The Board of Directors recognizes the following objectives or purposes of a system of student reporting practices:

1. To inform parents of the progress made by their children.
2. To bring parents into closer understanding of the work of the school and to bring the school into closer understanding of the parent’s perception.
3. To record for students their growth of achievement.
4. To assist students in evaluating their growth or achievement.
5. To assist the student, their parents, and the school in working cooperatively for the welfare of the student.

Students and parents shall receive a periodic progress report outlining the student’s current grade in each class.  Students who are at risk of receiving a failing grade or whose achievement has declined 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.

The Superintendent of Schools, with assistance of the professional staff, may develop a manual related to procedures for evaluating and reporting pupil progress to parents.

 

 

(April 20, 1981; June 20, 1994; July 7, 2003; July 9, 2012; January 19, 2015; October 21, 2019)

 

Close communication between home and school is an important factor in establishing a highly effective school program.  Planned conferences between parents and teachers is an important way to bring about understanding and close cooperation between the home and school.  Close communication should be maintained through conferences with all parents, not just with those where academic or other problems suggest the need for closer communication.

Conferences between parents and teachers regarding a child should be treated by the teacher as an opportunity to help the child and every effort should be made to make the conference constructive, objective, and pleasant.  Conferences should provide an opportunity for a mutual exchange of information and ideas for the welfare of the child.

Occasionally parents will call on teachers when they have responsibilities for class instruction.  Although the purpose of such a visit may be worthy, teachers should discourage the practice and suggest that the parent arrange for conferences outside of regular class time.  Teachers should be prepared to give after-school or pre-school time for conferences when desirable.

Conferences for parents will be scheduled following or during the first and third quarters.  In addition to these conferences, teachers are expected to request additional conferences with parents as the needs may indicate.

The principal or supervisor should be present at any parent-teacher conference when the principal or supervisor believes his/her presence would be necessary and/or beneficial.

 

 

(April 17, 1989; June 15, 1992; June 20, 1994; July 7, 2003; July 9, 2012; January 19, 2015; October 21, 2019)

 

A comprehensive testing program is established and maintained in order to evaluate the total program of the school district as well as to provide better counseling service to the students.  The district shall identify valid, bias-free student assessment procedures and the process for monitoring student progress.

The superintendent with assistance of the certified staff shall develop standards and procedures to evaluate the educational program and student progress within each area of instruction.

No student is required, as part of any applicable program, to submit to a survey, analysis or evaluation that reveals information concerning:

• political affiliations;
• 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 students 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, but not including income required by law to determine eligibility for participation in a program or for receiving financial assistance under such program.

 

 

(April 20, 1981; June 20, 1994; December 19, 1994; July 7, 2003; July 9, 2012; January 19, 2015; October 21, 2019)

 

The school district strives to place each student in an environment where maximum development will take place.  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 as early in the school year as possible.  It is within the sole discretion of the board to retain students in their current grade level.

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 board to retain students in their current grade level and to deny promotion to a student.

It shall be the policy of the school district to retain children at grade level when they do not have the skills necessary to be successful in the next grade.  The district has the responsibility to assure that a child is ready for promotion to the next grade level.  When considering a child for promotion item I, II, and III below will be examined and the final decision will be based upon the best interest of the child.

I.          Academic Ability

    Determined by:

1.   Standardized Achievement Tests
2.   Classroom Tests Administered by the Classroom Teachers
3.   Intelligence Tests Administered by a Psychologist
4.   History of Grades Received.

II.        Social and Emotion Adaptability

     Determined by:

1.   Ability to get along with the peers.  (Teacher Observation)
2.   Interview with a Psychologist and/or other professional educator.
3.   Teacher Observation in the Classroom, Hallway, Lunchroom and the Playground.

III.       Physical Maturation

     Determined by:

1.   Ability to undertake the same tasks as the rest of the students in the grade when they plan to be placed in for the next year.
2.   Recommendation from the Physical Education Teacher and the School Nurse, Counselor, or Principal.

IV.       Requests and Procedure:

1.   When a parent has made a request for retention the principal shall strongly consider this request in making the final decision.
2.   Requests shall be made directly to the building principal(s) involved and must be submitted prior to May 1^st.
3.   The building principal makes the final decision.
4.   The parent will be notified not later than July 1^st as to the district’s decision.
5.   Thorough documentation will be kept in the individual’s cumulative folder.

 

V.        Appeal

The parents may request a meeting with the Superintendent of Schools to review the data if they are unhappy with the initial recommendation. 

 

 

(August 18, 1986; June 15, 1992; May 15, 2000; July 7, 2003; July 9, 2012; January 19, 2015; October 21, 2019)