Beginning with the class of 2010, students must demonstrate proficiency in reading to graduate in addition to meeting credit requirements.   Members of the class of 2011 must demonstrate proficiency in reading and writing.   Members of the class of 2012 and classes thereafter must demonstrate proficiency in reading, writing and math.

Modification of Requirements

The principal may modify graduation requirements for individual students to prohibit a discriminatory practice, to align requirements with Individual Educational Program provisions, to remedy an unjust or unreasonable expectation, or to support a change that may result in a higher standard consistent with the student’s educational goals.

Standards Based Education

The Board of Education has adopted 14 standards that serve as the basis for curricula and instruction.   The curriculum is sequenced with expectations for learning at each grade level and in each subject.   Assessments to guide instruction as well as assessments to measure the extent of learning are used to determine students’ progress toward attainment of the expectations and ultimately attainment of each standard.   CSAP tests provide an additional means for the District to evaluate students’ attainment of our standards and for determining the extent to which our standards meet or exceed state standards.

Content Standards

• Reading
• Writing
• Listening & Oral Expression
• Math
• Science
• History
• Geography
• Economics
• Civics
• Art
• Music
• Physical Education Foreign Language (for students taking foreign language)
• Technology

Curriculum

The standards based curriculum is evaluated and revised on a six year cycle. Curriculum is written for each of the 14 Content Standards and for additional elective subjects.

Instructional Foundations

Instruction means the teaching methods and practices used to implement the curriculum, to foster life-long learning, to develop character, and to promote safety.  The Board of Education does not prescribe a specific model of instruction to be used by teachers but has identified several tenets of learning that are well supported by research and set the framework for instruction within the District.  Research has identified several components of effective teaching that teachers are encouraged to use for instruction.

Grades,  Report Cards,  and Transcripts

Grades are issued to students at the completion of each grade level for each subject and for each high school course.   Progress reports are provided throughout the year.   Grades provide a representation of each student’s overall participation, work production and mastery of the subject content.   Assessments used to determine students’ content standard performance levels may be used in the calculation of students’ subject or course grade.  The following percentage ranges are established for students in grade 3 through 12:

• 90-100  =  A = Advanced performance, achievement, completion of requirements
  
  
• 80-89   =  B = High performance, achievement, completion of requirements
  
  
• 70-79   =  C = Satisfactory performance, achievement, completion of requirements
  
  
• 60-69   =  D = Limited performance, achievement, completion of requirements
  
  
• 0 -59   =  F = Failure to meet requirements; no credit
  
  

Performance Level Ratings

Student progress in meeting the standards based grade and course expectations as measured by designated District assessments is reported as Performance Level Ratings:

1 = Unsatisfactory     2 = Partially Proficient     3 = Proficient      4 = Advanced

Textbooks and Supplemental Instructional Materials

All textbooks used in the District are adopted by the Board of Education.

The Board of Education recognizes that knowledge is changing and expanding, that the learning styles of students vary, and that individualizing of student instruction may require use of materials and resources that supplement text materials.   Supplemental materials may include, but are not limited to, books, periodicals, newspapers, pictures, diagrams, maps, charts, slides, filmstrips, films, records, audiotapes, videotapes, software and internet resources.

Educational Extensions

Animals in the Classroom

Persons bringing animals into a school, except service dogs, must obtain prior permission from the Principal.   Service dogs for students, staff, or visitors are permitted in classrooms.

Animals may be brought into classrooms for educational purposes. Any animal kept in the classroom must be appropriately housed and provided humane care.

Animals may not be transported on school buses, except for service dogs.

Homework

Homework is defined as assignments to be completed by students outside of class either at home or at other locations.   Homework may be assigned for a specific educational purpose including skill practice, applications of acquired information, enrichment, research projects and reading.   Homework is not used as the primary method of instruction or for the acquisition of information or skills in lieu of classroom instruction.

Teachers are asked to balance homework requirements with other student obligations and family activities.   Teachers are also asked to keep homework assignments to a minimum during extended breaks and holiday times to allow for family activities.

Speakers

Teachers are encouraged to invite speakers to address students on educational topics and issues appropriate for their age and educational content being studied.

Trips and Excursions

Field trips serve as valuable learning opportunities that enhance the attainment of learning expectations.   Trips that are identified as a curricular component adopted by the Board of Education are considered to be required.   Such trips are given priority for bus scheduling.   Students are not charged for required field trips.

Other Policies

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