AF Amistad High School Family Handbook 2017-2018 | 38 Summer Program Completion (9 – 12) AFAHS requires that during each summer after their ninth-, tenth-, and eleventh-grade years, students complete a school-sanctioned enrichment program. Programs must be approved by the school and can include academic enrichment camps at colleges or selective secondary schools, internships, and volunteer work at cultural institutions (such as museums). Acceptable programs must last a minimum of 40 hours total. Summer jobs and sports camps do not qualify as summer programs. Typically, a summer opportunity in which a student is financially compensated does not count as a summer program. A student who qualifies to make up an academic credit at AFAHS Summer Academy (because he/she failed course during the school year) may fulfill the summer program requirement through satisfactory completion of AFAHS Summer Academy. Students who have not yet completed three approved summer programs will not be permitted to graduate. Scholars who attend a summer enrichment opportunity that AFAHS funds either in part or in whole will be required to reimburse the school entirely in any of the following circumstances: • The scholar does not attend the program. • The scholar is removed from the program due to disciplinary issues. • The scholar fails to return to AFAHS for the entire subsequent school year. Signing an agreement or acceptance of a summer program indicates that the scholar and the scholar’s parents agree to all of the above terms and conditions. Scholars who fail to complete a summer program should note that completion of three summer programs is a graduation requirement. While failure to complete a summer program in its entirety will not result in automatic non-promotion, no student will be eligible for graduation until he/she completes three AFAHS-sanctioned summer programs. Promotion for Students with IEPs The purpose of an IEP is to outline the support a student needs to reach an ambitious and achievable academic bar. When a student does not meet the bar, burden of proof falls on the school to demonstrate that we provided the services the student needed and the student was still not able to reach the academic bar. We do not have the same autonomy that we do in general education - our local districts oversee our special education programs. We must accomplish the following for students with IEPs:  Ensure that all IEPs document the services the school provides and that the school has a signed copy of the IEP  Send home IEP progress reports as often we send home report cards (signed and returned); IEP progress reports should indicate whether or not a student is on track to meeting her/his IEP goals and should align to the student’s general performance