Students shall receive a progress report at the end of each nine-week grading period.  Students who are at risk of receiving a failing grade or whose achievement has declined, and their parents, shall be notified prior to the end of the semester in order to have an opportunity to improve their grade.  The board encourages the notification of students who have made marked improvement prior to the end of the semester.

Parent-Teacher conferences to keep parents informed will be held in the fall and the spring of each school year.  Conferences in the elementary grades are scheduled individually with parents and/or guardians.  Conferences at the middle school and high school may be individually scheduled.

Parents, teachers, or principals may request a conference for students in grades kindergarten through twelve in addition to the scheduled conference time.  Parents and students are encouraged to discuss the student’s progress or other matters with the student’s teacher.

Approved August 27, 2018          
Reviewed October 24, 2022         
Revised August 27, 2018

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

The retention of a student will be determined based upon the judgment of the licensed employee and the principal.  When it becomes evident a student in grades kindergarten through eight may be retained in a grade level for an additional year, the parents will be informed prior to making the retention decision.  It is within the sole discretion of the board to retain students in their current grade level.

Students in grades nine through twelve will be informed of the required course work necessary to be promoted each year.  When it becomes evident a student in these grades will be unable to meet the minimum credit requirements for the year, the student and parents will be informed.  It is within the sole discretion of the board to retain students in their current grade level and to deny promotion to a student.

Students in grades kindergarten through twelve with exceptional talents may, with the permission of the principal and parents, take classes beyond their current grade level.  Enrichment opportunities outside the school district may be allowed when they do not conflict with the school district’s graduation requirements.

Any student or parent who is not satisfied with the decision of the district’s professional staff my seek recourse through policy 502.4 – Student Complaints and Grievances. 

Approved August 27, 2018          
Reviewed October 24, 2022         
Revised August 27, 2018

The school district will provide a program that establishes honors and awards including, but not limited to, academic letters, scholarships and good citizenship awards for students to assist students in setting goals.  Students are made aware of honors and awards and the action necessary on the part of the student to achieve them.

Students transferring in from nonaccredited settings will only be eligible for honors and awards for the actual period of time they have been enrolled as regular students in the school district.  Students transferring into the high school from a nonaccredited setting will not be eligible for class ranking unless he/she has been enrolled for four (4) or more semesters.

Approved: August 27, 2018        
Reviewed: October 24, 2022   
Revised: August 27, 2018

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

No student is required, as part of any applicable program, to submit to a survey, analysis or evaluation that reveals information concerning:

• political affiliations or beliefs of the student or student’s parent:
• mental or psychological problems of the student or the student’s family;
• sex behavior or attitudes;
• illegal, anti-social, self-incriminating or demeaning behavior;
• critical appraisals of other individuals with whom respondents have close family relationships;
• legally recognized, privileged and analogous relationships, such as those of lawyers, physicians and ministers;
• religious practices, affiliations or beliefs of the student or student’s parent; or
• income,(other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

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

Approved August 27, 2018          
Reviewed October 24, 2022          
Revised August 27, 2018

Graduation Requirements

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

It is the responsibility of the superintendent to ensure that students complete grades one through twelve and that high school students complete the required total credits prior to graduation.  The following credits will be required:­

                                                    Tiered Graduation Pathways

*Students shall be excused by the principal of the school if their parent or guardian requests in writing they be excused from the physical education requirement. A student who wishes to be excused from the physical education requirement must:

1. be seeking to do so in order to enroll in academic courses not otherwise available to the student;
2. be enrolled in a work-based learning program or other educational program authorized by the school which requires the student to leave the school premises for specified periods of time during the school day; or
3. participate in a school sponsored extracurricular activity which requires at least as much physical activity per week as one-eight unit of physical education.

To be granted a waiver, parents must indicate the activities students will participate in to complete at least 120 minutes of physical activity each week, as required by the Healthy Kids Act.

Graduation requirements for special education students will be in accordance with state-required standards and the prescribed course of study as described in the students’ Individualized Education Program (IEP). In order to obtain a diploma, the student must meet current state-required standards including; four units (years) of English, three units (years) of math, three units (years) of social studies, and three units (years) of science (4-3-3-3). An IEP team cannot excuse or waive the state’s graduation requirements. An IEP team may waive local district graduation requirements based on the student’s needs and abilities. An IEP team must demonstrate reasonable cause for waiving local district graduation requirements.

An entitled student who is not able to meet the requirements for a regular high school diploma will be granted a certificate of completion if they fulfill the course requirements and expectations outlined in their IEP.

All students must complete a CPR course provided by the school.

Students who complete a regular session in the Legislative Page Program of the general assembly at the state capitol will be credited ½ credit of social studies.

Prior to graduation, the district will advise students on how to successfully complete the free application for federal student aid (FAFSA).

The Board shall have complete discretion to determine extraordinary circumstances that may permit variances from the above.

The required courses of study will be reviewed by the Board as needed.

Approved August 27, 2018    
Reviewed December 13, 2023
Revised January 24, 2024
 

Generally, students will be required to complete the necessary course work and graduate from high school at the end of grade twelve.  Students may graduate prior to this time if they meet the minimum graduation requirements stated in board policy.

A student who graduates early will no longer be considered a student and will become an alumnus of the school district.  However, the student who graduates early may participate in commencement exercises.

In considering early graduation, the student and his/her parents need to consider seriously the advantages and disadvantages of this option.  There should be compelling reasons for pursuing such a course.  It is the viewpoint of the board and the administration that students should take advantage of the opportunity to grow and mature intellectually as well as socially through four years of high school attendance.  The benefits of interacting with one’s peer group and enrolling in courses/activities that offer opportunity for participation in varied activities need to be given serious consideration.  It is recognized, however, that a few students might better satisfy their particular needs by early completion of high school in order to pursue a career, enrollment in a post-secondary school, or to become involved in some other worthwhile endeavor.

The process to accomplish early graduation is as follows:

1. Application for early graduation shall be submitted to the principal no later than the last day of the fourth quarter of the junior year. No late requests will be considered except for transfer students entering after the start of the 4^th quarter.  In extreme circumstances exceptions to the above deadlines may be made upon the recommendation of the high school principal.  It is strongly recommended that all students complete four years of high school.
    

2. The student must earn the required number of credits for graduation from this school that are in effect at the time of application.  This includes specific required courses.  The eighth semester of required physical education will be waived.
    
3. Prior to the time an application is filed, the student and his/her parents or guardian are required to meet with a school counselor to discuss the feasibility of early graduation.  Such matters as the student’s past record of scholastic achievement, attendance, attitude toward school/teachers, reason(s) for early graduation, and subjects to be pursued in earning credits need to be considered. 
    
4. A request for early graduation is subject to the recommendation of the principal and the approval of the board.
    
5. A student approved for early graduation forfeits his/her eligibility to participate in all school sponsored or sanctioned activities during the eighth semester and the following summer.  This means you cannot participate in prom, class trip, or athletics.
    
6. Even though the student would earn a diploma before the other students in his or her graduating class, it would not be granted until graduation ceremonies at the end of the school year.  The student could elect to take part or not take part in graduation ceremonies but in either case the principal would have to be notified of the decision by January 15.
    
7. School records would show the student as having met the requirements for graduation effective the last day of their final semester.  Grade average and rank-in-class for the student would be determined and listed at the end of the seventh semester. A student graduating early will not be eligible for valedictorian or salutatorian.   If needed, the principal will certify early graduation by letter to any college or post high school institution or prospective employer requiring proof of graduation.
    
8. Any student who has been approved for early graduation will be expected to achieve passing  marks in elected courses and to maintain regular school attendance.  Course schedule changes will not be made to suit the convenience of the student.  Course changes will not be made that will adversely affect the course/section balance.
    
9. Prior to his/her eighth semester, a student may reverse the decision of early graduation.  The student would then be required to remain in school and enroll as a full-time student during the final eighth semester.

Approved August 27, 2018          
Reviewed October 24, 2022          
Revised August 27, 2018

Students who have met the requirements for graduation will be allowed to participate in the commencement proceedings provided they abide by the proceedings organized by the school district.  It is the responsibility of the principal to solicit input from each graduating class regarding the proceedings for their commencement.

Failure of a student to participate in commencement will not be a reason for withholding the student’s final progress report or diploma certifying the student’s completion of high school.

The board may exclude a student from participating in commencement exercises for violation of school rules for orderly operation of the schools.

Approved August 27, 2018          
Reviewed October 24, 2022        
Revised August 27, 2018

Parental involvement is an important component in a student’s success in school.  The board encourages parents to become involved in their child’s education to ensure the child’s academic success.  To this end, the board will address the following items:

1. 1. 1. 1. How the board will involve parents in the development of the Title I plan, the process for school review of the plan and the process for improvement.  Parent advisory groups exist at all Title I attendance centers.  The Title I program is discussed at least annually in terms of what assistance is available to students, along with the opportunity for parental input into ways to improve the program.  In addition, parents are involved in the Student Assistance Team process, and that is the venue through which students are referred for Title I services.

1. 1. 1. 2. How the board will provide the coordination, technical assistance and other support necessary to assist participating schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance.  Through the annual goal-setting process, the board will promote effective parental involvement in all school activities to improve student achievement for ALL students.

1. 1. 1. 3. Build the schools’ and parents’ capacity for strong parental involvement.  Each Title I attendance center will have regular meetings of the parent advisory groups.  Annually, a Title I evening will be held during which parents, students, and teachers will have the opportunity to interact, with parents learning strategies that can be effectively implemented at home.  Parents are part of the Student Assistance Team process.  Title I teachers are responsible for updating parents and keeping them informed about the progress of their child(ren).

1. 1. 1. 4. Coordinate and integrate parental involvement strategies under Title I with other programs such as Reading First, and other initiatives.  Title I teachers are part of the professional development activities for all teachers.  The recent focus has been on the implementation of Reading First instructional strategies, which has been a topic at the meetings of the parent advisory groups.

1. 1. 1. 5. Conduct with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the school served including identifying barriers to greater participation by parents in Title I activities (with particular attention to low-income parents, Limited English Proficient (LEP) parents, minorities, parents with disabilities and parents with low literacy) and use the findings of the evaluation to design strategies for more effective parental involvement and to revise, as necessary, the parental involvement policies.  An evaluation of the Title I program will be accomplished annually at the Title I evening for all parents of Title I students.

1. 1. 1. 6. Involve parents in Title I activities.  Each Title I attendance center will have regular meetings of the parent advisory groups.  Annually, a Title I evening will be held during which parents, students, and teachers will have the opportunity to interact, with parents learning strategies that can be effectively implemented at home.  Title I teachers are responsible for updating parents and keeping them informed about the progress of their child(ren).  The district Title I coordinator will present an annual report to the Board in June regarding parental involvement and parental evaluations of the Title I program.

The board will review this policy annually.  The superintendent is responsible for notifying parents of this policy annually or within a reasonable time after it has been amended during the school year.

Approved August 27, 2018          
Reviewed October 24, 2022        
Revised August 27, 2018