Students will have available 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 semi-annually (fall and spring). 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.
Approved: 7/24/25 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 shall be the responsibility of the building
principal 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 shall be the responsibility of the building principal 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 6th, 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 502.03 - Student Complaints and Grievances.
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|
Approved: 7/20/81 |
Reviewed: 6/10/19 |
Revised: 2/14/11; 6/10/13; 7/8/24; 7/24/25 |
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 an accredited public or private school for their entire high school education 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; 7/24/25
A comprehensive testing program is established and maintained to evaluate the education program of the 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 States Department of Education to submit to a survey, analysis or evaluation that reveals inforamtion concerning:
Prior to an employy 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 the 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.
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Approved: 5/13/13 Reviewed: Revised: 6/10/19; 7/24/25
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 - Personal Finance: 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. Financial Foundations: One (1) credit**
13. J-Term: One and a half (1.5) credits**
**Will be reached through Competency Based Pathways
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.
Prior to graduation, the district will advise students on how to successfuly complete the Free Application for Federal Student Aid (FASFA).
Special Education Classes: Special education students must attend classes pursuant to Board Policy.
Graduation requirements for special education students include successful completion of 4 years of English, 3 years of math, 3 years of social studies and 3 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 with 1/2 credit of Social Studies.
Students enrolled in a Junior Officer's Corp will recieve 1/8 Physical Education credit for each semester the student is enrolled in the program.
Beginning with the school year starting July 1, 2026, students must receive a passing score on the Civics Test as set forth by the Iowa Department of Education and required by relevant laws.
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Approved: 5/13/13 Reviewed: Revised: 6/10/13; 5/14/18; 6/10/19; 3/9/20; 8/12/24; 7/24/25
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, 1 Personal Finance, 3 Physical Education, 1 Financial Foundations, 1 Personal Wellness, 1 21st Century Skills, 1 Leadership and Service, 1 Fine Arts, 2 Career Technical, and 3 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; 8/12/24; 7/24/25 |
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: 7/24/25
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; 7/24/25
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.
It is the policy of the District that:
This jointly developed, written policy is distributed to parents of participating Title I children and is available to all the patrons of our District. This policy will be given to parents of participating Title I children at our annual Fall meeting or at Parent-Teachers Conferences. Copies are available in each office. A copy will be sent home to the parents of children who enter the Title I program during the course of the year.
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. These meetings shall include parent-teacher conferences and meetings requested by parents and/or teachers. Notification of these meetings will be made through U.S. mail, phone calls, written notes via students or emails.
Parents are given assistance in understanding the requirements of the Title I law, local improvement goals, content standards, performance standards, and assessments at our annual meeting each Fall. Such information may also be printed in the District newsletter, the Annual Progress Report, and may be communicated at parent-teacher conferences and at Open House.
Parents receive an explanation of the school’s performance profile in the Annual Progress report published once a year. Teachers communicate expected proficiency levels and assessment results twice a year at parent-teacher conferences.
Parents are informed of reasons for their children’s participation, the curriculum, and the instructional objectives and methods of the program at the Fall annual parent meeting.
Parents receive timely responses to all parent recommendations. As much as feasible, they are sent to parents in the language used in the home. Full opportunities are provided for all parents to participate in Title I activities through a verbal and/or written invitation. Childcare is provided at our annual parent meeting and during parent-teacher conferences.
A jointly developed school/parent compact outlines how parents, school personnel, and students share the 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. This compact was developed by a joint committee of parents, teachers, and administration. It is reviewed annually and distributed to parents as their child enters the program and again each Fall.
The Title I or school-wide program provides opportunities for parents to become partners with the school by promoting the education of their children at home and 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. Such information is communicated at parent-teacher conferences and other parent meetings including the annual Fall parent meeting. Articles regarding reading improvement will be published in the District at least once per year. Teachers will attend workshops to improve their knowledge of teaching reading skills and strategies. * The school coordinates and integrates parent involvement programs and activities with other programs as appropriate. All teachers will have the opportunity to attend training session/workshops in reading. Title I parents will have representation on our District advisory committee (locally called the Futures Committee).
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. This evaluation will be conducted annually at the Fall annual parent meeting. Revisions will be made and the revised Parent Involvement Policy will be distributed to all Title I parents via U.S. Mail or through Title I students.
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Approved: 2/12/24 Reviewed: Revised: 7/24/25
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: 7/24/25