1. The accumulation of a minimum of fifty (50) credits. One credit is earned for the successful completion of a semester of work in a full-credit class that meets every day unless designated as a competency based course. The specific course requirements are outlined elsewhere in this series of policies.
2. A student may be eligible for graduation when the number of credits have been obtained, but not before the end of the third year of high school.
3. The high school principal/designee shall submit a list of persons eligible for diplomas or certificates of attendance to the Board for approval in the month of May each year.
4. The Home School Assistance Program Coordinator shall submit a list of persons eligible for certificates of completion to the Board of Directors for approval in the month of May each year.
5. Students must have successfully completed the District and state requirements for graduation to be eligible for participation in graduation exercises. The only exception will be for extenuating circumstances involving unforeseen and unavoidable situations. Such exceptions may be made at the discretion of the high school principal/designee.
6. Any student may, after four (4) years of attendance, make-up their failed classes through correspondence work or by returning to school. When these failed classes have been made-up, the student may receive a regular diploma.
7. Required courses taken at a post-secondary institution, which are duplicates of courses offered at the high school, will not count toward graduation requirements unless a course has been previously failed at the high school.
8. A maximum of four (4) elective courses taken at a post-secondary institution may be counted toward meeting the graduation requirements. These courses must be approved in advance by the principal/designee.
9. Graduation requirements for special education students will be in accordance with this policy, unless an individual student’s individualized Education Program (IEP requires some other arrangement. This may include additional services or courses, if those additional services or courses are determined by an individual student’s IEP Team to be necessary for a free appropriate public education (FAPE). The IEP Team may waive particular graduation requirements in the policy, based on a particular child’s disability-related needs. However, beginning with the graduation class of 2022, students receiving special education services shall meet the state requirement of completing four years of English-language arts, and three years each of mathematics, science, and social studies (known as 4-3-3-3), with support and accommodations as described in their IEPs for graduation with a regular high school diploma. An IEP Team may determine, based on a particular child’s educational needs, how the 4-3-3-3 requirements are met; however, an IEP Team may not waive this requirement.
10. According to the Iowa Administrative Rules of Special Education: “Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team, and updated annually, thereafter, the IEP must include: a. Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and b. The transition services, including courses of study, needed to assist the child in reaching those goals.” Prior to special education student’s graduation, the IEP team will determine whether the graduation criteria have been met. The superintendent may provide a certificate of completion/attendance to those students receiving special education services who do not complete 4-3-3-3 based on their IEP. Students who receive a certificate of completion/attendance remain eligible for special education services until they reach the maximum age of twenty-one.
11. Core diploma: A core diploma will be available for individual students, recommended and approved by the administration. The core diploma will require earning 40 credits for graduation (8 English/LA, 6 Social Studies, 6 Science, 6 Math, 3 Physical Education, 1 Financial Foundations, 1 Personal Wellness, 1 21st Century Skills, 1 Leadership and Service, 1 Fine Arts, 2 Career Technical, and 4 Elective which can include work credit). The core diploma offers a different graduation pathway for those individuals facing life events or not planning to attend a four year college following graduation. This diploma is accepted by junior colleges and the Armed Forces, but is not currently accepted by four year postsecondary schools. This diploma is only available to students approved by the administration.
12. At graduation, seniors with a GPA of 3.50 or higher will be awarded a gold seal indicating the student “Graduated with Honors.” Seniors with a GPA of 3.0 - 3.49 will be awarded a silver seal indicating the student “Graduated with Recognition.”
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Approved: 5/13/13 |
Reviewed: |
Revised: 6/10/13; 6/10/19; 3/9/20; 9/13/21 |
Generally, students will be required to complete the necessary course work and graduate from high school at the end of grade twelve (12). Students may graduate prior to this time if they meet the minimum graduation requirements stated in the Board Policy. A student who graduates early will no longer be considered a student and will become an alumnus of the District.
Students are required to give notice of their intent to graduate early at spring registration. Application forms are available in the counselors’ offices and must be completed by December 1 for mid-term graduation and by April 1 for graduation at the end of the junior year.
Students who graduate early may attend the next graduation ceremony (e.g., if they graduate at the end of their junior year, they may attend that spring’s ceremony, or if they graduate at the end of the first semester of their senior year, they may attend the following spring’s ceremony). It will be the responsibility of the early graduates to check with the school, in advance of graduation, regarding:
1. Picking up announcement package;
2. Distribution of cap and gown;
3. Graduation practice.
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Approved: 5/13/13 Reviewed: 6/10/19 Revised:
The following are the course requirements for students to graduate from Spirit Lake Community School District High School:
1. Science: Six (6) credits, must include two (2) biology credits, and topics in Earth science Chemistry and Physics.
2. Mathematics: Six (6) credits of mathematics.
3. Social Studies: Six (6) credits of social studies, must include two (2) American History credits, one (1) world history credit, two (2) government credits and one (1) elective credit.
4. English/Language Arts: Eight (8) credits, must include two (2) English I credits, two (2) English II credits, two (2) English III credits (includes American Literature) and two (2) elective credits.
5. Business Financial Literacy: One (1) credit**
6. Physical Education: Three (3) credits, must include one (1) semester of physical education per year. Students may exempt from PE their senior year by meeting one of the state appointed exemptions.
7. Vocational Education (CTE): Two (2) elective credits in business, family & consumer science, industrial education or agricultural education.
8. Fine Arts: One (1) elective credit. Foreign language may be used to meet this requirement.
9. Personal Wellness (Health): One (1) credit**
10. 21st Century Skills: One (1) credit**
11. Leadership and Service: One (1) credit**
12. J-Term: One and a half (1.5) credits**
Special Education Classes: Special education students must attend classes pursuant to Board Policy.
Locally determined requirements (non bolded items above) may be waived by the building principal for those students with scheduling conflicts who carry a full course load for four (4) years.
All students are required to carry a "full load," defined as six (6) classes plus physical education (PE), at least one semester per year. Exceptions must be approved by the high school principal.
**Will be reached through Competency Based Pathways
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Approved: 5/13/13 Reviewed: Revised: 6/10/13; 5/14/18; 6/10/19; 3/9/20
Students who have met the requirements for graduation will be allowed to participate in the commencement activities 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 students from participation for violation of rules established for the orderly governance of the school.
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Approved: 2/17/74 Reviewed: 6/10/19 Revised: 1/11/10; 5/13/13
The District shall 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 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.
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Approved: 11/14/67 Reviewed: 6/10/19 Revised: 12/14/09; 5/13/13
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. It shall be the responsibility of the building principal to retain students in their current grade level.
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 shall be the responsibility of the building principal 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.
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Approved: 7/20/81 |
Reviewed: 6/10/19 |
Revised: 2/14/11; 6/10/13 |
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.
1. The district will 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. This jointly developed and agreed upon written policy is distributed to parents and family members of participating Title I children through the Parent Handbook. In school wide buildings, this will include all parents. (ESSA Section 1116(a)(2))
2. The district will provide technical assistance and support to schools in planning and implementing effective parent and family engagement activities to improve academic achievement and school performance through professional development regarding parent and family engagements. The district will partner with community groups as a means to engage families more creatively and successfully. (ESSA Section 1116 (a)(2)(B))
3. The district will work, to the extent feasible, cooperatively with other relevant Federal, State, and local laws and programs. The Title 1 program will work 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 1116(a)(2)(C))
4. The district conducts an annual evaluation of the content and effectiveness for the Parent and Family Engagement Policy in improving the academic quality of the school served.
a. The evaluation includes parents in a meaningful manner. In addition to surveys, the district uses open discussion groups for this evaluation. The evaluation tools and methods to identify the type and frequency of school-home interactions and the needs of parents and families to better support and assist their children in learning. The evaluations will target at least three key areas: 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 families to assist in their child’s learning; and strategies to support successful school and family interactions. (ESSA Section1116 (a)(2)(D)(i-iii)
b. Annual notification will be given to inform parents and family members of the school’s participation in the Title I program, explaining the requirements of the program and their right to be involved. Communication will run through Spirit Lake Elementary Schools and be posted on the district website and included in the annual handbook. (ESSA Section 1116 (c)(1))
c. Parent and family meetings, including parent teacher conferences, will be held at different times during the day and Title I funds may be used to pay reasonable and necessary expenses associated with parent family and 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 notification 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 stakeholders in the spring of the year, through individual reports given to parents at conference time, and through report cards. (ESSA Section 1116(c)(4)(A) & (B)
e. In a schoolwide program plan, parents are asked to be involved in the joint development of the building’s schoolwide plan through in-person meetings, surveys and electronic feedback as appropriate. This applies only to Title I schools operating a Schoolwide Program (ESSA Sections 1116 (c)(3) and 1114)
f. 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)(C))
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.
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 contract outlines how parents and family members, the entire school staff, and students all share responsibility for improved school achievement. The contract also describes the means by which the school and parents build and develop a partnership to help children achieve our local standards. It is distributed to parents and reviewed annually. (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. The district will involve parents and families in Title I activities.
a. The district uses the annual evaluation to design evidence-based strategies for more effective parent and family engagement. The evaluation results help uncover best practices that are working and adapt those ideas to the district and individual school needs. (ESSA Section 1116 (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 discussion groups and in-person meetings where parents give input and feedback. (ESSA Section 1116(c)(3)).
c. 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 activities, such as parent resource centers, 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))
d. 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))
e. The district involves parents and family members in activities of the school. The district has established a committee with a sufficient number and representative group of parents or family members to adequately represent the needs to the population, revise, and review the Parent and Family Engagement Policy. (ESSA Section 116(a)(2)(F))
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Approved: 2/12/24 Reviewed: Revised:
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:
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.
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.
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.
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.
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.
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Approved: 2/12/24 Reviewed: Revised: