Students will receive a progress report at the end of each grading period. Students, who are doing poorly, and their parents, are notified prior to the end of the trimester  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-student conferences at the high school are scheduled half way through each trimester. Progress reports are issued at the P-T-S Conference. Report cards will be issued at the close of each trimester. The same procedures are followed for students in special education.

The Elementary/Middle School P-T-S- Conferences are held during the first and third nine weeks. Progress reports are issued at the P-T-S Conference. Report cards will be issued at the close of each trimester. The same procedures are followed for students in special education.

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.

 

 

Legal Reference:
Iowa Code §§ 256.11, .41; 280, 284.12.
281 I.A.C. 12.3(4), 12.3(6), .5(16).

Cross Reference:
505 Student Scholastic Achievement
506 Student Records

Approved:11-15-21 
Reviewed: _____
Revised: _____

 

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

The district shall adhere to the following:

• Retention/Promotion in kindergarten – eighth grade: The retention of a student will be determined based upon the judgment of the district’s professional staff. 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 district to retain students in their current grade level and to deny promotion to a student.
• Retention/Promotion in ninth – twelfth grade: 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 district to retain students in their current grade level and to deny promotion to a student.
• Acceleration in kindergarten – twelfth grade: 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.
• Retention or Acceleration in kindergarten – twelfth grade may also occur in additional instances as provided by law.

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

 

 

Legal Reference:
Iowa Code §§ 256.11, .41; 279.8.
281 I.A.C. 12.5(16).

Cross Reference:
501 Student Attendance
505 Student Scholastic Achievement
603.2 Summer School Instruction

Approved: 11-15-21  
Reviewed: _____
Revised: _____

 

Any regularly enrolled student may be considered for honors or awards awarded by the school. Qualifications for such awards shall be established by professional school personnel who have been delegated the responsibility by the building principal.

 

 

Legal Reference:
Iowa Code § 279.8.

Cross Reference:
504 Student Activities
505 Student Scholastic Achievement

Approved: 11-15-21
Reviewed: _____
Revised: _____

 

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, funded by the United State Department of Education, to submit to a survey, analysis or evaluation that reveals information concerning:

• political affiliations or beliefs of the student or student's parent or guardian:
• 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 guardian; or
• 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 for the student.

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

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

 

 

Legal Reference:
20 U.S.C. § 1232h.
Iowa Code §§ 280.3.

Cross Reference:
505 Student Scholastic Achievement
506 Student Records
607.2 Student Health Services

Approved: 11-15-21
Reviewed: 7-11-23
Revised: 7-11-23

 

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 48 credits prior to graduation plus one credit of citizenship per semester of attendance.  The following credits will be required for graduation:
 

Language Arts     8 credits including successful completion of the following:
English 9  (year-long course)
English 10  (year-long course)
English 11  (year-long course)
Senior English sequence from one of the following:  
English 12 (year-long course ) 
Creative Writing (year-long course )
NIACC Composition I and NIACC Composition II 

Mathematics    6 credits

Science          6 credits including 
Physical Science (year-long course for Freshmen) 
Biology (year-long course for Sophomores)
One additional year of elective science course:
Ecology
Anatomy & Physiology
Chemistry
Physics

Social Studies    6 credits including: 
World History (year-long course for Sophomores)
U.S. History (year-long course for Juniors)
Government (semester course for Seniors)
Economics (semester course for Seniors)
 

Personal Finance        1 credit
PE             4 credits
Electives         17 credits
Citizenship        1 credit per semester of attendance required
 

The Superintendent of Schools, assisted by the professional staff, shall recommend graduation requirements to the Board of Directors for approval by the Board.
Tuition and transportation will be provided by the student for courses taken anywhere but Central Springs High School.  An exception to this rule is explained in Post-Secondary Enrollment Options - 602.10.
 

One unit is equal to two credits or a full-year course.  Classes that meet daily for a one period or a block every other day for a semester will give one credit towards requirements.
 

The required courses of study will be reviewed by the board annually.
 

Prior to graduation, the district will advise students on how to successfully complete the Free Application for Federal Student Aid (FAFSA).
 

A student that has not fully completed the requirements will not be allowed to go through the graduation ceremonies or has had disciplinary consequences, or outstanding fees/fines, will not be allowed to participate in graduation ceremonies.
 

Graduation requirements for special education students will include successful completion of four years of English, three years of Math, three years of Social Studies, and three years of Science.
 

Students who complete a regular session in the Legislative Page Program of the general assembly at the state capitol will be credited for ½ credit of social studies.
Students enrolled in a junior officers’ training corp will receive ⅛ physical education credit for each semester the student is enrolled in the program.

Legal Reference:  
Iowa Code §§ 256.11, .11A;  41; 279.8; 280.3, 280.14 (2019). 281 I.A.C. 12.2, .12.5; 12.3(5)

Cross Reference:  
505 Student Scholastic Achievement
603.3 Special Education

Approved 11-15-21  
Reviewed 7-10-23
Revised 7-10-23

 

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.

 

 

Legal Reference:
Iowa Code §§ 279.8; 280.3.
281 I.A.C. 12.3(5); 12(5)

Cross Reference:
505 Student Scholastic Achievement

Approved: 11-15-21
Reviewed: _____
Revised: _____

 

Students who have successfully completed high school shall be granted diplomas. Attendance at commencement is optional.

The Board of Directors will exclude any students, from participation in the ceremony, that have not completed the requirements set for graduation.

The Board of Directors may exclude students from participation for violation of rules established for orderly governance of the school.

 

 

Legal Reference:
Iowa Code §§ 279.8; 280.3.
281 I.A.C. 12.5

Cross Reference:
505 Student Scholastic Achievement

Approved: 11-15-21  
Reviewed: _____
Revised: _____

 

Parent and family engagement is an important component in a student’s success in school.  The board encourages parents and families to become involved in their child’s education to ensure the child’s academic success.  In order to facilitate parent and family involvement, it is the goal of the district to conduct outreach and implement programs, activities and procedures to further involve parents and families with the academic success of their students.  The board will:

1. Involve parents and families in the development of the Title I plan, the process for school review of the plan and the process for improvement by:

a. This jointly developed and agreed upon written policy is distributed to parents and family members of participating Title I children through the Parent Handbook which is distributed to every family at the time of registration.  In school wide buildings, this will include all parents. (ESSA Section 1116(a)(2))

2. Provide the coordination, technical assistance and other support necessary to assist and build the capacity of all participating schools in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance by:

a. Through professional development regarding parent and family engagement. The district will partner with community groups as a means to engage families more creatively and successfully.  (ESSA Section 116 (a)(2)(B))

3. To the extent feasible, coordinate and integrate parent and family engagement strategies under Title I with parent and family engagement strategies outlined in other relevant Federal State, and local laws and programs by:

a. Working with local public preschool programs, Headstart programs, local library programs, and special education programs (IDEA). Our homeless education program coordinates with the local backpack program to offer support to students that are food insecure, especially over the weekends.  (ESSA Section 116(a)(2)(C))

4. Conduct with the involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement 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, parents of any racial or ethnic minority, parents with disabilities and parents with limited literacy); needs of parents and family to assist their children’s learning; and strategies to support successful school and family interactions by:

a. In addition to surveys, the district uses focus groups and open discussion groups for this evaluation.  Parents and families have a voice.  The evaluation tools and methods identify the type and frequency of school-home interactions and the needs of parents and families have to better support and assist their children in learning.  The evaluations will target at least three key areas: barriers, ability to assist learning, and successful interactions.  (ESSA Section 1116(a)(2)(D)(i-iii))

b. At least one annual meeting will be held to inform parents and family members of the school’s participation in the Title I program and to explain the requirements of the program and their right to be involved. The meeting shall be for parents of both public and private school.  The elementary buildings will hold an annual meeting in the fall. Notification will be sent in the district and building newsletter. (ESSA Section 1116(c)(1))

c. Parent and family meetings, including parent conferences, will be held at different times during the day and Title I funds may be used to pay reasonable and necessary expenses and associated with parent and family engagement activities, including transportation, childcare, or home visit expenses to enable parents to participate in school-related meetings and training sessions.  (ESSA Section 1116(c)(2))

d. Parents and family members of participating children are given assistance in understanding the Title I program, with timely information about the Title I program.  Through annual meetings and parent-teacher conferences, the school will provide parents and family members of participating children with a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.  Parents and family members receive an explanation of the school’s performance profile, the forms of academic assessment used to measure student progress, and the expected proficiency levels in the annual progress report distributed to all stockholders in the spring of the year, through individual reports given to parents at conference time, and through report cards.  (ESSA Section 1116©(4)(A) & (B))

e. If requested by parents, the school will provide opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible.  (ESSA Section 1116(c)(4)©)

5. Use the findings of the annual evaluation to design strategies for more effective parent and family involvement and to revise, as necessary, the parent and family involvement policies by:

a. If the schoolwide plan under Section 1114(b) is not satisfactory, parents of participating students may comment.  Comments may be made in writing to the school principal.  (ESSA Section 1116(c)(5))

b. A jointly developed school/parent compact outlines how parents and family members, the entire school staff, and students all share responsibility for improved student achievement.  The compact also describes the means by which the school and parents will build and develop a partnership to help children achieve our local high standards.  It is distributed in the parent handbook and is reviewed at the annual meetings. (ESSA Section 1116(d))

c. Parents will be notified of this policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand.  The policy will be provided in English and Spanish and will be free of educational jargon.  (ESSA Section 1116(b)(1))

6. Involve parents and families in Title I activities by:

a. The district uses the findings for the annual evaluation to design evidenced-based strategies for more effective parent and family engagement.  The evaluation results will help uncover best practices that are working and adapt those ideas to the district and individual school needs.  (ESSA Section 116(a)(2)(E))

b. The district will involve parents in the planning, review, and improvement of the school’s Title I program through participation in stakeholder groups and in-person meetings where parents give input and feedback.  (ESSA Section 1116(c)(3))

c. In a schoolwide program plan, if applicable, parents are asked to be involved in the joint development of the building’s schoolwide plan through in-person meetings, surveys and electric feedback as appropriate.

d. In order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency shall:

i. Provide assistance to parents in understanding challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children;

ii. Provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement;

iii. Educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;

iv. Coordinate and integrate parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activates, such as parent resource centres, that encourage and support parents in more fully participating in the education of their children;

v. Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand; and

vi. Provide such other reasonable support for parental involvement activities under this section as parents may request.  (ESSA Section 1116(e)(1-14))

e. The school, to the extent practicable, will provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children) by providing information and school reports required under Section 1111 in a format and language the parties can understand.  (ESSA Section 11116(f))

f. The district involves parents and family members in activities of the school.  The district has established a parent advisory committee comprised of a sufficient number and representative group of parents or family members to adequately represent the needs to the population, revised, and reviewed the Parent and Family Engagement Policy. (ESSA Section 116(a)(2)(F))

The district shall involve parents in determining how to allocate reserved Title I funds in accordance with applicable laws.

The board will review this policy annually.  The superintendent is responsible for notifying parents and families of this policy annually or within a reasonable time after it has been amended during the school year.  The superintendent may develop an administrative process or procedures to implement this policy. 

 

 

Legal References:
20 U.S.C. §6318

Cross References:
903.2 Community Resource Persons and Volunteers

Approved 11-15-21  
Reviewed 3-19-24
Revised _______