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.
However,
the Board of Education is responsible for the approval and adoption of
curriculum used by the District.
Similarly,
the Board may adopt the District’s own education standards, in addition to
those already adopted by the state, provided the additional standards are in
the public domain and do not conflict with the standard adopted by the State
Board of Education. July 2014
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 Missouri Learning 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
Human Sexuality Instruction
Any
course materials and instruction related to human sexuality and sexually
transmitted diseases 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, in relation to all sexual activity for
unmarried students.
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.
12.
Teach students about the dangers of sexual
predators, including on-line predators.
13.
Teach students how to behave responsibly
and remain safe on the Internet.
14.
Teach students the importance of having
open communications with responsible adults.
15.
Teach students how to report an
inappropriate activity to a responsible adult, and where appropriate, to law
enforcement, Federal Bureau of Investigations or the National Center for
Missing and Exploited Children’s CyberTipline.
16.
Teach students about the consequences,
both personal and legal, of inappropriate text messaging, including texting
among friends.
17.
Teach students about sexual harassment
defined as uninvited and unwelcome verbal or physical behavior of a sexual
nature, including, but not limited to, conduct of a person in authority towards
a subordinate.
18.
Teach students about sexual violence
defined as causing or attempting to cause another person to involuntarily
engage in any sexual act by means of force, threat of force, duress or without
the person’s consent.
19.
Advise students that in the context of
sexual activity consent means a freely given agreement to engage in specific
acts by a competent person. Consent is
not given when:
1.
A person does not verbally or physically
consent; or
2.
Submission to an act is the result of
force, threat of force, or the placement of another in fear; or
3.
A previous or current dating, social, or
sexual relationship in and of itself; or
4.
A person chooses to dress in any
particular manner; or
5.
A person is unable to make informed
decisions because of the influence of alcohol or the influence of controlled
substances.
An expression of lack of consent through words or conduct means
there is no consent.
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.
August 2018
Each District school will devote at least
one class period in preparation for Veteran’s Day in order to convey the
meaning and significance of Veteran’s Day.
In addition, the Board may annually designate Veteran’s Day as a school
holiday.
July 2014
NSTRUCTIONAL
SERVICES Policy
6118
Curriculum Services
State Mandated Curriculum-Mental Health
Awareness
District students will receive instruction
on mental health awareness at some point during grades 9-12. Students with
disabilities will participate to the extent appropriate and to the extent
consistent with the IDEA and Section 504 provisions of the Mental Health
Awareness Program.
Mental health awareness will be included
in the District’s health or physical education curriculum. Such instruction
shall be consistent with the Mental Health Awareness Program developed by the
Department of Elementary and Secondary Education.
*****
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INSTRUCTIONAL
SERVICES Policy
6119
Curriculum Services
Computer Science Class
Beginning with the 2023-24 school year,
the District will provide at least one computer science course as an in-person
course or as a virtual or distance course option. The computer science courses
offered by the District are:
A successfully completed computer science
class will be counted toward state graduation requirements as the equivalent to
one science class or one practical arts credit for purposes of satisfying any
admission requirements of any public higher education institution in this
state.
Reporting
Annually by June 30, the District will
submit a report to DESE focused on the District’s computer science program for
the current school year.
The District’s annual report will contain
the names and course codes for computer science classes with a course
description and performance standards for computer science classes offered. In
addition, the computer science class report will provide the number and
demographic percentage of students in each computer class.
The demographic data provided for each
such course will include the member of each group as follows:
If a category contains 1 to 5 students,
the number shall be replaced by a symbol. The number of computer science
instructors at each school by:
*****
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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
6121
Curriculum Services
Holocaust Education
Holocaust education
will be taught during a week designated by the District. The District will
determine the grade level in elementary/middle school (6, 7, 8) and high school
to provide such instruction and will determine the length of time allocated for
instruction. Holocaust Instruction will include:
a)
Provision of a historical understanding of the
Holocaust;
b)
Provision of context for discussion of how and why the
Holocaust occurred;
Use of materials
developed and supported by the Holocaust Education Awareness Commission, the
United States Holocaust Memorial Mission and the St. Louis Kaplan.
Typically, Holocaust
instruction will occur in Language Arts and/or Social Studies courses
consistent with District curriculum.
For purposes of this
Policy, “Holocaust” is defined as the systemic state-sponsored persecution and
murder of six million Jews by the Nazi regime and its allies and collaborators
during the period from 1933 through 1945. The District recognizes the second
week of April as “Holocaust Education Week.” DESE’s Curriculum Framework of
Instruction for Studying the Holocaust will be a resource for appropriate
curriculum development.
*****
September 2024,
Copyright © 2024 Missouri Consultants for Education, LLC
INSTRUCTIONAL
SERVICES Policy
6122
Curriculum Services
Social Studies Religious Influence Class
The District may offer elective social studies courses exploring the
historical influences of Hebrew Scripture, the Old Testament or the New
Testament among other texts.
The purpose of a course under this policy is to:
a)
Teach students the biblical content, characters, poetry and narratives
that are necessary to understand contemporary society, culture, art, music, mores,
oratory and public policy; and
b)
Familiarize students with:
§ The contents of Hebrew Scripture, New
Testament, or Old Testament.
§ The history of the Hebrew Scripture, New
Testament, or Old Testament.
§ The literary style and structure of the Hebrew
Scripture, New Testament and Old Testament.
§ The influence of the Hebrew Scripture, New
Testament or Old Testament on law, history, government, literature, art, music,
customs, mores, value and culture.
A course offered under this Policy will not endorse, favor, promote,
disfavor, or show hostility toward any particular religion or religious faith
or religious perspective. Students enrolling in such courses will not be
required to use a specific translation of Hebrew Scriptures, New Testament or
Old Testament. Rather, enrolling students may use as the basis textbook a
different translation of any of the historical books that is different from the
text chosen by the District.
In offering this course(s), the District will follow applicable law as
well as all federal and state guidelines in maintaining religious neutrality
and accommodating the diverse religious views, traditions and perspectives of
students in the school.
*****
August 2023, Copyright © 2023 Missouri Consultants for
Education, LLC
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.
Sept. 2006
INSTRUCTIONAL
SERVICES Policy
6135
Curriculum
Services
Driver’s
Training Program
If the District elects to offer a driver’s
training program for its students, instruction will include interactions with
law enforcement officials. Specifically,
driver’s education training will include a demonstration of the proper actions
to be taken during traffic stops as well as proper interactions with law
enforcement. In addition, instruction
will include drivers and passengers constitutional and other legal rights as
they relate to traffic stops, including but not limited to, searches and
seizures; the right to remain silent and the right to an attorney. Finally, the instruction must include
information about the dangers of driving while intoxicated or while in a
drugged states.
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.
As
provided in student’s individualized education program (IEP), students will
receive instruction in Braille or the use of Braille. However, the student’s IEP team will
determine, after an examination of a student’s reading and writing skills,
needs and appropriate reading and writing media, including an evaluation of the
student’s future needs for instruction, if the use of Braille is appropriate.
August
2018
INSTRUCTIONAL
SERVICES Policy
6145
(Regulation
6145)
Curriculum
Services
Service
Animals in Schools
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.
Students and/or adults with
disabilities may be accompanied by a service animal as defined by federal and Missouri
law on school property, in school buildings, and at school functions as
permitted 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 a dog that is being or has been 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. Service dogs include but are not limited to: guide dogs,
hearing dogs, medical alert or response dogs, mobility dogs, and mental health
service dogs or psychiatric service dogs.
Under Missouri law, “mental health service dog” or “psychiatric service
dog” is defined as: a dog individually trained for its owner who is diagnosed
with a psychiatric disability, medical condition or developmental disability
recognized in the most recently published Diagnostic and Statistical Manual of
Mental Disorders (DSM) to perform tasks that mitigate or assist with
difficulties directly related to the owner’s psychiatric disability, medical
condition, or developmental disability.” An emotional support dog, whose
purpose is to provide comfort or companionship does not meet the definition of
a service dog under Missouri or federal law.
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.
Misrepresentation of Service Dogs
In accordance with Missouri law, a
person knowingly misrepresenting a dog as a service dog for the purpose of
receiving accommodations of the Americans with Disabilities Act will be guilty of
a class C misdemeanor and shall be civilly liable for damages resulting from
such misrepresentation.
*****
August
2020Copyright © 2020 Missouri Consultants for Education, LLC
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.
The
Board of Education directs that curriculum be developed to meet the needs of students
who have been identified as gifted 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
District’s Gifted Education Program will allow for grade acceleration for
students who demonstrate:
The
acceleration opportunity will apply to subject acceleration and/or whole grade
acceleration.
Review of Application Denial
Parents/guardians
may request a review of the District’s determination that their student did not
qualify to receive services through the District’s Gifted Education
Program. The review process is as
follows:
While
appeal is permitted for denial of entry into the Gifted Program, no such appeal
is available for acceleration decisions.
The
District and District employees are immune from liability from any and all acts
or omissions relating to the decision that a child did not qualify to receive
services through the District’s Gifted Education Program. August 2018
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
Curriculum Services Form
6180
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. Nov. 2008
INSTRUCTIONAL
SERVICES Policy
6190
Curriculum
Services (Regulation
6190)
Virtual
Education
The
District will participate in the Missouri Course Access and Virtual School
Program (“Program”). The Program offers
District students the opportunity to enroll in virtual school courses in a
variety of grade level and content areas from Kindergarten through grade
12. The District may elect to offer
specific courses as part of the program.
*****
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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
6215
Instruction (Regulation 6215)
Reading Success
The District is committed to taking substantial
procedures for maximizing student success in reading. As set forth in the
accompanying Regulation 6215, these procedures include but are not limited to
reading proficiency/readiness screening; provision of intensive reading
instruction particularly to students exhibiting a substantial reading
deficiency and informing and involving parents/guardians in improvement of
student reading proficiency/readiness.
*****
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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
Instruction (Regulation
6230)
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
Instruction (Regulation
6231)
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
Instruction (Regulation
6241) (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.
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
INSTRUCTIONAL
SERVICES Policy
6251
Instruction (Regulation 6251)
Blind Students Independence, Training and
Education
Each blind or visually impaired student
will receive instruction in Braille reading and writing as part of the
student’s Individualized Education Program (IEP) or Individualized Family Support
Plan (IFSP) unless the IEP or IFSP team determines, based on the student’s
skills, needs and whether the student requires Braille instruction. If a student
who is deaf or hard of hearing does not demonstrate progress in expressive and
receptive language skills, as measured by one of the education tools or
assessments selected by the Department of Elementary and Secondary Education
(DESE) or by the existing instrument used to assess the development of students
with disabilities under federal law, the student’s IEP or IFSP team will
explain to the student’s parents/guardians the reasons the student is not
progressing toward or meeting the language developmental milestones and will
recommend strategies, services and programs that will be provided to assist
with the student’s success toward English literacy.
No student will be denied instruction in
Braille reading and writing solely because the student has some vision. During
the evaluation process, consideration shall be given regarding appropriate
Braille instruction based on a potential vision loss due to a degenerative
medical diagnosis.
For
purposes of this Policy/Regulation, the following terms and definitions are
applicable:
a) A student
who:
i.
Has
an Individualized Education Program (IEP) or an Individualized Family Service Plan
(IFSP), as such terms are defined in 20 U.S.C. Section 1401, as amended, or a 504-plan
created under Section 504 of the Federal Rehabilitation Act of 1973, 29 U.S.C.
Section 794, as amended; and
ii.
Is identified as having the disability of
“visual impairment (including blindness)” within the definition of “child with
a disability” in 20 U.S.C. Section 1401, as amended; or
b) An
individual who is deaf-blind under the Federal Individuals with Disabilities
Education Act (IDEA), as amended, or other federal law.
*****
August 2023,
Copyright © 2023 Missouri Consultants for Education, LLC
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
Instruction (Regulation
6270)
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.
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.
The
District will not designate a student as “gifted” based upon the student’s
participation in an advanced placement course or international baccalaureate
course. Rather, such determinations will be made consistent with the
statutorily defined phrase, “gifted children.”
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
Instruction
Underperforming Test Scores
If the
District as a whole or any District school is determined to be in the bottom 5%
of scores on the annual performance report, parents/guardians of students in
such affected schools will receive notification from a designated District
representative advising:
The
District will annually display on its website the District’s annual performance
rating and ranking percentage for each District school. Such information will be included in the
annual school accountability report card.
*****
August 2022, Copyright © 2022
Missouri Consultants for Education, LLC
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. 2011
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
Libraries, Media
and Technology Services (Regulation
6310)
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
Libraries, Media
and Technology Services (Regulation
6320)
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. Such training will include Internet, cell
phones, text messages, chat rooms, email and instant messaging programs. (See also Policy 6116 – State Mandated
Curriculum – Human Sexuality).
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 James Scudder, Technology Director, or
designated representatives.
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
INSTRUCTIONAL
SERVICES Policy
6445
Evaluation
Services
Screening for Dyslexia
Dyslexia is a disorder that is
neurological in origin, characterized by difficulties with accurate and fluent
word recognition and poor spelling and decoding abilities that typically result
from a deficit on the phonological component of language, often unexpected in
relation to other cognitive abilities and the provision of effective classroom
instruction, and of which secondary consequences may include problems in
reading, comprehension and reduced reading experience that can impede growth of
vocabulary and background knowledge.
In
order to close the gap between struggling readers and their “normally”
developing peers, the District will:
1.
Identify
students at risk for dyslexia or reading failure.
2.
Form
small groups for instruction and intervention.
3.
Plan
instruction and intervention.
4.
Goal
setting for individual student achievement.
5.
Set
criteria for intervention exit.
Screening
Each student, kindergarten through third
grade, will annually be screened for dyslexia within the first thirty (30) days
of the school year. In order to monitor
progress or lack of progress,
benchmark assessments will also be completed for K-3 students in
the middle and at the end of each school year.
The dyslexia screening protocol set forth
in this policy will also be administered to the following students:
1.
K-3
Missouri transfer students who have not been previously screened.
2.
K-3
out-of-state transfer students who do not have documentation of previous
screening.
3.
Students
in grades 4 and above with a record of potential dyslexia related issues as
determined by the classroom teacher or as requested by the student’s
parent/guardian.
4.
The
following groups are exempt from dyslexia screening:
5.
Students
with an existing diagnosis of dyslexia.
6.
Students
with a sensory impairment (visual/auditory).
7.
Students
with severe intellectual disabilities.
8.
Students
who are English Learners where screening administration and/or interpretation
are not available. However, English
Learners may be screened for dyslexia-related risk factors through screening in
the student’s native language, where feasible.
Screening
Components
There is no one test that encompasses all
recommended skills. The District will
utilize screening tools that are both reliable and valid. However, universal
screening is not sufficient to identify students with dyslexia. Universal screening can reveal specific
weaknesses that are consistent with dyslexia.
Monitoring a student’s response to high quality reading instruction may
be the best way to identify students with severe dyslexia.
The District will identify the appropriate
staff to complete student screenings.
These staff members may include:
classroom teachers, reading interventionists, Title I teachers, reading
specialists, or coaches or any combination of these individuals.
Supports
and Accommodations
Once identified, students with dyslexia
will be provided with the supports and accommodations tailored to meet the
individual student’s needs. These
accommodations will derive from the following supports and accommodations.
1.
General
classroom instruction modifications.
2.
Instructional
environment.
3.
Technology
4.
Social/Emotional
5.
Design
of Classroom Assignments
6.
Test
and Exams.
The District will consider the specific supports
and accommodations set forth in DESE’s “Serving Students at Risk for
Dyslexia: Guidance to LEAs.”
Practicing
Teacher Assistance Problems
Practicing teachers will receive two hours
of in-service training during the 2018-19 school year regarding dyslexia and
related disorders. Teachers employed by
the District in subsequent years, who have not received this training in
another district will be provided the same training by video or by in-person
training.
Such in-service training should include:
1.
Introduction
to dyslexia and dyslexia simulation;
2.
Key
areas of literacy and reading intervention;
3.
Screening/progress
monitoring, data-based decision-making, fidelity and classroom supports.
4.
Training
for secondary-level staff will be tailored to the unique needs of secondary
students.
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) the previous quarter in order to participate in
co-curricular activities to be district eligible. All students' grades are to
be reviewed every 3 weeks (progress report time) to see if they remain district
eligible and can participate. Students that receive a failing grade on a
progress report will be on probation until he/she submits a grade check showing
his/her grade is above a 60% in that course. Students that fall below a 4.0 GPA
at the 3-week grade check will be on probation. During probation, students may
participate in team activities but if that student's grade does not improve
above 4.0 GPA at the second three-week grade check, that student will be
district ineligible until the end of the quarter. District ineligible students
may be allowed to practice, and sit with the team during activities, but cannot
participate in the event. Students that are district ineligible cannot miss
school time to attend events.
Students need only to meet state standards (must receive 3.0 units of
credit or 80% of the maximum allowable credits which may be earned, whichever
is greater) 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 3.0 units of credit or 80% of the
maximum allowable credits which can be earned, whichever is greater, the
previous semester.)
INSTRUCTIONAL
SERVICES Policy
6450f*
ADAIR
COUNTY R-II SCHOOL DISTRICT
Office
of Administration
LETTERING
POLICY
MUSIC
Band (Must
meet both requirements)
1. Attend 95% of all morning or evening rehearsals
(esp. marching band).*
2.
Participate in all parades or one of the following: All-Conference Band,
All-District Band, or attend Jr. High or High School District
Contest.
Chorus
(Must meet both requirements)
1. Attend 95% of all before or after school practice.*
2.
Participate in al least one extra concert (meaning
not those performed at school).
examples: All-Conference Chorus, All-District Chorus,
KTVO Heartland Chorus, NMSU Honors Choir, District Music Contest, etc.
SPORTS
Jr. High & (Must meet both requirements)
Varsity 1.
Attend 95% of practices and events.*
Track
2.
Be a member of the team at the end of that sport season.
Baseball & (Must meet both requirements)
Softball 1. Attend 95% of
practices and events.*
2. Be a member of the team at the
end of that sport season.
Jr. High & (Must meet both requirements)
Varsity 1. Attend 95% of practices and events.*
Basketball 2.
Be a member of the team at the end of that sport season.
Jr. High & (Must meet both requirements)
Varsity 1. Attend
95% of practices and events.*
Cheerleader
2.
Be a member of the team at the end of that sport season.
ACADEMIC
BOWL
Jr. High & (Must meet both requirements)
Varsity 1. Attend 95% of practices and events.*
2. Be a member of the team at the
end of the season.
*Attendance requirement for
lettering is not affected when administration determines the "group"
will not attend an event. Attendance % is of all events at which the
"group" participates.
**Any
appeals will be considered on a case by case basis.
POSSIBLE
AWARDS
Jr. High (gold) Varsity (gold)
1
Jr. High Letter 1
Varsity Letter
1 Symbol per activity 1 Symbol per activity
3 bars maximum per activity 4 bars maximum per activity
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. August 2007
GENERAL ADMINISTRATION Policy
6531
Community Education/Continuing Education
Program (Regulation
6531)
Records Retention/Destruction
It is
the policy of this District to effectively maintain and manage its records,
including those in electronic format, and to ensure the preservation of certain
records as required by both state and federal law, including the Missouri
Records Retention Law and Local Record Retention Schedule for Public School
Districts as provided by the Missouri Secretary of State.
For
purposes of this Records Retention/Destruction Policy, the term
"record" is defined as any document, including in electronic format,
which was made or received pursuant to law or in connection with the
transaction of official business.
May 2008