Dallas Center-Grimes provides a special education system for delivering instructional services including a full continuum of services and placements in the least restrictive setting to address the needs of eligible individuals aged 3 to 21, and ensures the following:
- Specially designed instruction and related activities through cooperative efforts of the special education teachers and general education teachers in the general education classroom.
- Specially designed instruction to eligible individuals with similar special education instructional needs organized according to the type of curriculum and instruction to be provided in the least restrictive environment.
- Accommodations and modifications to the general education environment and program, including settings and programs in which eligible individuals receive specially designed instruction, including modification and adaptation of curriculum, instructional techniques and strategies and instructional materials.
Special Education services are mandated by state laws and by the Individuals with Disability Education Act (IDEA), a federal law. The Individuals with Disability Education Act:
- Assures all children with disabilities are provided a free, appropriate, public education designed to meet their unique needs.
- Protects children’s rights and the rights of their parents or guardians.
- Assists state and local districts in providing education that assesses students’ strengths and weaknesses and assures the effectiveness of the educational efforts.
Contact:
Roxanne Cumings, Director of Student Services
roxanne.cumings@dcgschools.com
Special Education Continuum
Special Education Delivery Plan
Parent Rights Summary
Parental Safeguards Manual
Heartland AEA 11 Special Education Resources
Vision
Developing Talent, Maximizing Learning, and Promoting Positive Adjustment for Gifted Students. The Extended Learning Program (ELP) at Dallas Center-Grimes Community School District will empower and challenge highly able students by:
- Advocating for the gifted and talented student;
- Providing accelerated and enriched learning experiences in various ways, including but not limited to: accelerated instruction, differentiated instruction, grade-skipping, curriculum compacting, independent study, and community mentoring;
- Identifying and nurturing the talents in the Academic, Fine Arts, Creative, or Leadership areas;
- Providing ongoing identification procedures that are systematic and uniform according to Iowa law, and may include recommendations by parents, teachers, as well as the students themselves;
- Including counseling services to develop personal, college, and career goals;
- Fulfilling the overall goal of advancing and challenging each talented and gifted student.
DC-G 2019-2020 ELP Updates
DC-G ELP Plan
Identification Process
Kingore Characteristics
The Dallas Center-Grimes English Speakers of Other Languages (ESOL) Program provides students with the opportunity to reach proficiency in listening, speaking, reading and writing English. Students are able to develop an understanding of American society and culture. A positive learning environment is promoted, where the students’ first languages and cultures are valued and students maintain pride in the ethnic heritages.
DC-G Lau Plan 2019
Harka Biswa: South Prairie, North Ridge, DC-G Meadows, DC-G High School (Newcomer Program)
Diane Messerli: Dallas Center Elementary, DC-G Middle School
LaRee Hawks: DC-G High School
Roxanne Cumings: Director of Student Services
As defined by 281 Iowa Administrative Code 12.2(256), an “at-risk student” means any identified student who needs additional support and who is not meeting or not expected to meet the established goals of the educational program (academic, personal/social, career/vocational). At-risk students include but are not limited to students in the following groups: homeless children and youth, dropouts, returning dropouts, and potential dropouts.
The Dallas Center-Grimes Community School District meets the the needs of at-risk students by:
- Providing valid and systematic procedures and criteria to identify at-risk students throughout the school district’s school-age population,
- Determining appropriate ongoing educational strategies for alternative options and educational programs as required in Iowa Code of section 280.19A, and
- Reviewing and evaluating of the effectiveness of provisions for at-risk students.
Definitions of At-Risk and Dropout:
At-risk Student – Any identified student needing additional support who is not meeting or expected to meet the goals of the educational program (academic, personal/social, career/vocational) established by the district as demonstrated by one or a combination of factors other than disability including, but not limited to, homeless children and youth, dropouts, returning dropouts, and potential dropouts.
Dropout – A school-age student served by a public school district enrolled in any of grades seven through twelve who does not attend school or withdraws from school for a reason other than death or transfer to another approved school or school district or has been expelled with no option to return.
Potential Dropouts – Resident pupils who are enrolled in a public or nonpublic school who demonstrate poor school adjustment as indicated by two or more of the following:
- High rate of absenteeism, truancy, or frequent tardiness.
- Limited or no extracurricular participation or lack of identification with school, including but not limited to, expressed feelings of not belonging.
- Poor grades, including but not limited to, failing in one or more school subjects or grade levels.
- Low achievement scores in reading or mathematics, which reflect achievement at two years or more below grade level.
Returning Dropouts – Resident pupils who have been enrolled in a public or non-public school in any of grades seven through twelve who withdrew from school for a reason other than transfer to another school.
Section 504
Bullying Prevention
Homeless Youth
Private instruction means instruction using a plan and a course of study in a setting other than a public or organized accredited nonpublic school. Iowa Code section 299A.1 (2) (c). It includes competent private instruction (by a licensed practitioner or a non-licensed person), independent private instruction, home school assistance programs, and non-accredited nonpublic schools.
What is competent private instruction?
Competent Private Instruction (CPI) is private instruction provided on a daily basis for at least one hundred forty-eight days during a school year, to be met by attendance for at least thirty-seven days each school quarter, by or under the supervision of a licensed practitioner in the manner provided under Iowa Code section 299A.2 and this chapter, or other person under Iowa Code section 299A.3 and this chapter, which results in the student making adequate progress. The CPI category includes home schooled children who are not enrolled in independent private instruction and those in non-accredited nonpublic “schools.” 281-IAC chapter 31.
Option 1: Private Instruction under the supervision of a licensed practitioner
Under Option 1 a parent, guardian, or legal or actual custodian simply completes the report of Competent Private Instruction (Form A- available from district of residence) and returns it to the resident district by September 1or within 14 days of commencing CPl.
NOTE: However, if a child has been identified as requiring special education programs or services, prior written approval must be obtained from the special education director of the Area Education Agency (AEA) in which the child resides before the child may be home schooled or enrolled in a non-accredited nonpublic “school.” This consent is not required if the parent, guardian, legal, or actual custodian does not consent to initial evaluation or to reevaluation of the child for receipt of special education services or programs. Iowa Code sections 299.4, 299A.9; 281-IAC rules 31.5(1) (f), 31.10.
Option 2: Private Instruction by a non-licensed person
Under Option 2 a parent, guardian, or legal or actual custodian may meet, but is not required to meet, all of the following requirements:
- Complete and send, in a timely manner the report required under Iowa Code section 299.4 and this rule to the school district of residence of the child.
- Ensure that the child under the parent’s, guardian’s, or legal custodian’s instruction is evaluated annually to determine whether the child is making adequate progress as defined in Iowa Code section 299.a.6 and this chapter.
- Ensure that the results of the child’s annual evaluation are reported to the school district of residence of the child and to the department of education by a date not later than June 30 of each year in which the child is under competent private instruction.
This is known as the “private instruction exemption.”
A parent, guardian, or legal or actual custodian who chooses Option 2 with no reporting under the private instruction exemption relinquishes the ability to dual enroll for academics, extracurricular activities, or special education services. Dual enrollment requires compliance with the reporting requirements of Iowa Code section 299.4 and the assessment requirements of 299A.4. A parent who dual enrolls for academics, athletics, or special education services relinquishes the option to utilize the private instruction exemption, and must complete Form A.
A parent, guardian, or legal or actual custodian who chooses Option 2 and chooses not to report to the district may wish to provide the district notice of the decision to use the private instruction exemption. Doing so will create a presumption that a child of compulsory attendance age is in compliance with the compulsory attendance requirements of Iowa Code Chapter 299.
NOTE, however, if a child has been identified as requiring special education programs or services, prior written approval must be obtained from the special education director of the Area Education Agency (AEA) in which the child resides before the child may be home schooled or enrolled in a non-accredited nonpublic “school.” This consent is not required if the parent, guardian, legal, or actual custodian does not consent to initial evaluation or to reevaluation of the child for receipt of special education services or programs. Iowa Code sections 299.4, 299A .9;281-IAC rules 31.5(f),31.10.
Independent Private Instruction (IPI)
Independent Private Instruction (IPI) means instruction that meets the following criteria:
- Is not accredited
- Enrolls not more than four unrelated students
- Does not charge tuition, fees, or other remuneration for instruction
- Provides private or religious-based instruction as its primary purpose
- Provides enrolled students with instruction in mathematics, reading and language arts, science , and social studies
- Provides, upon written request from the superintendent of the school district in which the independent private instruction is provided, or from the director of the department of education, a report identifying the primary instructor, location, name of the authority responsible for the independent private instruction, and the name of the students enrolled.
- Is not a nonpublic school and does not provide competent private instruction as defined in Iowa Code section 299A.1 and these rules.
- Is exempt from all state statutes and administrative rules applicable to a school, a school board, or a school district, exempt as otherwise provided in Iowa Code chapters 299 and 299A.
-
- CPI Cover Letter
- DCG Homeschool Verification Form
- CPI Handbook
- CPI Form A
- Assessment Options
- CPI Comparison Chart
- FERPA Notification
Deanna Sandegren
Dallas Center-Grimes Community School District Central Office
(515) 992-3866
deanna.sandegren@dcgschools.com