The basic instruction program shall 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 pre-pre-kindergarten shall be 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 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, family and consumer education, career education, technology education, physical education, music, and visual art.

The basic instruction program of students enrolled in grades nine through twelve shall 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), foreign language (4 units), and vocational education (12 units).

The board may, in its discretion, offer additional courses in the instruction program for any grade level.

Each instruction program shall be 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 shall be the responsibility of the superintendent to develop administrative regulations stating the required courses and optional courses for pre-kindergarten, grades one through six, grades seven and eight, and grades nine through twelve.

Cross Reference:         
103      Equal Educational Opportunity
105      Long-Range Needs Assessment
505      Student Scholastic Achievement
602      Curriculum Development
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

The Webster City Community School District recognizes the importance of ongoing learning opportunities for students. As such, the district shall offer summer school instruction in accordance with the following:

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

• If a child who is eligible for special education has been determined to need extended school year services as necessary to receive a free appropriate public education, as determined according to state and federal law, such services shall be provided as described in the child’s individualized education program.

• In additional instances as provided by law.

The superintendent may develop administrative regulations regarding this policy.

Cross Reference:         
410.2   Summer School Licensed Employees
505.2   Student Promotion – Retention – Acceleration
603      Instructional Curriculum
711.4   Summer School Transportation

Approved: September 2007
Reviewed:  May 2018
Revised:  April 2018

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.

Cross Reference:         
503      Student Discipline
505.6   Graduation Requirements
506      Student Records
507.2   Administration of Medication to Students
507.8   Student Special Health Services
601.1   School Calendar
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018
Revised:  February 2009

Students will have an equal opportunity for a quality education without discrimination, regardless of their race, religion, socioeconomic status, color, sex, marital status, national origin or disability.

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 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.

Cross Reference:         
102      Equal Educational Opportunity
600      Goals and Objectives of the Education Program

Approved: September 2007
Reviewed:  May 2018

Students in grade levels one through twelve 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; human growth and development; substance abuse and non-use, including the effects of alcohol, tobacco, drugs and poisons on the human body; human sexuality; self-esteem; stress management; interpersonal relationships; emotional and social health; health resources; prevention and control of disease; and communicable diseases, including acquired immune deficiency syndrome.  The purpose of the health education program is to help each student protect, improve and maintain physical, emotional and social well-being.

The areas stated above shall be included in health education and 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.  The written request shall include a proposed alternate activity or study acceptable to the superintendent.  The superintendent shall have the final authority to determine the alternate activity or study.

Cross Reference:         
502      Student Rights and Responsibilities
603      Instructional Curriculum
607      Instructional Services

Approved: September 2007
Reviewed:  May 2018

Students in grades one through twelve shall be required to participate in physical education courses unless they are excused by the principal 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.

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.

Cross Reference:         
504      Student Activities
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

Preparing students for careers is one goal of the education program.  Career education will be written into the education program for grades pre-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 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, shall review the means in which career education is combined with other instructional programs.

Cross Reference:         
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

The school district is required to keep the practice of religion out of the school curriculum.  The board recognizes the key role religion has played in the history of the world and authorizes the study of religious history and traditions as part of the curriculum.  Preferential or derogatory treatment of a single religion shall not take place.

It shall be the responsibility of the superintendent to ensure the study of religion in the schools in keeping with the following guidelines:

•           the proposed activity must have a secular purpose;
•           the primary objective of the activity must not be one that advances or inhibits religion; and
•           the activity must not foster excessive governmental entanglement with religion.

Cross Reference:         
603      Instructional Curriculum
604.6   Religious-Based Exclusion from a School Program
606.3   School Ceremonies and Observances

Approved: September 2007
Reviewed:  May 2018

The board believes students should have an opportunity to reach their own decisions and beliefs about conflicting points of view.  Academic freedom is the opportunity of licensed employees and students to study, investigate, present, interpret, and discuss facts and ideas relevant to the subject matter of the classroom and appropriate to and in good taste with the maturity and intellectual and emotional capacities of the students.

It shall be the responsibility of the teacher to refrain from advocating partisan causes, sectarian religious views, or biased positions in the classroom or through teaching methods.  Teachers are not discouraged from expressing personal opinions as long as students are aware it is a personal opinion and students are allowed to reach their own conclusions independently.

It shall be the responsibility of the principal to ensure academic freedom is allowed but not abused in the classroom.

Cross Reference:         
502      Student Rights and Responsibilities
603      Instructional Curriculum
904.5   Distribution of Materials

Approved: September 2007
Reviewed:  May 2018

Because of our growing interdependence with other nations in the world, global education shall be incorporated into the education program for grades pre-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. 

Cross Reference:         
602      Curriculum Development
603      Instructional Curriculum

Approved: September 2007
Reviewed:  May 2018

Being a citizen of the United States, of Iowa and of the school district community entitles students to special privileges and protections as well as requiring the students to assume civic, economic and social responsibilities and to participate in their country, state and school district community in a manner that entitles them to keep these rights and privileges.

As part of the education program, students shall have an opportunity to learn about their rights, privileges, and responsibilities as citizens of this country, state and school district community.  As part of this learning opportunity students shall be instructed in the elements of good citizenship and the role quality citizens play in their country, state and school district community.

Cross Reference:         
101      Educational Philosophy of the School District
502      Student Rights and Responsibilities
503      Student Discipline

Approved: September 2007
Reviewed:  May 2018