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:

1. COMPETENT IN CORE SKILLS AND KNOWLEDGE who are proficient in reading comprehension, computation, mathematical reasoning, and technology skills and who can use cultural, artistic, historical, scientific, and technological applications to explain, assess, and anticipate change as well as construct knowledge as needed;
    
2. THINKERS who independently access information and resources, who create and critically investigate multiple options, and who make decisions that effectively solve a variety of problems;
    
3. SELF-DIRECTED LEARNERS who are aware of their strengths, needs, interests, and wants; who can set achievable goals, monitor and evaluate their progress, and who are resourceful in responding to change;
    
4. RESPONSIBLE CITIZENS who recognize the relationships between self and others, who accept responsibility for their personal actions, and who actively participate in improving themselves, their families, and local and global communities;
    
5. EFFECTIVE COMMUNICATORS who listen, speak, write, read, and respond clearly to a variety of audiences and purposes;
    
6. COLLABORATIVE WORKERS who use their interpersonal skills to develop constructive relationships with diverse individuals and groups; and
    
7. PRACTITIONERS OF HEALTHY LIFESTYLES who are aware of physical, social, and emotional health and wellness and incorporate appropriate practices into their everyday lives.

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

1. EARLY CHILDHOOD
   Early childhood will consist of two program options:
   1. Four-year old voluntary preschool program; and
   2. Five-year old junior kindergarten program.
    
2. ELEMENTARY
   The elementary schools will consist of kindergarten and grades one through four.
    
3. INTERMEDIATE
   The intermediate schools will consist of grades five and six.
    
4. MIDDLE SCHOOL
   The middle schools will consist of grades seven and eight.
    
5. HIGH SCHOOL
   The high school will consist of grades 9 through 12.

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

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 1^st, 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

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:

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

The superintendent [or designee] is responsible for 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:

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

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

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:

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

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

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

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

Adopted: 7/03
Reviewed: 6/11; 6/12; 10/13; 4/15; 1/18; 2/21
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:

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

It is the responsibility of the superintendent [or designee] to keep the 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.

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:

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

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

Students who have completed the 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 10^th 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

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

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

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

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

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

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

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 1^st through 12^th 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:

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

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

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

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

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

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

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

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

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

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

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

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

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

Adopted: 3/99
Deleted: 9/16
Readopted: 9/21
Reviewed: 12/09; 9/13; 4/16
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:

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

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

Adopted: 3/99
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 7/08
Related Policy : 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

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:

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

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

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

Adopted: 8/89
Reviewed: 7/11; 9/12; 9/13; 2/15; 4/18; 6/21
Revised: 1/10
Related Policy: 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

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

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

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)

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:

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

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

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

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

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

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

If you have questions about the therapy dog program please contact:
Melissa Frick, Executive Director of Student Services
2999 N 10^th 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

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:

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

The superintendent [or designee] will also take under consideration whether the animal has a current vaccination certificate and whether the animal has been recommended through an 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 10^th 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:

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

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

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

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

Adopted: 6/70
Reviewed: 9/12; 4/18
Revised: 6/11; 10/13; 2/15; 6/21
Legal Reference (Code of Iowa): §§ 256.11, .41; 280; 284.12; 281 IAC 12.3(4), 12.3(6); 5(16)
IASB Reference: 505.01
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:

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

without the prior consent of the student (if the student is an adult or emancipated minor) or, in the case of an unemancipated minor, without the prior written consent of the parent.

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

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

Graduation requirements for students with an Individualized Education Program (IEP) will be in accordance with the prescribed course of study as written in their IEP. This course of study will be in alignment with the Linn-Mar High School graduation requirements. The IEP team will determine strategies to meet the graduation requirements for the student. Beginning with the class of 2022, graduation requirements for Special Education students 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

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