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, mathematics, 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, age-appropriate and research-based human growth and development, physical education, traffic safety, music, character education, and visual art. Computer science will be offered during at least one grade level.

The basic instruction program of students enrolled in grades seven and eight will include English-language arts, social studies, mathematics, science, health, age-appropriate and research-based human growth and development, family and consumer education, career exploration and development, technology education, physical education, music, and visual art.  Computer science will be offered during at least one grade level.

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 (1unit), physical education (1units), fine arts (2 units), foreign language (2 units), financial literacy (1/2 unit), vocational education (12 units), and computer science (1/2 unit). 

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 develop administrative regulations stating the required courses and optional courses for kindergarten, grades one through six, grades seven and eight, and grades nine through twelve.

Approved June 24, 2013              
Reviewed December 13, 2023        
Revised January 24, 2024

Generally, only credit recovery school 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. 

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.

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.

The superintendent may develop administrative regulations regarding this policy.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised January 21, 2023

The board recognizes some students have different educational needs than other students.  The board will 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 will 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. 

Special education students are required to meet the requirements stated in board policy and in their IEPs for graduation.  It is 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 are provided comprehensive special education services within the public education system.  The school district will 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 is done to ensure a smooth transition of children entitled to early childhood special education services.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised January 19, 2023

The education program of the Red Oak Community School District revolves around a philosophy of equal educational opportunities and non-discrimination in educational programs and activities.  The educational objectives outlined in the board’s policies are the means whereby the school district will achieve its philosophy.  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.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised October 8, 2018

Students in grade levels one through twelve will 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, but not limited to human papillomavirus and 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 health/human growth and development instruction shall be research-based, which means that the curriculum is verified or supported by the weight of the research conducted in compliance with accepted scientific professional organizations and agencies with relevant expertise in the field. 

The areas stated above are included in age-appropriate health education, and the instruction are adapted at each grade level to aid understanding by the students.

Parents/guardians 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 will include a proposed alternate activity or study acceptable to the superintendent.  The superintendent will have the final authority to determine the alternate activity or study.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised October 8, 2018

Students in grades one through twelve are 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.  Parents/guardians of students requesting such exemption should file a written request that shall include the basis for the request (e.g. verified health concerns and/or a religious conflict) and a proposed alternative activity or study acceptable to the superintendent. The superintendent will have the final authority to determine the alternate activity or study.

Students in grades 9-12 may also be excused from physical education courses if:

• the student is enrolled in a work-based learning program or other educational program authorized by the school which requires the student to leave the school premises for specified periods of time during the school day, or
• the student is enrolled in academic courses not otherwise available, or
• the student is enrolled in a school sponsored activity which requires at least as much physical activity per week as one-eighth unit of physical education, or
• the student is participating in the Legislative Page Program at the state capitol for a regular session of the general assembly; or
• the student is enrolled in a junior reserve officer training corps.

Students who will not participate in physical education must have a written request or statement from their parents/guardians. In accordance with the Healthy Kids Act, this statement must be accompanied by a physical activity contract outlining how the child will engage in at least 120 minutes per week of physical activity during the school year.

Approved June 24, 2013              
Reviewed August 16, 2023          
Revised August 16, 2023

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.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised October 8, 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 will not take place.

It is 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.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised October 8, 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 is 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 is the responsibility of the principal to ensure academic freedom is allowed but not abused in the classroom.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised October 8, 2018

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.

Approved June 24, 2013        
Reviewed December 19, 2022    
Revised October 8, 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 will 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 are instructed in the elements of good citizenship and the role quality citizens play in their country, state and school district community.

Approved June 24, 2013              
Reviewed December 19, 2022          
Revised October 8, 2018