INSTRUCTIONAL SERVICES
Policy
6110
The
Board of Education recognizes the need and value of a systematic and on-going
program of curriculum review. The Board
encourages and supports the professional staff in its efforts to identify and
review new curricular ideas, develop and improve existing programs and evaluate
all instructional programs.
The
Board of Education directs the Superintendent to continuously carry out the curriculum
development and implementation process.
As used in this Policy, curriculum is the process, attitudes, skills and
knowledge that is taught and learned at the appropriate levels in District
schools.
INSTRUCTIONAL SERVICES Policy
6111
Curriculum Services
Curriculum Planning
The plan for curriculum development will address all
requirements indicated by the Outstanding Schools Act of 1993 including the
Show‑Me‑Standards: Section 160.514, RSMo
and Code of State Regulations, 5 CSR 50‑375.100. These standards include
performance (process) standards and knowledge (content) standards. All
curriculum developed by the District shall satisfy moving District students
toward achieving Missouri's definition of what students should know and be able
to do by the time they graduate from high school.
INSTRUCTIONAL SERVICES
Policy
6112
Curriculum Services
Curriculum Research
The Board of Education directs that all curriculum
developed and/or adopted by the District shall be based on current research
relative to how students best learn. Resources to be consulted include, but are
not limited to, local or area universities, State Department of Elementary and
Secondary Education services, Association for Supervision of Curriculum
Development and similar national, state and/or local curriculum organizations.
Every effort should be made to insure that District curriculum is current and
based on sound educational research findings.
INSTRUCTIONAL SERVICES
Policy
6113
Curriculum Services
Curriculum Design
The design of District curriculum shall follow
curriculum frameworks offered by the State Department of Elementary and
Secondary Education which are intended to provide assistance in aligning local
curriculum with the Show‑Me‑Standards.
INSTRUCTIONAL SERVICES
Policy
6114
Curriculum Services
Curriculum Adoption
All curriculum developed by District staff shall be
formally presented to the Board of Education for official approval before
classroom implementation.
INSTRUCTIONAL SERVICES Policy
6115
Curriculum Services
State Mandated Curriculum: American History
As
provided by state law, the District’s curriculum will include American History
components.
American History courses at all levels will include instruction
in the details and events of the racial equality movement that have resulted in
major changes in the laws and attitudes of the United States and of
Missouri. Instruction will be sequenced
in the proper time line.
Every school shall devote one entire class period
annually to an observance of the significance of Veteran’s Day.
Oct 03
Any course
materials and instruction related to human sexuality will be medically and
factually accurate and will:
1.
Provide
instruction on human sexuality and HIV prevention that is age appropriate;
2.
Present
abstinence from sexual activity as the preferred choice of behavior;
3.
Advise
students that teenage sexual activity places them at a higher risk of dropping
out of school;
4.
Stress
that sexually transmitted diseases are serious, possible health hazards of
sexual activity;
5.
Provide
students with the latest medical information regarding exposure to human immunodeficiency
virus, AIDS, human papilloma virus, hepatitis, and other sexually transmitted
diseases;
6.
Present
students with the latest factually accurate information regarding the possible
side effects and benefits of all forms of contraception;
7.
Include
discussions of the possible emotional and psychological consequences of
preadolescent and adolescent sexual activity.
Such discussions will include the consequences of adolescent pregnancy,
the advantages of adoption, the adoption of special needs children, and the
process involved in making an adoption plan;
8.
Teach
skills of conflict management, personal responsibility, and positive
self-esteem. Instructions will include
the prohibition against making unwanted sexual advances and methods to resist sexual
advances and other negative peer pressures;
9.
Advise
students of the laws relating to their financial responsibility to children
born out of wedlock and the criminal sanctions for statutory rape;
10.
Not
encourage or promote sexual activity;
11.
Not
distribute or aid in the distribution of legally obscene materials to minors on
school property.
The
parents/guardians of each student will be advised of:
1.
The
content of the District's human sexuality instruction;
2.
Their
right to remove their student from any part of the District's human sexuality
instruction.
The
District's human sexuality curriculum will be available for public examination
prior to its use in actual instruction.
Consideration will be given to separating students by gender for human
sexuality instruction.
The
District will not permit any individual or organization, that
provides abortion services, to offer, sponsor, or furnish course materials
related to human sexuality or sexually transmitted diseases.
Dec 07
INSTRUCTIONAL SERVICES
Policy 6120
Curriculum Services
Curriculum Guides
Written curriculum guides shall be developed and Board
approved for implementation in the following areas K–12:
1. English/Language
Arts
2. Social
Studies
3. Mathematics
4. Science
5. Foreign Language
6.
Health, Safety and Physical Education
7. Fine
Arts (Visual and Performing Arts)
8. Practical Arts and Vocational Programs
(Business, Industrial Technology, and Family and Consumer Science)
9. Counseling
and Guidance
Health education is to include drug education and AIDS
education as mandated by federal legislation.
Curriculum Guides at all levels will include a
philosophy statement and sections defining behavioral goals and objectives
reflecting content standards, teaching resources, and evaluation criteria
reflecting performance standards. Each Guide will include strategies for
interdisciplinary studies and cooperative classroom implementation.
INSTRUCTIONAL SERVICES
Policy
6130
Curriculum Services
Drug Education
The Board of Education understands that
parents/guardians, educators, students and other community members are
seriously concerned about the adverse effects of drug abuse on the individual
and society. Furthermore, the Board believes that effective drug education
programs require both the acquisition of knowledge and the development of
positive personal values. Both the school and other community agencies must
share in the development and conduct of programs to alleviate the problems of
drug abuse.
Therefore, the School District will abide by the
following:
1. Be
concerned with the education of all areas of drug and alcohol abuse.
2. Establish
and maintain a realistic, meaningful drug and alcohol education program that
will be incorporated in the total educational program.
3. Establish
and maintain an ongoing in‑service drug and alcohol education program for
school personnel.
4. Cooperate
with government and private agencies offering services related to drug and
alcohol problems.
5. Encourage
and support activities that will develop a positive peer influence in the area
of
drugs and alcohol.
6. Create a
climate whereby students may seek and receive counseling about drugs and
alcohol and related problems without fear of reprisal.
7. Follow
federal mandates concerning drug and alcohol education.
The District does not utilize a separate curriculum for students
with disabilities. It is the policy of
the District to implement a program of regular and special education based on
the individualized needs of each disabled student. The District will provide special education
and/or related services to students with disabilities in accordance with
applicable law, including the IDEA, its implementing regulations, the Missouri
State Plan for Part B of the IDEA, Section 504 of the Rehabilitation Act of
1973, its implementing regulations, and Title II of the Americans with
Disabilities Act.
For students identified as disabled under the Individuals with
Disabilities Act (IDEA), each student’s IEP team will develop an Individualized
Educational Plan (IEP) that will address how that student’s disability affects
that student’s involvement and progress in the general curriculum. Each student’s IEP team also will, in
accordance with IDEA, create an IEP that includes a statement of the special
education, related services and supplementary aides and services that will
enable the student to be involved in and make progress in the general
educational curriculum.
May, 2013
INSTRUCTIONAL SERVICES Policy
6145
(Regulation
6145)
Curriculum Services
Service Animals in Schools
The District
recognizes that service animals may be used to provide assistance to qualified
individuals with disabilities. This
policy governs the presence of service animals in the District’s buildings, on
school property (including school buses), and at school activities. The Board of Education adopts this policy to
ensure that individuals with disabilities are permitted to participate in and
benefit from District programs, activities and services, and to ensure that the
District does not discriminate on the basis of disability.
Qualified students
and/or adults with disabilities may be accompanied by a “service animal” on
school property, in school buildings, and at school functions when required by
law and subject to the conditions of this Policy.
Service Animals
Under federal law, a
“service animal” means “any dog that is individually trained to do work or
perform tasks for the benefit of an individual with a disability, including a
physical, sensory, psychiatric, intellectual or other mental disability.” Other species of animals, whether wild or
domestic, trained or untrained, are not service animals for the purposes of
this definition (See, however, provisions on miniature horses below). The work or tasks performed by a service
animal must be directly related to the handler’s disability. The crime deterrent effects of an animal’s
presence and the provision of emotional support, well-being, comfort, or
companionship do not constitute work or tasks for the purposes of this
definition.
Under Missouri law,
the term “service dog” is defined as “any dog specifically trained to assist a
person with a physical disability by performing necessary physical tasks which
the person cannot perform. Such tasks shall
include, but not be limited to, pulling a wheelchair, retrieving items, and
carrying supplies.
The District will
permit the use of a miniature horse as a service animal if: (1) the miniature
horse has been individually trained to do work or perform tasks for the benefit
of an individual with a disability.
In determining
whether to permit the use of a miniature horse as a service animal, the
District will consider: (1) the type, size and weight of the miniature horse
and whether the facility can accommodate these features; (2) whether the
handler has sufficient control of the miniature horse; (3) whether the
miniature horse is housebroken; and (4) whether the miniature horse’s presence
compromises legitimate safety requirements that are necessary for the safe
operation of the facility. All
additional requirements outlined in this Policy which apply to service animals,
shall apply to miniature horses.
If an individual with
a disability requests to use a service animal in a District building, on District
property, in a District vehicle or at a District function, the District will
not ask about the nature or extent of the person’s disability. However, the District may make the following
inquiries to determine whether an animal qualifies as a service animal: (1)
whether the animal is required because of a disability; and (2) what work or
task the animal has been trained to perform.
The District may not make these inquiries when it is readily apparent
that an animal is trained to work or perform tasks for an individual with a
disability.
The District will not
require documentation, such as proof that the animal has been certified,
trained, or licensed as a service animal.
August, 2012
INSTRUCTIONAL SERVICES
Policy
6150
Curriculum Services
Curriculum for At‑Risk Students
The Board of Education directs that curriculum be
developed to meet the needs of students at risk of failure. This curriculum is
to include strategies infused in all areas of regular education, K ‑ 12,
to address the special needs of students at‑risk due to disadvantaged
backgrounds.
As provided by state and federal guidelines and funds,
the Board directs the administration to utilize funds from ESEA, Title I and
state programs for alternative education, among others, as resources for
curriculum development for students at‑risk.
INSTRUCTIONAL SERVICES
Policy
6160
Curriculum Services
Curriculum for Gifted and Talented Students
The Board of Education directs that curriculum be developed
to meet the needs of students who have been identified as gifted and talented
by multi‑criteria assessment developed by professional staff. This
curriculum is to include strategies infused in all areas of regular education,
K‑ 12, as well as specific curriculum designed to enrich the regular
curriculum in order to meet the challenge of educating the gifted student.
The Board directs the Administration to seek whatever
resources are available to develop curriculum and programs in this area, including
Department of Elementary and Secondary resources for Gifted and Talented
Education.
INSTRUCTIONAL SERVICES
Policy
6170
Curriculum Services
Early Childhood Education
The critical importance of the early years in
determining the educational development of children is recognized by the Board.
When financial and physical resources permit, programs designed to help meet
the physical, emotional, social and intellectual needs of preschool age
children are authorized. The Board of Education may establish preschool and
post‑school programs in accordance with law. When these programs are
established, the Board directs that written curriculum be developed to direct
the services offered to prekindergarten age children.
INSTRUCTIONAL SERVICES Policy
6180
(Form
6180)
Curriculum Services
English As a Second Language (ESL/ESOL)
The Board of Education is committed to identifying and
assessing the educational needs of students whose native or home language is
other than English. Once identified, the
District will provide appropriate programs to address the needs of these
students. Students entitled to
considerations under this policy include:
1. Language Minority (LM) –
Students who come from a background where English is not the student’s first
language, or where the primary language of the home is not English, or both.
2. Limited English Proficient (LEP)
– Students whose English language skills are insufficient to lead to success in
an English-only classroom.
The District will also take steps to ensure to the
maximum extent practicable that the interests of ESL students are included in
the development and implementation of District programs, services and testing
that are offered by the District to and for its student body.
To ensure that parents/guardians are properly notified
of the ESL program, all new and enrolling students are to be given the Student
Home Language Survey (Form 6180). The form shall be completed and returned to
the school by the parents/guardians if they feel their child may be in need of
such services.
Oct 03
STUDENTS Policy
6190
Student Academic Achievement
Virtual Instruction Program
The District will participate in the State’s Virtual Instruction Program (MoVIP). MoVIP offers District students the opportunity to participate in free or tuition-paid online courses in a variety of grade level and content areas from kindergarten through grade 12. District students who wish to enroll in the Missouri virtual school must first enroll in the public school of residence.
MoVIP courses may be taken during the school day or outside of the school day. The number of credits that a student may earn during any academic period will not be limited by the District. Students and their parents/guardians are encouraged to meet with school counselors to develop an educational program, including MoVIP courses, which best meets the individual needs of District students. Students participating in MoVIP courses will have access to District facilities and technology which is otherwise available to students participating in the regular school program. The District does not provide equipment, Internet access, supplies, or materials to students participating in the Missouri Virtual School.
The District will receive notification from MoVIP concerning the percentage of work satisfactorily completed by each student for each virtual education class completed. District staff members will assign a grade and course credit depending upon the percentage of work satisfactorily completed for each class. In awarding credit and assigning grades, the District will apply the same standards for grade assignment and credit award as are applied to courses completed in the District’s traditional curriculum. Credit toward meeting District graduation requirements will be awarded for MoVIP courses provided the work completed meets the academic standards required in the District’s traditional educational program.
The District may also recognize and assign credit for courses offered through other electronic media courses such as satellite video courses, cable video courses, interactive education television consortium, and computer-driven or on-line courses. Students may also be awarded credit for satisfactorily completed course work from accredited institutions. Students and their parents/guardians should consult with their school counselor to determine whether satisfactory completion of such work is eligible for award of District credit. This discussion should occur prior to enrollment in such programs.
Dec
07
INSTRUCTIONAL SERVICES Policy
6210
Instruction
Instructional Time
The primary focus of the District’s staff and programs
is maximization of student learning.
While learning occurs as a result of extracurricular activities and as a
result of non-structured interaction between students and between students and
staff, most learning occurs as a result of planned learning activities during
class time. Therefore, every effort will
be made to minimize disruptions in instructional time. Public address announcements and pull out
programs will be planned to avoid loss of critical instruction time.
INSTRUCTIONAL SERVICES
Policy
6220
Instruction
Student Teachers and Interns
The Board of Education authorizes contractual
arrangements to be made for the acceptance for training of student teachers
from regularly accredited colleges and universities to the extent that the
training of these student teachers will both enhance educational opportunities
of the classroom students as well as provide a training opportunity for the
student teacher.
Guidelines will be prepared for the direction of staff
members in handling the student teacher program. These guidelines will also be
written to provide a definite program for the improvement of the student
teacher while assigned to this School District.
INSTRUCTIONAL SERVICES
Policy
6230
(Regulation
6230)
Instruction
Textbook Selection and Adoption
The
Superintendent/designee will appoint a committee of teachers and administrators
to review textbook offerings in specific instructional areas. The committee will submit its report together
with its recommendation to the Superintendent.
The Superintendent will consider the committee’s report and make a
recommendation to the Board for final approval.
INSTRUCTIONAL SERVICES Policy
6231
(Regulation
6231)
Instruction
Textbook Usage ‑ Students
Textbooks on
which assignments are based are to be available to each student. Under the
guidance of the teacher and the rules for a particular class, a textbook should
be available for the student to take home overnight or over a weekend so that
the student may prepare homework assignments and so that the parents/guardians
may see the textbook.
Textbooks
and library books are to be treated with respect by the students, used wisely,
cared for, and returned in good condition when the assignment or course is
concluded. The student to whom a textbook or library book is issued will be
held responsible for its return in good condition. A reasonable system of
fines, penalties, or methods of repayment for a fair value of the book is to be
developed. No student is to be penalized
if the book is lost because of factors beyond his/her control.
INSTRUCTIONAL SERVICES Policy
6240
Instruction
Instructional Materials
The
Superintendent/designee shall formulate administrative regulations as necessary
to be included in faculty handbooks relative to the purchase and
appropriateness of instructional materials. Guidelines relative to guest
lecturers or presentations shall be included.
INSTRUCTIONAL SERVICES Policy
6241
(Regulation
6241)
Instruction (Form
6241)
Challenged Materials
The Board has the ultimate responsibility for
establishing the curriculum and for purchasing instructional and/or media
materials to be used in the District. While the Board recognizes the right of
students to free access to the many different types of books and instructional
materials, the Board also recognizes the right of teachers and administrators
to select books and other materials in accord with current trends in education
and the established curriculum.
It is therefore the policy of the Board to require that
books and other instructional materials shall be chosen for values of
educational interest and the enlightenment of all students in the community.
Instructional materials shall not be excluded on the basis of the writer's racial,
nationalistic,
political, or religious views. Every effort will be made to
provide materials that present all points of view concerning international,
national and local problems and issues of our times. Books, or other
instructional or media materials of sound factual authority, shall not be
prescribed, nor removed from library shelves or classrooms on the basis of
partisan or doctrinal approval or disapproval. The Board will strive to provide
stimulating, effective materials that will be appropriate to the community's
values and the students' abilities and maturity levels.
Instructional or media materials used in the District's
educational program consist of various types of print and nonprint
materials. Despite the care taken to select
those materials deemed to be educationally useful, occasional objections to the
selection of instructional materials may be made by the public. However, the
principles of academic freedom and the freedom to read must be defended, rather
than the materials.
If a challenge is made, it should be properly channeled
through guidelines and procedures established by the Board.
INSTRUCTIONAL SERVICES Policy
6242
Instruction
Religious or Controversial Issues
Religious
education is the responsibility of the home and church. The espousal by any
teacher or staff member of any particular religious denomination or faith is
strictly forbidden; however, teachers may teach about religion with information
being presented at an appropriate maturity level for students.
No partisan
political views may be espoused by any teacher or staff member; however,
teachers may teach about political parties and politics as related to the
governmental systems of the nation or world.
INSTRUCTIONAL
SERVICES Policy
6243*
Instruction
Copyrighted Materials
It is the intent of the Board to delineate, enforce, and
abide by the provisions of current copyright laws and regulations as they
affect the School District and its employees. The District will not purchase any
videos, computer software, audio tapes, publications or other materials that
have been illegally copied or reproduced.
Copyrighted materials, whether they are print or
non-print, will not be duplicated unless such reproduction meets “fair use”
standards, or unless written permission from the copyright holder has been
received.
Details about “fair use” will be made available to all
teachers. A summary of these standards
will be posted or otherwise made easily available at each machine used for
making copies.
The Board does not sanction illegal duplication in any
form. Employees who willfully disregard
the District’s copyright position are in violation of Board policy; they do so
at their own risk and assume all liability responsibility.
Any materials produced by an employee (or employees)
during the time he/she is paid for production of said materials shall be owned
by the School District, and any civil rights of authorship are forfeited with
payment by the District for production of materials.
It is the intent of the Board to abide by the provisions of current
copyright and intellectual property laws as they affect the school district and
its employees. The superintendent or designee will create procedures to
train employees on the law and monitor district compliance.
Copyrighted materials, whether they are print or non-print, will not be
duplicated, reproduced, distributed or displayed for district-sponsored
activities or by using district equipment except in accordance with law.
Details about “fair use” and other relevant information regarding copyright law
will be made available to all employees. A summary of these standards
will be posted or otherwise made easily available at each machine for making
copies.
The Board does not sanction or condone
illegal duplication, reproduction or distribution in any form. It is the
responsibility of all district staff to notify the superintendent or designee
of any potential violation of law or policy. Once notified of a
violation, the superintendent or designee will take reasonable steps to remedy
the violation. Employees who violate this policy may be disciplined or
terminated. Students who violate this policy may be disciplined.
All persons who use district resources in violation of law may be prohibited
from using district resources in the future and will assume liability for their
actions. The district may also seek other legal remedies.
Jan 04
It is the policy of the District to provide a free appropriate
public education to all public school students with disabilities. Students with disabilities are defined as
those students who have one of the categorical disabilities as enumerated in
the Missouri State Plan for Part B of the Individuals with Disabilities
Education Act (IDEA) and who are in need of special education services or who
have a mental or physical impairment that substantially limits one or more
major life activities as defined by Section 504 of the Rehabilitation Act of
1973 or the Americans with Disabilities Act.
The District will provide special education and/or other services
to students with disabilities in accordance with applicable law, including the
IDEA, and its amendments, Section 504 of Rehabilitation Act of 1973, §162.670-.995,
RSMo., and Missouri's State Plan for Part B of the
IDEA. For appeal procedures and
information as to where to obtain a copy of the District’s 504
Procedural Safeguards regarding identification, evaluation or educational
placement of a student under Section 504, refer to Regulation 2110 - Equal
Education Opportunity.
To obtain a copy of the District’s IDEA procedural safeguards,
including appeal procedures, please contact Shelly Shipman at 660.323.5272.
When providing print materials to students with visual impairments, the District will adhere to the National Instructional Materials Accessibility Standards (NIMAS) or will provide such print materials in timely fashion via high quality accessible material.
March 2010
Independent Educational Evaluation Policy for Disabled Students
under the IDEA
The parent or legal guardian of a student with a disability pursuant to the Individuals with Disabilities Education Act (“IDEA”) or of a student suspected of having an IDEA disability has the right to obtain an independent evaluation subject to the provisions of this policy. The parent or legal guardian has the right to an independent educational evaluation at public expense if they disagree with an evaluation or any component of an evaluation obtained or conducted by the District. The parent or legal guardian may request one independent educational evaluation in response to each evaluation completed by the District. If the parent request for an independent evaluation comes one year or more from the date of the completion of the District’s evaluation, the District may seek to complete a reevaluation prior to paying for an independent educational evaluation.
Definitions:
1. An independent educational evaluation (IEE) means an evaluation conducted by a qualified examiner who is not employed by the District. An independent educational evaluation must meet the educational evaluation criteria used by the District when it initiates an evaluation to the extent those criteria are consistent with the parent’s right to an IEE.
2. Public expense means that the District either pays for the full cost of the evaluation or ensures that the evaluation is otherwise provided at no cost to the parent. The District may, therefore, use whatever State, local, Federal or private sources of financial support are available to pay for the costs of an independent educational evaluation.
A parent is not required to notify the District prior to obtaining an IEE. However, if the parent or legal guardian requests an independent educational at public expense, the District will request that the parent provide a reason why he or she objects to the District’s evaluation. In making that request, the District may not unreasonably delay either providing the requested independent educational evaluation at public expense or initiating a due process hearing to defend the District’s evaluation.
If a parent requests an independent educational evaluation at public expense, the District will, without unnecessary delay:
(1) Provide the parent or legal guardian with a copy of this policy and the District’s IEE procedures; and
(2) Provide the parent with information about where an IEE may be obtained within the parameters of this policy and the District’s procedures; and
(3) (a) ensure that an independent educational evaluation is provided at public expense; or (b) initiate a due process hearing to show that the District’s evaluation is appropriate or that the IEE obtained by the parent did not meet District criteria.
If the District initiates a hearing and the final decision supports the appropriateness of the District’s evaluation, the parent still has the right to an independent educational evaluation, but not at public expense.
If a parent or legal guardian obtains an IEE at private expense and presents that IEE to the District, the results of that evaluation must be considered by the District in any decision regarding the provision of a free appropriate public education to the student. In addition, any IEE obtained by the parents at private expense may be presented as evidence at a due process hearing regarding that student.
March 2010
The Board of Education directs the Administration to determine
whether a disabled student is in need of a surrogate parent within thirty (30)
days of the date of notification that the student is living within District
jurisdiction. The Administration is
directed to notify the Division of Special Education at the Missouri Department
of Elementary and Secondary Education in writing within ten (10) days of the
determination that such need exists.
The District designates Guidance Counselor who is
responsible for overseeing the educational surrogate program in the District.
May, 2013
INSTRUCTIONAL SERVICES Policy
6270
(Regulation
6270)
Instruction
Instruction for At-Risk Students
The School
District shall meet all federal and state requirements for identifying and
providing services to educationally at‑risk students.
At‑risk
students are those whose educational outcomes are in jeopardy because they are
experiencing academic deficits, have become disaffected with school and
learning, or impacted by other factors which impede education and social
development.
INSTRUCTIONAL SERVICES Policy
6271
Instruction
Instruction for Gifted and Talented Students
The Board
of Education, recognizing the need for programs addressing the special needs of
gifted and talented students, shall endeavor to provide the level of monetary
support it deems proper to enhance programs for those students so identified.
Procedures for the selection of programs and students will be developed by the
professional staff and approved by the Board.
INSTRUCTIONAL SERVICES Policy
6272
Instruction
Instruction for Preschool Students
The Board
of Education may endeavor to enter into programs for preschool children, as is
provided for in the statutes of the State of Missouri, and subject to the rules
and regulations of the specific legislation governing the administration of the
program. The District shall attempt to provide an organization for continuous
progress in education to fit the needs of individuals of the community within
the limitations of District finances.
Within
these limitations, the Board may provide school facilities for the purpose of
maintaining and expanding programs and services for preschool children. Such programs shall be commensurate with the
needs of the community. The Board may provide administrative, ancillary and
other supportive services needed to enhance the quality of the preschool
educational program.
INSTRUCTIONAL SERVICES Policy
6273
(Regulation
6273)
Instruction
Instruction for Homeless Students
The
Board of Education is committed to providing access to educational
opportunities to eligible homeless students.
Services will be provided consistent with federal law and with
Missouri’s state plan for the education of homeless children.
INSTRUCTIONAL SERVICES Policy
6274
Instruction
Instruction for Migrant Students
The Superintendent will develop
appropriate means to identify migrant students and to develop a plan to meet
the educational needs of these children.
Migrant students will be provided the full range of education and related
services provided to other District students. (See also Policy and Regulation
2270 – Admission of Migrant Students.)
The educational plan may consist of the
following:
1.
Assess the educational ability of the
student and determine an accurate grade placement, course assignments and any
special education services that may be needed.
2.
Identify any health and social needs and
contact the appropriate public agencies for extended services.
3.
Provide professional development
activities for the teachers and support staff as related to migrant students.
Involve the parents in the educational
program.
Homebound instructional programs will be administratively considered
for non-disabled students who for health reasons are likely to be absent for
more than ten school days. Decisions
with respect to homebound instruction for disabled students under Section 504
or the IDEA are made by the students’ 504 or IEP team. Please refer to Regulation 6275 for specific
homebound procedures.
Nov. 2010
INSTRUCTIONAL SERVICES
Policy
6280
Instruction
Vocational and Technical Education
The Board of Education believes that vocational and technical
education is critical to the development of skills necessary for satisfying
careers. The underlying foundation for
all academic courses should be the relationship of class concepts to practical
job application. Occupational education
shall encompass career awareness, career exploration and career preparation to
include vocational training opportunities, either within the local high
school(s) and/or local area vocational and technical schools.
District vocational programs shall meet all state and
federal guidelines and requirements, including the formation and utilization of
advisory councils in all areas.
INSTRUCTIONAL SERVICES
Policy
6310
(Regulation
6310)
Libraries, Media and Technology
Services
School Libraries
The
Board believes that it is the responsibility of the District’s library/media
centers to provide materials which reflect the ideals and beliefs of religious,
social, political, historical and ethnic groups, and their contributions to
American and world cultures. Materials
will be selected which are related to and support the District’s
curriculum. Selection of and access to
library/media materials will be based upon the contribution to the education
program and the age appropriateness of the materials.
The
library/media program serves as a point of access to information and ideas for
students as they acquire critical thinking and problem-solving skills. Students
and educators served by the library/media program should have access to
resources and services free of constraints resulting from artificial barriers.
Artificial barriers should not prevent students from accessing and using
resources except as defined by District policies and regulations, including but
not limited to selection, acquisition and Internet usage policies and
regulations.
The
District recognizes the need for confidentiality of school library
records. Therefore, no person will
release any library record of any student, faculty or other library user to any
third
party except as provided by law.
INSTRUCTIONAL
SERVICES Policy
6320
(Regulation 6320)
Libraries, Media
and Technology Services
Internet Safety
Policy
A.
Introduction
It is the policy of the
District to: (a) prevent user access over its computer network to, or
transmission of, inappropriate material via Internet, electronic mail, or other
forms of direct electronic communications; (b) prevent unauthorized access and
other unlawful online activity; (c) prevent unauthorized online disclosure,
use, or dissemination of personal identification information of minors; and (d)
comply with the Children’s Internet Protection Act [Pub. L.
No. 106-554 and 47 USC 254(h)].
B.
Access to Inappropriate Material
To the extent
practical, technology protection measures shall be used to block or filter
Internet, or other forms of electronic communications, access to inappropriate
information. Specifically, as required
by the Children’s Internet Protection Act, blocking shall be applied to visual
depictions of material deemed obscene or child pornography, or to any material
deemed harmful to minors. Subject to staff supervision, technology protection
measures may be disabled or, in the case of minors, minimized only for bona
fide research or other lawful purposes.
C.
Internet
Safety Training
In compliance with the Children’s Internet Protection Act, each year, all District students will receive internet safety training which will educate students about appropriate online behavior, including interacting with other individuals on social networking sites and in chat rooms, and cyberbullying awareness and response.
D.
Inappropriate Network Usage
To the extent
practical, steps shall be taken to promote the safety and security of users of
the District’s online computer
network when using electronic mail, chat rooms, instant messaging, and other
forms of direct electronic communications. Specifically, as required by the
Children’s Internet Protection Act, prevention of inappropriate network usage
includes: (a) unauthorized access, including so-called ‘hacking,’ and other unlawful activities; and (b) unauthorized
disclosure, use, and dissemination of personal identification information
regarding minors.
E.
Supervision
and Monitoring
It shall be the responsibility of
all District employees to supervise and monitor usage of the online computer
network and access to the Internet in accordance with this policy and the
Children’s Internet protection Act. Procedures for the disabling or otherwise
modifying any technology protection measures shall be the responsibility of Technology Director or designated representatives.
August,
2012
INSTRUCTIONAL
SERVICES Policy
6410
Evaluation Services
Evaluation of Instructional Programs
The
Board of Education believes that maximizing the quality of District services
and administrative decision-making requires the regular evaluation of all
District programs. Evaluations may
identify the success of District programs in meeting their objectives. Utilization of program evaluation should
result in the improvement of District programs and will provide data for Board
and staff decision-making. The
Superintendent is directed to develop procedures for program evaluation and
reporting.
INSTRUCTIONAL SERVICES Policy
6420
Evaluation Services
Test Security
All
standardized testing materials shall be stored, distributed and collected
according to procedures that insure the security and authorized access to test
booklets. The Superintendent shall designate a District test coordinator who
will direct the administration and security procedures for each testing site.
Prior to
the administration of any District or State standardized test, the
principal/designee will review with the teachers the testing guidelines that
they and the students are to follow. The principal/designee shall distribute
this policy and any other testing guidelines to all teachers, require them to
sign and return one copy and keep a copy for their files.
The
guidelines listed below are examples; others may be provided by the
principal/designee.
1.
Teachers are not to review the test questions or content
prior to its being given to the students.
2.
Teachers are not to give any assistance to the students
during the administration of the test.
3.
Teachers are to review only the purpose of the test, the
directions, the time restraints and what the students are to do upon completion
of the test.
Violation
of these and other administrative testing guidelines by the teacher may result
in disciplinary action against the teacher, up to and including termination.
All students will participate in statewide assessments or
alternate assessments as determined by a student’s IEP team. The administration will annually develop an
assessment schedule for the current school year. The testing schedule will list the assessment
instrument to be administered and the grade level of students that will be
administered each test or assessment instrument. This policy and the assessment schedule will
be given to each student as well as their parent/guardian at the beginning of
each school year. In addition, a copy of
this policy and the assessment schedule will be available to the public in the
District office during normal business hours.
March 10
Student performance is assessed on a continual basis throughout
the school year. This evaluation assesses
student growth in expression of ideas, communication, achievement of
educational goals, and personal growth, and development. Grades will be assigned based upon student
ability, achievement, effort, and cooperation.
A disabled student’s IEP team or Section 504 team may
determine that his/her academic requirements, including but not limited to the
requirements for achieving a specific letter or numerical grade, may be
modified or altered. Under these circumstances,
the IEP team or Section 504 team shall determine whether the student shall be
included in the computation of class rank.
Students who are not included in the class rank shall still receive a
cumulative grade point average (G.P.A.) and shall be eligible for the honor
roll.
If a non-disabled student is receiving homebound instruction, the
principal, counselor and/or classroom teacher(s) for such course(s), in
conjunction with the homebound teacher, shall determined whether the student
shall be included in the computation of class rank, depending on the degree of
modification or alteration to the curriculum the homebound student
requires. Homebound students who are not
included in the class ranking shall still receive a cumulative G.P.A. and shall
be eligible for the honor roll.
Nov. 2010
INSTRUCTIONAL SERVICES Policy
6450a*
Evaluation Services
Dual Enrollment courses are offered at Brashear High School through
Moberly Area Community College or other approved colleges. Students may take these courses and receive
college credit through the approved college as well as high school credit
through our school. The college will set
cost. Students are expected to pay for
the classes in full at the time of enrollment. Students will pay for only one semester worth
of classes at a time. The district will
furnish instructors and textbooks.
(Students may enroll in these classes for high school credit only at no
charge to the student.)
Classes offered for dual enrollment may include but are not limited to:
Exposition |
Public Speaking |
College English |
American Literature |
Accounting I |
American History I |
College Algebra |
Chemistry |
American History II |
College Trigonometry |
Aug 97
INSTRUCTIONAL SERVICES Policy
6450b*
The primary purpose of the
weighted grade system is to assist in calculating class rank based upon courses recognized as college preparatory. Most colleges consider class rank as a critical
factor in determining a student’s admission.
The weighted grade
system awards more points for difficult academic courses. A 20% increase will be given to the weighted
classes. (20% exact
calculation will become effective with the class of 2009.)
A =
13.2 |
B+ = 10.8
|
C+ =
7.2
|
D+ = 3.6
|
A- =
12 |
B =
9.6 |
C =
6 |
D =
2.4
|
B- =
8.4 |
C- =
4.8 |
D- =
1.2 |
Because the
following courses demand a high level of written communication skills, problem
solving, and creative thinking abilities, they are considered weighted:
Algebra II |
Physics |
Senior Math
|
Spanish II |
Advanced Biology |
World Literature |
Spanish III |
Chemistry
|
Advanced
Government |
Anatomy/Physiology
|
Sociology |
All classes
offered for dual enrollment will be weighted.
Any classes offered for dual enrollment but not taught for dual
enrollment will remain weighted. Dual enrollment
classes may include but are not limited to the following:
Exposition |
Public Speaking |
College English |
American
Literature I & II |
Accounting I |
American History
I & II |
College Algebra |
Chemistry
|
Western Civilization I & II
|
College
Trigonometry |
Sociology
|
Advanced Government
|
Zoology
|
Analytical Geometry
|
Calculus I |
Psychology
|
Theatre Appreciation
|
Advanced Biology |
MoVIP (Missouri Virtual Instruction Program) offers Advanced Placement
courses that will be certified by College Board and taught by AP certified
teachers. These courses are recognized
as allowing students to access higher-level courses and will be accepted as
weighted courses. Other MoVIP or approved distance learning courses that have
course and content comparable to weighted courses (i.e. Algebra II, Physics,
Chemistry, etc) will be considered weighted.
The above list is not necessarily all-inclusive as course titles and
offerings may vary from year to year.
Each year the list of course offerings for weighted and dual enrollment
courses will be approved by Board action.
April 08
INSTRUCTIONAL SERVICES Policy
6450c*
Evaluation Services
Class Rankings
In the interest of encouraging and recognizing outstanding academic achievement,
a valedictorian and salutatorian will be selected for each high school
graduating class. The valedictorian and
salutatorian will be selected according to the following procedure:
1.
The valedictorian will be the
student with the highest grade point average as computed at the end of eight
semesters of high school work.
2.
The salutatorian will be the
student with the second highest grade point average as computed at the end of
eight semesters of high school work.
3.
In case of a tie for
valedictorian, co-valedictorians will be honored.
4.
In case of a tie for
salutatorian, co-salutatorians will be honored.
5.
To be eligible for
valedictorian or salutatorian honors, a student must be enrolled within the
school district prior to and continuously following the 10th school
day of the student’s senior year.
Jan 98
INSTRUCTIONAL SERVICES Policy
6450d*
Evaluation Services
The honor roll is
calculated at the end of each quarter and each semester. To be eligible for the honor roll, a student must
have a grade point of at least 7.000 to 9.999 for the “B” honor roll and 10.00
or greater for the “A” honor roll. Any failing grade during the period that
appears on the report card will cause the student not to make the honor roll.
Nov 83
INSTRUCTIONAL SERVICES Policy
6450e*
Evaluation Services
Junior-Senior
High School Co-Curricular And/Or
Extra-Curricular Activity Participation Requirements
Students must pass all subjects enrolled and
maintain a 4.0 grade point average (on an 11-point scale) in order to
participate in co-curricular activities to be district eligible. For ineligible students, grades are to be
reviewed every three (3) weeks to see if those students have become district
eligible and can begin participation. A
student that is eligible at the beginning of the quarter is eligible for the
entire quarter and not subject to review until the end of the quarter. Ineligible students may be allowed to
practice based upon the decision of the administration and coaches.
Students
need only to meet state standards (must receive 2.5 units of credit) the first
day of school to participate until the end of the first 3-week period at which
time they must be district eligible. A
4.0 may not be attained by rounding a lower number to reach 4.0.
All I.D.E.A.
and 504 students with an Individual Education Plan (IEP) will be exempt
from the District Extra Curricular Activities Policy but will be held to the
State Standards (must earn 2.5 credits the previous semester).
Jan 02
INSTRUCTIONAL SERVICES Policy
6450f*
(Used as a header to print on top of current Lettering Policy for Student
Activities)
INSTRUCTIONAL SERVICES Policy
6510
Community Education/Continuing Education Program
Instruction for Adults
The administration
will assess the needs of the community for post school programs. Where community needs are identified and
where funds are available, the Board will consider initiation of specific adult
education programs. In cooperation with
the Department of Elementary and Secondary Education, the District will seek
community assistance in raising the level of community awareness of its English
language services when the District provides Adult Basic Education programs.
GENERAL
ADMINISTRATION Policy
6530
Office Methods
and Data Management
E-mail Records
and Electronically Stored Information
Any
e-mails that are pertinent and must be saved for an extended period of time to
exceed one month shall either be 1) printed and physically filed in such a way
that it will be easily retrievable or 2) saved directly to a file on one of the
District servers from which it will be easily retrievable. The District will
regularly delete unnecessary e-mails on the District’s computer system,
typically, on the first school day of each month during the school year.
Until
the District’s e-mail system can be equipped with such capabilities, all
District e-mail account holders shall regularly update their e-mail account by
either saving necessary and pertinent e-mails to a District approved storage
device, printing them and filing them appropriately, or deleting unnecessary
e-mails from their account. This process shall become a permanent and regular
occurrence if the automatic deletion process is not implemented into the
District’s e-mail system.
Aug 07