505 STUDENT SCHOLASTIC ACHIEVEMENT
505.1 STUDENT PROGRESS REPORTS AND CONFERENCES
Students will receive a progress report at the end of each nine-week grading period. Students, who are doing poorly, and their parents, are 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 will be held two times a year at the elementary, middle and high school to keep the parents informed. The conferences at the high school are not 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.
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 July 1999
Reviewed January 2020
Revised
505.2 STUDENT PROMOTION - RETENTION - ACCELERATION
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 July 1999
Reviewed January 2020
Revised
505.3 STUDENT HONORS AND AWARDS
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 who have not attended the school district for their entire high school education or have not attended an accredited public or private school will not be eligible for honors and awards.
It is the responsibility of the superintendent to develop the administrative regulations regarding this policy.
Legal Reference:
Iowa Code § 279.8 (2013).
Cross Reference:
504 Student Activities
505 Student Scholastic Achievement
Approved July 1999
Reviewed January 2020
Revised
505.4 TESTING PROGRAM
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 Unites 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:
- 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);
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 March 2002
Reviewed September 2023
Revised September 2023
505.5 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 52 credits prior to graduation. The following credits will be required:
English/Language Arts 8 credits
Science 6 credits
Mathematics 6 credits
Social Studies*(Inc. Financial Lit) 6 credits
Physical Education 4 credits
Health 2 credits
Technology Electives 2 credits
Electives 18 credits
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.
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 ½ credit of social studies.
Students enrolled in a junior officers’ training corp will receive 1/8th physical education credit for each semester the student is enrolled in the program.
Legal Reference:
Iowa Code §§ 256.7, 11, .41; 279.8; 280.3, .14.
281 I.A.C. 12.3(5); 12.5.
Cross Reference:
505 Student Scholastic Achievement
603.3 Special Education
Approved March 2002
Reviewed September 2023
Revised September 2023
505.6 EARLY GRADUATION
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, .14 (2013).
281 I.A.C. 12.2; .3(7); .5.
Cross Reference:
505 Student Scholastic Achievement
Approved March 2002
Reviewed January 2020
Revised
505.7 COMMENCEMENT
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.
Legal Reference:
Iowa Code §§ 279.8; 280.3, .14 (2013).
281 I.A.C. 12.2; .3(7); .5.
Cross Reference:
505 Student Scholastic Achievement
Approved March 2002
Reviewed January 2020
Revised
505.8 PARENTAL AND FAMILY ENGAGEMENT
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.
(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;
(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;
(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;
(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);
(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; and;
(6) Involve parents and families in Title I activities.
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 March 2015
Reviewed May 2024
Revised
505.8 EXHIBIT A
Winfield-Mount Union Community School District
Title I Parent Involvement Policy
At the Winfield-Mt. Union Elementary School it is the policy that parents of participating children shall have the opportunity to be involved jointly in the development of the Title I program. The school encourages parent involvement and supports the partnership between home/school/community by providing understandable information about standards and assessments.
1. This is written policy is distributed to parents of participating Title I children.
The Title I Parent Involvement Policy will be distributed at the annual meeting and parent/teacher conferences. New families to the district will receive the policy from the student after a phone call notifying them that their child meets the eligibility criteria to be served in Title I.
2. An annual meeting is held for all parents of participating children. Additional parent meetings with flexible meeting times shall be held throughout the year as determined by parent interest and suggestions.
An annual meeting is held in fall for all parents of participating children. Parent/teacher conferences are held with all children twice a year. Parents are notified of such events via notes, newsletters, and calendars.
3. Parents are given assistance in understanding the Title I requirements.
Parents are given assistance in understanding the requirements of Title I through the annual meeting and parent/teacher conferences, publications in the local newspaper, and the Title I narratives.
4. Parents receive an explanation of the school’s performance profile, expected proficiency levels for students, and their student’s assessment results.
Parents receive an explanation of the school’s performance profile and expected proficiency levels for students, through the annual published ARP (Annual Progress Report) reports and school board meeting where results are presented and discussed. They are also published in the local newspaper. The student’s assessment is given to them via the ITBS scores.
5. Parents are informed of the reasons for their children’s participation, the curriculum, instructional objectives, and methods of the program.
Parents are informed of the reasons for their children’s participation and eligibility through a pamphlet given to them when they first qualify for services. Explanations of curriculum is given at the annual meeting, classroom visits, and parent/teacher conferences.
6. Parents receive timely responses to all parent recommendations.
Parents receive timely responses to all parent recommendations as much as feasible. The response to the parent is either verbal or written. Parents are encouraged to visit and are given opportunities to communicate with the teacher.
7. A school/parent/child compact outlines how the parents, teacher, and student share the responsibilities for improved student achievement.
● Through the compact the responsibility is shared between school and home to help give students a better education.
● It is a way to promote two way communication between families and school.
● It provides opportunities for families to learn how to help their children succeed in school.
● It supports family-school efforts to improve student learning by strengthening cooperative actions.
The school/parent compact is discussed and signed at the annual parent meeting.
8. The Title I program provided opportunities for parents to become partners with the school in promoting the education of their children at home and at school. Parents are given help monitoring their student’s progress. The school provides assistance to parents on how they can participate in decisions related to their student’s education. The school provides reasonable support for parental involvement activities requested by parents. Parent opportunities for becoming partners with the school in promoting the education of their children included:
● The communication between home and school is regular, two-way, and meaningful.
● There is regular information for parents about the objectives of educational programs and their child’s participation and progress in those programs.
● The school provides parents with strategies and techniques for assisting their children with learning activities at home that support the school’s instructional program.
● The school links parents to programs and resources within the community that provide support services to families.
9. The school coordinates and integrates parent involvement programs and activities with other programs as appropriate.
Community resources are used to strengthen schools, families, and student learning.
● Information is distributed regarding cultural, recreational, academic, health, social, and other resources that serve families within the community.
● The school involves community members in school volunteer programs.
● The school disseminates information to the school community regarding school programs and performance.
● The school collaborates with community agencies to provide family support services.
10. An annual evaluation of the parental involvement policy shall be conducted to determine the effectiveness of this policy and the barriers of this policy for increasing parent involvement. Policy evaluation finding shall be used in designing strategies for school improvement and revising parent policies.
An annual evaluation is conducted through the use of written surveys to assess the effectiveness of the Title I program. The information gained from this review will be shared and discussed at future parent meetings. The program will be revised or modified as suggestions warrant and are feasible.