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Section I-Instruction

Section I

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Table of Contents

IA                                 Instructional Goals and Learning Objectives

IC/ICA                         School Year/School Calendar/Instruction Time

ID                                School Day

IGA                              Curriculum Development

IGD                             Curriculum Adoption

IHA                              Basic Instructional Program

IHA-R                          Basic Instructional Program

IHAIA                          Work Experience Opportunities

IHAL                            Teaching About Religion

IHAM                           Health Education

IHAM-R                       Health Education

IHAMA                        Teaching About Drugs, Alcohol and Tobacco

IHAMB                        Family Life/Sex Education

IHAMB-R                    Family Life/Sex Education

IHAMC                        HIV/AIDS Education

IHAMC-R                    HIV/AIDS Education

IHB                              Education of Migrant Children

IHBA                           Special Education Programs for Students with Disabilities

IHBD                           Compensatory Education

IHBDA                        School-Level Title I Parent Involvement Policy

IHBG                           Home Schooling

IHBIB                          Primary/Preprimary Education

IHCDA                        Concurrent Enrollment

IHCDA-R                    Concurrent Enrollment

IIA                                Grouping for Instruction

IJ                                 Instructional Resources and Materials

IJJ                               Textbook Selection and Adoption

IJK                               Supplementary Materials Selection and Adoption

IJL                               Library Materials Selection and Adoption

IJL-E                           Library Materials Selection and Adoption

IJL-R                           Library Materials Selection and Adoption

IJNC                            Resource Centers/Media Centers/School Libraries

IJNDAB                      Instruction through Online Courses

IJOA                            Field Trips

IJOC                           Volunteers (Background Checks)

IKA                              Grading/Assessment Systems

IKAB                           Report Cards/Progress Reports

IKB                              Homework

IKE                              Ensuring All Students Meet Standards

IKF                              Graduation Requirements

IKFA                           Early Graduation

IKFB                           Graduation Exercises

IL                                 Evaluation of Instructional Programs

ILBA                            District Program Assessments

ILBB                            State Program Assessments

IMB                             Teaching about Controversial/Sensitive Issues

IMBB                           Exemptions from Required Instruction

IMDB                          Flag Displays

IME                             Assemblies

IMG                             Animals in Schools

 

 

IA     Instructional Goals and Learning Objectives

The Board has adopted a standards-based system of education with content standards for specific courses of study. Content standards are a compilation of specific statements of what a student should know or be able to do relative to a particular academic area.

The superintendent shall have overall responsibility for implementing content standards into the instructional programs of all district schools. Instruction shall be conducted in order to achieve the relevant content standards and shall be designed so that student attitudes support personal achievement of relevant content standards. Learning methods used by teachers shall logically connect with the relevant content standards and appropriate assessments.

Implementation of standards-based education involves a continuous process of:

1.      Revising curriculum and programs of instruction to align them with the district’s adopted content standards to provide students with the educational experiences needed to achieve the district’s standards.

2.      Developing assessments which will adequately measure each student’s progress toward achievement of the content standards.

3.      Addressing the different learning styles and needs of students of various backgrounds and abilities and eliminating barriers to equity.

 

LEGAL REFS:   C. R. S. 22-32-109 (1)(t)

                        C. R. S. 22-53-407

CROSS REFS:  AD, Educational Philosophy/School District Mission

                        AEA, Standards Based Education

                        JA, Student Policies Goals

 

Current practice codified: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IC/ICA      School Year/School Calendar/Instruction Time

Prior to the end of the school year, the Board shall determine the length of time during which district schools shall be in session during the next school year. The number of hours/days of planned teacher-student instruction and of teacher-student contact shall be consistent with the Board’s definition of “actively engaged in the educational process,” shall meet or exceed the requirements of state law and shall include a sufficient number of days to allow the superintendent flexibility in preparing a calendar that supports the district’s educational objectives.

The Board defines “actively engaged in the educational process” as time when students are working toward achieving educational objectives under the supervision of a licensed teacher, including:

·        classroom instruction time

·        passing periods between classes

·        individual student work time while at school, including study hall and library research

·        school-related field trips

·        independent study insofar as such study is allowed under district policy

·        assemblies

“Actively engaged in the educational process” shall not include:

·        lunch

·        time students spend before school waiting for classes to begin and time after the last class of the day, including waiting for the bus

·        recess time

·        teacher preparation time

Supervision by a licensed teacher shall not require that the teacher be in the student’s physical presence at all times, but that the teacher is exercising direction and control over the nature of the student’s activities.

The district calendar for the next school year shall be prepared by the superintendent and presented to the Board for approval.  The superintendent shall consult with other districts in the area when preparing the calendar.

The Board authorizes the administration in each school building to issue a school calendar based on the district calendar and in accordance with this policy. Administrators are encouraged to examine instruction time and calendar issues in the context of supporting the district’s educational objectives.

All calendars shall include the dates for all staff in-service programs scheduled for the upcoming school year. The administration shall allow public input from parents and teachers prior to scheduling the dates for staff in-service programs.

A copy of the calendar shall be provided to all parents/guardians of students enrolled in district schools. Any change in the calendar except for emergency closings or other unforeseen circumstances shall be preceded by adequate and timely notice of no less than 30 days.

If a school day is lost due to an emergency, the Board at its next regular meeting shall ratify the administrative action in closing the school.

 

LEGAL REFS:   C.R.S. 22-1-112

                        C.R.S. 22-32-109 (1)(n)

                        C.R.S. 22-33-102 (1)

                        C.R.S. 22-33-104 (1)

                        C.R.S. 22-44-115.5

                        1 CCR 301-39, Rules 2254-R-2.06

CROSS REF:    EBCE, School Closings and Cancellations

 

Adopted July 19, 1977 - Revised October 21, 1986 - Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revised: September, 2006

Revised:  May, 2008

Revised:  January 2011

 

 

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ID     School Day

The superintendent is authorized to establish opening and closing times for all schools. School hours shall be kept as compatible as possible at various buildings throughout the district.

 

Adopted July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

 

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IGA Curriculum Development

Constant adaptation and development of the curriculum is necessary if the district is to meet the needs of the students in its schools.

To be successful, curriculum development must be a cooperative enterprise involving all staff members, carried out under the competent leadership of the superintendent, and using all available resources. Carefully conducted and supervised experimentation for curriculum development also is desirable.

The curriculum shall provide a program of instruction based on and designed to enable students to meet or exceed the Board-adopted standards for student performance. In order to meet the needs of all students, a variety of educational programs and instructional strategies should be offered.

The Board expects its faculty and administration to regularly evaluate the education program and to recommend modifications of practice and changes in curriculum content as well as the addition of new courses to the instructional program.

All teachers have professional obligations to the school program beyond regular classroom duties, and these duties shall include work on curriculum committees. It is expected that all teachers will make a contribution to this work. The Board will hear regular reports on district programs as well as on the ongoing work of the curriculum committees.

 

LEGAL REFS:   C.R.S. 22-53-407

                        1 CCR 301-1, Rules 2202-R-2.07 (2)

CROSS REFS:  AEA, Standards Based Education

                        IA, Instructional Goals and Learning Objectives

 

Adopted 1990

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IGD Curriculum Adoption

The Board of Education is required by state law to determine the educational programs to be carried on in the schools of the district. The curriculum shall be aligned with the Board-adopted content standards to ensure that each student will have the educational experiences needed to achieve the relevant standards.

Accordingly, after planning by the faculty and with the approval of the administration, all new programs and courses of study as well as the elimination and extensive alteration of the content of current programs and courses shall be presented by the superintendent to the Board for its consideration and action.

Generally, new courses will be introduced on an experimental basis and will be evaluated at least annually by the Board. When the administration feels that an experimental course should become a regular part of the curriculum, such a recommendation will be presented by the superintendent to the Board for approval.

 

LEGAL REF:     C.R.S. 22-32-109 (1)(t)

                        C.R.S. 22-53-407

CROSS REFS:  AEA, Standards Based Education

                        IA, Instructional Goals and Learning Objectives

 

Adopted: 1990

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IHA          Basic Instructional Program

The educational program shall provide formal studies to meet the general academic needs of all students to enable them to meet or exceed state and district content standards. To the extent possible, opportunities for individual students to develop specific talents and interests in more specialized fields shall also be provided.

An atmosphere shall prevail in which healthy growth is fostered, in which ability is recognized and excellence encouraged, and in which a productive life is held be­fore students as a model to emulate.

The various instructional programs shall be developed with the view toward maintaining balanced, integrated and sequentially articulated curricula which will serve the educational needs of all students in the district.

Elementary program

At the elementary level, schools will provide yearly instruction and assessment in content standards in English language arts, mathematics, science, history, economics, geography, civics, music, visual arts, and physical education. Schools will provide interventions to prepare students for middle level education. In addition, as part of building citizenship skills, the elementary schools will instruct students about, and expect students to adhere to, the student code of conduct.

Junior high or middle school program

At the middle level, schools will continue to provide instruction and assessment in content standards. This instruction shall include a minimum of two years of English language arts, two years of mathematics, two years of science, and two years of social studies, including instruction in civics, geography, history, and economics. Middle schools with grades six through eight will provide three years of instruction in English language arts, mathematics, science, and social studies. Students will also have the opportunity to expand their talents and interests through an exploratory/electives program that provides instruction in content standards. As determined by each middle school, this exploratory/electives program may include any combination of the following courses: visual arts, music, technical education, world languages, physical education, health, consumer and family studies, computer/keyboarding/business, and other appropriate middle level course offerings. Schools will provide interventions to prepare students for high school. In addition, the middle schools will instruct students about, and expect students to adhere to, the student code of conduct.

Senior high school program

The high school has been designed to serve the needs of students in grades nine through twelve. High school will balance core academic expectations for all students in the achievement of content standards while serving the diverse talents and interests of our students. It is the joint responsibility of staff, students, and parents/guardians to ensure that students meet the core academic expectations and develop those talents and interests over the four years of high school.

High school will provide students with the academic skills to pursue further education and to be a competent member of the workforce. In addition, students will be instructed about, and be expected to be, participating citizens. Students will adhere to the student code of conduct up to and including the day of graduation. Graduation shall be the culminating event for students after they have met the requirements for a high school diploma.

Preparation for postsecondary opportunities

Students are encouraged to plan for postsecondary opportunities so they will be adequately prepared upon graduation from high school.  Each student who enrolls in the sixth grade, on the day of enrollment, will be encouraged to register with the state-provided, free online college planning and preparation resource, commonly referred to as “CollegeInColorado”.

The Colorado Commission on Higher Education (CCHE) will provide information to the parents/guardians of eighth grade students about the admission requirements for institutions of higher education in Colorado. In addition, the district will make information available to these same parents/guardians about the courses the district offers that meet the CCHE admission requirements. This information will be made available to parents/guardians prior to the student’s enrollment in his or her ninth grade courses.

Beginning in ninth grade, district personnel shall assist students to develop and maintain individual career and academic plans.  The student’s career and academic plan will be designed to assist the student and the student’s parent/guardian in exploring the postsecondary career and educational opportunities available to the student, aligning course work and curriculum, applying to postsecondary education institutions, securing financial aid and ultimately entering the workforce.

LEGAL REFS:   C.R.S. 22-1-104

                        C.R.S. 22-1-108 through 22-1-110

                        C.R.S. 22-25-101 et seq.

                        C.R.S. 22-32-109 (1)(ff) (notice of courses that satisfy higher ed admission guidelines)

                        C.R.S. 22-32-109(1)(nn(career & academic planning for students beginning in 9 grade)

                        C.R.S. 22-35-101 et seq(Concurrent Enrollment Program Act)

                        1 CCR 301-81 (rules governing standards for individual career and academic plans)

 

CROSS REFS:  IKF, Graduation Requirements

                        JIC, Student Conduct, and Subcodes

 

Adopted: October, 2005

Revised:  October 2010

 

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IHA-R               Basic Instructional Program   

Implementation Plan for Student Individual Career and Academic Plans

In accordance with state law and the timeline prescribed by applicable State Board of Education rules (Rules), the district shall create a plan for the development and implementation of student individual career and academic plans (ICAP).

At a minimum, the district’s ICAP plan shall address:

1.      How the district will ensure that all students, beginning in the 8th grade, have access to and assistance in the development of an ICAP.

2.      The roles and responsibilities of the student, parents and district staff in creating and updating an ICAP for the student.

3.      The activities that will be addressed at each grade level of a student’s ICAP.

4.      How students’ ICAPs will be stored.

5.      If possible, the professional development that will be provided to appropriate district staff regarding ICAPsand the staff’s role in implementing the district’s ICAP plan.

6.      The method that will be used to evaluate the implementation and effectiveness of the district’s ICAP plan.

Adopted:  October 2010

 

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IHAIA       Work Experience Opportunities

(Work Release Program)

High school students may be released from school for portions of the school day for work experiences not under the direct supervision of the school staff. Such released time shall be governed by the following guidelines:

1.      A student may be released only upon the approval of the principal. The principal shall base the decision upon the student’s past academic record and such other criteria as may be determined by the principal.

2.      Businesses, farms, corporations and individuals desiring to employ students during the school day will make arrangements through the work study coordinator.

3.      Only students participating in work study programs shall receive school credit for such work experience.

 

LEGAL REF:     C. R. S. 8-41-105 (7)(b) (refers to Workmen's Compensation Insurance coverage)

 

Adopted: February 21, 1978

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IHAL        Teaching About Religion

Religious education is the responsibility of the home and church. Teachers may present information concerning religious beliefs when such information pertains to the subject matter of the course, but teachers shall not openly, covertly or subtly advocate particular religions or religious beliefs.

 

Adopted July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IHAM        Health Education

The Board is committed to a comprehensive health education and health service program as an integral part of each student’s general education.  The health education program should emphasize a contemporary approach to health information and the skills and knowledge necessary for students to understand and appreciate the functioning and proper care of the human body.

In addition, the student shall be presented with information regarding complex social, physical and mental health problems which will be encountered in society.  In health education, students should examine the potential health hazards of social, physical and mental situations which exist in the broad school-community environment and learn to make intelligent, viable choices on alternatives of serious personal consequence.

The Board believes that the greatest opportunity for effective health education lies within the public schools because of the opportunity to reach almost all children at an age where positive, lifelong health habits may be engendered and the availability of qualified personnel to conduct health education programs and health services.  Good health is a dynamic, not a static, quality and therefore depends upon continuous, lifelong attention to scientific advances and acquisition of new knowledge.

In addition to the requirements listed below, the customary policies and regulations concerning the approval of new curriculum content, units and materials shall apply to any comprehensive health education courses offered by the district:

1.      Instructional materials to be used in comprehensive health education courses shall be available for inspection by the public during school hours.  A public meeting may be scheduled to receive public comments.

2.      Parents/guardians of all students shall be notified that such courses have been scheduled and that they may request that their child be exempt without penalty from a specific portion of the comprehensive health program on the grounds that it is contrary to their religious and/or personal beliefs.  If the request for the exemption is from a specific portion of the health education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption. 

3.      The notice to parents shall include a detailed, substantive outline of the topics and materials to be presented in the portion of the planned curriculum that concerns human sexuality.

4.      The Board shall approve an exemption procedure.  If a student is granted an exemption, an alternate educational assignment shall be arranged.

5.      Teachers who provide instruction in comprehensive health education shall have professional preparation in the subject area, either at the pre-service or in-service level.

 

LEGAL REFS:   20 U.S.C. 7906 (prohibition against the use of Title I Funds to operate a program of contraception in the schools contained in the No Child Left Behind                                           Act of 2001)

                        C.R.S. 22-1-110.5

                        C.R.S. 22-25-105

                        C.R.S. 22-25-206 (4)

                        C.R.S. 22-25-110 (2)

 

CROSS REFS:  IGA, Curriculum Development

                        IGD, Curriculum Adoption

                        IHAMB, Family Life/Sex Education

                        JLC, Student Health Services

 

Adopted: August 4, 1999 (date of manual adoption)

Revision:  November, 2008

 

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IHAM-R    Health Education

(Exemption Procedure)

 

Exemption will be granted from a specific portion of the health education curriculum on the grounds that the material taught is contrary to the religious beliefs and teachings of the student or of the student’s parent/guardian. If the request for the exemption is from a specific portion of the health education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.

 

Adopted: December 2004

 

 

 

 

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IHAMA     Teaching About Drugs, Alcohol and Tobacco

In accordance with state and federal law, the district shall provide age-appropriate, developmentally based drug and alcohol education and prevention programs in grades K-12.

The drug, alcohol and tobacco education program shall address the legal, social and health consequences of drug, alcohol and tobacco use. It shall include special instruction as to the effects upon the human system; the emotional, psychological and social dangers of such use with emphasis on nonuse by school-age children, and the illegal aspects of such use. The program also shall include information about effective techniques for resisting peer pressure to use illicit drugs, alcohol or tobacco.

The objectives of this program, as stated below, are rooted in the Board's belief that prevention requires education and that the most important aspect of the policies and guidelines of the district should be the education of each individual to the dangers of drugs, alcohol and tobacco.

1.      To create an awareness of the total drug, alcohol and tobacco problem–prevention, education, treatment, rehabilitation and law enforcement on the local, state, national and international levels

2.      To relate the use of drugs, alcohol and tobacco to physical, mental, social and emotional practices

3.      To develop the student's ability to make intelligent choices based on facts and to develop the courage to stand by one's own convictions

4.      To understand the need for seeking professional advice in dealing with problems related to physical and mental health

5.      To understand the personal, social and economic problems associated with the misuse of drugs, alcohol and tobacco

6.      To develop an interest in preventing illegal use of drugs, alcohol and tobacco in the community

The curriculum, instructional materials and strategies used in this program shall be recommended by the superintendent and approved by the Board.

 

LEGAL REFS:   20 U. S. C. §7117 (Safe and Drug-Free Schools and Communities Act of 1994)

                        C. R. S. 18-18-102 (5)

                        C. R. S. 22-1-110

                        C. R. S. 22-32-109 (1)(bb)

                        C. R. S. 25-14-103. 5

CROSS REFS:  ADC, Tobacco-Free Schools

                        IHACA, Law-Related Education

                        JICG, Use of Tobacco by Students

                        JICH, Drug and Alcohol Use by Students

 

Adopted September 25, 1990

Revised March 1999

Adopted: August 4, 1999 (date of manual adoption)

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IHAMB             Family Life/Sex Education

The Board believes that the purpose of family life and sex education is to help students acquire factual knowledge, skills and attitudes which will result in behavior that contributes to the well-being of the individual, the family and society.

Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation. Parents have the prime responsibility to assist their children in developing moral values. The schools should support and supplement parents’ efforts in these areas by offering students factual information and opportunities to discuss concerns, issues and attitudes inherent in family life and sexual behavior including inquiring into traditional moral values.

The school district shall teach about family life and sex education in regular courses on anatomy, physiology, health, home economics, science and so on. If a separate family life or sex education program is developed, it shall be a non-required noncredit course.  Any planned curriculum that includes instruction concerning human sexuality shall be based on scientifically-researched content standards in accordance with state law.

In addition to the requirements listed below, the customary policies and regulations concerning the approval of new curriculum content, units and materials shall apply to any course(s) dealing with family life and sex education offered by the district:

·        Instructional materials to be used in family life/sex education shall be available for inspection by the public during school hours. A public meeting shall be scheduled to receive public comments.

·        Parents/guardians of all students shall be notified that such courses have been scheduled and that they may request that their child be exempt without penalty form a specific portion of the program on the grounds that it is contrary to their religious beliefs. If the request for the exemption is from a specific portion of the family life/sex education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.

·        The notice to parents shall include a detailed, substantive outline of the topics and materials to be presented in the portion of the planned curriculum that concerns human sexuality.

·        The Board shall approve an exemption procedure. If a student is granted an exemption, an alternate educational assignment shall be arranged. Exemptions shall be implemented in a manner that does not draw undue attention to or cause undue embarrassment for students.

·        Teachers who provide instruction in family life/sex education shall have professional preparation in the subject area, either at the pre-service or inservice level.

Parents/guardians of all students may request that their child be exempt on the grounds that it is contrary to their religious and/or personal beliefs. (See IHAMB-R)

 

LEGAL REFS:      C.R.S. 22-1-110.5

                                C.R.S. 22-25-104 (6)

                                C.R.S. 22-25-106 (4)

                                C.R.S. 22-25-110 (2)

                                20 U.S.C. 7906 (No Child Left Behind Act of 2001)

 

CROSS REFS:  IGA, Curriculum Development

                        IGD, Curriculum Adoption

                        IHAM, Health Education

 

Adopted: December 2004

Revised:  November, 2007

 

 

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IHAMB-R         Family Life/Sex Education

(Exemption Procedure)

Exemption will be granted from a specific portion of the family life/sex education curriculum on the grounds that the material taught is contrary to the religious beliefs and teachings of the student or the student’s parent/guardian. If the request for the exemption is from a specific portion of the family life/sex education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.

 

Adoption: December 2004          

 

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IHAMC             HIV/AIDS Education

The Board of Education recognizes that Human Immunodeficiency Virus (HIV) infection and Acquired Immune Deficiency syndrome (AIDS) pose a public health crisis. At the present time, society’s most effective weapon against this deadly disease is public education.

The number of AIDS cases steadily is increasing. In the course of living their daily lives, students will come in contact with people who are both HIV infected (asymptomatic) and at the later stages of AIDS. Therefore the district’s health education program shall include factual information regarding HIV infection and how the virus is transmitted. Students shall be told what voluntary behaviors put them at risk of infection and also shall be motivated to prevent infection by making wise decisions in their daily lives.

The Board believes that HIV/AIDS instruction is most effective when integrated into a comprehensive health education program. Instruction shall be developmentally appropriate to the grade level of the students and shall occur in a systematic manner. The Board particularly desires that students receive proper education about HIV before they reach the age when they may adopt behaviors which put them at risk of contracting the disease.

In order for education about HIV to be most effective, the superintendent or designee shall ensure that faculty members who present this instruction receive continuing inservice training which includes appropriate teaching strategies and techniques. Other staff members not involved in direct instruction but who have contact with students shall receive basic information about HIV/AIDS and instruction in the use of universal precautions when dealing with body fluids.

School faculty, parents, community members including physicians, and students as appropriate shall be involved in the development of HIV education. In accordance with Board policy, parents/guardians shall have an opportunity to review the HIV education program before it is presented to students.

Parents/guardians of all students shall be notified when HIV/AIDS instruction is scheduled so they may request that their child be exempt on the grounds that it is contrary to their religious beliefs. If the request for the exemption is from a specific portion of the HIV/AIDS curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption. (See IHAMC-R)

 

LEGAL REFS:   C.R.S. 22-1-110.5

            C.R.S. 22-25-101 et seq. (Comprehensive Health Education Act)

                        20 U.S.C. 7906 (No Child Left Behind Act of 2001)

CROSS REFS: EBBA, Prevention of Disease/infection Transmission

                                IHAM, Health Education

                        IHAMB, Family Life/Sex Education

 

Adoption: December 2004

 

 

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IHAMC-R         HIV/AIDS Education

(Exemption Procedure)

Exemption will be granted from the HIV/AIDS education curriculum on the grounds that the material taught is contrary to the religious beliefs and teachings of the student or the student’s parent/guardian. If the request for the exemption is from a specific portion of the HIV/AIDS education curriculum that concerns human sexuality, no reason must be given be the parent/guardian when requesting the exemption.

 

Adoption: December 2004

 

 

 

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IHB Education of Migrant Children

In keeping with the intention of the state of Colorado to offer educational opportunities to migrant children, the district shall provide suitable instructional programs for all such students in grades kindergarten through 12 in accordance with the requirements of state statutes and the Colorado Department of Education.

 

LEGAL REF:     C.R.S. 22-23-101 et seq.

CROSS REF:    LBB, Cooperative Educational Programs

Note: Migrant education programs are offered through the Weld BOCES.

 

Adopted September 15, 1987

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IHBA        Special Education Programs for Students with Disabilities

In keeping with the intention of the state of Colorado and this Board of Education to offer educational opportuni­ties to all students which will enable them to lead fulfilling and productive lives, the district shall provide appropriate educational opportunities to students with disabilities in accordance with the requirements of state and federal law.

Any student identified as a child with disabilities pursuant to the Individuals with Disabilities Education Improvement Act of 2004 (the IDEIA) who is between the ages of three and 21 and who has not been awarded a regular high school diploma and graduated from high school has the right to a free appropriate public education. These eligible students with disabilities shall be pro­vided individualized programs appropriate to meet their educational needs, as determined by the student’s individualized education program (IEP) or Individual Family Service Plan (IFSP) teams.

A student identified as a child with disabilities under the IDEIA shall become eligible for special education and related services on his or her third birthday. A student reaching age 21 after the beginning of an academic year shall have the right to complete the semester in which his or her 21st birthday occurs or attend until he or she graduates, whichever comes first.  In such a case, the child is not entitled to extended school year services during the summer following such current academic year.

Students with disabilities are required by federal law to be included in state and district-wide assessments, with appropriate accommodations where necessary. Any IEP developed for a student with disabilities shall specify whether the student shall achieve the district’s adopted content standards or whether the student shall achieve individualized standards which would indicate the student has met the requirements of his or her IEP.

LEGAL REFS:   20 U.S.C. §1401 et seq. (Individuals with Disabilities Education Improvement Act of 2004)

                        29 U.S.C. §701 et seq. (Section 504 of the Rehabilitation Act of 1973)

                        C.R.S. 22-7-407 (6)

                        C.R.S. 22-7-409 (1.2)(d)(II) (assignment of scores on statewide assessments for students               with disabilities)

                        C.R.S. 22-20-101 et seq. (Exceptional Children's Educational Act)

                        CCR 301-8, Rules 2220-R-1.00 et seq. (Rules for the Administration of the Exceptional                                Children’s Act)

CROSS REFS:  ACE, Nondiscrimination on the Basis of Handicap/Disability

                        AEA, Standards Based Education

                        IA, Instructional Goals and Learning Objectives

                        IHBIB, Primary/Preprimary Education

                        JK-2, Discipline of Students with Disabilities

 

Adopted: February 21, 1978; Revised: 1990; Revised: April, 1997; Adopted: August 4, 1999 (date of manual)

Revised: October, 2005; Revised: September, 2006

Revised:  January 2011

 

 

 

 

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IHBD        Compensatory Education

(Title 1)

Pursuant to federal law, school district receiving Title I funds to provide educational services to students must do so in accordance with Title I of the No Child Left Behind Act of 2001. It is the Board of Education’s intent that Title I funds shall be used efficiently and effectively to benefit the academic opportunities and progress of students in School wide or Targeted Assistance Programs.

Title 1 funds shall be used to provide educational services that are in addition to the regular services provided for district students. By adoption of this policy, the Board ensures equivalence among schools in teachers,administrators and auxiliary personnel and equivalence in the provision of curriculum materials and supplies.

Title I services in project areas, taken as a whole, shall be at least comparable to services being provided in school attendance areas that are not receiving such funds.

The district shall establish, with the Centennial BOCES, written procedures which include a process to demonstrate that Title 1 funds are used to provide services in project areas that are at least comparable to the services provided through state and local funds in attendance areas not receiving Title 1 funds and to maintain appropriate records documenting compliance with this policy.

 

LEGAL REFS:   20 U.S.C. 1001 et seq. (Title I of the No Child Left Behind Act of 2001)

CROSS REFS:  GCBA, Instructional Staff Contracts/Compensation/Salary Schedules

                        GCBB, Administrative Staff Contracts/Compensation/Salary Schedules

                        GDBA, Support Staff Salary Schedules

                        JC, School Attendance Areas

                        KB, Parent Involvement in Education (Title 1)

Current practice codified April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revised: October 2005

 

 

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IHBDA     School-Level Title I Parent Involvement Policy

                                      (School/Parent Compact)

This policy and compact has been jointly developed and agreed upon by the Eaton School and parents of students served in the school pursuant to Title I (hereafter referred to as “parents”).

Policy

The administration, staff and parents of this school believe that the improved academic achievement of each student is a responsibility shared by the entire school community, including the school district, school, community members, school administration, staff, students, and parents (as defined for purposes of this policy to include guardians and all members of a student’s family involved in the student’s education).

Parent involvement activities in the school will include opportunities for:

·        Parents to volunteer and be involved in school activities

·        Staff development and parent education

·        Parents to provide home support for their student’s education

·        Parents to participate in school decision-making

·        Effective communication between the school and parents

Compact – Responsibilities of school

The school will:

·        Provide a high-quality curriculum and instruction in a supportive and effective learning environment enabling students to meet the state academic standards.

·        Involve parents in an organized, ongoing and timely way in the planning, review and improvement of Title I programs, plans and policies.

School Parent Involvement Policy, the administration will:

·        Facilitate and implement the Title I Parent Involvement policy.

·        Involve parents in the planning, review and improvement of the School Parent Involvement Policy at least annually.

·        Provide notice to parents of the School Parent Involvement Policy in an understandable and uniform format and to the extent practicable, in a language the parents can understand.

·        Make the School Parent Involvement Policy available to the community.

With regard to parent meetings, the administration will:

·        Convene annual meetings to inform parents of their school’s participation in Title I, the requirements of Title I and the right of parents to be involved.

·        Inform parents of all meetings and encourage and invite parents to attend. Meetings shall be offered at various convenient dates and times too facilitate attendance by parents.

With regard to Title I Programs and Plans, the administration will:

·        Inform parents about the goals and purposes of Title I, any Title I programs at the school, the curriculum used in the programs, the academic assessments used to measure student progress, and the proficiency levels students are expected to meet.

·        Involve parents in the planning, review and improvement of any Title I programs at the school.

·        If the Title I plan is not satisfactory to the parents, submit any parent comments on the plan when it is submitted to the district.

·        If requested by parents, provide opportunities for regular meetings of parents and the school where parents may offer suggestions and ask questions regarding Title I policies and programs.

·        Administrators will provide timely responses to parents’ suggestions and questions.

·        Provide assistance to parents, as appropriate, in understanding such topics as the state’s academic content and achievement standards, state and local academic assessments, the requirements of Title I, how to monitor their student’s academic progress and how to work with school staff to improve the achievement of the student.

With regard to professional development, the administration will:

·        With the assistance of parents, educate teachers, pupil services personnel, principals and other staff in; the value and utility of contributions of parents, how to reach out to, communicate with, and work with parents as equal partners, implementing and coordinating parent programs, and building ties between parents and the school.

With regard to the coordination with other programs, the administration will:

·        To the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their student.

Share responsibilities of administration and staff

Administration and staff will:

·        Provide assistance to parents, as appropriate, in understanding such topics as the state’s academic content and achievement standards, state and local academic assessments, the requirements of Title I, how to monitor their student’s academic progress and how to work with school staff to improve the achievement of the student.

·        Provide materials and training to help parents work with their student to improve the student’s achievement, such as literacy training and using technology as appropriate, to foster parental involvement.

·        Ensure that all information related to school and parent programs, meetings and other activities is sent to parents in a format and, to (not only in a language that may be something other than English, but alos to address the education level and other factors that affect comprehensibility).

·        Provide such other reasonable support for parental involvement activities as parent may request.

·        Provide access to educational resources for parents to use together with their students.

Responsibilities of staff

The staff will:

·        Assist the administration in facilitating and implementing the Title I Parent involvement policy and parent involvement activities.

·        Advise parents of their student’s progress on a regular basis.

·        Be readily accessible to parents and provide opportunities for parents to meet with them on a regular basis to discuss their student’s progress and to participate as appropriate in the decisions relating to their student’s education. For elementary schools, at least one parent/teacher conference shall be held each year during which the School-Level Title I Parent Involvement Policy (School/Parent Compact) will be discussed as it relates to the student’s achievement.

·        Provide opportunities for parents to volunteer and participate in their student’s class and observe classroom activities.

Responsibilities of parents

Parents will:

·        Support their student’s learning at home by; monitoring attendance, monitoring completion of homework, monitoring television watching, and encouraging positive use of extracurricular time.

·        Volunteer in the classroom.

·        Participate, as appropriate, in decisions related to their student’s education.

·        Participate in school activities on a regular basis.

·        Actively communicate with school staff regarding their student’s needs and circumstances.

·        Be aware of and follow rules and regulations of the school and school district.

 

CROSS REFS:  KB, Parent Involvement in Education

                        KBA, District Title I Parent Involvement Policy

                        IHBD, Compensatory Education (Title I)

 

Adopted: December 2005

 

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IHBG        Home Schooling

When a parent or guardian of a student who has attained the age of seven years and is below the age of 17 wants to establish a home-based educational program for a child, the following procedures shall be followed in accordance with law:

1.      The parent/guardian must submit on an annual basis written notification of establishment of the home-based program to the district's director of student services 14 days before the program is established.

2.      The parent/guardian must certify in writing, on a form provided by the district, the name, age, place of residence and number of hours of attendance of each of the children in the program.

3.      The superintendent shall give the parent 14 days written notice to produce records required by law if there is probable cause to believe the program is not in compliance with the law.

4.      The student’s academic progress shall be evaluated either by giving a nationally standardized achievement test or by submitting an evaluation of the student conducted by a qualified person as defined in state law.

The director of student services shall be responsible for reviewing the student’s evaluation which either shall be submitted to the district or to an independent or parochial school in Colorado. If the test or evaluation results are submitted to an independent or parochial school, the name of the school shall be provided to the district.

5.      If the student's composite score on the test is above the 13th percentile, the student shall continue to be eligible for the home-based educational program. If the score is at or below the 13th percentile, the parent/guardian shall be given the opportunity to have the student retested using an alternate version of the same test or a different nationally standardized test selected by the parent/guardian from a list supplied by the State Board of Education.

6.      If the evaluation conducted by a qualified person indicates that the student is making sufficient academic progress according to ability, the student shall continue to be exempt from compulsory attendance.

7.      If the composite score on a retest continues to be at or below the 13th percentile or if the evaluation conducted by a qualified person indicates that the student is not making sufficient academic progress, the district shall take steps to require the parent/guardian to enroll the student in a public, independent or parochial school.

Extracurricular and interscholastic activities

Students participating in home-based educational programs shall have the same rights as district students to participate in district extracurricular and interscholastic activities if they meet the requirements of state law and district policy. Such participation is subject to the same rules of any interscholastic organization or association of which the district is a member.

If a student withdraws from the school district more than 15 days after the start of the school year and enters a home-based educational program, the school district shall remain the child’s district of residence for purposes of extracurricular and interscholastic activities. If the child was eligible to participate in extracurricular or interscholastic activities when he or she withdrew, the child will remain eligible to participate for the remainder of the academic year.

Habitually truant students

Any student who has been declared habitually truant at any time during the last six months of attending public school before the proposed enrollment in a home-based educational program may not be enrolled unless the parent/guardian first submits a written description of the curricula to be used along with the written notification required in #1 above.

Re-entering district schools

A student from home-based programs may re-enter the district’s schools at any time. With the consent of the student’s parent/guardian, the district shall place the student at the grade level deemed most appropriate by the district. All students from home-based programs must demonstrate proficiency in the district-adopted content standards at their appropriate placement level. The district may test the student to determine placement.

The district shall accept the transcripts from a home-based educational program. In order to determine whether the course and grades earned are consistent with district requirements and district academic standards, the district shall require submission of the student’s work or other proof of academic performance for each course for which credit toward graduation is sought. In addition, the district may administer testing to the student to verify the accuracy of the student’s transcripts. The district may reject any transcripts that cannot be verified through such testing. (See policy IKF)

LEGAL REFS:   CRS     22-7-409 (1.2)(d)(l)(C)(III)

                        CRS     22-33-104.5

                        CRS     22-33-104.5 (3)(f)
            CRS     22-33-107

                        CRS     22-32-116.5 (2)

CROSS REFS:  JGA, Assignment of New Students to Classes and Grade Levels

                        JHB, Truancy

                        JJJ, Extracurricular Activity Eligibility

 

Current practice codified: April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revised: September, 2006

 

 

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IHBIB               Primary/Preprimary Education

Kindergarten programs

The district shall establish and maintain a kindergarten program or programs. A kindergarten program may be a half-day or full-day program, and the district shall receive state funding for students enrolled in these programs on a half-day or full-day basis, in accordance with state law.

Preschool programs

All district preschool programs shall comply with the rules established by the Department of Education and with rules for child care centers established by the Department of Human Services. However, full-day kindergarten components of the district's preschool program are not required to comply with the Department of Human Services' rules regarding child care centers.

Children with disabilities

In meeting its obligation to offer an individualized program for children with disabilities at age three, the district shall provide a special education preschool pro­gram at no cost to students who have been identified as disabled pursuant to applicable law.

Colorado state preschool and kindergarten program

In addition, when the district receives funding from the state to do so, the district shall provide a preschool program as part of the Colorado Preschool and Kindergarten Program for three-, four- and five-year-old children who lack learning readiness due to significant family risk factors, who are in need of language development or who are receiving services from the Department of Human Services as neglected or dependent children. All enrolling three-year-olds must lack overall learning readiness that is attributable to at least three of the significant family risk factors.

Parents/guardians wishing to have their children partici­pate in this program shall make application to the district. Participants then shall be selected on the basis of greatest need.

Other children who wish to enroll on tuition basis

In an effort to offer a well-rounded learning experience, the preschool program may be open on a tuition basis to students who have not been identified as dis­abled pursuant to applicable law or who are not eligible for the program because of the factors listed above. The administration shall develop admission procedures that take into consideration space and staffing requirements.

LEGAL REFS:   C.R.S. 22-20-101 et seq. (Exceptional Children’s Educational Act)

                        C.R.S. 22-28-101 et seq. (Colorado Preschool Program Act)

                        C.R.S. 22-32-119(1) (requires establishment of kindergarten program)

                        C.R.S. 22-45-103(1)(g) (Preschool program fund)

                        C.R.S. 22-54-103(9.5) (definition of preschool enrollment)

                        C.R.S. 22-54-103(10) (funding for kindergarten)

                        C.R.S. 22-54-105(4) (At-risk funding)

                        C.R.S. 26-6-102 (1.5) (definition of child care center)        

                        1 CCR 301-8, Rules 2220-R-1.00 et seq. (Rules for the Administration of the Exceptional Children’s Educational Act)

CROSS REFS:  BDFC, Preschool Council

                        IHBA, Special Education Programs for Students with Disabilities

Adopted: October, 2005

Revised: September, 2006

 

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IHCDA     Concurrent Enrollment

The Board believes that students who wish to pursue postsecondary level work while in high school should be permitted to do so.  In accordance with this policy and accompanying regulation, high school students may receive course credit toward the fulfillment of high school graduation requirements for successful completion of approved postsecondary courses offered by institutions of higher education.

This policy and accompanying regulation do not apply to students seeking to enroll in postsecondary courses pursuant to the Accelerating Students through Concurrent Enrollment (ASCENT) program.  Students seeking to enroll in the ASCENT program shall work with district administrators and meet the applicable requirements of the Concurrent Enrollment Programs Act (the Act).

Definitions

For purposes of this policy and accompanying regulation, the following definitions shall apply.

“Concurrent enrollment” means the simultaneous enrollment of a qualified student in a district high school and in one or more postsecondary courses at an institution of higher education.

“Qualified student” means a person who is less than 21 years of age and is enrolled in the 11th grade or higher grade level.

“Postsecondary course” means a course offered by an institution of higher education and includes coursework resulting in the acquisition of a certificate; an associate degree of applied sciences, general studies, arts, or science; and all baccalaureate degree programs.

“Institution of higher education” means:

a.      A state university or college, community college, junior college, or area vocational school as described in title 23, C.R.S.;

b.      A postsecondary career and technical education program that offers postsecondary courses and is approved by the state board for community colleges and occupational education pursuant to applicable state law; and

c.      An educational institution operating in Colorado that meets the Act’s specified criteria.

Eligibility

Qualified students seeking to enroll in postsecondary courses at the district’s expense and receive high school credit for such courses shall follow the procedure accompanying this policy, see IHCDA-R.

Academic Credit

Academic credit granted for postsecondary courses successfully completed by a qualified student shall count as high school credit toward the Board’s graduation requirements, unless such credit is denied.

High school credit shall be denied for postsecondary courses that do not meet or exceed the district’s standards.  High school credit shall also be denied for a postsecondary course substantially similar to a course offered by the district, unless the qualified student’s enrollment in the postsecondary course is approved due to a scheduling conflict or other reason deemed legitimate by the district.  Concurrent enrollment is not available for summer school.

Agreement with institution of higher education

When a qualified student seeks to enroll in postsecondary courses at an institution of higher education and receive high school credit for such courses, the district and the participating institution shall enter into a written cooperative agreement in accordance with the Act.  

Payment of tuition

The district shall pay tuition for up to 18 credit hours of postsecondary courses successfully completed by a qualified student and for which the qualified student receives high school credit.  A qualified student may enroll in up to 6.0 credit hours for seniors and 3.0 credit hours for juniors of postsecondary courses per academic term.

The tuition paid by the district for the qualified student’s successful completion of an approved postsecondary course shall be in accordance with the Act and the district’s cooperative agreement with the institution of higher education.  The institution of higher education may charge additional tuition and/or associated fees to the qualified student or the student’s parent/guardian in addition to the tuition paid by the district.  

Prior to paying the tuition for any qualified student, the district shall require the student and student’s parent/guardian to sign an agreement stating if the student fails or otherwise does not complete the postsecondary course for any reason without consent of the principal of the high school in which the student is enrolled, the student and/or the student’s parent/guardian shall repay the amount of tuition paid by the district on the student’s behalf.

Transportation

The district shall not provide or pay for the qualified student’s transportation to the institution of higher education.

Notice

Information about concurrent enrollment options shall be made available to high school students and their parents/guardians on an annual basis.

 

LEGAL REFS:   C.R.S. 22-35-101 et seq.

                        1 CCR 301-86

 

CROSS REFS:  IJNDAB, Instruction through Online Courses

                        IKF, Graduation Requirements

 

Current practice codified: April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revised:  June 2009

Revised:  January 2011

 

 

 

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IHCDA-R Concurrent Enrollment

(Procedure for students seeking to enroll in postsecondary courses)

 

1.  Academic plan of study

The qualified student shall establish, in consultation with the counselor, an academic plan of study that describes all of the courses (including postsecondary courses) the student intends to complete to satisfy the Board’s high school graduation requirements.  Prior to the qualified student’s enrollment in a postsecondary course, the counselor shall review and approve the student’s academic plan of study in accordance with applicable State Board of Education rules.

2.  Application

The qualified student shall complete the district’s concurrent enrollment application form and submit it to the counselor at least 60 days prior to the end of the academic term immediately preceding the term of the student’s proposed enrollment in a postsecondary course.  The requested postsecondary course(s) on the student’s application shall be consistent with the student’s approved academic plan of study.  The counselor may waive the 60 day requirement at his or her discretion.

The counselor shall approve or disapprove the student’s application in accordance with this regulation’s accompanying policy and shall notify the student of the decision.  The decision of the counselor shall be final.

Adopted:  January 2011

 

 

 

 

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IIA    Grouping for Instruction

Professional staff members may group students according to ability and/or achievement but only when such grouping enhances student achievement of the objectives of particular programs or courses. The principal shall be responsible for grouping procedures.

Grouping shall conform to the following:

1.      Plans for grouping procedures shall be reviewed by the principal and be subject to approval or rejection.

2.      The unique strengths of the teachers involved shall be considered when grouping students.

3.      Opportunities for regrouping shall be provided during each school year.

 

CROSS REF:    IHBA, Special Education/Programs for Handicapped/Disabled/

Exceptional Students

 

Adopted July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJ     Instructional Resources and Materials

The Board of Education maintains the legal responsibility for all matters relating to the operation of the schools. The responsibility for the selection of instructional materials is delegated to the professionally-trained personnel employed by the school system.

Selection of materials involves many people; administrators, faculty members and library media specialists. Responsibility for coordinating the selection of instructional materials and making recommendations for purchase shall rest with the professionally-trained library media personnel.

Instructional materials include the following categories:

1.      Print media: books, pamphlets, textbooks, reference materials, magazines, newspapers, microforms, etc.

2.      Non-print media: filmstrips, transparencies, slides, disc and tape recordings, films, games, simulation devices, computer programs and whatever new media might be designed separately or in combination.

3.      Equipment: 16mm projectors, videocassette recorders, videotape players, audio cassette and tape players, opaque projectors, overhead projectors, laminators, dry mount presses, cameras, dissolve units, enhancers, film loop projectors, automatic filmstrip projectors, filmstrip projectors, computers, slide projectors, typewriters, darkroom equipment, paper cutters, laserdisc players, CD-ROM players and whatever new media might be designed separately or in combination.

 

LEGAL REFS:   C. R. S. 22-1-104 (2)

                        C. R. S. 22-32-109 (1)(t)

                        C. R. S. 22-32-110 (1)(o),(p),(q),(r)

                        C. R. S. 22-54-105 (1)

CROSS REFS:  DB, Annual Budget, and subcodes

                        IB, Academic Freedom

                        IJJ, Textbook Selection and Adoption

                        IJK, Supplementary Materials Selection and Adoption

                        IJL, Library Materials Selection and Adoption

                        IMB, Teaching about Controversial/Sensitive Issues

                        KEC, Public Concerns/Complaints about Instructional Resources

 

Adopted April 21, 1984

Revised May 18, 1993

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJJ   Textbook Selection and Adoption

The Board expects the selection of textbooks to be an open process, carried on by a selection committee comprised of teachers with the guidance of administrators and, wherever possible, advice of representatives of the people.

The selection committee shall:

1.      Function without being subjected to pressure from outside sources

2.      Set up orderly procedures for its operation

3.      Seek the advice of parents and students where possible

4.      Submit its recommendations to the administration and the Board

The public shall have the opportunity to look at and review textbooks being considered for adoption.

 

LEGAL REF:     C. R. S. 22-32-109 (1)(t)

CROSS REFS:  IJ, Instructional Resources and Materials

                        KEC, Public Concerns/Complaints about Instructional Resources

 

Adopted: February 21, 1978

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJK   Supplementary Materials Selection and Adoption

The Board recognizes that knowledge is changing and expanding and that it may be necessary to use various types of supplementary materials in addition to the basic and fundamental textbooks.

The Board believes that teachers and administrators should have a large role in selection and recommendation of supplementary materials. Teachers are encouraged to use a wide range of learning aids, provided the expense incurred in purchasing these aids remains within the limits of the budget.

The superintendent shall develop a plan which will allow teacher participation in the selection of supplementary materials. This plan shall be part of the budgeting process, and approval shall be assumed by its inclusion in the adopted annual budget.

 

LEGAL REF:     C.R.S. 22-32-109 (1)(t)

CROSS REFS:  DB, Annual Budget, and subcodes

                        IJ, Instructional Resources and Materials

                        KEC, Public Concerns/Complaints about Instructional Resources

 

Adopted: February 21, 1978

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJL   Library Materials Selection and Adoption

The primary objective of each school’s educational library media center is to implement, enrich and support the educational programs of the school. The center shall remain a source of information and ideas for students, teachers, administrators, staff and parents. The center shall provide a wide range of materials on all levels of difficulty with diversity of appeal and the presentation of different points of view.

To this end, the Board of Education reaffirms the objectives of the current Guidelines for Colorado School Library Media Programs, 1982, and asserts that the responsibility of the library is to:

1.      Provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the students served.

2.      Provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, ethical standards and creative expression.

3.      Provide a background of information which will enable students to make intelligent judgments in their daily lives.

4.      Provide materials on opposing sides of controversial issues so that, under guidance, young citizens may develop the practice of critical analysis of all media.

5.      Provide materials representative of many religions, ethnic and cultural groups in America, and their contributions to our American heritage.

6.      Place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to insure a comprehensive collection appropriate for the users of the library media center.

Gift materials shall be judged by basic selection standards and accepted or rejected by these standards. No special collections shall be developed, and gift materials may be discarded as deemed necessary.

In order to maintain a current and highly usable collection of materials, media specialists shall provide for continuing renewal of the collection, not only by addition of up-to-date materials but also by the judicious elimination of materials which no longer meet needs or find use.

Gifts to the library may be accepted if they meet the criteria established for the selection of all instructional materials.

 

LEGAL REF:     C. R. S. 22-32-110 (1)(r)

CROSS REFS:  IJ, Instructional Materials

                        IJNC, Resource Centers/Media Centers/school Library

                        KEC, Public Concerns/Complaints about Instructional Resources

 

Adopted April 24, 1984

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJL-E        Library Materials Selection and Adoption

The Board of Education reaffirms the objectives of the current Colorado Information Power: Guidelines for School Library Media Programs, 1989, and asserts that the learner will strive to meet the following outcomes:

1.      Appreciate and enjoy literature. The student will recognize and choose to experience literature in various formats.

2.      Appreciate and enjoy independent learning. The student will value information seeking and enthusiastically pursue individual learning interests.

3.      Locate materials. The student will learn to identify and use appropriate materials from various sources.

4.      Interpret information. The student will decode, clarify and estimate the value of information in the selected sources.

5.      Record and organize information. The student will develop skills to classify and arrange information after it has been located and interpreted.

6.      Synthesize information and produce media. The student will combine information found in several sources and produce messages using media appropriate to reading, viewing and listening audiences.

7.      Present information. The student will communicate information effectively using formats and equipment appropriate for intended audiences.

8.      Solve information problems and make appropriate decisions. The student will use information skills and make rational decisions in various problem-solving situations.

 

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJL-R       Library Materials Selection and Adoption

Selection

Needs of the individual school based on knowledge of the curriculum and of the existing collection will be given first consideration.

Materials for purchase will be considered on the basis of:

1.      Overall purpose

2.      Timeliness or permanence

3.      Importance of the subject matter

4.      Quality of the writing/production

5.      Readability and popular appeal

6.      Authoritativeness

7.      Reputation of the publisher/producer

8.      Reputation and significance of the author/artist/composer/producer, etc.

9.      Format and price

10. Scarcity of materials published on a subject

11. Requests from faculty and students

12. Currently-owned titles which need to be replaced due to being lost, worn out or damaged or duplicate copies of materials where needed.

In selecting materials for purchase, the media specialist will evaluate the existing collection and consult:

1.      Reputable, unbiased, professionally-prepared selection aids

2.      Specialists from all departments and/or grade levels

Memorial Materials

Memorial materials will be noted in a permanent book of records within the library media center rather than placing memorial plates on the materials.

Gift Materials

Gift materials shall be judged by basic selection standards and accepted or rejected by these standards. No special collections shall be developed, and gift materials may be discarded as deemed necessary.

De-selection of Materials

Continuous review, evaluation and de-selection of materials will be done to:

1.      Give the library a reputation of reliability and a collection which is up-to-date

2.      Eliminate materials that are no longer useful to the collection

3.      Utilize the available space in the best and most economical way

Characteristics of materials to be discarded include the following:

1.      Poor physical condition (yellow, brittle, scratched, warped, torn or otherwise marred for use)

2.      Outdated format, e. g. , fine print, unattractive visuals

3.      Obsolete and/or inaccurate content

4.      Inappropriate subject or treatment of the subject when considered in relation to the needs of the users

5.      Mediocre or poor quality presentation of content (literary, audio and visual qualities)

Characteristics of equipment to be discarded include equipment that is:

1.      Beyond repair

2.      Impractical to repair

3.      Beyond its usefulness

4.      Replaced by more effective and/or convenient equipment

All materials determined by the library media specialist to be in need of de-selection will be disposed of in one of four ways–destroyed, sold, recycled or traded. Such decisions will be made by the person in charge of the de-selection process.

 

Approved: April 21, 1984

Revised: May 18, 1993

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJNC        Resource Centers/Media Centers/School Libraries

The library media center of each school shall be the focal point of the school as it will serve as the core of the educational program. It shall contain most of the school’s instructional resources and be a source of information and ideas for both students and teachers. The center shall be designed to support a program which encourages critical thinking, creative expression, and individual investigation and research. It shall provide for the unique interests and abilities of the individual.

If students are to be effective learners and teachers effective catalysts for learning, they must have easy access to the tools of learning. The library media center must be a center where students and teachers will acquire and use library-related skills and be able to obtain, interpret and apply information.

The purpose of the library’s staff shall be to maintain a friendly, quiet, open atmosphere in which students, staff and community will receive gracious assistance in their search for knowledge.

The center shall be designed to accommodate students during non-structured time as well as during regularly scheduled time in the curriculum areas. The library and its resources should be made available to students for various individual activities such as research, recreation, enrichment and bibliotherapy. Time for experiences involving groups of students also should be made available.

Currently, information is gathered and stored in a variety of way. Students who will be attending Eaton schools must be knowledgeable concerning available sources of information and information retrieval. Provision for information storage as it is known today must be made, and in addition the flexibility for inclusion of newer systems as they are developed must be allowed.

While the primary purpose of the library shall be to provide resource information to students, the facilities also should provide materials and resources for the faculty and administration for their own professional growth, for curriculum implementation and improvement, and for the development of materials used in the learning processes.

In addition to this primary service of assisting students, faculty and administration of the school, the media staff should welcome the use of this central resource by the community.

The Board of Education endorses the School Library Bill of Rights, the Library Bill of Rights, the Freedom to Read, and the Freedom to View as statements of continued access to information by students, faculty andadministration.

 

CROSS REFS:  IJ, Instructional Resources and Materials

                        KEC, Public Concerns/Complaints about Instructional Resources

 

Adopted April 21, 1984

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJNDAB   Instruction through Online Courses

The Board of Education believes online education courses that are supplemental to the district’s education program may serve as an effective tool to expand the educational opportunities for students at all levels of achievement. Online courses can enhance, supplement or enrich the existing curriculum and can also provide an alternative means of instruction.

Online education courses will be part of the district’s educational program to increase accessibility and flexibility in the delivery of instruction for students in grades six through 12. The district will not use online education as the sole medium for instruction in any required subject area for students in grades K-6, unless online instruction is deemed appropriate under the circumstances.

To the extent practicable, an effort will be made to determine that online education courses made available to students are consistent with district instructional goals, aligned with Colorado’s academic standards and taught by teachers licensed in Colorado. The administration is directed to periodically review instructional materials of online courses to ensure they meet program standards. Further, such courses must provide the opportunity for substantial, personal and timely interactions between online instructors and students and among students.

Application process

Students shall obtain the written approval of the principal or his/her designee before enrolling in an online course. To obtain permission, a student shall do the following:

·        Complete prerequisites and provide teacher/counselor recommendations confirming that the student possesses the maturity level needed to function effectively in an online learning environment.

·        Provide information regarding the online course(s) in which the student seeks to enroll.

·        Agree to adhere to district policies, procedures and rules, including but not limited to the district’s policy on student use of the Internet.

·        Agree to adhere to the district’s attendance requirements.

Credit toward graduation requirements

High school students may earn a maximum of three (3) units of academic credit to be applied toward graduation requirements by satisfactorily completing online courses. The principal may waive this limitation on the number of credits that may be applied toward graduation upon submission of a student’s written request explaining unusual circumstances that make it necessary for the student to take additional online coursed to satisfy the district’s graduation requirements.

Credit to satisfy graduation requirements from an online course may be earned only in the following circumstances:

1.      The course is not offered at the student’s high school;

2.      The high school offers the course, but the student is unable to take it due to an unavoidable scheduling conflict;

3.      The course will provide dual-credits or concurrent enrollment credits that are not otherwise available;

4.      The principal, with agreement from the student’s teachers and parents/guardians, determines the student requires a differentiated or accelerated learning environment;

The school must receive an official record of the student’s final grade in the online course before awarding credit toward graduation. Only online courses approved by the district shall be included on student transcripts.

The district will pay the tuition for an online course taken during the academic year that will be used for credit to satisfy the district’s graduation requirements. The district’s payment of tuition shall be limited to not more than two approved online education courses per student per semester, unless the principal has approved a student’s request to take additional courses to satisfy the district’s graduation requirements. There may be circumstances where a student is taking an online education course, such as during the summer to make up needed credit, where the student will be responsible for the tuition payment.

Online courses taken pursuant to state law on concurrent enrollment programs shall be taken and reimbursed by the district in accordance with the district’s policy on concurrent enrollment not this policy.

Expelled students

Online education courses may be offered as a means to provide educational alternatives for expelled students. The district shall determine the amount of credit the student shall receive toward graduation for the online courses and the amount of tuition that will be paid by the district for these courses, in accordance with state law.

LEGAL REFS:   C.R.S. 22-32-109 (1)(t)

            C.R.S. 22-32-122

            C.R.S. 22-57-101

 

CROSS REFS:  IHCDA, Concurrent Enrollment

            IKF, Graduation Requirements

            JKF, Educational Alternatives for Expelled Students

            JS, Student Use of the Internet

 

Adopted: September, 2006

Revision:  January 2011

 

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IJOA        Field Trips

The Board recognizes that the first-hand learning experiences provided by field trips are most effective and worthwhile means of learning. It is the desire of the Board to encourage field trips as part of and directly related to the total school program.

Specific guidelines and appropriate administrative procedures shall be developed to screen, approve and evaluate trips and to insure that all reasonable steps are taken for the safety of the participants.

These guidelines and procedures shall insure that all field trips have the approval of the superintendent and the principal and that all overnight trips and trips exceeding 200 miles round trip have the prior approval of the Board of Education.

 

LEGAL REF:     C.R.S. 40-10-116 (1)(b)

CROSS REFS:  EEAFA, Extracurricular Activity Buses/Field Trips/Special Events Transportation

                        EEAG, Student Transportation in Private Vehicles

                        JJH, Student Travel

 

Adopted March 26, 1985

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IJOC        Volunteers (Background Checks)

The Board of Education supports the involvement of the community in the school system and greatly appreciates those individuals who volunteer their time to assist in school district programs and activities.  Since state law requires the school district to conduct background checks of all prospective employees of the district, the Board has determined that the need exists for similar background checks of volunteers who work with the school district’s students more than 12 days a school year. 

Prior to adding an individual’s name to the school building’s list of authorized volunteers, the school district shall conduct a background check of the individual.  Such background check may include but not be limited to making an inquiry to the Colorado Department of Education, the Colorado Bureau of Investigation and or other agencies to determine if there is any information on record indicating that the individual has been convicted of a crime involving unlawful sexual behavior or unlawful behavior with children.

Persons failing to provide the necessary information to conduct such background checks shall not be added to the authorized list.  The decision made by the school district concerning an individual’s fitness to volunteer in the school setting shall be final.   

LEGAL REFS:   C.R.S. 8-40-202 (Workers’ Compensation Act)

                        C.R.S. 22-32-109.7

                        C.R.S. 24-10-103(4)(a)

 

Adopted:  July 2010

 

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IKA Grading/Assessment Systems

It is the philosophy of the Board that students will respond more positively to the opportunity for success than to the threat of failure. The district shall seek, therefore, in its instructional program to make achievement both recognizable and possible for students. It shall emphasize achievement in its processes of evaluating student performance.

The administration and professional staff shall devise a grading system for evaluating and recording student progress and to measure student performance in conjunction with Board-adopted content standards. The records and reports of individual students shall be kept in a form which will be meaningful to parents as well as teachers. The grading system shall be uniform district wide at comparable grade levels.

The following grading shall be utilized district wide:

      Grades K-2 (Standards-Based)                                   Grades 3-12

 

      Exceeds Expectations               3                      90%-100%    =          A

      Meets Expectations                    2                      80%-89%      =          B

      Improving                                     1                      70%-79%      =          C

      Area of Concern                 =         C                     60%-69%      =          D

                                                                                          Below 60%   =          F

 

The Board shall approve the grading, reporting and assessment systems as developed by the faculty, upon recommendation of the superintendent.

The Board recognizes that any grading and/or assessment system, however effective, is subjective in nature but urges all faculty members to conduct student evaluations as objectively as possible.

 

LEGAL REF:     C.R.S. 22-53-407

CROSS REFS:  AEA, Standards Based Education

                        IA, Instructional Goals and Learning Objectives

                        IL, Evaluation of Instructional Programs, and subcodes

 

Current practice codified: April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revised:  July 2009

 

 

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IKAB        Report Cards/Progress Reports

The administration and professional staff shall cooperatively devise and maintain a variety of reporting methods so that each parent will be apprised in timely fashion of the student's progress with respect to the school’s goals and objectives.

 

Adopted: July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IKB Homework

Homework shall be related to the school’s goals and philosophy. The assignment of homework is encouraged when it is of benefit to the student and the following limitations are observed:

1.      Homework should not interfere with the student’s health.

2.      Homework shall not interfere with the student’s assuming responsibilities in the home.

3.      Homework should not take so much time that opportunities the student chooses to engage in are denied.

 

Adopted: July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IKE          Ensuring All Students Meet Standards

The Board believes that early identification of students who are not making adequate progress toward achieving standards and effective intervention are crucial. In accordance with the Board’s policy on grading and assessment systems, teachers shall assess the teaching and learning process on a continual basis. Teachers shall identify students early in the school year who are not making adequate progress toward achieving state and district content standards and may choose to implement an individual learning plan for each such student.

The plan shall be developed by the student’s teacher with input from the student’s parents/guardians and the parents/guardians shall agree in writing to support the plan. Neglect by the parents/guardians with regard to participating in development of the plan or agreeing to support the plan shall not affect implementation of the plan.

The plan shall address the specific learning needs of the student. Strategies designed to address those needs may include tutoring programs, after-school programs, summer school programs, other intensive programs and other proven strategies. Teachers are encouraged to collaborate on the development of such plans and to use a variety of strategies consistent with the student’s learning style and needs.

Each semester, students with individual learning plans shall be reassessed in the content areas covered by the plan.

In order to provide the services necessary to support individual learning plans, the superintendent shall develop tutoring programs, after-school programs, summer school programs and other intensive programs in the content areas covered by state and district standards. The Board shall commit resources in the budget to support these programs.

As determined by the principal and in accordance with applicable law, students not meeting applicable state and district content standards may not be promoted to the next grade level or allowed to graduate. When students are retained in the same grade level, the teacher shall evaluate the previous teaching and learning experiences of the student, including whether specific aspects of the individual learning plan were appropriate and effective. Based on this evaluation the teacher shall modify the plan to ensure that the student’s needs will be met and that the student’s educational experience from the previous year is not merely repeated.

Retention due to social, emotional or physical immaturity shall be used on a very limited basis. After consulting with the student’s parents/guardians, teacher and other professional staff and in accordance with applicable law, the principal shall determine whether it is in the best interests of the student to be retained for such reasons.

Legal Ref:         C.R.S. 22-32-109(1)(hh)

 

Cross Refs:       AE, Accountability/Commitment to Accomplishment

                        AEA, Standards Based Education

                        IA, Instructional Goals and Learning Objectives

                        IKA, Grading Assessment Systems

                        ILBA, District Program Assessments

                        ILBB, State Program Assessments        

 

 

Adopted: April 2006

Revision:  November, 2008

                                                                                                                                              

 

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IKF   Graduation Requirements

In pursuit of its mission to ensure that all students reach their learning potential, the Board of Education has established the following graduation requirements.

State and district content standards

All students must meet or exceed state and district academic content standards prior to becoming eligible to graduate or complete the requirements and goals as listed on a student’s Individualized Education Program (IEP), which may include modified academic content standards.

Graduation from high school is a culminating event that results from the foundations built at the elementary and middle levels. Graduation is a collaborative effort among levels in a student’s public school career. Each level of school and each staff member or parent/guardian who instructs or counsels a student shares responsibility for the ultimate ability of that student to demonstrate proficiency in the content standards and to meet the expectations for graduation.

Units of credit needed

A total of 25 credits earned during grades nine through twelve are required for graduation. Successful completion means that the student obtained a passing grade for the course.

The following criteria shall entitle a student to a high school diploma:

·        Achievement in content standards as demonstrated by mastery of the curriculum which may include, but is not limited to, daily classroom assignments, the Colorado Student Assessment Program, the district assessment program, classroom assessments, and student participation in, and completion of, assigned projects.

·        Completion of 25 credits in grades nine through twelve in the prescribed categories listed below.

·        Completion of the requirements and goals as listed on a student’s Individual Education Plan (IEP) which may include modified content standards.

PHASE I: (Implement in 2006-2007 school year)

EHS Graduation Requirements - Class of 2010

English – 4 credits

      Grammar & Composition I & II                                 1 Credit                                             

      Research/Survey of Worth Literature                      1 Credit                                             

      Early/Modern American Literature                          1 Credit                                             

      (2) English Electives                                     1 Credit

Mathematics – 3 credits

      To include, Foundations of High School Math, Algebra I, Algebra II, Geometry, Trigonometry, or A.P. Calculus                                                                                                                                       3 Credits

Science – 2 credits

      Integrated Science                                                    1 Credit                                             

      General or College Prep Biology                            1 Credit

Social Studies – 3 credits

      Freshmen Social Studies/World Geography         1 Credit                                             

      World History                                                 1 Credit                                             

      United States History                                                1 Credit

Physical Education – 2 credits

      Freshmen Physical Education/Health                     1 Credit                                 

      Electives                                                                    1 Credit

Introduction to Computers                                              .5 Credit                                                                                                                             

            Life Skills                                                                   1 Credit         

            Creative Arts                                                             1 Credit         

            Applied Arts                                                               1 Credit         

            Humanities                                                                 1 Credit         

            Electives – in addition to those listed above  6.5 Credits

Total                                                                                       25 Credits    

Credit from other institutions and home-based programs

All students entering from outside the district must meet the district graduation requirements. The principal shall determine whether credit toward graduation requirements shall be granted for courses taken outside the district. Students who are currently enrolled in the district and wish to obtain credit from outside institutions, or through “on-line” programs, must have prior approval from the principal.

The district shall accept the transcripts from a home-based educational program. In order to determine whether the courses and grade earned are consistent with district requirements and district academic standards, the district shall require submission of the student’s work or other proof of academic performance for each course for which credit toward graduation is sought. In addition, the district may administer testing to the student to verify the accuracy of the student’s transcripts. The district may reject any transcripts that cannot be verified through such testing.

Class rankings and grade point averages

Graduating seniors shall be ranked within the graduating class for each high school upon the basis of grade-point averages for the four-year program, excluding the last semester of the senior year.

Grades for regular classes will be given the following values: A=4, B=3, C=2, D=1.

Weighted Courses & Grading Scales

Eaton High School has a weighted grading system to reward students who pursue advanced academic courses. Students who take weighted courses will be ranked on the following grade point average scales:

Advanced Placement Courses (graded on a 5.0 scale)

·        Advanced Placement Calculus

·        Advanced Placement Chemistry

Honors Courses (graded on a 4.5 scale)

·        College Research

·        Great Authors

·        American Government

·        Physics

·        Trigonometry

·        Spanish III & IV

·        Human Anatomy & Physiology

After a course has been passed, no future grade earned in the same course shall be used in determine class rank or grade point average.

The student with the highest-class rank will be valedictorian. When more than one student holds the numerical one rank, all students holding the rank will be declared co-valedictorians.

When transcripts of transfer student show grades such as pass or satisfactory, such grades shall not be counted in determining class rank or grade point average. Students entering from home-based education programs must submit student work or other proof of academic performance for each course for which credit toward class raking or grade point average is sought.

Independent study

Independent study, work experience and experienced-based programs approved in advance by the principal may be taken for high school credit. Students must submit a request for approval that includes a summary of the educational objectives to be achieved and monitored by a faculty member.

Student course load

The course load for freshmen, sophomores, juniors and seniors shall be a minimum of 5 credits per school year. Students who wish to take fewer credits in any given school year must obtain advance permission from the principal.

Years of attendance

The Board of Education believes that most students benefit from four years of high school experience and are encouraged not to graduate early. However, in some cases, students need the challenge provided by postsecondary education or other opportunities at an earlier age. Therefore, the Board of Education may grant permission to students wishing to graduate early, provided the student has met all district graduation requirements.

LEGAL REFS:   C.R.S. 22-1-104 (teaching history, culture and civil government)

                        C.R.S. 22-32-132 (discretion to award diploma to honorably discharged veterans)

                        C.R.S. 22-33-104.5 (home-based education law)

CROSS REFS:  AE, Accountability/Commitment to Accomplishment

                        AEA, Standards Based Education

                        IA, Instructional Goals and Learning Objectives

                        IHA, Basic Instructional Program

                        IHBG, Home Schooling

                        IHCDA, Postsecondary Options/Concurrent Enrollment

                        ILBA, District Program Assessments

                        ILBB, State Program Assessments        

 

Adopted September 20, 1977; Revised May 22, 1978; Revised October 17, 1989; Revised January 1990

Revised March 1999; Adopted August 4, 1999 (date of manual adoption); Revised April, 2003

Revised March 20, 2006

Revised:  January 2011

 

 

 

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IKFA        Early Graduation

The high school principal may grant requests for early graduation after a student completes 25 credits and seven semesters. The high school principal will notify the Board of Education in writing the names of students requesting early graduation.

Diplomas shall not be presented until the May graduation. Students granted early graduation may participate in graduation exercises.

 

Adopted: September 20, 1977; Revised: May 22, 1978; Revised: 1990; Revised: March 1999

Adopted: August 4, 1999 (date of manual adoption)

Revised: March 20, 2006

 

 

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IKFB        Graduation Exercises

Because the Board believes that completion of the requirements for graduation is an achievement that deserves recognition, the board wishes to recognize each graduating senior’s accomplishment at a graduation ceremony.

Each graduating student shall receive a specified number of tickets as determined by the superintendent or designee for the graduation ceremony for distribution to family members and other invited guests. All persons seeking admittance to the graduation ceremony shall be required to present a ticket. Students wishing additional tickets may apply to the superintendent/designee. This decision on additional tickets shall be final.

A senior who has not earned the minimum number of credits required for graduation or who has not successfully completed all required courses as determined by the principal shall not be granted the privilege of participating in high school graduation exercises. Graduation exercises shall include class day and the graduation ceremony. If a senior completes all requirements prior to the completion deadline established by the principal, the student shall be allowed to participate.

It is the student’s responsibility to check periodically with the guidance department and/or administration to ensure the required number of credits for graduation is being met or has been met.

 

Adopted: November 18, 1980

Revised: 1990

Adopted: August 4, 1999 (date of manual adoption)

Revised: April 2003

 

 

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IL     Evaluation of Instructional Programs

Appropriate means for the evaluation of instructional programs shall be established and maintained in Eaton School District RE-2.

The district will evaluate its curriculum and programs of instruction to ensure that they are aligned with the district’s content standards and that they will provide students with the educational experiences needed to achieve the standards. The district will strive to reduce discrepancies in student performance related to ethnicity, gender, disability and limited English proficiency.

 

LEGAL REFS:   C.R.S. 22-11-101 (Education Accountability Act of 2009)

                        C.R.S. 22-7-401et seq. (Education Reform)

                       

CROSS REFS:  AC, Nondiscrimination/Equal Opportunity

                        ADA, School District Goals and Objectives

                        AE, Accountability/Commitment to Accomplishment

                        AEA, Standards-Based Education

                        IA, Instructional Goals and Learning Objectives

 

Adopted July 19, 1977

Revised 1990

Revised: April 1997

Adopted: August 4, 1999 (date of Manual adoption)

Revised:  June 2009

 

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ILBA        District Program Assessments

A district program of assessment shall be developed in accordance with state law which adequately measures each student’s progress toward and achievement of the Board-adopted content standards, including specification of an acceptable performance level. The district’s program of student assessment shall:

1.      Challenge students to think critically, apply what they have learned and give them the opportunity to demonstrate their skills and knowledge various ways.

2.      Include “early warning” features that allow problems to be diagnosed promptly to let students, teachers and parents know that extra effort is necessary.

3.      Provide reliable information on student and school performance to educators, parents and employers.

As part of the school improvement planning process, schools shall develop an academic performance profile which indicates how well all students are performing relative to the district’s educational standards measured against baseline achievement data. The analysis of student performance should indicate the number and percentage of all students attaining and exceeding the district’s performance standards at designated levels, as well as an analysis indicating any consistent patterns of low achievement or achievement discrepancies.

The district will use a variety of assessment tools to determine student achievement. The superintendent or designee shall be responsible for scheduling, disseminating and collecting assessments so that the district is in compliance with any state assessment requirements. The superintendent or designee also shall be responsible for reporting and interpreting all group assessment results.

Measurements of educational achievement shall be prepared so that data is consistent for comparison purposes within the school district from year to year and with other school districts to the extent required by rules of the State Board of Education.

 

LEGAL REFS:   C. R. S. 22-7-102 (2)(b)

                        C. R. S. 22-53-205

                        C. R. S. 22-53-207 (3),(5)

                        C. R. S. 22-53-406, 407

CROSS REFS:  AE, Accountability/Commitment to Accomplishment

                        AEA, Standards-Based Education

                        GCS, Professional Research and Publishing

                        IL, Evaluation of Instructional Programs

                        ILBB, State Program Assessments

                        JLDAC, Screening/Testing of Students

                        LC, Relations with Education Research Agencies

 

Current practice codified: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

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ILBB        State Program Assessments

The district shall participate in statewide performance assessment programs and in the Colorado Student Assessment Program if schools, classes or students from the district are selected for a statewide sample and when stu­dents within a grade or grades are being assessed.

Students who have participated in the English Language Proficiency Program pursuant to state law for more than three years shall be ineligible to take state assessments in a language other than English.

Pursuant to state law, statewide assessments will be administered during the period between the second Monday in March through the third Monday in April each year.

The Colorado Department of Education is required to provide diagnostic academic growth information for each student enrolled in the district and for each public school in the district based on the state assessment results for the preceding school years. This information shall be included in each student’s individual student record. Appropriate school personnel shall explain a student’s statewide assessment results and longitudinal academic growth information to the student’s parent/guardian.

Except for the college entrance exam, results of the assessment shall be included on each student's final report card for that school year and made part of the student's permanent academic record. Results of the college entrance exam shall be included on each student's transcript. However, if a student retakes the exam at a later time at the student's expense, the student may request that the later results be placed on the transcript in place of the earlier results.

LEGAL REFS:   C.R.S. 18-1.3-407(3.4)(c)

                        C.R.S. 22-7-406 (state assessment development schedule)

                        C.R.S. 22-7-409 (state assessment implementation schedule)

                        C.R.S. 22-7-409 (1.2)(d)(II) (assignment of scores on statewide assessments for students with disabilities)

                        C.R.S. 22-11-101 et seq. (Educational Accountability Act of 2009)

                        C.R.S. 22-11-504 (3) (policy required to ensure explanation of student assessment results and longitudinal growth information)

                       

CROSS REFS:  AE, Accountability/Commitment to Accomplishment

                        AEA, Standards-Based Education

                        ILBA, District Program Assessments

                        JLDAC, Screening/Testing of Students

           

Current practice codified: April 1997

Adopted: August 4, 1999

Revised: October, 2005

Revised:  October 2009

 

 

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IMB Teaching about Controversial/Sensitive Issues

Consideration of controversial questions shall have a legitimate place in the program of Eaton School District RE-2. Students must meet and face such questions in order to gain experience in handling them under circumstances that promote consideration of all pertinent factors.

A question shall be considered controversial when one or more of the proposed answers are objectionable enough to some section of the citizenry to arouse reaction.

The decision as to whether a controversial issue shall be handled in the school curriculum shall be based upon such considerations as timeliness of the issue, maturity of the students, needs of the students, and the philosophy and goals of the school district.

Questions regarding controversial issues shall be addressed to the building principal. Questions not resolved by the principal shall be submitted to the superintendent in writing. The superintendent shall act upon the question and report the actions to the Board of Education. On appeal of administrative decisions, the Board shall have final authority regarding questions about controversial issues.

 

Adopted: July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IMBB       Exemptions from Required Instruction

If the religious belief and teachings of a student or parents or legal guardian are contrary to the content of a school subject or to any part of a school activity, the student may be exempt from participation. To receive such an exemption, the parent or legal guardian must present a written request for exemption to the school principal, stating the conflict involved.

If a student is unable to participate in a physical education class, the student must present to the school principal a statement from a physician stating the reason for the inability to participate.

Exemptions from required instruction do not excuse a student from the total semester hours required for graduation.

 

LEGAL REFS:   C.R.S. 22-25-106 (4)

                        C.R.S. 22-25-110

CROSS REFS:  IHAM, Health Education

                        IHAMB, Family Life/Sex Education

 

Adopted: 1990

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IMDB       Flag Displays

The superintendent or building principal shall see that the United States flag is prominently and permanently displayed in each academic classroom, school library, and administration office when classes are in session. The flag displayed shall measure no less than either 12 x 18 inches if in a frame or 2 x 3 feet if on a flagstaff.

The United States and Colorado flags shall be displayed on a flagpole on the administration building or on theadministration building grounds (or if none, on a flagpole on the principal school building or on that building’s grounds) at all times during days while school is in session except during inclement weather. The flag displayed shall measure no less than 3 x 5 feet in size.

Traditional customs and practices of displaying the flags of the United States and of Colorado shall be observed. Flags shall be handled with respect at all times.

The United States flag or any depiction or representation of the flag displayed for public view and permanently attached to any part of school buildings or grounds shall conform with state and federal laws regarding flag displays and use. However, temporary displays of instructional or historical materials or student work products used as part of a lesson that includes the flag shall be allowed even if they do not conform with federal law as long as they are not permanently affixed or attached.

District employees and students have the right to reasonably display the flag of the United States on their own person, personal property, and/or property under their temporary control, such as a desk or locker.

 

LEGAL REFS:   Tinker v. Des Moines Indep. Comm. Sch.Dist., 393 U.S. 503 (1968)         

                        C.R.S. 22-32-109 (1)(s)

                        C.R.S. 22-32-109 (1)(ii)

                        C.R.S. 27-2-108 (2)(c)(3) and (4)

                        C.R.S. 27-2-108.5

                        4 U.S.C. Section 7

 

CROSS REFS:  GBEB, Staff Conduct

                        JIC and subcodes, Student Conduct

                        JICA, Student Dress Code

                        JK, and subcodes, Student Discipline

                        KI, Visitors to Schools

 

Current practice codified: April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revision: June 2006

Revision:  November, 2008

 

 

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IME Assemblies

The Board of Education believes that assemblies that necessitate missing classes during the regular school day are an integral part of the educational process. Therefore the time spent in assemblies is justified. However, the Board cautions the administrative staff to be judicious in scheduling assemblies in order that academic time on task will be optimized.

 

Adopted: March 26, 1985

Adopted: August 4, 1999 (date of manual adoption)

 

 

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IMG Animals in Schools

Animals may be brought into the classroom for educational purposes. However they must be appropriately housed, humanely cared for, and properly handled.

Students bringing animals into the school should receive prior permission from their teacher. Upon arriving at the school, the animal shall be the responsibility of the teacher who gave the student permission to bring the animal.

Teachers using animals for educational purposes should be aware of the following restrictions on animals in the classroom:

1.      Animals shall not be brought into a classroom if students in the room are allergic to the animals.

2.      Animals shall not be transported on school buses.

3.      All experiments using live animals shall have prior approval of the principal.

If a staff member or student has been bitten by an animal where skin has been pierced, the incident shall be reported immediately to the school office by the supervising teacher. The principal shall notify public health authorities and impound the animal for observation. Public health authorities shall determine the appropriate term of confinement of the animal and method of observation.

 

Adopted: February 21, 1978

Adopted: August 4, 1999 (date of manual adoption)

 

 

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