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