The basic instruction program shall include the courses required for each grade level by the State Department of Education.  The instructional approach will be nonsexist and multicultural.

 

Students enrolled in kindergarten shall attend school for the entire school day every day.  The basic instruction program shall be designed to develop healthy emotional and social habits, language arts, Mathematics, and communication skills, the capacity to complete individual tasks, the ability to protect and increase physical well being.

 

The basic instruction program of students enrolled in grades one through six shall include English‑language arts, social studies, mathematics, science, health/human growth and development, physical education, traffic safety, music, and visual art.

 

The basic instruction program of students enrolled in grades seven and eight shall include English‑language arts, social studies, mathematics, science, health/human growth and development, physical education, music, visual art, family and consumer science, career education and technology education.

 

The basic instruction program of students enrolled in grades nine through twelve shall include English‑language arts, social studies, mathematics, science, health, physical education, fine arts, foreign language, and vocational education.

 

The board may, in its discretion, offer additional courses in the education program.

 

Each instructional program shall be carefully planned for the optimal benefit taking into consideration the budget of the District and other factors deemed relevant by the board or the superintendent.  Each instructional program's plan should describe the program, its goals, the effective materials, the activities and the method for student evaluation.

 

 

*Revised:  04/08/02

*Revised:  01/29/07

*Revised:  12/13/10

*Reviewed:  08/12/13

*Revised: 12/11/17

*Revised: 12/12/22

 

Generally only remedial work will be offered during summer school.  However the Board in its discretion may offer summer school for one or more courses and student activities for students who need additional help and instruction or for enrichment in those areas.  This decision is within the discretion of the Board.

 

Upon receiving a request for summer school, the Board will weigh the benefit to the students and the District as well as the District's budget and availability of licensed employees to conduct summer school.

 

*Reviewed:  02/11/02

*Revised:  01/29/07

*Revised:  12/13/10

*Reviewed:  08/12/13

*Reviewed: 12/11/17

*Revised: 12/12/22

 

The Board recognizes some students have different educational needs than other students.  The Board shall provide a free appropriate public education program and related services to students identified in need of special education.  The special education services will be provided from birth until the possible appropriate education is completed, age twenty-one or to the maximum age allowable in accordance with the law. Students requiring special education shall attend an education program that is in the least restrictive environment possible.  Students requiring special education shall attend general education classes, participate in nonacademic and extracurricular services and activities and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student. 

The appropriate education for each student shall be written in the student’s Individualized Education Program (IEP).  Special education students shall be required to meet the requirements stated in Board policy as modified in their IEP consistent with Board policy or for graduation. However, beginning with the graduating 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 students, known as 4-3-3-3, aligned to state required standards, with support and accommodations as described in their IEP for graduation with a regular diploma.  A student’s IEP Team may determine how a particular student meets 4-3-3-3.

The Superintendent may provide a certificate of completion/attendance to those students receiving special education services who do not complete requirements for graduation with a regular diploma, including 4-3-3-3.  Students who receive a certificate of completion/attendance remain eligible for special education services until they reach a maximum age of twenty-one.

It shall be the responsibility of the Superintendent and the area education agency director of special education to provide or make provisions for appropriate special education and related services.

Children from birth through age two and age three through five shall be provided comprehensive special education services within the public education system.  The District shall work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age two.  This shall be done to ensure a smooth transition of children entitled to early childhood special education services.

 

*Revised:  06/10/91

*Revised:  01/09/95

*Reviewed:  05/12/97

*Reviewed:  02/11/02

*Reviewed:  04/08/02

*Reviewed:  01/15/07

*Revised:  12/13/10

*Reviewed:  08/12/13

*Reviewed: 12/11/17

*Revised: 02/10/20

*Revised: 12/12/22

The Board recognizes some students require qualitative differentiated programming beyond the regular education program.  The administration and staff shall identify students with special abilities and provide educational programming.

 

It shall be the responsibility of the Superintendent to develop a talented and gifted program.

 

*Revised:  06/10/91

*Reviewed:  02/11/02

*Reviewed:  01/15/07

*Reviewed:  12/13/10

*Reviewed: 12/11/17

*Reviewed: 12/12/22

602.5 CAREER EDUCATION

It is the policy of District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity, and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact the Equity Coordinator, 103 Central Street, Ste 300, Glenwood, IA 51534, (712) 527-9034, or gcsdequitycoordinator@glenwoodschools.org.

Preparing students for careers is one goal of the education program.  Career education will be infused into the education program for grades kindergarten through twelve.  This education shall include, but not be limited to, awareness of self in relation to others and the needs of society, exploration of employment opportunities, experiences in personal decision‑making, and experiences of integrating work values and work skills into their lives.

It shall be the responsibility of the Superintendent to assist certified personnel in finding ways to provide career education in most courses. Special attention should be given to courses of vocational education nature.  The Board, in its review of the curriculum, shall review the means in which career education is combined with other instructional programs.

Students in grade levels first through twelfth shall receive, as part of their health education, instruction about personal health, food and nutrition, environmental health, safety and survival skills, consumer health, family life, substance (abuse) and nonuse, including the effects of alcohol, tobacco, drugs and poisons on the human body; human sexuality, self-esteem, stress management and interpersonal relationships, emotional and social health, health resources, prevention and control of disease,and characteristics of communicable disease. While the areas stated above shall be included in health education, the instruction shall be adapted at each grade level to aid understanding by the students.

Parents who object to health education instruction in human growth and development may file a written request that the student be excused from the instruction. An alternative activity may be assigned to the student. The Superintendent shall have the final authority to determine the alternate activity or study.

*Revised: 04/08/02
*Revised: 01/29/07
*Reviewed: 12/13/10
*Revised: 0812/13
*Reviewed: 01/08/18
*Reviewed: 01/09/23
*Revised: 09/25/23

Students in grades Kindergarten through twelve shall be required to participate in physical education courses unless they are excused by the Principal or school nurse of their attendance center.

 

Students may be excused from physical education courses if the student presents a written statement from a doctor stating that such activities could be injurious to the health of the student or the student has been exempted because of a conflict with the student's religious beliefs, provided such excuse fits within federal and state laws. The Superintendent shall have the final authority to determine an alternate activity or study.

 

Students in grades nine through twelve may also be excused from physical education courses if:

 

• the student is enrolled in academic courses not otherwise available, or
• the student has obtained a physical education waiver for a [semester or trimester] because the student is actively involved in an athletic program.

 

Twelfth grade students may also be excused from physical education courses if the student is enrolled in a cooperative, work study or other educational program authorized by the school which requires the student's absence from school.

 

*Revised:  04/08/02

*Revised:  01/29/07

*Revised:  12/13/10

*Revised:  08/12/13

*Reviewed: 01/08/18

*Reviewed: 01/09/23

The Board recognizes some students require additional assistance in order to graduate from the regular education program.  The administration and staff shall provide a program to encourage and provide an opportunity for students at risk to achieve their potential and obtain their high school diploma.

 

The Board shall have a plan to identify and provide special assistance to students who have difficulty mastering the language, academic, cultural, and social skills necessary to reach the educational levels of which they are capable.  The plan shall accommodate students whose aspirations and achievement may be negatively affected by stereotypes linked to race, national origin, language background, gender, income, family status, parental status, and disability. 

 

The plan shall include strategies for identifying at-risk students and objectives for providing support services to at-risk students.  These objectives shall be translated into performance objectives for all school personnel.  The plan shall also include provisions for in-service training for school personnel; strategies and activities for involving and working with parents; provisions for monitoring the behavioral, social, and academic improvements of at-risks students; provisions for appropriate counseling services; strategies for coordinating school programs and community based support services; and maintenance of integrated educational environments in compliance with federal and state nondiscrimination legislation. 

 

 

*Revised:  11/08/93

*Reviewed:  02/11/02

*Reviewed:  01/15/07

*Revised:  12/13/10

*Reviewed:  08/12/13

*Reviewed: 01/08/18

*Reviewed: 01/09/23

 

In meeting the needs of the students, the board may grant credit by performance testing for course work which is ordinarily included in the school curriculum.  Students wishing to receive credit by testing shall have the approval of the superintendent prior to taking the test.  Testing for credit may only be utilized prior to the offering of a course.  Once the course has begun students must attend the class and complete the required work for credit.

 

*Reviewed:  02/11/02

*Reviewed:  01/15/07

*Revised:  12/13/10

*Reviewed: 08/12/13

*Reviewed: 01/08/18

*Reviewed: 01/09/23

Requests to the Board to develop and implement alternative school programs should include the following information:

 

Need. A narrative statement should give the reasons for the request.

 

Objectives.  Immediate and long‑range objectives should be stated, according to the purposes of the request and the course content.

 

Expected Goals.  At the end of a specific trial period, the alternative program should be evaluated and its further use should be projected.

 

Personnel Involved in Planning.  A listing should include members of the professional staff and the community.

 

Implementation Procedures.  Steps for implementing the program should be listed, including plans for developing the program once it is started.

 

Plans for Evaluation.  Based on the stated objectives and goals, program evaluation plans should be provided, including a listing and type(s) of possible assessment instruments.  The continuation of any program beyond its stated trial period could occur only after a positive evaluation, which considers all aspects of the program.

 

The Board will carefully consider plans for alternative programs, and will weigh the counsel provided by the professional staff and the Superintendent.  However, the Board's primary responsibilities remain the overseeing of the regular school program and the administration of the district's finances.  These primary responsibilities will be kept in mind as the Board reaches a decision.

 

 

 

*Reviewed:  02/11/02

*Reviewed:  01/15/07

*Revised:  12/13/10

*Reviewed: 08/12/13

*Reviewed: 01/08/18

*Reviewed: 01/09/23

 

 

Qualified international students may be enrolled and attend school without charge for tuition if they are part of an approved Student Foreign Exchange Program.  The Principal and Superintendent must give final approval before any such student can enroll.  Before being able to participate in athletics, the student must have on file an approved physical examination.  The examination form provided by the IHSAA and IGHSAU must be used.

 

Programs or activities for which foreign exchange students are not eligible are: Driver Education and National Honor Society.

 

For those items not specifically mentioned above, a foreign exchange student has the same rights and responsibilities as all other students.

 

 *Reviewed:  02/11/02

*Reviewed:  01/15/07

*Revised:    12/13/10

*Revised:    05/13/13

*Revised: 01/08/18

*Revised: 01/09/23

The Board recognizes that the general objectives of post high school and adult education programs are the same as those of other levels of public education.  These general objectives include preparing individuals for democratic citizenship, providing individuals with means for economic improvement and cultural development, and enriching of the personal lives of all who participate.

 

The post high school and adult education programs shall be administered by the administrative staff of the school system.

 

The physical facilities of the District shall be made available for use in these programs when there is no conflict with regular school activities.

 

 

*Revised:  06/10/91

*Reviewed:  02/11/02

*Reviewed:  01/15/07

*Revised:  12/13/10

*Reviewed:  11/18/13

*Reviewed: 01/08/18

*Revised: 01/09/23

602.13 MULTICULTURAL/GENDER FAIR EDUCATION

Students will have an equal opportunity for a quality education without discrimination, regardless of their race, color, national origin, sex, disability, religion, creed, marital status (for programs), sexual orientation, gender identity, and socioeconomic status (for programs). The education program will be free of discrimination and provide equal opportunity for students and will foster knowledge of, respect, and appreciation for the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society with special emphasis on Asian-Americans, African-Americans, Hispanic-Americans, American Indians, European Americans and persons with disabilities.  It will also reflect the wide variety of roles open to both men and women and provide equal opportunity to both sexes.

There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact the Equity Coordinator, 103 Central Street, Ste 300, Glenwood, IA 51534, (712) 527-9034, or gcsdequitycoordinator@glenwoodschools.org.