505 STUDENT SCHOLASTIC ACHIEVEMENT

505.1 STUDENT PROGRESS REPORTS AND CONFERENCES

Code No.  505.1

 

 

STUDENT PROGRESS REPORTS AND CONFERENCES

 

 

Students shall receive a progress report at the end of each nine-week grading period.  Students who are doing poorly, 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 will be held twice a year at the elementary school.

 

Parents, teachers, or principals may request a conference for students in grades kindergarten through six 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, .11A; 280 (1993).

                                    281 I.A.C. 12.3(6); 12.3(7); 12.5(16).

 

 

Cross Reference:        502  Student Rights and Responsibilities

                                    505  Student Scholastic Achievement

                                    506  Student Records

 

 

 

Approved          08/23/94           Reviewed          11/11/96; 1/19/00; 2/13/06; 1/12/11; 2/09/16; 2/8/21           Revised            

                                                             

 

 

MORNING SUN COMMUNITY SCHOOL DISTRICT BOARD OF DIRECTORS

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 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. 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.

 

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.

 

 

 

Legal Reference:       Iowa Code §§ 256.11, 279.8; .68; 280.3 (2015).

                                    281 I.A.C. 12.5(16).

 

 

 

Cross Reference:        501     Student Attendance

                                    505      Student Scholastic Achievement

603.2   Summer School Instruction

 

 

 

Approved:      08/23/94          

Reviewed:      11/11/96; 1/19/00; 2/13/06; 1/12/11; 2/09/16               

Revised:         08/11/15; 7/9/24           

505.3 STUDENT HONORS AND AWARDS

Code No.  505.3

 

 

STUDENT HONORS AND AWARDS

 

 

The school district shall provide a program that establishes honors and awards including, but not limited to, academic letters and good citizenship awards, for students to assist students in setting goals.  Students shall be 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 education or have not attended an accredited public or private school may not be eligible for honors and awards. 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Legal Reference:           Iowa Code § 279.8 (1993).

 

 

Cross Reference:        504  Student Activities

                                    505  Student Scholastic Achievement

 

 

 

Approved          08/23/94           Reviewed          11/11/96; 1/19/00; 2/13/06; 1/12/11; 2/09/16; 2/8/21                Revised            

                                                                 

 

 

MORNING SUN COMMUNITY SCHOOL DISTRICT BOARD OF DIRECTORS

505.4 TESTING PROGRAM

A comprehensive testing program shall 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 their families.

 

No student is required, as part of, 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 family or guardian;
  • mental and psychological problems potentially embarrassing to the student or the student's family;
  • sex behavior and attitudes;
  • illegal, anti-social, self-incriminating and 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; or
  • religious practices, affiliations or beliefs of the student or student's parents or guardian; or
  • income, but not including income required by law to determine eligibility for participation in a program or for receiving financial assistance under such program.

 

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

 

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

 

 

 

Legal Reference:       No Child Left Behind, Title II, Sec. 1061, P.L. 107-110 (2002)

                                    Goals 2000: Educate America Act, Pub.  L. No. 103-227,  108 Stat.  125

(1994).

                                    20 U.S.C. § 1232h (1988).

                                    Iowa Code §§ 280.3; 256B; 282.1, .3, .6 (1993).

                                    281 I.A.C. 12.5(13); 12.5(21).

 

Cross Reference:        505     Student Scholastic Achievement

                                    506     Student Records

                                    507     Student Health and Well-Being

 

 

 

Approved:      10/10/94          

Reviewed:      02/13/06; 1/12/11; 2/09/16; 2/8/21          

Revised:         01/13/03; 7/11/23

505.8 PARENT AND FAMILY ENGAGEMENT DISTRICT-WIDE POLICY

At the building level, it is the policy of Morning Sun Elementary School that parents of all participating children have the opportunity to be involved in the joint development of the school plan and in the school's review process for the purpose of school improvement. The school provides coordination, technical assistance and other necessary support in the planning and implementation of parent involvement activities. The school encourages parent involvement and supports the partnership between home/school/community by providing understandable information about standards and assessments; providing training and materials for parents to help their children and to involve other parents; educating school personnel about involving parents and the value of parent contributions; and developing meaningful roles for community organizations and businesses to work with parents and schools.

 

It is the policy of Morning Sun Elementary School that:

 

1.) This jointly developed, written policy is distributed to parents of  participating Title I children. The Title I Parent Involvement Policy will be discussed at the annual meeting, parent/teacher conferences, informal meetings, and will be mailed to parents who did not attend any of the above. New families to the district will receive the policy in the mail along with notification of Title I services if the student meets the eligibility criteria to be served.

 

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 fall meeting is held for all parents of participating children. Parent/teacher conferences are held as parents' interest and involvement levels indicate. Parents are notified of such events via mailings, calendars, newsletters and/or phone calls.

 

3.) Parents are given assistance in understanding the requirements of the Title I law, National Educational Goals, content standards, performance standards, and assessments.  Parents are given assistance in understanding the requirements of the Title I law as well as information on goals, standards, and assessments at the annual parent meeting, parent/teacher conferences, informational meetings, publications, and 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 information of the school's performance profile, proficiency levels, and assessment results through annually published 280.12/280.18 reports, an open school board meeting where results are presented and discussed, individual reports to parent, parent meetings, and parent/teacher conferences.

 

 

                                            

 

 

 

5.) Parents are informed of the reasons for their children's participation, the curriculum, and the instructional objectives and methods of the program. Parents are informed of the reasons for their children's participation, the curriculum, and the instructional objectives and methods through letters sent home, explanation of eligibility criteria at parent meetings, parent/teacher conferences and classroom visits.

 

6.) Parents receive timely responses to all parent recommendations. Full opportunities are provided for all parents to participate in Title I activities. Parents receive timely verbal or written response to all parent recommendations. Opportunities are provided for parents to participate in Title I activities such as Parent Open House, Parent Teacher Conferences, and the annual Parent Meeting.

 

7.) A jointly developed school/parent compact outlines how parents, the staff, and students share responsibility for improved student achievement and the means by which the school and parents continue to build and develop partnerships to help children achieve the local high standards. Coming together as parents, students, and teachers we affirm the importance of working together to help students succeed. Through the development of the school/parent compact we have agreed to;

  • share responsibility at school and at home to give students a better education and a good start in life
  • promote effective two-way communication between families and schools
  • provide opportunities for families to learn how to help their children succeed in school and for school staff to work with families, support family-school efforts to improve student learning by reviewing progress regularly and strengthening cooperative actions.

 

The school/parent compact was established and agreed upon by parents and staff. It is distributed, discussed, and signed at the annual parent meeting, informational meeting, and/or parent/teacher conferences.

 

8.) The Title I program provides 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 as requested by parents.

                       

Parent opportunities for becoming partners with the school in promoting the education of their children include:

  • Communication between home and school is regular, two-way, and meaningful.
  • Opportunities for parents to become involved in decision-making about how the program will be designed, implemented, assessed, and strengthened.
  • Regular information for parents about the objectives of educational programs and their child's participation and progress in those programs.
  • Provide parents with strategies and techniques for assisting their children with learning activities at home that support and extend the school's instructional program.
  • Involve parents, with appropriate training, in instructional support roles at the school.
    • Parenting skills are promoted and supported
    • Link 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.  When schools and communities work together, both are strengthened in what they are able to accomplish

  • Information is distributed regarding cultural, recreational, academic, health, social, and other resources that serve families within the community.
  • Partnerships with local business and service groups to advance student learning and assist schools and families.
  • Foster participation in community service.
  • Involve community members in school volunteer programs.
  • Disseminate information to the school community regarding school programs and performance.
  • Collaborate with community agencies to provide family support services.

 

10.) An annual evaluation of this 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 findings shall be used in designing strategies for school improvement and revising parent policies.

 

An annual evaluation is conducted through the use of a written parent survey to assess the effectiveness of the Title I program. The information gained from this review will be shared and discussed at future parent meetings and the program will be revised or modified as suggestions warrant and are feasible. Reading assessment profiles are also analyzed to determine individual growth.

 

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

 

 

 

Legal References:      No Child Left Behind. Title I, Sec. 1118. P.L. 107-110 (2002)

 

 

 

Cross References:      903.2  Community Resource Persons and Volunteers.

 

 

 

Approved:           

Reviewed:      05/08/06; 5/11/11; 5/10/16; 2/8/21; 2/13/24; 8/13/24          

Revised:         01/13/03

505.8R1 PARENT AND FAMILY ENGAGEMENT BUILDING-LEVEL REGULATION

To further the interests of student achievement, the superintendent will create necessary rules to engage parents and family members within the district in the following ways on a building-level basis:

  1. Policy Involvement:  The district will host an annual meeting and invite all parents to attend; and inform parents of their rights and the district’s requirements under Title I.  This meeting will also invite parents to become involved in the planning, review and improvement of a building policy and in developing the district plan.  The district will inform parents of: 
  • programs under this policy,
  • curriculum and assessment used for students,
  • the opportunity to meet with administration to participate in decisions related to their children’s education,
  • a description and explanation of curriculum used in the school forms of academic assessment used to measure student progress, and
  • achievement levels of the challenging State academic standards. 
  1. Accessibility:  Provide opportunities for informed participation of parents and family members in understandable formats and languages.  This includes participation by parents and family members who may have disabilities, limited English proficiency, and migratory children. Offer a flexible number of meetings during the day, evening and weekends to facilitate parent involvement.  The superintendent has discretion to allow schools to provide childcare for families of students during these meetings through Title I funds.
  2. High Student Academic Achievement:  Each school in the district will jointly develop with parents and family members a school-parent compact that outlines how parents, staff and students share responsibility for improving student academic achievement; and how a partnership will be built to achieve this.  The compact will describe the responsibility of the school to provide high quality curriculum and instruction, and the parents’ responsibility to support their children’s learning.  This will also address the importance of communication between schools and parents through parent teacher conferences, regular reports to parents on their children’s progress, and ensuring regular meaningful communication between family and school staff. 
  3. Building Capacity for Involvement: Each school within the district will include in their plan ways to achieve the following:
  • Assist parents and families to understand topics including academic standards and assessments and how to monitor student progress;
  • Provide materials and training to help parents work with students to improve achievement;
  • Educate teachers and staff in how to communicate with parents and build ties to foster academic success;
  • Coordinate and integrate other federal, state and local programs to support parents in more fully participating in students’ education;
  • Ensure information related to programs is sent to parents and families in understandable formats; and
  • Provide other reasonable support to encourage parental involvement
  1. Schools Operating a Schoolwide Program:  Each school operating a schoolwide program under this policy shall:
  • Involve parents on a timely and ongoing basis in the planning, review and improvement of programs, including the parent and family engagement school policy drafting and review, and the joint development of the schoolwide program. 
  • If the schoolwide program plan is not satisfactory to the parents of the participating children, parent comments will be requested and submitted with the plan to the district.