy: 602.27; 602.27-R; 602.28-29; 602.29-R; 602.29-E; 603.5; 603.12-R1-R2; 603.12-E1
Legal Reference (Code of Iowa): § 279.8; 281 IAC 12.3(12), 12.5(10), .5(4)
IASB Reference: 605.04
Mandatory Policy

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

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

Adopted: 7/03
Reviewed: 7/11; 9/12; 10/13; 4/18; 6/21
Revised: 2/15; 2/24
Related Policy: 603.12; 603.12-R1-R2; 603.12-E1-E2; 604.6
Legal Reference (Code of Iowa): § 279.8

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

While the district encourages employees to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of employees to abide by the school district’s copying procedures and obey the requirements of law. In no circumstances shall it be necessary for school district staff to violate copyright requirements in order to perform their duties properly. The school district will not be responsible for any violations of copyright law by employees or students. Violation of copyright law by employees may result in discipline, up to and including, termination. Violation of copyright law by students may result in discipline, up to and including, suspension or expulsion.

Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the school 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 school district is not responsible for outsiders violating copyright law or this policy.

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

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

Adopted: 7/07
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10; 2/24
Related Policy: 603.14-R
Legal Reference (Code of Iowa): 17 USC § 101 et al; 281 IAC 12.3(12)
IASB Reference: 605.07

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

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

The district shall carefully safeguard the right of students and employees to learn and teach in a respectful environment regardless of the method. All instruction and communication through online learning platforms should be appropriate to the age and ability of the participants. Students and employees should be aware that online platforms may be monitored by the district. Verbal and written communication occurring on these platforms may be recorded and stored by the district in accordance with applicable laws.

Any verbal or written communication on these platforms deemed to be inappropriate will subject the student and/or employee to the same disciplinary measures that would exist if the interaction took place through traditional in-person learning. Students and employees who have concerns about the proper use of these platforms are encouraged to speak with their teachers or building principal.

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

Adopted: 9/20
Reviewed: 6/21; 2/24
Related Policy: 602.1; 603.12; 603.12-R1-R2; 603.12-E1; 603.13; 603.13-R; 902.12; 902.12-R
Legal Reference (Code of Iowa): §§ 715C
IASB Reference: 604.11

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

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

Adopted: 6/70
Reviewed: 7/11; 9/12; 2/15; 6/21; 2/24
Revised: 10/13; 4/18; 4/23
Related Policy: 505.6; 505.6-R; 602.1; 604.5
Legal Reference (Code of Iowa): §280.14; 622.10; 281 IAC 12.3(11)
IASB Reference: 607.01
 

ROLE AND PURPOSE OF CERTIFIED ASSISTANCE DOG TEAMS
Professional therapy dogs certified with their owners/handlers as certified assistance dog teams provide emotional and physical support in educational settings. These highly trained dogs model good behavior, tolerance, and acceptance. All certified assistance dog teams in the Linn-Mar Community School District work to support and positively influence student achievement.

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

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

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

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

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

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

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

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

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

If you have questions about the therapy dog program please contact:
Melissa Frick
Executive Director of Student Services
319-447-3663 /  melissa.frick@Linnmar.k12.ia.us

Adopted: 8/17
Reviewed: 4/18; 6/21; 2/24
Revised: 10/23
Related Policy: 604.2-E1-E2
Legal Reference (Code of Iowa): §216C; 29 USC §794; 42 USC §12132; 28 CFR 35
IASB Reference: 105; 606.03

It is the policy of the Linn-Mar Community School District to foster an equal education environment for all students, employees, and community members within the district. The purpose of this policy is to provide guidance to the district on the proper use of assistance animals while on district property. The district will allow the use of qualified service animals to accompany individuals with disabilities in all areas of district buildings where the public is normally allowed to go. This can include classrooms, cafeterias, and school buses. Individuals with disabilities are people who have a physical or mental impairment that substantially limits one or more major life activities. Service animals are dogs and in some instances miniature horses trained to do work or perform tasks for individuals with disabilities.

Service animals must be current on all required vaccinations. Service animals also must be under control while on district grounds. The animal may be under control by either the individual with the disability or a handler of the service animal. Under control means harnessed, leashed, or tethered unless these devices interfere with the animal’s work, in which case under voice or other directive control.

MINIATURE HORSES AS SERVICE ANIMALS
Miniature horses will be allowed as service animals within the district whenever it is reasonable to allow them. Factors to consider when determining reasonableness include whether the miniature horse is housebroken; whether the miniature horse is under the owner’s control; whether the facility can accommodate the miniature horse’s type, size, and weight; and whether the miniature horse’s presence will not compromise legitimate safety requirements necessary for safe operation of the facility.

ESTABLISHING THE NEED FOR A SERVICE ANIMAL
When no prior notice is given to the district regarding the use of a service animal, the superintendent [or designee] and/or school administrators are permitted to ask the following question: Do you need/require this animal because of a disability? If the animal’s trained tasks are not readily apparent, the superintendent [or designee] and/or school administrators may ask: What work or tasks has the animal been trained to perform?

SERVICE ANIMALS IN-TRAINING
Assuming the handler and animal are otherwise allowed, individuals who train service animals will also be allowed access with their service animal in-training to public areas of district buildings and property. The service animal in-training is expected to abide by the same requirements as fully trained service animals.

EXCLUSION OF SERVICE ANIMALS
In certain limited circumstances, it may be reasonable to exclude the use of a service animal from district property. The superintendent [or designee] is permitted to exclude service animals from district buildings and property in the following circumstances: The presence of the animal poses a direct threat to the health and safety of others; the owner or handler is unable to control the animal; the animal is not housebroken; the presence of the animal significantly disrupts or interferes with the educational process; or the presence of the animal would require a fundamental alteration to the program. If a service animal is properly excluded from district property, the district will provide the student served by the animal the opportunity to participate in the program, service, or activity without having the service animal on district property.

EMOTIONAL SUPPORT ANIMALS AND SERVICE ANIMALS
Emotional support animals are medically prescribed to provide therapeutic benefits through dedicated companionship. Emotional support animals’ sole function is to provide emotional support or comfort. Therapy animals are involved in an animal-assisted therapy program involving animals as a form of treatment.

Emotional support animals and therapy animals do not meet the definition of service animals. However, the district recognizes their value in the community. The superintendent [or designee] will evaluate the use of emotional support animals and therapy animals on a case-by-case basis for students.

District employees may use therapy animals in the course of their regular duties only after receiving permission from the superintendent [or designee]. For information on the use of therapy animals by district employees refer to Policy 604.2.

STUDENT USE OF EMOTIONAL SUPPORT ANIMALS AND THERAPY ANIMALS
As provided by The Americans with Disability Act, factors the superintendent [or designee] will consider in evaluating the use of emotional support animals and therapy animals are:

1. Whether the animal is housebroken
2. Whether the animal is under the owner’s control
3. Whether the facility can accommodate the animal’s type, size, and weight
4. Whether the animal’s presence will not compromise legitimate safety requirements necessary for safe operation of the facility

The superintendent [or designee] will also take under consideration whether the animal has a current vaccination certificate and whether the animal has been recommended through an Individualized Education Plan (IEP) or 504 Plan, as necessary for the student to receive free access to public education.

If you have questions about any information provided in this policy, please contact:
Melissa Frick
Executive Director of Student Services
319-447-3663 /  melissa.frick@Linnmar.k12.ia.us

Adopted: 1/22
Reviewed: 2/24
Revised: 10/23
Related Policy: 604.2; 604.2-E1-E2
Legal Reference (Code of Iowa): §216C; 29 USC §794; 42 USC §12132; 28 CFR 35
IASB Reference: 606.03

The board recognizes some students require programming beyond the regular education program. The district will identify students with special abilities and provide education programming.

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

Adopted: 8/89
Reviewed: 7/11; 9/12; 2/15; 4/18; 6/21
Revised: 10/13; 2/24
Legal Reference (Code of Iowa): §§ 257.42-49; 281 IAC 12.5(12); 59
IASB Reference: 604.03

The board recognizes some students require additional assistance in order to graduate from the regular education program. The board will provide a program to encourage and provide an opportunity for students considered at-risk to achieve their potential and obtain their high school diploma.

It is the responsibility of the superintendent [or designee] to develop a plan for students at-risk which provides for identifying students, for program evaluation, and for the training of employees.

Adopted: 8/89
Reviewed: 7/11; 9/12; 10/13; 2/15; 4/18
Revised: 11/07; 6/21; 2/24
Legal Reference (Code of Iowa): §§ 257.38-41; 280.19, .19A; 281 IAC 12.5(13); 33; 65
IASB Reference: 604.04

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

Materials for the libraries will be acquired consistent with all applicable laws and Policy 602.27. The district shall provide access to all parents and guardians of students enrolled in the district an online catalog of all books available to students in the school libraries. This access will be displayed on the district’s website.

Any challenges to library materials will be handled following the process for handling challenges to instructional and library materials as established in Policy 602.29.

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

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

Adopted: 3/99
Reviewed: 7/11; 9/12; 10/13; 4/18; 6/21; 2/24
Revised: 2/15; 3/23; 8/23
Related Policy: 602.16; 602.16-R; 602.27; 502.27-R; 602.28; 602.28-E1; 602.29; 602.29-R; 602.29-E1
Legal Reference (Code of Iowa): §§ 256.7(24); 256.11(9); 279.8, .50; 280.6, .14; 301; 281 IAC 12.3(11), (12)
IASB Reference: 605.05
Mandatory Policy

Students will receive a progress report at the end of each grading period. Students who are not excelling academically, and their parents, are notified prior to the end of the semester in order to have an opportunity to improve their grade. The board encourages notification of students who have made marked improvement prior to the end of the semester.

Parent/teacher conferences will be held at a minimum of once per year at the elementary schools, middle schools, intermediate schools, and high school to keep parents informed.

Parents, teachers, or principals may request a conference for students in grades kindergarten through twelve in addition to the scheduled conference time.

Parents 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; 6/21; 2/24
Legal Reference (Code of Iowa): §§ 256.11, .41; 280; 284.12; 281 IAC 12.3(4), 12.3(6); 5(16)
IASB Reference: 505.01
Mandatory Policy

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

No student is required as part of any applicable program funded by the United States Department of Education to submit to surveys, analysis, or evaluation which reveals information concerning:

1. Political affiliations or beliefs of the student or the student’s parents or guardians;
2. Mental and psychological problems of the student or the student’s family
3. Sexual behaviors and attitudes;
4. Illegal, anti-social, self-incriminating, and demeaning behaviors;
5. Critical appraisals of other individuals with whom respondents 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 parent or guardian; 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 parent.

Prior to an employee or contractor of the district providing information on a student enrolled in the district on any survey related to the social or emotional abilities, competencies, or characteristics of the student; the district will provide the parent/guardian of the student detailed information related to the survey and obtain written consent of the parent/guardian of the student. This includes the person who created the survey, the person who sponsors the survey, how the information generated by the survey is used, and how information generated by the survey is stored. This requirement will not prohibit a district employee from answering questions related to a student enrolled in the district as part of developing or implementing an Individualized Education Plan (IEP) for the student.

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

It is the responsibility of the board to review and approve the evaluation and testing program.

Adopted: 6/70
Reviewed: 6/11; 2/15; 4/18; 6/21
Revised: 9/12; 10/13; 12/16; 6/20; 8/23; 2/24
Legal Reference (Code of Iowa): 280.3; 20 USC 1232h
IASB Reference: 505.04

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

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

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

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

• English (40 credits): Must include English I or Advanced English I (10 credits each), English II or Advanced English II (may opt out if student passes English I with a 90% or higher grade), English III or Advanced English III, and one public speaking (rhetoric/speech/acting/communications) course (5 credits).
• Mathematics (30 credits): Must include Algebra I (10 credits) or Algebra 1A and Algebra 1B (20 credits). Students who successfully complete both semesters of Algebra 1 may not then take Algebra 1A or Algebra 1B to fulfill the Algebra or three-year math requirement.
• Science (30 credits): Must include General Biology (10 credits) or Biology 1&2 (15 credits), an earth science course [Earth Science (10 credits), Earth and Space Science (10 credits), or AP Environmental Science 1&2 (15 credits)], a chemistry course [Applied Physics and Chemistry (10 credits) or Chemistry 1 (10 credits)], and a physics course [Earth and Space Science (10 credits), Applied Chemistry and Physics (10 credits), Physics (10 credits), or AP Physics 1&2 (20 credits)].
• Social Studies (30 credits): Must include US History 9 or Advanced US History 9 (10 credits) or AP US History (15 credits), World History (10 credits), or AP World History (15 credits), American Government (5 credits) or AP American Government (10 credits), and one Introductory Psychology or Sociology (5 credits).
• Personal Finance (5 credits): Students must receive credit for Personal Finance (5 credits) or complete and demonstrate financial literacy competencies gained through MOC or a designated online financial literacy course.
• Health/Fitness (20 credits): Must include Health I (5 credits). Must include a Lifetime Fitness course each school year.

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

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

POST-SECONDARY OPPORTUNITIES (PSEO) & CONCURRENT ENROLLMENT
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 Environmental Science, Art History, Calculus (AB and BC), Statistics, Biology, Chemistry, Physics (1&2), Computer Science (A), English Literature & Composition, Microeconomics, Music Theory, Comparative Government, World History, Psychology, US Government, and US History. A minimal number of AP courses are available thru the Iowa AP Online Academy. Students who complete these courses can take a standard AP exam. Many colleges and universities accept AP courses for college credit depending upon individual AP exam scores. More information is available through the high school counseling and TAG office.

LEGISLATIVE PAGE PROGRAM
Students who complete a regular session in the Legislative Page Program of the General Assembly at the State Capitol will receive a half (1/2) credit in Social Studies.

JUNIOR ROTC
Students enrolled in the Junior Reserve Officer Training Corp Program will receive a one-eighth (1/8) credit in physical education for each semester they are enrolled in the program.

FEDERAL STUDENT AID
Prior to graduation, the district will advise students on how to successfully complete the free application for federal student aid.

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

Adopted: 12/71
Reviewed: 9/12; 4/18; 6/21
Revised: 6/11; 10/3; 2/15; 11/18; 6/19; 2/21; 9/21; 10/22; 2/24
Related Policy: 605.31; 605.31-R; 605.31-E1-E2; 605.32
Legal Reference (Code of Iowa): §§ 256.7, .11, .41; 279.8; 279.61; 280.3, .14; 281 IAC 12.3(5); 12.5
IASB Reference: 505.05
Mandatory Policy

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

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

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

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

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

Adopted: 12/71
Reviewed: 1/10; 6/11; 9/12; 10/13; 2/15; 4/18; 6/21; 2/24
Revised: 12/07
Related Policy: 605.3; 605.31-R; 605.31-E1-E2; 605.32
Code of Iowa: 279.8; 280.3; 281 IAC 12.3(5); 12.5
IASB Reference: 505.06
Mandatory Policy

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

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

Adopted: 5/82
Reviewed: 6/11; 9/12; 10/13; 2/15; 4/18; 6/21; 2/24
Revised: 7/03
Related Policy: 605.3; 605.31; 605.31-R; 605.31-E1-E2
Code of Iowa: 279.8; 280.3

Students will be promoted to the next grade level at the end of each school year based on the student's achievement, age, maturity, emotional stability, and social adjustment.

The district shall adhere to the following:

1. Retention/Promotion in K-8th Grades: The retention of a student will be determined based upon the judgement of the district's professional staff. When it becomes evident a student in kindergarten through 8th grade may be retained in a grade level for an additional year, the parents will be informed prior to making the retention decision. It is within the sole discretion of the district to retain students in their current grade level and to deny promotion to a student.
2. Retention/Promotion in 9th-12th Grades: Students in grades 9th through 12th will be informed of the required coursework necessary to be promoted each year. When it becomes evident a student in these grades will be unable to meet the minimum credit requirements for the year, the student and parents will be informed. It is within the sole discretion of the district to retain students in their current grade level and to deny promotion to a student.
3. Accelerating in K-12th Grades: Students in kindergarten through 12th grades with exceptional talents may, with the permission of the principal and parents, take classes beyond their current grade level. Enrichment opportunities outside the school district may be allowed when they do not conflict with the school district's graduation requirements.
4. Retention or acceleration in kindergarten through 12th grades may also occur in additional instances as provided by law.

Any student or parent who is not satisfied with the decision of the district's professional staff may seek recourse through Policy 502.12.

Adopted: 6/85
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 1/10; 10/13; 2/24
Related Policy: 605.31
Legal Reference (Code of Iowa): 256.11, .41; 297.8; 281 IAC 12.5(16)

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

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

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

Adopted: 9/90
Reviewed: 6/11; 9/12; 10/13; 2/15; 4/18; 6/21; 2/24
Revised: 12/09
Related Policy (Code #): 605.2; 605.3; 605.31
Legal Reference (Code of Iowa): § 256.11; 281 IAC 12.5(19)

Students will have an equal opportunity for a quality education without discrimination regardless of their race, religion, creed, color, sex, marital status, national origin, sexual orientation, gender identity, or disability.

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

Adopted: 4/99
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 1/10; 10/13; 2/24
Related Policy: 103.1; 600.1
Legal Reference (Code of Iowa): §§ 216.9; 256.11; 281 IAC 12.5(8)
IASB Reference: 603.04
Mandatory Policy