GOALS & OBJECTIVES OF THE EDUCATION PROGRAM
Reviewed 2/21 | 600.1 Goals of the Education Program |
Reviewed 2/21 | 600.2 Objectives of the Education Program |
GENERAL ORGANIZATION
Revised 6/21 | 601.1 School Organization |
Revised 8/23 | 601.2 School Calendar |
Revised 3/23 | 601.3 School Day |
PROGRAMS OF INSTRUCTION
Revised 6/21 | 602.1 Basic Instruction Program |
Revised 9/21 | 602.2 Competent Private Instruction |
Revised 2/21 | 602.3 Dual Enrollment |
Reviewed 2/21 | 602.4 Summer School Programming |
Revised 2/21 | 602.5 Special Education |
Reviewed 2/21 | 602.6 Community Education |
Reviewed 2/21 | 602.7 Home School Assistance Program |
Reviewed 2/21 | 602.8 Time Release Program |
Reviewed 2/21 | 602.8-R Administrative Regulations Regarding the Time Release Program |
Reviewed 2/21 | 602.9 Extra-Curricular Activities |
Revised 3/23 | 602.10 Curriculum Development |
Revised 3/23 | 602.11 Curriculum Implementation |
Reviewed 2/21 | 602.12 Curriculum Evaluation |
Reviewed 2/21 | 602.13 Articulation and Alignment of Curriculum |
Reviewed 2/21 | 602.15 Assessment of Student Achievement |
Reviewed 2/21 | 602.17 Career Education |
Revised 10/23 | 602.18 Instruction at a Post-Secondary Educational Institution |
Reviewed 2/21 | 602.20 Global Education |
Reviewed 2/21 | 602.21 Citizenship |
Reviewed 2/21 | 602.22 Academic Freedom |
Revised 10/22 | 602.23 Open Enrollment - Procedures as a Receiving District |
Revised 10/22 | 602.24 Open Enrollment - Procedures as a Sending District |
Revised 1/22 | 602.25 Space Requirements for Open Enrollment and Attendance Center Exception Requests |
Reviewed 2/21 | 602.26 Attendance Center Exception Requests |
Revised 8/23 | 602.27 Selection of Instructional Materials |
Revised 10/23 | 602.27-R Administrative Regulations Regarding Selection of Instructional Materials |
Revised 8/23 | 602.28 Instructional and Library Materials Inspection and Display |
Adopted 8/23 | 602.28-E1 Request to Prohibit a Student from Accessing Specific Instructional and Library Materials |
Revised 11/23 | 602.29 Objection to Instructional and Library Materials |
Revised 11/23 | 602.29-R Administrative Regulations Regarding Objection to Instructional and Library Materials |
Revised 3/23 | 602.29-E Request for Reconsideration of Instructional and Library Materials Request Form |
INSTRUCTIONAL ARRANGEMENTS
Reviewed 6/21 | 603.2 Class Grouping/Class Size |
Reviewed 6/21 | 603.3 Excursions and Trips |
Reviewed 6/21 | 603.3-R1 Administrative Regulations Regarding Excursions and Trips |
Reviewed 6/21 | 603.3-E Excursions and Trips Request Form |
Reviewed 6/21 | 603.5 Teaching Controversial Issues |
Revised 9/21 | 603.6 School Ceremonies and Observances |
Reviewed 6/21 | 603.7 Homework |
Readopted 9/21 | 603.8 Physical Education |
Reviewed 6/21 | 603.9 Religion in Schools |
Reviewed 6/21 | 603.9-R Administrative Regulations Regarding Religion in Schools |
Reviewed 6/21 | 603.10 Religion-Based Exclusion from a School Program |
Reviewed 6/21 | 603.11 Health Education |
Reviewed 6/21 | 603.11-E Human Growth and Development Student Excuse Form |
Reviewed 6/21 | 603.12 Technology and Instructional Materials |
Revised 6/21 | 603.12-R1 Administrative Regulations Regarding the Internet |
Revised 6/21 | 603.12-R2 Administrative Regulations Regarding the Internet Appropriate Use |
Revised 6/21 | 603.12-E1 Parent/Guardian Internet Access Student Permissions |
Reviewed 6/21 | 603.13 Digital Communication |
Revised 10/23 | 603.13-R Administrative Regulations Regarding Digital Communication/Web Page Development |
Reviewed 6/21 | 603.14 Copyright Compliance |
Reviewed 6/21 | 603.14-R Administrative Regulations Regarding Copyright Compliance |
Reviewed 6/21 | 603.15 Appropriate Use of Online Learning Platforms |
STUDENT SERVICES
Revised 4/23 | 604.1 Student Guidance and Counseling Program |
Revised 10/23 | 604.2 Guidelines for Use of Professional Therapy Dogs |
Reviewed 6/21 | 604.2-E1 Checklist of Documentation Required for Use of Professional Therapy Dogs |
Reviewed 6/21 | 604.2-E2 Vital Information for Use of Professional Therapy Dogs |
Revised 10/23 | 604.3 Assistance Animals |
Reviewed 6/21 | 604.4 Talented and Gifted Program |
Revised 6/21 | 604.5 Programs for Students At Risk |
Revised 8/23 | 604.6 School Library |
STUDENT PROGRESS
Revised 6/21 | 605.1 Student Progress Reports and Conferences |
Revised 8/23 | 605.2 Testing Program |
Revised 10/22 | 605.3 Graduation Requirements |
Reviewed 6/21 | 605.31 Early Graduation |
Reviewed 6/21 | 605.31-R Administrative Regulations Regarding Early Graduation Applications |
Reviewed 6/21 | 605.31-E1 Early Graduation Application Form |
Reviewed 6/21 | 605.31-E2 Parental Permission for Early Graduation |
Reviewed 6/21 | 605.32 Participation in Graduation Ceremonies |
Reviewed 6/21 | 605.5 Student Promotion and Retention |
Reviewed 6/21 | 605.6 Student Performance Testing for Course Credit |
Reviewed 6/21 | 605.7 Multicultural/Gender Fair Education |
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
Revised: 9/13
Related Policy: 100.1; 101.1; 102.1
IASB Reference: 600
Mandatory Policy
As productive, responsible, lifelong learners it is essential Linn-Mar students be:
Adopted: 6/70
Reviewed: 10/11; 4/13; 5/14; 9/16; 2/21
Revised: 9/10; 6/20
Related Policy: 600.1
Legal Reference (Code of Iowa): §§ 600
IASB Reference: 600
The Linn-Mar Community School District will be organized into levels of instruction as follows:
Adopted: 6/70
Reviewed: 6/11; 6/12; 4/15; 1/18
Revised: 9/13; 2/21; 6/21
Related Policy: 100.1; 101.1; 102.1
The school calendar will accommodate the education program of the school district. The school calendar is for a minimum of 180 days or 1,080 hours and includes but is not limited to, the days for student instruction, staff development, in-service days, and teacher conferences. Each year the minimum school calendar may include up to 5 days or 30 hours of instruction delivered primarily over the internet.
The academic school year for students shall begin no sooner than August 23. Employees may be required to report to work at the school district prior to this date.
Special Education students may attend school on a school calendar different from that of the regular education program consistent with their Individualized Education Program (IEP).
The school board, in its discretion, may excuse graduating seniors from up to 5 days or 30 hours of instruction after the school district requirements for graduation have been met. The board may also excuse graduating seniors from making up days missed due to inclement weather if the student has met the district’s graduation requirements.
It is the responsibility of the superintendent [or designee] to develop the school calendar for recommendation, approval, and adoption by the board annually.
The board may amend the official school calendar when the board considers the change to be in the best interest of the school district’s education program. The board shall hold a public hearing on any proposed school calendar prior to adopting the school calendar.
Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 1/18
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
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 one through six will include English language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, and visual arts. Beginning July 1, 2023; computer science will also be offered during at least one grade level.
The basic instruction program of students enrolled in grades seven and eight will include English language arts, social studies, mathematics, science, health, human growth and development, family/consumer/career, technology education, physical education, music, visual arts, and world languages. Beginning July 1, 2023; computer science will also be offered during at least one grade level.
The basic instruction program of students enrolled in grades 9 through 12 will include but not be limited to: English language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), foreign language (4 units), financial literacy (1/2 unit), and vocational education (12 units). Beginning July 1, 2022; computer science (1/2 unit) will also be offered.
The 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 one through six, grades seven and eight, and grades nine through 12; including program descriptions, goals, and methods for student assessment/evaluation.
Adopted: 6/70
Reviewed: 6/11; 1/18
Revised: 7/12; 9/13; 4/15; 9/19; 2/21; 6/21
Legal Reference (Code of Iowa): §§ 216.9; 256.11; 279.8; 280.3-14; 281 IAC 12.5; 20 USC § 1232h; 34 CFR Pt 98
IASB Reference: 603.01
In the event a child of compulsory attendance age, over age 6 and under age 16, does not attend public school or an accredited non-public school, the child must receive competent private instruction. Competent private instruction (CPI) means either private instruction provided on a daily basis for at least 148 days during a school year, to be met by attendance for at least 37 days each school quarter; by or under supervision of a licensed practitioner which results in the student making adequate progress; or private instruction provided by a parent or legal custodian.
A parent or legal custodian choosing CPI for a student must notify the school district prior to the first day of school or within 14 days of beginning CPI on forms provided by the school district. The forms are available in the central administration office. One copy of the completed forms will be kept by the school district and another copy will be forwarded to the area education agency.
The superintendent [or designee] will determine whether the completed form is in compliance with the law. Specifically, whether the individual providing the instruction is either the student's parent, legal custodian, or an Iowa licensed practitioner; whether the licensed practitioner's license is appropriate for the age and grade level of the student; that the student is being instructed a minimum of 148 days per year; that immunization evidence is provided for students placed under competent private instruction for the first time, and that the report is timely filed.
The school district will report non-compliance with the reporting, immunization, attendance, instructor qualifications, and assessment requirements of the compulsory attendance law to the county attorney of the county of residence of the student's parent or legal custodian.
Students receiving competent private instruction are eligible to request open enrollment to another school district. Prior to the request for open enrollment, the student will request dual enrollment in the resident district. The receiving district will not bill the resident district unless the receiving district complies with the reporting requirements. If the parent or legal custodian fails to comply with the compulsory attendance requirements, the receiving district will notify the resident district. The resident district will then report the non-compliance to the county attorney of the county of residence of the parent or legal custodian.
Students receiving CPI from a parent or legal custodian must be evaluated annually by May 1st, unless such person is properly licensed. The parent or legal custodian may choose either a standardized test approved by the Iowa Department of Education or a portfolio evaluation. If the parent or legal custodian chooses standardized testing and the student is dual enrolled, the school district will pay for the cost of the standardized test and the administration of the standardized test. If the student is not dual enrolled, the parent or legal custodian will reimburse the school district for the cost of the standardized test and the administration of the standardized test. If a parent or legal custodian of a student receiving CPI chooses portfolio assessments as the means of annual assessment, the portfolio evaluator must be approved by the superintendent [or designee]. Portfolio evaluators must hold a valid Iowa practitioner's license or teacher certificate appropriate to the ages and grade levels of the students whose portfolios are being assessed. No annual evaluation is required for students receiving CPI from an appropriately licensed or certified Iowa practitioner.
Upon the request of a parent or legal custodian of a student receiving CPI or upon referral of a licensed practitioner who provides instruction or instructional supervision of a student under CPI, the school district will refer a student who may require Special Education to the area education agency for evaluation.
Students in CPI must make adequate progress. Adequate progress includes scoring at the 30th percentile on a standardized test or a report by the portfolio evaluator indicating adequate progress. Students who fail to make adequate progress under CPI provided by the student's parent or legal custodian will attend an accredited public or non-public school beginning the next school year.
The parent or legal custodian of a student who fails to make adequate progress may apply to the director of the Department of Education for approval of continued CPI under a remediation plan. The remediation plan is for no more than one year. Before the beginning of the school year the student may be retested and if the student achieves adequate progress, the student may remain in CPI.
It is the responsibility of the superintendent [or designee] to develop administrative regulations regarding this policy.
Adopted: 11/92
Reviewed: 6/11; 9/13; 1/18; 2/21
Revised: 7/12; 4/15; 9/21
Related Policy: 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 board secretary prior to the third Friday of September 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. The forms are available at the central administration office. After the student notifies the district of what activities they wish to participate in, the district will provide information regarding the specific programs.
A dual enrollment student is eligible to participate in the district’s co/extra-curricular and academic activities in the same manner as other students enrolled in the school district. The policies and administrative rules of the district will apply to dual enrollment students in the same manner as the other students enrolled in the school district. These policies and administrative rules will include, but not be limited to, athletic eligibility requirements, the good conduct rule, academic eligibility requirements, and the payment of the fees required for participation.
A dual enrollment student whose parent/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
Related Policy: 602.2
Legal Reference (Code of Iowa): §§ 279.8; 299A; 281 IAC 31
IASB Reference: 604.07
Summer school programming will be conducted in such buildings, at such grade levels, and for such length of time as the board, upon recommendation of the superintendent [or designee] may determine.
The purpose of programs offered during the summer will be for the enrichment and/or extension of programs provided during the regular academic school year.
Adopted: 6/70
Reviewed: 1/10; 6/12; 4/15; 1/18; 2/21
Revised: 6/11; 9/13
Legal Reference (Code of Iowa): §§ 279.8; 280.3; 282.6; 281 IAC 41.106
IASB Reference: 603.02
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).
Special education students are required to meet the requirements listed for Special Education in board Policy 605.3 Graduation Requirements and in their IEPs for graduation.
It is the responsibility of the superintendent [or designee] and the area education agency Director of Special Education to provide or make provisions for appropriate special education and related services.
Children from birth through age two and children ages three through five are provided comprehensive special education services within the public education system. The school district will work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age two. This is done to ensure a smooth transition of children entitled to early childhood special education services.
Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18
Revised: 10/07; 2/21
Related Policy: 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 Education 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
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
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
Revised: 9/13
Related Policy : 602.8-R
IASB Reference: 501.11
TIME RELEASE POLICY
Juniors and seniors who have parent/guardian or legal custodian approval may apply for the privilege of enjoying a restricted open campus. This privilege allows the students to be in school for their scheduled classes only. This privilege is designated on student ID cards. Juniors and seniors in good standing with attendance and discipline regulations and who have no failing grades or incomplete grades may be eligible for time release with parent/guardian or legal custodian approval if under the age of 18.
OBJECTIVES
GENERAL POLICY
RULES AND REGULATIONS
By signing this agreement, the parent/guardian or legal custodian releases and absolves the Linn-Mar Community School District from all responsibility [financial, legal, moral, or other responsibility] during the time the student is away from school on time release.
This agreement can be changed or made void at any time at the discretion of the school and/or parent/guardian or legal custodian for failing marks, school rule violations, or irresponsible behavior on the part of the student. Irresponsibility is considered, but not limited to, the following:
Altering a student ID card will result in immediate revocation of time release privileges!
APPLICATION
Students wishing to apply for time release should do so through the high school associate principal’s office. The agreement is valid when signed by the associate principal, student, and parent/guardian or legal custodian.
Adopted: 4/91
Reviewed: 6/11; 9/13; 4/15; 2/21
Revised: 7/12; 1/18
Related Policy: 602.08
The Linn-Mar School Board believes that a dynamic program of student activities is vital to the complete development of the student. Such activities offer opportunities to serve the institution, to assist in development of fellowship and social good will, to promote self-realization and all-around growth, and to encourage the learning of qualities of good citizenship.
To assist in the administration of a student activities program and to provide a framework of communication and review, a detailed structure of the student activities program will be outlined by the administration.
Adopted: 6/70
Reviewed: 6/11; 6/12; 9/13; 4/15; 1/18; 2/21
Revised: 11/07
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.
A systematic approach to curriculum development (careful research, design, and articulation of the curriculum) serves several purposes:
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:
The superintendent [or designee] will establish a curriculum material review and evaluation process for each area of the curriculum which will serve as the procedure for district-wide curriculum development. The school board recognizes that effective curriculum development requires the planned allocation of resources, staff time, and staff development.
All curriculums may be reviewed by the school board. Curricular proposals from certified staff may be presented to the superintendent [or designee]. Curriculum maps, including standards and aligned assessments, will be developed and used for the various subject areas or interdisciplinary offerings. The curriculum maps will present a framework for proposed instructional strategies and assessment as a basis for further development of any particular area. The curriculum maps reflecting a correlation of standards, Iowa Core curriculum, and Common Core will be designed to assist all users in strengthening and clarifying their teaching, philosophy of learning, differentiation of instruction, and use of materials. The superintendent [or designee] will design procedures for the development and use of the curriculum maps.
It is the responsibility of the superintendent [or designee] to keep the 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
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:
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:
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
Revised: 12/09; 3/23
Related Policy: 101.1; 600.1; 602.10; 602.12
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:
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
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
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.
Evaluations will focus on determining the extent to which students are achieving and maintaining the appropriate level of performance for each specific expectation and the extent to which the instructors are displaying effective conveyance of the curriculum in the classroom.
Adopted: 7/99
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 11/07
Related Policy: 102.01; 602.12
Preparing students for careers is one goal of Linn-Mar’s education program. The district curriculum will be relevant to the world of work and career education will be infused into all curricular areas, PreK-12. Career education will include, but not be limited to, awareness of self in relation to others and the needs of society, exploration of employment opportunities, experiences in personal decision-making, and experiences of integrating work values and work skills into their lives.
Effective career education begins with the basic academics, communications, and technical skills required for success in a changing world. In addition, every student should be offered, in an age-appropriate manner, opportunities to assess personal attributes and interests and to match these against potential career opportunities. The goal of career education is that all students will develop employability skills and required competencies in their area of interest by the time they graduate. Students will be provided guidance in educational planning to help achieve this goal.
It is the responsibility of the superintendent [or designee] to encourage and assist licensed personnel in finding ways to incorporate career education into the education program.
In addition to school-based resources, the district will utilize community resources (e.g., Junior Achievement, Workplace Learning Connection, Chamber of Commerce, MEDCO, school/business partnerships, student and faculty internships, etc.) to enhance the education program.
It is also the responsibility of the superintendent [or designee] to incorporate career education into Linn-Mar’s school improvement plan and to include the evaluation of Linn-Mar’s career education efforts in an overall district assessment plan.
In any curriculum under review, the board will take special note of the components that indicate that career education has been incorporated into all curricula.
Adopted: 6/85
Reviewed: 6/12; 9/13; 4/15; 2/21
Revised: 6/11; 1/18
Related Policy: 602.12-13; 603.15
Legal Reference (Code of Iowa): §§ 256.11, .11A; 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 vocational/technical education credits that count toward graduation requirements set out by the board for courses successfully completed in post-secondary educational institutions. Students and parents or guardians will be made aware of the post-secondary instructional opportunities as part of the development of each student’s individual career and academic plan as required by law. Students may receive academic or vocational/technical education credits through an agreement between a post-secondary educational institution or with the board’s approval on a case-by-case basis.
The following factors will be considered in the board’s determination of whether a student will receive academic or vocational/technical education credits toward graduation requirements for a course at a post-secondary educational institution:
Students in grades 9 through 12 who successfully complete courses in post-secondary educational institutions under an agreement between the district and the post-secondary educational institution will receive academic and vocational/technical education credits in accordance with the agreement. The superintendent [or designee] shall grant to a student who successfully completes a post-secondary education option (PSEO) course a unit of high school graduation credit for every unit of high school level instruction successfully completed.
Students who have completed the 11th grade but who have not completed the graduation requirements set out by the board may take up to seven semester hours of credit at a post-secondary educational institution during the summer months when school is not in session if the students pay for the courses. Upon successful completion of the summer courses, students will receive academic or vocational/technical education credits toward graduation requirements which are set by the board. Successful completion of the courses is determined by the post-secondary educational institution.
Students in grades 11 and 12 who take courses other than courses taken under an agreement between the district and the post-secondary educational institution, will be responsible for transportation without reimbursement to and from the location where the course is being offered.
Ninth and tenth grade talented and gifted students and all students in grades 11 and 12 will be reimbursed for tuition and other costs directly related to the course up to $250. Students who take courses during the summer months when school is not in session will be responsible for the costs of attendance for the courses.
Students who fail the course and fail to receive credit will reimburse the district for all costs directly related to the course. Prior to registering for the course, students under age 18 will have a parent/guardian sign a form indicating that they are responsible for the cost of the course should the student fail the course and fail to receive credit. Students who fail the course and fail to receive credit for reasons beyond their control including but not limited to physical incapacity, a death in the immediate family, or a move out of the school district may not be responsible for the cost of the course. The board may waive reimbursement of costs to the district for the previously listed reasons. Students dissatisfied with the board’s decision may appeal to the local AEA for a waiver of reimbursement.
It is the responsibility of the superintendent [or designee] to notify students and parents/ guardians of the opportunity to take courses at post-secondary educational institutions in accordance with this policy, on an annual basis. The superintendent [or designee] will also be responsible for developing the appropriate forms and procedures for implementing this policy.
Adopted: 11/92
Reviewed: 1/10; 6/12
Revised: 1/10; 6/11; 9/13; 4/15; 1/18; 11/18; 2/21; 10/23
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
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
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
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 superintendent [or designee] has the authority to approve good cause applications or continuation of an educational program application. The school board will approve all other open enrollment requests at the next regular board meeting following receipt of the open enrollment request.
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 not 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 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 Special Education students 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 Director of Special Education from the area education agency serving the school district will determine whether the program is appropriate. The Special Education student will remain in the sending district until final determination is made. For students requiring Special Education services, the receiving district will complete and provide to the resident district the documentation needed to seek Medicaid reimbursement for eligible services.
It is the responsibility of the superintendent [or designee] to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.
Adopted: 3/99
Reviewed: 1/10; 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11; 9/21; 10/22
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 students will notify the sending and receiving districts in accordance with district procedures. This notice is made on forms provided by the Department of Education. The forms are available at the Linn-Mar Learning Resource Center (2999 N 10th Street, Marion) or via the district website (www.Linnmar.k12.ia.us).
Parents of students who will begin kindergarten 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. Parents may withdraw their open enrollment requests prior to approval by the school board.
The superintendent [or designee] from the receiving district will notify the parents and the sending district by mail within five days of the school board’s action to approve or deny their open enrollment requests.
The superintendent [or designee] has the authority to approve good cause applications or continuation of an educational program application. The school board will approve all other open enrollment requests according to the timelines established by law. The school board will not approve an open enrollment request to allow the receiving district to enter the district for the purposes of transportation.
Open enrollment requests out of the district from parents of Special Education students are reviewed on a case-by-case basis. The determining factor for approval of such open enrollment requests is whether the Special Education program available in the receiving school district is appropriate for the student's Special Education needs. The Director of Special Education from the area education agency serving the school district will determine whether the program is appropriate. The Special Education student will remain in the school district until the final determination is made.
It is the responsibility of the superintendent [or designee] to maintain open enrollment request applications and notice forms. It is also the responsibility of the superintendent [or designee] to develop appropriate office procedures and administrative regulations necessary for open enrollment requests.
Adopted: 3/99
Reviewed: 6/12; 10/13; 4/15; 1/18; 2/21
Revised: 6/11; 9/21; 10/22
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
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
Revised: 11/07
Related Policy : 501.9-10; 602.2-3; 602.7; 602.23-25
The board recognizes that the selection of instructional materials is a vital component of the school district’s curriculum. The board has sole discretion to approve instructional materials for the district. The board delegates its authority to determine which instructional materials will be utilized and purchased by the district to licensed employees. The licensed employees will work closely together to ensure vertical and horizontal articulation of instructional and library materials in the education program.
The superintendent may appoint an ad hoc committee to assist the licensed employees in selecting instructional materials. The committee may be composed of any of the following groups of stakeholders: school district employees, parents, community members, or representatives of community groups.
In reviewing current instructional materials for continued use and in selecting additional instructional materials, licensed employees will consider the current and future needs of the district as well as the changes and the trends in education and society. It is the responsibility of the superintendent [or designee] to report to the school board the action taken by the selection committee.
In making its recommendations to the superintendent, the licensed employees will select materials which:
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 Gifts, Grants, and Bequests.
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
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
RESPONSIBILITY FOR SELECTION OF INSTRUCTIONAL MATERIALS
Bear in mind the principles of the freedom to learn and to read and base your decisions on these broad principles rather than on defense of individual materials. Freedom of inquiry is vital to education in a democracy.
Study thoroughly all materials referred to you and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and local holdings in other schools.
Passages or parts should not be pulled out of context. The values and faults should be weighed against each other, and the opinions based on the material as a whole.
In the event material is challenged, your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of our discussion of the questioned materials.
MATERIALS SELECTED FOR USE IN LIBRARIES AND CLASSROOMS WILL MEET THESE GUIDELINES:
The selection decision should be made on the basis of whether the materials present an accurate representation of society and culture, whether the circumstances depicted are realistically portrayed, or whether the materials have literary or social value when viewed as a whole.
These guidelines will not be construed in such a manner as to preclude materials which accurately represent the customs, morals, manners, culture, or society of a different time or a different place.
PROCEDURES FOR SELECTION
Materials purchased for libraries and classrooms are recommended for purchase by licensed employees in consultation with administrators, teacher-librarians, or an ad hoc committee as appointed by the superintendent. The materials recommended for purchase are approved by the appropriate administrator.
Adopted: 12/73
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15; 3/23; 8/23; 10/23
Related Policy: 602.10-13; 602.27
Legal Reference (Code of Iowa): SF496
IASB Reference: 605.01-R(1)
Parents and other members of the school district community may view the instructional and library materials used by the students. All instructional materials including teacher’s manuals, media, or other supplementary materials which will be used in connection with any survey, analysis, or evaluation as part of any federally funded programs must be available for inspection by parents.
Instructional and library materials may be viewed on district premises.
The district will publish on the district website a comprehensive list of all books available to students in libraries operated by the school district.
It is the responsibility of the superintendent [or designee] to develop administrative regulations regarding the inspection of instructional materials.
Adopted: 2/08
Reviewed: 6/11; 6/12; 9/13; 1/18; 2/21
Revised: 4/15; 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
Request to prohibit a student from checking out certain instructional materials to be submitted to the superintendent. Please complete one form per student
REQUEST INITIATED BY:
Name:
Date:
Address:
Name of Student:
School:
Grade:
Requestor's relationship to students (Must be parent/legal guardian):
BOOK OR OTHER PRINTED MATERIAL TO PROHIBIT STUDENT FROM ACCESSING:
Author:
_____Hardcover _____Paperback _____Other
Title:
Publisher (if known):
Date of Publication:
MULTIMEDIA MATERIAL TO PROHIBIT STUDENT FROM ACCESSING:
Title:
Producer (if known):
Type of Material (Filmstrip, motion picture, etc.):
Requestor's Signature:
Date:
Adopted: 8/23
Related Policy: 602.28
IASB Reference: 605.03-E(5)
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
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
A member of the school district community may raise an objection to instructional and library materials used in the district’s education program despite the fact that the individuals selecting such materials were duly qualified to make the selection, followed proper procedures, and observed the criteria for selecting such materials.
Procedures Prior to Filing a Request for Reconsideration of Instructional and Library Materials
The school official or employee receiving a complaint regarding instructional or library materials will try to resolve the issue informally. The materials generally will remain in use pending the outcome of the reconsideration procedure.
The employee receiving the initial complaint will advise the building principal of the initial contact no later than the end of the school day following the discussion with the individual, whether or not the individual has been satisfied by the initial contact. A written record of the contact is maintained by the principal in charge of the attendance center. Each building principal will inform employees of their obligation to report complaints.
In the event the individual making an objection to the instructional or library materials is not satisfied with the initial explanation, the individual is referred to the principal or to the teacher-librarian of the attendance center. If after consultation with the principal or teacher-librarian the individual desires to file a formal complaint, the principal or teacher-librarian will assist in filling out a Reconsideration of Instructional and Library Materials Request Form (Refer to Policy 602.29-E) in full and file it with the superintendent. If a complainant refuses to complete the form, the complaint will be deemed invalid, and no further action will be taken.
Request for Reconsideration
Generally, access to challenged instructional or library materials will not be restricted during the reconsideration process. However, in unusual circumstances the instructional or library materials may be removed temporarily by following Item D under “The Reconsideration Committee” below.
The Reconsideration Committee
Adopted: 2/08
Reviewed: 6/12; 9/13; 4/15; 1/18; 2/21
Revised:6/11; 3/23; 11/23
Related Policy: 602.28; 602.29; 602.29-E1-E4
IASB Reference: 605.03-R(1)
Click here to download the Request for Reconsideration form
Request for reconsideration of printed or multi-media instructional materials should be submitted to the superintendent.
Review Initiated By:
Name:
Date:
Address:
Phone:
School(s) in which item is used:
Relationship to school (parent, student, citizen, etc.):
Book or Other Printed Material (If applicable):
Author:
Hardcover______ Paperback_____ Other_____
Title:
Publisher (if known):
Date of publication:
Multi-Media Materials (If applicable):
Title:
Producer (If known):
Type of material (filmstrip, motion picture, etc.):
Person making the request represents (circle one): Self Group/Organization
Name of Group/Organization:
Address of Group/Organization:
1. What brought this item to your attention?
2. To what in the item do you object? (Be specific; cite pages, frames, etc.)
3. In your opinion, what harmful effects upon students might result from use of this item?
4. Do you perceive any instructional value in the use of this item?
5. Did you review the entire item? If not, what sections did you review?
6. Should the opinion of additional experts be considered? _____Yes _____ No
If yes, please list specific suggestions:
7. To replace this item, do you recommend other material which you consider to be of equal or superior quality for the purpose intended?
8. Do you wish to make an oral presentation to the reconsideration committee?
_____ Yes
a) Please contact the superintendent
b) Please be prepared at this time to indicate the approximate length of time your presentation will require.
Although this is no guarantee that you'll be allowed to present to the committee or that you will get your requested amount of time. _______ Minutes
_____ No
Signature _____________________________________________________ Date: ____________________
Adopted: 2/08
Reviewed: 9/13; 4/15; 1/18; 2/21
Revised: 3/23
Related Policy: 602.28; 602.29; 602.29-R
IASB Reference: 605.E(2)
It is the responsibility of the superintendent [or designee] to make an annual recommendation to the board on class size based upon the financial condition of the school district, available classroom space, the qualifications of and number of licensed employees, and other factors deemed relevant by the board.
Adopted: 6/70
Reviewed: 7/11; 9/12; 4/15; 4/18; 6/21
Revised: 9/13
Related Policy: 602.23-26
Legal Reference (Code of Iowa): §279.8; 280.3
IASB Reference: 606.01; 606.06
The school board recognizes that a properly planned, well-conducted, and carefully supervised curriculum-related excursion/trip is a vital part of the curriculum of any classroom or current activity. Student travel related to co/extra-curricular activities that are a reasonable extension of student experiences are also supported as long as student participation is inclusive of the regular group activity participation.
Excursions/trips will have the approval of the building principal in advance of the trip. Consent of each student’s parent, guardian, or legal custodian is required in advance of any excursion/trip including activities and athletics.
Every effort should be made to confine trips to a single day, but it is recognized that there may be occasions when an educational excursion/trip will be of such distance and/or nature to necessitate students being gone overnight. Such trips will require the approval of the superintendent [or designee].
Students who have graduated by the time of the school-sponsored, scheduled excursion/trip are not eligible to participate. Sanctioned (Iowa High School Athletic Association or Iowa Girls’ High School Athletic Union) athletic competitions and/or tournaments are excepted as long as student conduct is covered by Policy 502.1 Code of Conduct.
It is the responsibility of the superintendent in conjunction with building principals to develop administrative regulations regarding this policy.
Adopted: 2/78
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy: 502.1; 503.6; 603.3-R1; 603.3-E
Legal Reference (Code of Iowa): § 279.8; 281 IAC 43.9; 390 CFR Pt 390.3(f)
IASB Reference: 606.05
Excursions/trips that relate to the educational development of the students are supported by the school board.
School sponsored excursions/trips are those in which only Linn-Mar students participate and are sponsored by a certificated Linn-Mar employee. In contrast to fieldtrips, which must demonstrate a strong alignment to the curriculum, excursions/trips must have a relationship to either the academic activity or athletic programming of the district with a purpose of advancing the development of the student or providing an opportunity for application of the student’s education.
Requirements of school sponsored excursions/trips include:
Note: Students who have graduated prior to commencement of the excursion/trip are not eligible to participate unless they are a member of a state sanctioned team or group and governed by Policy 502.1-Student Conduct.
Non-school sponsored excursions/trips including those involving groups with Linn-Mar students, or groups with Linn-Mar students and other students, will abide by the requirements of the excursion/trip sponsors and sponsoring organization or business. Parents/guardians of the students, the students, and the sponsoring organization are responsible for everything related to the excursion/trip as well as the excursion/trip. If the sponsors or sponsoring organization or business meets with students on campus, the sponsor or sponsoring organization must reserve the meeting space and pay rent for the use of district facilities related to the excursion/trip meetings, arrangements, or anything else related to the excursion/trip. District resources may not be used for any aspect of a non-school sponsored excursion/trip; this includes bulletin boards, district email, distribution of information in any format, informal meetings, etc.
Adopted: 1/10
Reviewed: 7/11; 9/12; 2/15; 4/18; 6/21
Revised: 9/13; 8/16; 11/17
Related Policy: 502.1; 503.6; 603.3; 603.3-E
CLICK HERE TO DOWNLOAD THE EXCURSIONS AND TRIPS REQUEST FORM
Date Request Received by CFO/COO: ________________
A written request for overnight excursions/trips must be submitted to the Chief Financial/Operating Officer NOT LESS THAN FOUR WEEKS PRIOR TO the proposed excursion/trip and prior to any travel arrangements being finalized.
Overnight excursions/trips require prior approval of the building administrator, the superintendent [or designee], and the school board. In authorizing excursions/trips, the building principal will consider the financial condition of the school district, the educational benefit of the activity, the inherent risks or dangers of the activity, and other factors deemed relevant by the superintendent including the participation of the membership of the regular activity group. Students who have graduated may not participate in school sponsored excursions/trips unless the event is sanctioned by the state athletic associations.
The request will include:
EXCURSION/TRIP CRITERIA: The following checklist MUST BE signed and submitted to the Chief Financial/Operating Officer with required documentation NOT LESS THAN 4 WEEKS PRIOR TO the proposed excursion/trip and prior to any travel arrangements being finalized:
Group Name: _____________________________________________________________
Submitted By: ____________________________________________________________
Criteria | Description | Provided | ||
Purpose | REQUIRED | Purpose of excursion/trip is clearly defined and "...is a vital part of the curriculum or current activity." Reference Board Policy 603.3. | ||
Pre-Planning | REQUIRED | Evidence of pre-planning that will maximize the learning experiences of students on this excursion/trip. (Dates, location, number of student participants, plan for supervision, proposed itinerary, hotel, cost/budget source, required participation paperwork, clarification if request is dependent upon pre-qualifying for an event, etc.) | ||
Follow-Up | REQUIRED | Evidence of planning for follow-up in order to maximize the learning experiences of students on this excursion/trip. | ||
Assessment | REQUIRED | Evicence that students will be required to demonstrate their understanding of the learning expected from this experience. | ||
Funding | REQUIRED | Source of funding has been determed that meets Department of Education and district guidelines. Reference Board Policy 603.3. | ||
Common Experience | Recommended | This excursion/trip is a common experience that all students at this grade level or activity group should have. | ||
Multi-Disciplinary | Recommended | This excursion/trip addresses more than one curricular area and offers the opportunity for curriculum integration. | ||
Building Principal Approval | Date: | |||
Chief Financial/Operating Officer Approval | Date: | |||
Board of Directors Approval | Date: |
Adopted: 2/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 8/16; 11/17
Related Policy: 502.1; 503.6; 603.3; 603.3-R1
A controversial issue is a topic of significant academic inquiry about which substantial groups of citizens of this community, this state, or this nation may hold sincere, conflicting points of view.
It is the belief by the board that controversial issues should be fairly presented in a spirit of honest academic dialog so that students may recognize the validity of other points of view and can also learn to formulate their own opinions based upon dispassionate, objective, unbiased study and discussion of the facts related to the controversy.
It is the responsibility of licensed personnel to present full and fair opportunities and means for students to study, consider, and discuss all aspects of controversial issues including but not limited to political philosophies.
It is the responsibility of licensed personnel to protect the rights of the students to study pertinent controversial issues within the limits of good taste and civility, and to allow students to express personal opinions in an appropriate and respectful manner without jeopardizing the students’ relationships with the licensed personnel.
It is the responsibility of licensed personnel to refrain from advocating partisan causes, sectarian religious views, propaganda, or indoctrination of any kind through any classroom or school activity or device. However, licensed personnel will not be prohibited from expressing personal opinions in a balanced and respectful manner as long as students are encouraged to reach their own decisions independently.
The board encourages full discussion of controversial issues in a spirit of academic dialog that shows students they have the right to disagree with the opinions of others, but that they also have the responsibility to base their disagreements on facts or reasoned conclusions and to respect the right of others to hold conflicting opinions.
Adopted: 6/70
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 12/07
Related Policy: 602.16; 602.16-R
Legal Reference (Code of Iowa): §§279.8; 280.3, .6
IASB Reference: 603.09; 603.09-R(1)
Student participation in opening and/or closing school day ceremonies or observances of a ceremonial nature will be of the student’s own choosing.
The school and district will respect each student’s personal beliefs, religious or non-religious, concerning patriotism as it relates to the opening or closing of school programs.
Non-participation of students in ceremonies or observances will not be cause for exclusion from the classroom, assembly hall, or group meeting place.
Per Iowa Legislative House File 847, the district will provide and maintain suitable flagstaff at each school site and raise the Iowa and United States flags each school day as weather conditions permit. The district will also display the United States flag and administer The Pledge of Allegiance in each 1st through 12th grade classroom on school days.
Adopted: 6/70
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 12/07; 9/21
Related Policy: 603.11
Legal Reference (Code of Iowa): § 279.8; 280.5
IASB Reference: 606.02
Homework should be an integral and relevant part of a student’s instructional program. It should be used consistently throughout the grades and classes. Parents, guardians, or legal custodians should be informed of this homework policy and regulations.
Homework is defined as out-of-class assignments that may be considered as extensions and enrichment of the regular classroom instructional program, as reinforcement of newly acquired skills, as application of recent learning, or as preparation for further learning.
Three basic types of homework (practice, preparation, and extension) should be intentionally designed for students with the following purposes considered:
It is the expectation that homework, as described above, will be given when appropriate in all classes in grades PreK-12. For all students, homework assignments should be:
The time required for homework completion should be appropriate to the student’s developmental level and potential. Teachers should consider the following when assigning homework:
Building principals will collaborate by level in the development of homework assignment guidelines that fulfill the intent of this policy and articulate to the next level the district’s mission to Inspire Learning, Unlock Potential, and Empower Achievement.
Adopted: 6/85
Reviewed: 9/12; 9/13; 6/21
Revised: 7/11; 2/15; 4/18
Related Policy: 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:
Twelfth grade students may also be excused from physical education courses if they are enrolled in a cooperative, work study, or other education program authorized by the school which requires the student’s absence from school.
Students who will not participate in physical education courses must have a written request or statement from their parents.
Adopted: 3/99
Deleted: 9/16
Readopted: 9/21
Reviewed: 12/09; 9/13; 4/16
Revised: 7/03; 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 board recognizes the key role religion has played in the history of the world and authorizes the study of religious history and traditions as part of the curriculum or school-sponsored activities. The board does not authorize the practice of religion as part of the curriculum or school-sponsored activities. Religion and religious conviction will be treated with fairness and respect.
The district is required by law to keep the practice of religion out of school curriculum. Preferential or derogatory treatment of a single religion will not take place.
It is the responsibility of the superintendent [or designee] to ensure the study of religion in school is in keeping with the following guidelines:
District personnel will not discriminate against any person based upon their religious beliefs. District personnel are encouraged to promote, among employees and students, tolerance of varied religious beliefs or non-belief. District personnel will not denigrate a student’s religious beliefs or non-belief. The policy against denigrating religious beliefs and non-belief will not be interpreted to prohibit academic discussion of religion. This policy has no intent to affect the religious beliefs or practices of district personnel outside of their work environment.
Adopted: 3/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 7/08
Related Policy : 603.9-R; 603.10
Legal Reference (Code of Iowa): §§ 279.8; 280.6
IASB Reference: 603.08; 603.08-R(1); 603.09; 603.09-R(1); 604.05; 606.02
The Linn-Mar Community School District believes there is value in diversity and appreciates the constitutional context in which schools must function regarding religious liberty and the First Amendment.
The following guidelines have been developed to further define Policy 603.9 Religion in Schools:
Teaching about Religion: Religious holidays offer opportunities to teach about religions. The observance or celebration of a religious holiday in school raises sensitive issues for people who observe the holiday and for those who do not.
District personnel and students are permitted to observe their religious holidays in the schools so long as the observance is not disruptive. By way of example, observing a religious fast or wearing a religious article as part of a holiday observance or celebration is not likely to be disruptive. Other forms of observance that could be disruptive may not be permitted at school or special arrangements for such observance may have to be made.
District personnel may not make the celebration of, as opposed to the study of, a religious holiday part of any curricular or co/extra-curricular activity. District personnel may not coerce students to participate in the celebration or observance of any religious celebration.
Religious Expression: The right of students to engage in religious activity and discussion will be respected. For example, individual students are free to pray, read their scriptures, discuss their faith, and invite others to join their particular religious group as long as such behaviors are not disruptive or coercive. Students will have the right to express their religious views when those views are relevant to the subject under consideration or meet the requirements of the assignment.
Students may wear clothing with religious significance when the wearing of the clothing during the school day is part of their religious practice. Students may wear religious jewelry and may display religious messages on clothing to the same extent that other messages are permitted.
Students may distribute religious literature on district property following the guidelines of policies 1001.4 and 1001.4-R regarding distribution of non-curricular materials. Distribution upon the proper approvals of religious, non-curricular literature is to be done at a reasonable time, place, and manner that is not disruptive to the orderly and efficient operation of the school or district. The distribution of literature that is obscene, defamatory, or disruptive is prohibited.
Students may form religious clubs which shall have access to school facilities and media on the same basis as other non-curriculum-related student clubs. Participation in such clubs must be voluntary and student-initiated. The club may not be sponsored by the school or district personnel. District personnel will not direct, conduct, control, or regularly attend meetings of such clubs. District personnel may be present at religious club meetings in a supervisory capacity, but they will not participate in club activities. Any club activity that is illegal or that would cause substantial disruption of the school or district is prohibited.
When acting on behalf of Linn-Mar Schools, employees will be neutral among religions and between religion and non-religion. District personnel will not organize, mandate, or participate in student religious activities including prayer. District personnel are allowed to wear personal, religious jewelry.
School Activities and Programs: The historical and contemporary significance of religious holidays may be included in the education program provided that the instruction is presented in an unbiased and objective manner. The selection of holidays to be studied will take into account major celebrations of several world religions, not just those of a single religion. Holiday-related activities will be educationally sound and sensitive to religious differences and will be selected carefully to avoid the excessive or unproductive use of school time. Teachers will be especially careful in planning activities that are to take place immediately preceding or on a religious holiday.
Music, art, literature, and drama having religious themes (including traditional carols, seasonal songs, and classical music) will be permitted if presented in an objective manner without sectarian indoctrination and the emphasis on religious themes is only as extensive as necessary for a balanced and comprehensive study or presentation. Religious content included in student performances will be selected on the basis of its independent educational merit and will seek to give exposure to a variety of religious customs, beliefs, and forms of expression. Holiday programs, parties, or performances will not become religious celebrations or be used as a forum for religious worship such as the devotional reading of sacred writings or the recitations of prayers.
The use of religious symbols (e.g. a cross, menorah, crescent, Star of David, lotus blossom, nativity scene, or other symbols that are part of a religious ceremony) are permitted as teaching aids, but only when such symbols are used temporarily and objectively to give information about a heritage associated with a particular religion. The Christmas tree, Santa Claus, Easter eggs, Easter bunnies, and Halloween decorations are secular, seasonal symbols and as such can be displayed in a seasonal context.
Expressions of belief or non-belief initiated by individual students are permitted in composition, art forms, music, speech, and debate. However, teachers may not require projects or activities which indoctrinate or force students to contradict their personal religious beliefs or non-beliefs.
Accommodations: Curricular or co/extra-curricular assignments or activities that make students feel excluded or identified with a religion not their own will be avoided whenever possible.
The Linn-Mar Community School District shall accommodate requests from parents or students to be excused for religious reasons from curricular or co/extra-curricular activities without penalty. When students are excused for religious reasons from curricular activities, teachers shall make available a comparable educational experience.
Adopted: 3/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 7/08
Related Policy: 502.11; 603.9; 603.9-R; 603.10; 1001.14
Legal Reference (Code of Iowa): §§ 279.8; 280.6
IASB Reference: 603.08; 603.08-R(1); 603.09; 603.09-R(1); 604.05; 606.02
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. Further, the exclusion must not interfere with other school district operations. Students who are allowed to be excluded from a program or activity which violates their religious beliefs are required to do an alternate supervised activity or study.
In notifying the superintendent [or designee] the parents will abide by the following:
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:
Adopted: 8/89
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy: 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
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
CLICK HERE TO DOWNLOAD A COPY OF THE FORM
Student Name:
Grade:
Building:
Parent/Guardian/Legal Custodian:
Phone:
Please list the curricular objectives from which you wish to have your student excused and the class/grade in which each is taught. An example is provided below for you to follow.
Objective | Class/Grade | Proposed Alternative Assignment | |
Ex: | To describe behaviors that will minimized and prevent transmission of HIV |
Health Education / 6th Grade |
|
1. | |||
2. | |||
3. | |||
4. | |||
5. | |||
6. |
I have reviewed the Human Growth and Development Program goals, objectives, and materials and wish my student be excused from class when these objectives are taught. I understand my student will incur no penalty but may/shall be required to complete an alternative assignment that relates to the class and is consistent with assignments required of all students in the class.
Signed: ________________________________________________________ Date: ___________________
(Parent, Guardian, or Legal Custodian)
Signed: ________________________________________________________ Date: __________________
(School Administrator)
Reviewed: 9/13; 2/15; 4/18; 6/21
Related Policy: 603.11
IASB Reference: 603.05-E(1)
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
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
Technology is a vital part of the district’s curriculum and the Internet will be made available to employees and students. Appropriate and equitable use of the Internet will allow employees and students to access resources unavailable through traditional means.
The district provides an electronic mail address to students for academic purposes. The students are required to follow the guidelines for appropriate use (Refer to Policy 603.12-R2).
The Internet can provide a vast collection of educational resources for students and employees. It is a global network which makes it impossible to access all available information. Because information appears, disappears, and changes constantly it is not possible to predict or control what students may locate. The district makes no guarantees as to the accuracy of information received on the Internet. Although students will be under teacher supervision while utilizing the district’s network, it is not possible to constantly monitor individual students and what they are accessing on the Internet. Some students might encounter information that may not be of educational value. Student Internet records and access records are confidential records treated like other student records. Student Internet activities will be monitored by the district to ensure they are not accessing inappropriate sites that have visual depictions that include obscenity, child pornography, or are harmful to minors. Also included, but not limited to, prohibited behaviors such as cyber bullying, cheating, and misappropriation of financial instruments and like resources will also be monitored and terminated with appropriate disciplinary procedures enacted. The district uses technology protection measures to protect students from inappropriate access and from inappropriate behavior.
The district will monitor the online activities of students and will educate students about appropriate online behavior, including interacting on social networking sites and chat rooms. Students will also be educated on cyberbullying, including awareness and response. Employees will provide age appropriate training for students who use the Internet. The training provided will be designed to promote the district’s commitment to:
Employees and students will be instructed on the appropriate use of the Internet. Parents will be required to give permission to allow their students to access the Internet via the PowerSchool eRegistration process.
In compliance with federal law, this policy will be maintained at least five years beyond the termination of funding under the Children’s Internet Protection Act or E-rate.
Adopted: 7/03
Reviewed: 12/09; 7/11; 4/18
Revised: 11/7; 9/12; 10/13; 2/15; 6/21
Related Policy: 603.12; 603.12-R2; 603.12-E1
Legal Reference (Code of Iowa): § 279.8; 47 CFR 54.520
IASB Reference: 605.06
Mandatory Policy
RESPONSIBILTY FOR INTERNET ACCEPTABLE USE:
INTERNET ACCESS:
PERMISSION TO USE THE INTERNET:
Parents/guardians will grant annual permission for their student to use the internet.
STUDENT/STAFF USE OF THE INTERNET:
Adopted: 7/03
Reviewed: 7/11; 4/18
Revised: 9/12; 10/13; 2/15; 8/17; 6/21
Related Policy: 603.12; 603.12-R1; 603.12-E1
Legal Reference (Code of Iowa): § 279.8; 47 CFR 54.520
IASB Reference: 605.06-R(1)
Your student has access to electronic communication known as the Internet. The vast domain of information contained within Internet libraries can provide unlimited opportunities to students.
Students may be permitted to use a school electronic mail (email) address to send and receive email at school under teacher supervision. Students will be expected to abide by the following network etiquette:
Parent/guardian permission are submitted annually via the PowerSchool eRegistration process. For questions or issues with accessing PowerSchool, please contact your student’s attendance center.
Adopted: 7/03
Reviewed: 11/09; 7/11; 4/18
Revised: 11/07; 9/12; 10/13; 2/15; 6/21
Related Policy: 603.12; 603.12-R1-R2
IASB Reference: 605.06-E(1)
The internet provides a valuable learning tool for students and staff and offers another communication vehicle for informing the public about school programs and activities.
The board authorizes the establishment of a district website, Facebook page, Twitter account, and other appropriate digital communication platforms. Only those web pages approved by the superintendent [or designee] and maintained in accordance with board policy and administrative procedures will be recognized as official representations of the school district.
The superintendent [or designee] is responsible for assigning an individual responsible for maintaining the digital communication platforms. The superintendent [or designee] in conjunction with the responsible individual will develop administrative regulations regarding the digital communication platforms.
Adopted: 7/03
Reviewed: 7/11; 9/12; 10/13; 4/18; 6/21
Revised: 2/15
Related Policy: 603.12; 603.12-R1-R2; 603.12-E1-E2; 604.6
Legal Reference (Code of Iowa): § 279.8
Internet access provides opportunities for students and staff to contribute to the district’s presence on the World Wide Web. The district website (http://www.linnmar.k12.ia.us/) provides information about district planning, curriculum, instruction, school-authorized activities, programs, and general information relating to the district and its schools. Web page development capability is provided by the Technology Department and the Communications/Media Relations Coordinator.
Creators of web pages need to familiarize themselves with and adhere to the following guidelines. Failure to follow these guidelines may result in the loss of authoring privileges or other stringent disciplinary measures.
CONTENT STANDARDS:
Web pages may not contain advertisements. However, business logos directly associated with Linn-Mar Community School District programs or departments which meet guidelines and have been approved may be displayed. Web pages may not promote individuals or organizations for the purpose of financial, political, or professional gain. Web pages must be approved by the Chief Technology Officer [or designee] before they can be linked to the Linn-Mar website. Employee-designated, district, Office 365 and Google sites and applications must also comply with the same guidelines of appropriate use and will be monitored by district administration. If prior approval is not possible, a disclaimer page will be inserted before the user links to the site.
SUBJECT MATTER:
All subject matter on web pages must relate to curriculum, instruction, school-authorized activities, programs, or general information that is appropriate and of interest to others and it should relate to the district or the schools within the district. Therefore, neither staff nor students may publish personal home pages as part of the district website or home pages for other individuals or organizations not directly affiliated with the district. Staff or student work may be published only as it relates to a class project, course, or other school-related activity.
QUALITY:
All web pages must be free of spelling and grammatical errors. Documents may not contain objectionable material or point to or link directly to objectionable materials. Objectionable material is defined as material that does not meet the standards for instructional resources specified in district policies. Regarding the question of quality or propriety of web page material, appearance, or content the judgment of the Communications and Media Relations Coordinator [or designee] will prevail.
OWNERSHIP AND RETENTION:
All web pages, Office 365, and Google applications on the district websites are property of the school district.
SAFEGUARDS:
Web pages may not contain photographs or personal identification information about students, their families, their friends, and/or employees of the Linn-Mar School District without written consent. Email addresses of Linn-Mar employees may be posted. Web pages may not include any information which indicates the physical location of a student at a given time. Web pages may not hinder the loading and general functions of the home page, home page server, and/or computer stations.
LAWS OR SCHOOL BOARD POLICIES:
All documents on the Linn-Mar website, Office 365, and Google applications must conform to board policies, state laws, federal laws, and copyright laws; as well as established school guidelines. Copies of board policies are available on the district website (http://www.linnmar.k12.ia.us/). Persons developing or maintaining web documents are responsible for complying with these and other policies.
Some relevant issues and board policies include the following:
CONSISTENCY TECHNICAL STANDARDS:
Every web page added to the district’s website must contain certain elements which to provide general consistency:
OTHER TECHNICAL STANDARDS:
Material on web pages reflect an individual’s thoughts, interests, and activities. Such web pages do not in any way represent individual schools or the district, nor are they endorsed or sanctioned by the individual school or district. Concern about the content of any web pages created by students or staff should be directed to the Chief Technology Officer [or designee].
Given the rapid change in technology, some of the technical standards outlined in this policy may require changes throughout the year. Such changes will be made by the Chief Technology Officer with approval of the superintendent. This policy will be updated on an annual basis or more frequently if required.
Adopted: 7/03
Reviewed: 7/11; 4/18; 6/21
Revised: 11/07; 1/10; 9/12; 10/13; 2/15; 10/23
Related Policy: 505.6; 505.6-R; 505.6-E2-E7; 602.29; 602.29-R; 602.29-E; 603.12; 603.12-R1-R2; 603.12-E1-E2; 603.13
In order for students to experience a diverse curriculum, the board encourages teachers to supplement regular curricular materials with other resources. In so doing, the board recognizes that federal laws make it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for plagiarism and unauthorized copying of or use of media including but not limited to print, electronic, and web-based materials unless the copying or use conforms to fair use doctrine. Under the fair use doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research providing that all fair use guidelines are met.
While the district encourages employees to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of employees to abide by the district’s copying procedures and obey the requirements in order to perform their duties properly. The district will not be responsible for any violations of copyright law by employees or students. Violation of copyright law by employees may result in discipline up to and including termination. Violation of copyright law by students may result in discipline up to and including suspension or expulsion.
Parents or others who wish to record, by any means, school programs or other activities need to realize that even though the district received permission to perform a copyrighted work, it does not mean outsiders can copy it and replay it. Those who wish to do so should contact the employee in charge of the activity to determine what the process is to ensure copyright law is followed. The district is not responsible for outsiders violating copyright law or this policy.
Any employee or student who is uncertain as to whether reproducing or using copyrighted material complies with district procedures or is permissible under the law should contact their building’s media specialist who will assist them in obtaining proper authorization to copy or use protected materials, when such authorization is required.
It is the responsibility of the superintendent [or designee] in conjunction with the media specialists to develop administrative regulations regarding this policy.
Adopted: 7/07
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy: 603.14-R
Legal Reference (Code of Iowa): 17 USC § 101 et al; 281 IAC 12.3(12)
IASB Reference: 605.07; 605.07-R(1)
Employees and students may make copies of copyrighted materials that fall within the following guidelines. Where there is reason to believe the material to be copied does not fall within these guidelines, prior permission will be obtained from the publisher or producer with the assistance of the media specialist. Employees and students who fail to follow these procedures may be held personally liable for copyright infringement and may be subject to discipline by the board.
Under the fair use doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research. Under the fair use doctrine, each of the following four standards must be met in order to use copyrighted materials:
AUTHORIZED REPRODUCTION AND USE OF COPYRIGHTED MATERIAL REMINDERS:
In preparing for instruction a teacher may make, or have made, a single copy of:
A teacher may make multiple copies not to exceed more than one per pupil for classroom use or discussion if the copying meets the tests of brevity, spontaneity, and cumulative effect set by the following guidelines. Each copy must include a notice of copyright.
COPYING LIMITATIONS:
Circumstances will arise when employees are uncertain whether or not copying is prohibited. In these circumstances, the media specialists should be contacted.
The following prohibitions have been expressly stated in federal guidelines:
AUTHORIZED REPRODUCTION AND USE OF COPYRIGHTED MATERIALS IN THE LIBRARY:
A library may make a single copy or three digital copies of:
A library may provide a single copy of copyrighted material to a student or employee at no more than the actual cost of photocopying. The copy must be limited to one article of a periodical issue or a small part of other material unless the library finds that the copyrighted work cannot be obtained elsewhere at a fair price. In the latter circumstance, the entire work may be copied. In any case, the copy shall contain the notice of copyright and the student or staff member shall be notified that the copy is to be used only for private study, scholarship, or research. Any other use may subject the person to liability for copyright infringement.
AUTHORIZED REPRODUCTION AND USE OF COPYRIGHTED MUSIC OR DRAMATIC WORKS:
Teachers may:
Performance by teachers or students of copyrighted musical or dramatic works is permitted without the authorization of the copyright owner as part of a teaching activity in a classroom or instructional setting. The purpose shall be instructional rather than for entertainment.
Performances of non-dramatic musical works that are copyrighted are permitted without the authorization of the copyright owner provided that:
All other musical and dramatic performances require permission from the copyright owner. Parents or others wishing to record a performance should check with the sponsor to ensure compliance with copyright law.
RECORDING OF COPYRIGHTED PROGRAMS:
Television programs, excluding news programs transmitted by commercial and non-commercial television stations for reception by the general public without charge may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by a school for a period not to exceed the first 45 consecutive calendar days after date of recording. Upon conclusion of this retention period, all off-air recordings must be erased or destroyed immediately. Certain programming such as that provided on public television may be exempt from this provision, check with the teacher-librarian or the subscription database (e.g. United Streaming).
Off-air recordings may be used once by individual teachers in the course of instructional activities and repeated once only when reinforcement is necessary within a building during the first 10 consecutive school days, excluding scheduled interruptions in the 45 calendar day retention period. Off-air recordings may be made only at the request of, and used by, individual teachers and may not be regularly recorded in anticipation of requests. No broadcast program may be recorded off-air more than once at the request of the same teacher regardless of the number of times the program may be broadcast. A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers. Each additional copy shall be subject to all provisions governing the original recording.
After the first 10 consecutive school days, off-air recordings may be used up to the end of the 45 day retention period only for evaluation purposes (i.e. to determine whether or not to include the broadcast program in the teaching curriculum). Permission must be secured from the publisher before the recording can be used for instructional purposes after the 10-day period.
Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content. Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or compilations. All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
AUTHORIZED REPRODUCTION AND USE OF COPYRIGHTED COMPUTER SOFTWARE:
Schools have a valid need for high-quality software at reasonable prices. To ensure a fair return to the authors of software programs, the district shall support the legal and ethical issues involved in copyright laws and any usage agreements that are incorporated into the acquisition of software programs.
To this end, the following guidelines shall be in effect:
FAIR USE GUIDELINES FOR EDUCATIONAL MULTIMEDIA:
Students may incorporate portions of copyrighted materials in producing educational multi-media projects such as videos, Power Points, podcasts, and websites for a specific course and may perform, display, or retain the projects.
Educators may perform or display their own multi-media projects to students in support of curriculum-based instructional activities. These projects may be used:
Educators may use copyrighted materials in a multi-media project for two years. After that, permission must be requested and received.
The following limitations restrict the portion of any given work that may be used pursuant of fair use in an educational multi-media project:
Fair use does not include posting a student’s or teacher’s work on the internet if it includes portions of copyrighted materials. Permission to copy shall be obtained from the original copyright holder before such projects are placed online. The opening screen of such presentations shall include notice that permission was granted, and materials are restricted from further use.
Adopted: 7/07
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy: 603.14
Legal Reference (Code of Iowa): 17 US Code § 101 et al; 281 IAC 12.3(12)
IASB Reference: 605.07; 605.07-R(1)
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
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
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:
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:
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:
If you have questions about the therapy dog program please contact:
Melissa Frick, Executive Director of Student Services
2999 N 10th Street, Marion, IA 52302
319-447-3663 / melissa.frick@Linnmar.k12.ia.us
Adopted: 8/17
Reviewed: 4/18; 6/21
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
CLICK HERE TO DOWNLOAD THE CHECKLIST
Name of Professional Dog Owner: _________________________________________
Name of Professional Dog Handler: ________________________________________
Name of Professional Therapy Dog: ________________________________________
Building in which therapy dog will work: ______________________________________
____Administrative Approval:
A signed statement reflecting administrator approval for use of a professional therapy dog.
_____Health Records:
A copy of annual vaccinations and exams signed by a licensed veterinarian including a photocopy of the rabies certificate. It is expected that all owners/handlers will use year-round preventative medication for heartworm/external parasites.
Note: for dogs less than one year of age, or receiving their first Parvo/Distemper and rabies vaccination, follow-up vaccines will take place in one year. For all other dogs, these vaccinations will take place every three years.
_____Public Access Test: Certificate verifying the owner/handler and dog have passed.
_____Current Certification Date: _________________________________________
Signature of Professional Dog Owner/Handler: ________________________________ Date: ________________
Signature of Building Administrator: _______________________________________ Date: ________________
Signature of Executive Director of Student Services: ____________________________ Date: _________________
Adopted: 8/17
Reviewed: 4/18; 6/21
Related Policy: 604.2; 604.2-E2
CLICK HERE TO DOWNLOAD THE FORM
Name of Professional Dog Owner: _________________________________________
Name of Professional Dog Handler: ________________________________________
Name of Professional Therapy Dog: ________________________________________
Building in which therapy dog will work: ______________________________________
Therapy Dog and Handler's Certification Date: ________________________________
Name of Certifying Organization: ___________________________________________
Date for Re-Certification: _________________________________________________
Emergency Contact Names and Phone Numbers in Case of Issue with Therapy Dog:
1. ______________________________________________________________________
2. ______________________________________________________________________
Veterinarian Contact Information:
Name: ______________________________________ Phone: ______________________
Dates Regarding Therapy Dog's Care:
Date of Birth: _________________ Age: _______ Last Health Check: _________________
Annual Worm Check: ______________ Parvo/Distemper: ______________ Rabies: __________________
Note: Five-way Parvo/Distemper (DHPP) and rabies vaccinations shall be updated every three years. Dogs less than one year of age or receiving vaccinations for the first time shall receive a follow-up in one year with vaccinations every three years thereafter. Verification that preventative parasite control (fleas and ticks) as well as heartworm medication is given year-round.
Owner's Signature: ________________________________________ Date: ________________________
Adopted: 8/17
Reviewed: 4/18; 6/21
Related Policy: 604.2; 604.2-E1
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-Guidelines for Use of Professional Therapy Dogs.
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:
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 Individual 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
2999 N 10th Street, Marion, IA 52302
319-447-3663 / melissa.frick@Linnmar.k12.ia.us
Adopted: 1/22
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 shall provide an education program for students who have been identified as talented and gifted.
It is the responsibility of the superintendent [or designee] to develop a Talented and Gifted Program which provides for identifying students, for program evaluation, and training of employees.
Adopted: 8/89
Reviewed: 7/11; 9/12; 2/15; 4/18; 6/21
Revised: 10/13
Legal Reference (Code of Iowa): §§ 257.42-49; 281 IAC 12.5(12); 59
IASB Reference: 604.03
The board recognizes some students require additional assistance in order to graduate from the regular education program. The board will provide a program which encourages and provides appropriate opportunities for students at-risk to succeed in the education program and obtain their high school diploma.
It is the responsibility of the superintendent [or designee] to develop a Student At-Risk Program which provides for identifying students, for program evaluation, and for the training of district personnel.
Adopted: 8/89
Reviewed: 7/11; 9/12; 10/13; 2/15; 4/18
Revised: 11/07; 6/21
Legal Reference (Code of Iowa): §§ 257.38-41; 280.19, .19A; 281 IAC 12.5(13); 33; 65
IASB Reference: 604.04
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 Selection of Instructional Materials. 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 Objection to Instructional and Library Materials.
It is the responsibility of the building principal in which the school library is located to oversee the use of library materials.
It is the responsibility of the superintendent [or designee] to develop procedures for the selection and replacement of both library and instructional materials, for the acceptance of gifts, and for the weeding of library and instructional materials.
Adopted: 3/99
Reviewed: 7/11; 9/12; 10/13; 4/18; 6/21
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
The following are objectives of a system of student progress reporting practices:
Students will receive a progress report at the end of each regular grading period. Prior to the end of the grading period, a reasonable attempt will be made to notify parents/guardians of students who are not achieving as expected. The board encourages notification to parents/guardians of students who have made marked improvement prior to the end of the grading period.
The elementary schools, middle schools, intermediate schools, and high school will hold conferences at a minimum of once per year. Parents/guardians, teachers, or principals may request conferences for students in addition to these required conferences.
Parents/guardians and students are encouraged to discuss student progress or other matters with the student’s teacher.
Adopted: 6/70
Reviewed: 9/12; 4/18
Revised: 6/11; 10/13; 2/15; 6/21
Legal Reference (Code of Iowa): §§ 256.11, .41; 280; 284.12; 281 IAC 12.3(4), 12.3(6); 5(16)
IASB Reference: 505.01
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.
The purpose of assessments is to measure individual student achievement. As students progress through the educational program, their progress as learners is to be assessed consistently in the classroom with regard to attainment of the essential learnings and curriculum standards, including content and process, as outlined in the district’s curriculum maps.
Assessments shall include formative assessments designed to monitor learning and adjust instruction, to optimize student achievement as appropriate, and summative assessments for the purpose of measuring achievement of curriculum standards.
In addition to formative and summative assessments, the district will employ standardized norm-referenced testing systems for reporting student progress and comparison of student performance, as well as benchmarking with other comparable school districts.
No student 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:
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 Program (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 also the responsibility of the superintendent [or designee] to provide the school board with annual reports on the testing program.
Adopted: 6/70
Reviewed: 6/11; 2/15; 4/18; 6/21
Revised: 9/12; 10/13; 12/16; 6/20; 8/23
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 a minimum of 250 credits in order to graduate. In addition, the following department requirements must be met in order to earn a diploma:
Graduation requirements for students with an Individualized Education Program (IEP) will be in accordance with the prescribed course of study as written in their IEP. This course of study will be in alignment with the Linn-Mar High School graduation requirements. The IEP team will determine strategies to meet the graduation requirements for the student. Beginning with the class of 2022, graduation requirements for Special Education students include successful completion of four years of English, three years of math, three years of social studies, and three years of science [4-3-3-3].
COMPASS CREDITS:
High school credits are available via the COMPASS Alternative Program. Linn-Mar will accept credit hours for approved courses that can be applied to requirements for the Linn-Mar High School diploma. Students should visit with their assigned counselor or Academic Assistance Counselor to develop an approved plan for this option.
POST-SECONDARY OPPORTUNITIES (PSEO):
Credit may be awarded by a college upon successful completion of course requirements. Any college credit determination is made by the individual college.
ADVANCED PLACEMENT:
Linn-Mar High School offers Advanced Placement (AP) courses in Art History, Calculus (AB and BC), Statistics, Biology, Chemistry, Physics (B), Computer Science A, English Literature, Microeconomics, Music Theory, Comparative Government, World History, Psychology, US Government, and US History. A minimal number of AP courses are available thru the Iowa AP Online Academy. Students who complete these courses can take a standard AP exam. Many colleges and universities accept AP courses for college credit depending upon individual AP exam scores. More information is available 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 be receive a 1/2 credit in Social Studies.
JUNIOR ROTC:
Students enrolled in the Junior Reserve Officer Training Corp Program will receive 1/8 credit in physical education for each semester they are enrolled in the program.
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 Board of Education 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
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 Graduation Requirements, 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 Graduation Requirements.
Students who graduate early may participate in the regular commencement exercises if they meet the requirements of Policy 605.32 Participation in Graduation Ceremonies.
Adopted: 12/71
Reviewed: 1/10; 6/11; 9/12; 10/13; 2/15; 4/18; 6/21
Revised: 12/07
Related Policy: 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
Applications for graduation at the end of the junior year must be filed by February 1st of the junior year.
Applications for graduation at the end of the first semester of the senior year must be filed by September 15th of the senior year.
Applications not filed with the high school principal by the above-stated deadlines will not be considered for that semester unless unusual circumstances are involved. Any exceptions must have the approval of the high school principal.
The procedures below will be followed for the early graduation process:
Adopted: 12/71
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 10/13
Related Policy: 605.3; 605.31; 605.31-E1-E2; 605.32
CLICK HERE TO DOWNLOAD THE EARLY GRADUATION APPLICATION FORM
I, ________________________________, apply for early graduation from Linn-Mar High School at the end of the ________________ semester of the __________________________ school year.
My reasons for wishing to graduate before _______________________________ are listed below (attach additional sheet if needed):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
I understand that in addition to having met the prescribed requirements for graduation by the time noted in the application, the following procedures will be followed before a diploma is granted:
1. On September 15th, or as soon as possible thereafter, and on February 1st, or as soon as possible thereafter, all high school licensed personnel will be notified of my application. Any staff member who has information or knowledge bearing upon my application request will have seven calendar days to communicate the information to the principal. These deadlines may be waived by the principal when unusual circumstances arise.
2. A conference between my parents, guardians or legal custodians, and designated school personnel will be held to discuss the ramifications of my early graduation. If I am 18 years of age or older my parents, guardians, or legal custodians are not required to attend.
3. My parents, guardians, or legal custodians must sign their approval after the conference before any further proceedings. This phase is to be completed by November 1st for a winter application and February 20th for a spring application. If I am 18 years of age my signature is sufficient for completion of Step 3.
4. An evaluation committee consisting of one guidance counselor and one principal will accept or reject my application. Results of the committee’s decision will be communicated to me by November 15th for winter applicants and by March 7th for spring applicants.
5. Final approval for my early graduation request must be given by the Board of Education.
6. Formal commencement exercises will be held only in the spring of each year. I must communication with school officials if I wish to participate.
Right of Appeal: If the evaluation committee rejects my application I may appeal the decision to the superintendent.
Student's Printed Name: _____________________________________________________
Student's Signature: _________________________________________________________
Date: _____________________________________________________________________
Reviewed: 2/15; 4/18; 6/21
Revised: 10/13
Related Policy: 605.3; 605.31; 605.31-R; 605.31-E2; 605.32
CLICK HERE TO DOWNLOAD THE PARENTAL PERMISSION FOR EARLY GRADUATION FORM
Having conferred with school personnel regarding early graduation for my student, __________________________________, I agree to let the school proceed with the evaluation process.
Student's Signature: _________________________________________ Date: _________________________
Parent/Guardian/Legal Custodian's Signature: ____________________________ Date: ____________________
Evaluation Committee Report
After due consideration, the early graduation application of _____________________________________________ is hereby:
______ Accepted
______ Rejected
Guidance Counselor's Signature: _________________________________________ Date: _________________
Principal's Signature: _________________________________________________ Date: ________________
Reviewed: 2/15; 4/18; 6/21
Related Policy: 605.3; 605.31; 605.31-R; 605.31-E1; 605.32
Only students who have completed all the graduation requirements and who have completed their final school year in good standing may participate in graduation ceremonies.
Students who do not meet these conditions prior to the graduation ceremonies will be awarded a diploma after the graduation requirements and requirements for good standing have been completed.
Adopted: 5/82
Reviewed: 6/11; 9/12; 10/13; 2/15; 4/18; 6/21
Revised: 7/03
Related Policy: 605.3; 605.31; 605.31-R; 605.31-E1-E2
Code of Iowa: 279.8; 280.3
Students will be promoted or retained at the end of each school year based on their achievement, age, maturity, emotional stability, and social adjustment.
The promotion or retention of a student will be determined on the judgment of licensed personnel, the principal, and the associate superintendent. When, in the judgment of licensed personnel, a student's academic skill development is inadequate or a student's completion of grade level requirements is unsatisfactory, the possibility of retaining the student shall be discussed with the parents/guardians. The purpose of this discussion will be to clarify the concerns about the student's performance and to enlist the support of the parents/guardians in corrective action.
When, in the judgment of licensed personnel, a student needs to be retained in the same grade or class for another year, parents/guardians will be informed as early in the year as possible. Final decisions regarding retention are the responsibility of the associate superintendent. Parents/guardians and/or students may appeal such decisions to the superintendent.
Each year students in grades 9 through 12 will be informed of the required coursework necessary to graduate. When it becomes evident a student in these grades will be unable to meet the graduation requirements, the parents/guardians will be informed. Students who are determined to be unable to meet graduation requirements with their class will receive academic counseling to identify deficiencies and to create a remediation plan.
It is the responsibility of the superintendent in conjunction with the building principals to develop administrative regulations regarding this policy. In developing the regulations, the procedures for promotion and retention will be included.
Early graduation is allowed in accordance with Policy 605.31 Early Graduation.
Adopted: 6/85
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 1/10; 10/13
Related Policy: 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
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 opportunity for a quality education without discrimination regardless of their age, color creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, genetic information, physical or mental ability or disability, ancestry, political party preference, political belief, military status, socioeconomic status, pregnancy, or familial status.
The education program will be free of discrimination and provide equal opportunity for all students. The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups of both men and women to society. Special emphasis is placed on Asian-Americans, African-Americans, Hispanic-Americans, European-Americans, American Indians, and persons with disabilities. It will also reflect the wide variety of roles open to men and women and provide equal opportunity to both genders.
The district will support multicultural and gender fairness in the education program through a committee involving parents, guardians, legal custodians, students, employees, and community members appointed by the superintendent. The committee will be charged with monitoring district programs and reporting annually to the board.
Adopted: 4/99
Reviewed: 6/11; 9/12; 2/15; 4/18; 6/21
Revised: 1/10; 10/13
Related Policy: 103.1; 600.1
Legal Reference (Code of Iowa): §§ 216.9; 256.11 (2013); 281 IAC 12.5(8)
IASB Reference: 605.07
Mandatory Policy