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 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 each semester at the elementary and middle school to keep parents informed.  High school conferences 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.
 

NOTE:  This is a mandatory policy.  The second paragraph should be written to reflect the school district's practice.

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 coursework 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. 

For students in grades kindergarten through sixth, if a student is not reading at a proficient level, the district will notify a student’s parent or guardian of the student’s reading level, and the option for parents to request that the student be retained in the student’s current grade level for the subsequent school year.  The district is prohibited from promoting a student to the next grade level if the student is not reading proficiently, and the student’s parent or guardian requests the student be retained at their current grade level for the next year.

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

NOTE: School districts that use specific steps or processes for determining retention or acceleration should reference the applicable criteria or where to locate the criteria in the bulleted information above. 

Cross References

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 Algona CSD during their last year of high school, will not be eligible for honors and awards.  

It is the responsibility of the superintendent to develop the administrative regulations regarding this policy.
 

Cross References

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.

This is a mandatory policy. 

Cross References

Students must successfully complete the courses required by the Board of Directors (Board) and the Iowa Department of Education in order to graduate.  It shall be the responsibility of the Superintendent of Schools to ensure that students complete grades one through twelve and that high school students complete 54 credits prior to graduation.  The following credits will be required.

      a.  8 credits in English/Literature
      b.  6 credits in Social Studies
      c.  6 credits in Science
      d.  6 credits in Mathematics
      e.  1 credit in Health
      f.   2 credits in Physical Education
           One-fourth (1/4) credit per semester toward the 44 credit requirement will be allowed for successful completion of physical education.
      g.  ICAP Credit (maximum 1 credit)
           One-fourth (1/4) credit per year of attendance at AHS for successful completion of ICAP 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.

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.

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 §§ 256.11, .11A; 279.8; 280.3, .14 (2013).
281 I.A.C. 12.5,; 12.3(5) .

Adopted:  
March 14, 1977

Date of Review:
9/9/24

Revised:

9/9/24

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 many participate in commencement exercises.

Legal Reference:  
Iowa Code §§ 279.8; 280.3 (2013).
281 I.A.C. 12.2; .5; 12.3(5)

Date of Adoption:                                      
June 19, 1989

Date of Review:
January 10, 2022

Parental and family engagement 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. 

1. The Board will direct its administrative staff to continue to utilize the existing Title I parent and family advisory system to involve parents and families in the development of the Title I Plan.  In addition, the Title I Plan shall be incorporated as an integral part of the district’s Comprehensive School Improvement Plan as submitted to the Department of Education, and all Title I staff members shall be involved fully in complying with the requirements of the Comprehensive School Improvement Plan and establishing annual classroom improvement objectives for instruction as a Title I teacher.

2. The Board will provide the resources and staff necessary to facilitate the coordination, technical assistance, and other support services necessary to assist and build the capacity of all participating Title I schools in planning and implementing effective parental and family engagement activities to improve student academic achievement and school performance.

3. The Board will support building capacity for strong parental and family engagement by continuing the current system of parent-teacher conferences twice per year and continuing to support the existing practice of contracts with parents and families of Title I students outlining the services that students are to receive in a Title I program and how parents and families can assist in helping their children perform better in reading achievement at home.

4. The Board will provide administrative staff to coordinate and integrate parental and family engagement strategies under Title I with other programs, such as Head Start, Reading First, Reading Recovery, etc.

5. The Board will require an annual survey to conduct an evaluation involving the parents and families in the assessment of the content and effectiveness of the parental and family engagement policy in improving the academic quality of the school served, including identifying barriers to greater participation by parents and families in Title I activities (with particular attention to low-income, Limited English Proficient (LEP), minorities, individuals with disabilities, low literacy) and use the findings of the evaluation to design strategies for more effective parent and family engagement and to revise, as necessary, the parent and family engagement policies; and

6. The Board will direct its administrative staff to determine, with the input of parents and families, how to best involve parents and families in meaningful Title I activities.

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

Approved:                                                                  
March 14, 2005                                                            

Date of Review:
February 12, 2024