Curriculum/Instruction

Lewis Central Community School District has developed a comprehensive plan to meet the needs of at-risk students in grades Pre-School - 12.  Any student at Lewis Central who is at-risk in the areas of academic skills, career skills, or personal/social skills may be eligible to receive services through the at-risk program.  The at-risk program at Lewis Central has procedures and criteria to identify students who may be at risk, ongoing educational programs and strategies to address individual needs, and procedures for evaluating the effectiveness of the programs and services provided.

Click here to download the At-Risk Plan

The district works to improve programming for second language learners.

English as a Second Language (ESL) services at Lewis Central Community School District are designed to meet the individual needs of all English Learners (EL’s). Lewis Central had identified the following goals for all EL’s in grades PK-12:

• EL’s will meet or exceed English proficiency in speaking, listening, reading, writing, and understanding.
• EL’s will meet or exceed proficiency in grade level appropriate skills.
• EL’s will have equal opportunity to access the general education curriculum.
• EL’s will be taught by highly qualified and credentialed instructors.

While services may vary due to individual needs, instruction is provided through a collaborative effort between the ESL teacher and the general education teachers. The district employs 2 full time teachers that provide direct services to students’, collaborate with general education teachers, and monitor the academic achievement of all EL’s in grades PK-12.

The LAU (EL) plan that includes information about identification, assessment procedures, program delivery, professional development, evaluation and special program is available at the Educational Resource Center. Many school documents are available in Spanish and can be obtained from each building office or the ERC. Translation and interpretation is also available upon request. Please contact Laurie Thies at 712-366-8311 if you have any questions.

K-12LAUELPlanforServingEnglishLearners12116.pdf

Home Language Survey

257.44 Gifted and talented children defined by Iowa Code.

     "Gifted and talented children" are those identified as possessing outstanding abilities who are capable of high performance.  Gifted and talented children are children who require appropriate instruction and educational services commensurate with their abilities and needs beyond those provided by the regular school program.
    Gifted and talented children include those children with demonstrated achievement or potential ability, or both, in any of the following areas or in combination:
    1.  General intellectual ability
    2.  Creative thinking
    3.  Leadership ability
    4.  Visual and performing arts ability
    5.  Specific ability aptitude

Iowa allows each school district to identify which of these five areas on which to focus.  

At Lewis Central, the TAG program focuses on general intellectual ability and specific ability aptitude.

Guidelines
    1.  Identified gifted students receive ongoing, differentiated services in the classroom.
    2.  Building and district staff development supports differentiated instruction.
    3.  TAG strategists collaborate with classroom teachers to meet student needs through curricular modifications.
    4.  TAG strategists may also provide direct instruction.

Strand of Service
    The core of this program model is a shared responsibility that better meets the unique needs of the gifted learner.  A type and degree of exceptional ability is determined.  Ability as well as opportunity and interest are areas where accommodations may occur.

INCLUSIVE

    All students participate in classroom instructional activities.  Inclusive programming promotes an enriched learning environment.  Exposure to a variety of experiences piques student interest in specific fields of study.
    The TAG program sponsors additional opportunities that are open to all students.  Unique abilities and interest emerging during the Inclusive Strand may lead to consideration for participation in the Selective Strand.

SELECTIVE

    Selective programming addresses the areas of student strengths, interests, and creativity.  Collaboration between the classroom teacher and the TAG strategist provide differentiated learning opportunities inside and/or outside of the classroom setting.  

HIGHLY SELECTIVE

    Highly selective programming addresses areas of exceptional academic strengths.  TAG strategists work with the classroom teachers, parents, and students to develop a differentiated learning plan.  The plan may include classroom modifications as well as direct instruction by a TAG strategist.

For more information about the TAG program, click on the links below:

Kreft Primary

Titan Hill Intermediate 

Middle School

High School

District TAG Plan

Related Sites

http://www.iowatag.org/

http://www.nagc.org/

http://www.negifted.org/NAG/Welcome.html

http://www.education.uiowa.edu/belinblank/Default.aspx

http://www.accelerationinstitute.org/Resources/IAS.aspx

Note: Pages will open in a new browser window. External pages are not endorsed by Lewis Central Community Schools.

The Iowa Administrative Rules of Special Education require that each Iowa school district create a delivery system for special education instructional services.

The content requirements of the plan have been met through a series of five questions:

1. What process was used to develop the special education delivery system for eligible individuals?
2. How will services be organized and provided to eligible individuals?
3. How will caseloads of special education teachers be determined and regularly monitored?
4.  What procedures will a special education teacher use to resolve caseload concerns?
5. How will the delivery system for eligible individuals meet targets identified in the states performance plan and what process will be used to evaluate the effectiveness of the delivery of eligible individuals?

A committee comprised of parents, general education teachers, special education teachers, an AEA representative, and district administrators met over a series of meetings to develop a plan for eligible individuals in the Lewis Central District that meets the states requirements and addresses best practices in special education instructional delivery.

District Developed Service Delivery Plan for Special Education