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

The basic instruction program of students enrolled in kindergarten is designed to develop healthy emotional and social habits, language arts and communication skills, the capacity to complete individual tasks, character education, and the ability to protect and increase physical well-being with attention given to experiences relating to the development of life skills and human growth and development.

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

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

The basic instruction program of students enrolled in grades nine through twelve will include English‑language arts (6 units), social studies (5 units), mathematics (6 units), science (5 units), health (1 unit), physical education (1 unit), fine arts (3 units), world language (4 units), and vocational education (12 units).  Specific courses shall include instruction in the subjects for college preparatory, comprehensive, and vocational training approved annually by the board.

The curriculum established for each grade level shall meet or exceed the educational requirements as established by state statute and the State Department of Education.  The board may, in its discretion, offer additional courses in the instruction program for any grade level.

Each instruction program is carefully planned for optimal benefit taking into consideration the financial condition of the school district and other factors deemed relevant by the board or superintendent.  Each instruction program’s plan should describe the program, its goals, the effective materials, the activities and the method for student evaluation.

It is the responsibility of the superintendent to provide information regarding the required courses and optional courses for kindergarten, grades one through six, grades seven and eight, and grades nine through twelve.

(April 17, 1989; July 15, 1991; June 20,1994; June 17, 1995; July 7, 2003; February 21, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

The education program of the South Tama County Community School District revolves around a philosophy of equal educational opportunities and non-discrimination in educational programs and activities.  Students will have an equal opportunity for a quality education without discrimination, regardless of their sex, race, color, national origin, religion, creed, age (except for permitting/prohibiting students to engage in certain activities), marital/parental status, sexual orientation, gender identity, genetic information, disability or socioeconomic status.  The education program is free of discrimination and provides equal opportunity for the students. 

The education program will foster knowledge of and respect and appreciation for the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society.  Special emphasis is placed 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. 

(April 17, 1989; June 15, 1992; July 7, 2003; February 21, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

Because of our growing interdependence with other nations in the world, global education is incorporated into the education program for grades kindergarten through twelve so that students have the opportunity to acquire a perspective on world issues, problems, and prospects for an awareness of the relationship between an individual’s self-interest and the concerns of people elsewhere in the world.  Global education, in the education program, focuses on the lifelong growth in understanding through the study and participation of the world community and the interdependency of its people and systems - social, cultural, racial, economic, linguistic, technological, and ecological.

(June 15, 1992; May 15, 2000; July 7, 2003; February 21, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

Preparing students for careers is one goal of the education program.  Career education will be written into the education program for grades kindergarten through twelve.  This education will 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 is the responsibility of the superintendent to assist licensed employees in finding ways to provide career education in the education program.  Special attention should be given to courses of vocational education nature.  The board, in its review of the curriculum, will review the means in which career education is combined with other instructional programs.

 (June 15, 1992; May 15, 2000; July 7, 2003; February 21, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

Educating students for responsible citizenship is a role of public schools.  As part of the education program, students will have an opportunity to learn about significant components of responsible citizenship including, but not limited to, the following:

• the history of the United States of America;
• the democratic principles of freedom, justice, and equality;
• the development of our democratic form of government;
• the necessity of citizen participation in political process to maintain a democratic form of government;
• our heritage – including customs, traditions, rituals, and symbols of allegiance to our country (including proper etiquette);
• our nation’s responsibilities in a global society.

This knowledge is reinforced by appropriate ceremonies and observances which aid students in the development of their interpretations of patriotism and citizenship.  The opportunity to participate in patriotic ceremonies should be available on a regular basis to all students. 

(December 18, 1989; July 7, 2003, January 17, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

Students in grades one through twelve are 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.

Students in grades 9-12 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 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.

Students who will not participate in physical education must have a written request or statement from their parents.

(April 17, 1989; July 7, 2003; February 21, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

It is the policy of the South Tama County Community School District to offer a course in Driver Education.  A Driver Education fee will be charged to students for the course, but the fee will not exceed the actual cost to provide the program.  The Board of Education will designate the amount of the fee and review the amount on a regular basis.

Students will be given priority to enroll in Driver Education sessions based upon age within grade level.  Grade level status will be determined at the beginning of the most recent fall or winter (January) terms.  A student with priority may be bypassed if they fail to sign up for, or are not readily available to accept, an opening in a particular session.

Students recently completing grade eight are the lowest eligible grade level and may be registered by age priority within grade for summer registration.

(November 17, 1997; July 7, 2003; January 17, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

The board shall provide guidance and counseling programs for the students enrolled by a guidance counselor licensed with the State of Iowa and holding the qualifications required by the board.  The guidance counseling services will serve grades kindergarten through twelve. The program will assist students with their personal, educational, and career development. The program shall be designed to coordinate with the education program and to involve school district personnel.

(April 17, 1989; May 15, 2000; July 7, 2003, January 17, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

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

It shall be the responsibility of the principal to develop a talented and gifted program.  It shall be the responsibility of the principal to develop procedures for identifying students, for program evaluation, and for in-service of school district personnel on their building TAG program.

(April 17, 1989; July 7, 2003; January 17, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

Alternative education is a perspective not a procedure or a program and is based upon a belief that there are many ways to become educated, as well as many types of environments and structures within which this may occur.  Alternative education programs could include a class or environment established within the regular educational program and designed to accommodate specific student educational needs such as, but not limited to, work-related training; reading, mathematics or science skills; communication skills; social skills; physical skills; employability skills; study skills; or life skills.

 A decision to place a student in an alternative education program will be based on a review of all student records and a meeting of the parent or guardian with appropriate school representative to review the records fully and to discuss the matter.

The district will require students in alternative education programs to meet requirements established by a written personal education program (PEP).  The district will maintain evidence of student accomplishments and progress in the programs.  Students who attend an alternative high school in another school district may elect to receive a high school diploma from the South Tama County Community School District instead of from that school district, provided that they meet all South Tama County High School requirements for graduation.

(March 21, 1988; July 7, 2003; January 17, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

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

It shall be the responsibility of the superintendent and principal to develop a program for students at risk, which shall identify students, for program evaluation, and for the training of school district personnel. 

(April 17, 1989; July 7, 2003; January 17, 2011; July 9, 2012; January 19, 2015; October 21, 2019)

The district will provide instruction for English Learners (EL) students whose primary home language is other than English and who have not yet become proficient in English.  The district program for EL will include identification of students, assessment of proficiency and needs of students, provision of appropriate instruction, employment of staff to provide needed services, provisions for students to exit the program according to identified criteria, periodic review and evaluation of the program, provisions for parental notice, and provisions for proper identification and services for special education programs.  It shall be the responsibility of the superintendent to make such assignments as necessary for administrative support and coordination of the English Learner program. 

(June 17, 1996; July 7, 2003; January 17, 2011; July 9, 2012; January 19, 2015, October 21, 2019)

Summer school may be conducted in such buildings, on such grade levels, for such length of time, as the Board, upon the recommendation of the superintendent of schools, may determine is appropriate.

The program offered during the summer school shall be designed so that the following purposes or objectives may be met:

1.   Remedial for those students who need and can profit from further work in the basic subject matter areas, and
2.   Enrichment experiences that would add educational benefits for each student may be provided.

(April 20, 1981; July 7, 2003; January 17, 2011, July 9, 2012; January 19, 2015; October 21, 2019)

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 appropriate education is completed, age twenty-one or to maximum age allowable in accordance with the law.

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 or in their IEPs for graduation.  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 2 and children age 3 through age 5 shall be provided comprehensive special education services within the public education system.  The school 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 2.  This shall be done to ensure a smooth transition of children entitled to early childhood special education services.

(June 15, 1992; October 16, 2000; January 17, 2011, July 9, 2012; January 19, 2015; October  21, 2019)