IHAK Character Education


Character Education




Education/Director of Culture & Services


The Board of Education believes that while parents are the primary and most important moral educators of their children, the school and community should reinforce parental efforts. Therefore, the Board directs the CEO or designee to develop, with input from parents and other community members, a character education program.

The program should be designed to help students cultivate skills, habits and qualities of character that will promote an upright, moral and desirable citizenry and better prepare students to become positive contributors to society, including:

  • Honesty
  • Respect
  • Responsibility
  • Courtesy
  • Respect for compliance with the law
  • Integrity
  • Respect for parents, home and community
  • The dignity and necessity of a strong work ethic
  • Conflict resolution skills
Restorative practice was adopted by School District 49’s Board of Education as its primary approach to mediate conduct and discipline issues. The aforementioned restorative approach supports the goals of character education by promoting the latter stated desired outcomes (e.g., honesty, respect, responsibility, courtesy, respect for compliance with the law, integrity, etc.). The adoption of restorative practice was preceded by input from parents and community members; therefore, it exceeds the guidance provided to the CEO by the board to develop a character education program. Restorative practices are community relevant interventions that use dialogue to ensure that outcomes address the harm of incidents, which develops a growth mindset for the students and community.

Teachers shall strive to model and promote the guidelines of behavior established in the character education program.

  • Adopted: March 11, 2010
  • Revised: October 27, 2011
  • Revised: August 11, 2016

  • C.R.S. 22-29-101et seq. (character education program strongly encouraged by state law)

  • ADA, School District Educational Objectives