Source: https://www.isd15.org/school-board/policies/series-300-education-programs
Timestamp: 2019-11-15 00:22:47
Document Index: 535199222

Matched Legal Cases: ['§ 123', '§ 123', '§ 123', '§ 123', 'arts 3501', 'arts 3501', '§ 6301']

Series 300: Education Programs - St. Francis Area Schools ISD 15
302 Organization of School Calendar and School Days
308 Instructional Services - Special Education
A. The superintendent shall be responsible for curriculum development and for determining the most effective way of conducting research on the school district’s curriculum needs and establishing a long-range curriculum development program. Timelines shall be determined by the superintendent that will provide for periodic reviews of each curriculum area.
B. A district advisory committee shall provide assistance at the request of the superintendent. The advisory committee membership shall be a reflection of the community and, to the extent possible, shall reflect the diversity of the district and its school sites, and shall include parent, teacher, school board, support staff, student, community residents, and administration representation, and shall provide translation to the extent appropriate and practicable. Whenever possible, parents and other community residents shall comprise at least two-thirds of advisory committee members.
Provide for articulation of courses of study from pre-kindergarten through grade twelve.
Identify minimum objectives for each course and at each elementary grade level.
Provide for continuing evaluation of programs for the purpose of attaining school district objectives.
Provide a program for ongoing monitoring of student progress.
Develop a local literacy plan to have every child reading at or above grade level no later than the end of grade 3, including English learners, and teachers providing comprehensive, scientifically based reading instruction consistent with law.
Meet all applicable requirements of the Minnesota Department of Education and federal law.
A. The basic instructional program shall include all content and processes required for each grade level by the Minnesota Department of Education. The instructional approach will be nonsexist and multicultural.
B. The School Board, at its discretion, may offer additional educational opportunities in the instructional program at any grade level.
C. Each instructional program shall be planned for optimal benefit taking into consideration the financial condition of the school district and other relevant factors. Each program plan should contain goals and objectives, materials, minimum student competency levels, and methods for student evaluation.
D. The superintendent shall have discretionary authority to develop guidelines and directives to implement School Board policy relating to instructional curriculum.
A. It shall be the responsibility of the superintendent to identify alternative program opportunities to be made available to students who may be at risk, to recommend such alternative programs to the school board for approval, and to familiarize students and parents with the availability of such alternative programs. The superintendent shall, through cooperative efforts with other schools, agencies, and organizations, periodically recommend additional or modified alternative educational programs to the school board.
ISD 15 Policy 604 (Instructional Curriculum)
Prekindergarten: Ages 0-5
Elementary Grades K through 5
B. The superintendent may seek school board approval to administer certain programs on a nongraded basis or a design different from that indicated. Program proposals that seek school board approval must meet all state requirements and reflect the rationale for the modification.
The purpose of this policy is to set forth the position of the School Board on the need for special educational services on the part of some students in the school district.
A. The School Board accepts its responsibility to identify, evaluate and provide special instruction and services for children with disabilities who are properly the responsibility of the school district and who meet the criteria to qualify for special education and related services as set forth in Minnesota and federal law.
B. The school district shall ensure that all qualified disabled children are provided special education and related services which are appropriate to their educational needs.
Upon formal request, as required by law, the school district will provide textbooks, individualized instructional or cooperative learning materials, software or other educational technology, and standardized tests and loan or provide them for use by a home-schooled child as provided in Minn. Stat. § 123B.42 and Minn. Rules Ch. 3540. The school district is not required to expend any amount for this purpose that exceeds the amount it receives pursuant to Minn. Stat. §§ 123B.40-123B.48 for this purpose. If curriculum has both physical and electronic components, the school district will, at the request of the student or the student’s parent or guardian, make the electronic component accessible to a resident student provided that the school district does not incur more than an incidental cost as a result of providing access electronically.
Upon formal request, as required by law, the school district will provide pupil support services in the form of health services and counseling and guidance services to a home-schooled child as provided by Minn. Stat. § 123B.44 and Minn. Rules Ch. 3540. The school district is not required to expend an amount for any of these purposes that exceeds the amount it receives pursuant to Minn. Stat. §§ 123B.40-123B.48 for any of these purposes.
Minnesota State High School League-sponsored activities (where six or more students receive instruction in the home school or the home school students are not residents of the school district).
Non-Minnesota State High School League activities where six or more students receive instruction in the home school.
The school district may provide nonpublic nonregular transportation services to a home-schooled child.
ISD 15 Policy 409 (Enrollment of Nonresident Students)
21-24Credits
20-23Credits
c. Contact the MDE assessment contact within 24 hours of a security breach and submit the Test Security Notificationin Test WES within 48 hours.
The purpose of this policy is to institute a process for the establishment and revision of assessments to be used to determine how well students have achieved Graduation Standards.
The School District has established a procedure by which students shall complete the Graduation Standards. This procedure includes the adoption of performance packages to be used in assessing student performance. The School District strives to continually enhance student achievement of the Graduation Standards.
A. “Benchmark: means the academic knowledge and skills students must achieve at each grade level or high school level to satisfactorily complete a state standard.
B. “Elective standards” are the academic standards adopted by the School District in th subject areas of health and physical education, vocational and technical education, and world languages.
A. The School Board shall establish criteria by which student performance of the locally adopted Graduation Standards and elective standards are to be evaluated and approved. The criteria will be submitted to the School Board for approval. Upon approval by the School Board, the criteria shall be deemed part of this policy.
B. The superintendent shall ensure that students and parents or guardians are provided with notice of the process by which Graduation Standards will be assessed.
C. Staff members will be expected to utilize staff development opportunities to the extent necessary to ensure effective implementation and continued improvement of the implementation of the Minnesota Academic Standards at levels.
V. STANDARDS FOR MINNESOTA ACADEMIC STANDARDS PERFORMANCE PACKAGES
The School District will offer academic knowledge and skills to allow students to satisfactorily complete a state standards by the use of grade level or high school level benchmarks. These benchmarks will be used by the school district and its staff in developing tests to measure student academic knowledge and skills.
Locally selected assessments are expected to provide opportunities for students to demonstrate their achievement of the elective standards or other locally adopted standards. Scoring criteria for performance assessment of elective or other locally adopted standards will be determined by the curriculum adoption process.
2. The School District will administer annually, in accordance with the process determined by the Education Department, the state-constructed tests to all students in grades three through eight and at the high school level as follows:
a. Annual reading and mathematic assessments in grades three through eight and at the high school level for the 2005-06 school year and later; and
b. Annual science assessments in one grade in the grades three through five span, the grades six through nine span, and a life science assessment in the grades ten through twelve span for the 2007-08 school year and later.
c. Mathematics assessments in grades three through eight and eleven beginning in 2010-11 school year that are aligned with the state academic standards in mathematics; and
d. Beginning with the 2013-14 school year, eleventh grade mathematics tests must include algebra II test items that are aligned with corresponding state academic standards in mathematics.
3. The School District will determine locally if a student has meet the required academic standards.
4. Students for who the statewide or locally constructed tests are inappropriate, as determined by the student’s individualized education program team, or students with limited English proficiency, shall be exempt from or provided appropriate, technically sound accommodations or alternate assessments for statewide and local testing with the approval of the student’s parent or guardian.
a. Is participating in a course of study, including an advanced placement or international baccalaureate course of program; a learning opportunity outside the curriculum of the school district; or an approved preparatory program for employment or postsecondary education that is equally or more rigorous that the corresponding state or local academic standard required by the School District.
c. Satisfactorily completes the requirements for the rigorous course of student, learning opportunity, or preparatory employment or postsecondary education program.
2. The School Board also may formally determine other circumstances in which to declare that a student meets or exceeds a specific academic standard that the site requires for graduation under the section.
3. A student who satisfactorily completes a postsecondary enrollment options course or program or an advanced placement or international baccalaureate course of program is not required to complete other requirements of the academic standards corresponding to that specific rigorous course of study.
Minn. Rule Parts 3501.0010 - 3501.0180 (Rules Relating to Graduation Standards - Mathematics and Reading)
Minn. Rule Parts 3501.0200 - 3501.0290 (Rules Relating to Graduation Standards - Written Composition) 20 U.S.C. § 6301, et seq. (No Child Left Behind Act)
The purpose of this policy is to establish opportunities for staff development which advance the staff’s ability to work effectively with the Graduation Standards and with students as they progress to achievement of those Graduation Standards and meet the requirements of the No Child Left Behind Act.
The School District is committed to developing staff policies and processes for continuous improvement of curriculum, instruction and assessment to ensure effective implementation of the Graduation Standards and the No Child Left Behind Act at all levels.
A. The Professional Development Committee (the “Committee”) shall address the needs of all staff in prioritizing staff development which will ensure effective implementation of the Graduation Standards and the No Child Left Behind Act at all levels. The Committee will advise the School Board on the planning of staff development opportunities.
B. The School District shall place a high priority on staff development including activities, programs, and other efforts to implement the Graduation Standards effectively and to upgrade that implementation continuously.
C. Staff development plans for the School District shall address identified needs for Graduation Standards implementation throughout all levels of School District programs.
D. In service, staff meetings, and district and building level staff development plans and programs shall focus on implementation and improvement of the implementation of the Graduation Standards at all levels for all students, including those with special needs.
The purpose of this policy is to recognize student achievement which occurs in Post-Secondary Enrollment Options and other advanced enrichment programs. The purpose of this policy also is to recognize student achievement which occurs in other schools, in alternative learning sites, and in out-of-school experiences such as community organizations, work-based learning, and other educational activities and opportunities.
It is the policy of the School District to develop and provide processes and procedures by which students may meet a graduation requirement whether the School District offers the content standard in its curriculum or the student accomplishes the work in another learning environment. The School District will provide a process for transfer of standards completed in another Minnesota School District, recognition of work completed in other schools and post-secondary institutions, and credit for standards achieved in extracurricular activities, activities outside the school, previous learning, and community & work experiences. The School District may also waive the Graduation Standards for certain students if the criteria for such waivers are met.