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Strafford R-VI School District
 201 W. McCabe St.
Strafford, MO 65757 417-736-7000 |
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Strafford R-VI School District Policy Manual: Section I Part 3
Download
SECTION I (VI)
(IKAD - IL) in PDF format
Download SECTION I (VII) (IL-R - INH) in PDF format
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IIBG-1
COMPUTER AND INTERNET ACCEPTABLE USE POLICY
Introduction
New information sharing technologies present schools with exciting opportunities for instruction and learning.
Strafford R-VI Schools (referred to in this document as the “District”) is pleased to offer students access to the Internet as well as to many of the District’s computers, computer peripherals, software products, and computer network resources (all of which are referred to collectively in this document as the “System”).
Along with access to the System comes the potential for exposure to materials that may not be considered appropriate for students.
On a global network, however, it is impossible to control access to all materials.
Ultimately, the school staff, parents and guardians of minors, are responsible for setting and conveying the standards that students will follow when using media and information sources.
The District supports and respects each family’s right to decide whether or not to allow their child to apply for access to the System.
Usage Guidelines
Successful operation of the System relies heavily on the proper conduct of System users, who must adhere to critical guidelines.
System access is a privilege, not a right.
The following guidelines set a minimum level of performance expected from every user to whom the district grants System access:
1)
Acceptable Use
The user will:
*
use the System only in support of activities consistent with district policy.
*
respect and adhere to all rules that apply to the operation of the System or to any other
network being used or accessed through the System.
*
respect and adhere to all copyright, trade secret and patent laws, and guidelines that pertain to the System or to resources accessed through the System.
*
never use the System to access or supply threatening, profane, obscene, or violent material.
*
never use the System to access or supply resources for which the user does not have authorization.
*
never disrupt or vandalize the System or resources associated with the System or resources belonging to other users.
*
never use the System to upload, download, or install software or data of any kind without direct authorization from a System administrator.
*
never use the System to harass or annoy other users by means of unwanted e-mail or by any other means.
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never use the System for commercial activities, advertisement, solicitation, or for political activities.
*
abide by generally accepted rules of network etiquette (“Netiquette”).
2)
Security
The user will:
*
promptly notify a System administrator of any System security problems of which the user becomes aware.
*
never reveal any System security problems to anyone other than a Network system administrator.
*
never reveal System passwords or privileges to other individuals.
*
never use any other user’s System passwords or privileges.
*
never reveal phone numbers, addresses, or other personal information via the System.
*
notify a System administrator of any change in System account information.
*
adhere to District requests to update System registration, password, or account information.
*
be aware that electronic mail accounts and other System resources allocated to users are not private and are subject to review by the System administrators and other authorized District personnel.
Consequences of Violation
If a user violates any of the provisions outlined in this document, the District reserves the right to terminate the user’s System accounts and revoke all System access privileges.
The District will make the final determination as to what constitutes such a violation.
The District may also elect to administer additional disciplinary actions appropriate to the violation.
Some violations may also constitute a civil and/or criminal offense and may result in legal action.
Disclaimer
The District makes no warranties of any kind, either expressed or implied, with regard to the quality and performance of the System or of the services and information obtained through the System.
The District will not be responsible for any damages a user incurs as a result of System use, including loss of data.
All terms and conditions in this document are applicable to all users of the System.
These provisions reflect an agreement of the parties executing this document and shall be governed and interpreted with the laws of the State of
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Computer and Internet Acceptable User Policy
Student Agreement
By signing this document, I acknowledge that I have read the policy and agree to abide by its provisions.
Student Name (please print)
_____________________________________
User’s Signature
_____________________________________
Date Signed
_____________________________________
Grade Level
_____________________________________
Parental or Guardian Agreement
By signing this document, I acknowledge that I have read the policy and that I authorize my child or dependent to access the following services that are being offered by the District.
(Check all services to which you permit your child to have access)
[
]
Basic computer services (non-networked services)
[
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Network services (including electronic mail and Internet access)
Parent’s Name (please print)
_____________________________________
Parent’s Signature
_____________________________________
Date Signed
_____________________________________
Adopted:
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FIELD TRIPS AND EXCURSIONS
The Board believes that educational field trips often enhance the program of instruction.
Trips may be authorized by the superintendent or delegated representative when the activities contribute substantially to the achievement of desirable educational goals.
All field trips should be planned with an educational purpose, and in regard to a unit of study.
In planning and authorizing such trips, primary consideration shall be given to the educational values to be derived and the safety and welfare of the students involved.
Prior approval of the administration shall be secured before a trip or excursion is planned.
Teachers scheduling a trip or excursion shall be responsible for the planning, organization, administration and follow-up of such activity.
Parents/guardians shall be notified of such activity and written permission obtained.
The sponsor of the activity shall notify all participants of the Board requirement indicating that any student leaving with the group on a trip or excursions must also return with the group.
All educational trips and excursions sponsored by the district shall be adequately supervised by school personnel and volunteers.
Principals and teachers shall be expected to follow the basic guidelines below:
1.
All teachers requesting field trips must make application through their respective principals at least two weeks prior to the trip.
The superintendent must give final approval.
2.
Adequate supervision must be appropriate for the number of students involved.
3.
Parental permission must be secured in writing prior to the trip with parents being notified as to the nature of the activity.
4.
Transportation will be provided by the district.
5.
Appropriate follow-up activities such as lecture, discussion, testing, etc., should
be utilized in order to reinforce learning outcomes of the field trip.
6.
Other trips or excursions will receive individual scrutiny by the administration and Board.
7.
Occasionally students shall have the opportunity to participate in an activity that requires them to spend one (1) or more days away from home.
All trips must be approved by the superintendent and/or designee prior to the time the trip is scheduled.
No grades below high school level will be allowed on an overnight trip with high school level students.
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Adopted:
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COMMUNITY RESOURCE PERSONS
The Board of Education recognizes that one of the greatest resources of the school district is to be found in the patrons of the community who have special knowledge and particular talents to contribute to the school program.
The Board, therefore, encourages the use of community resources and citizens to assist in furthering the educational program.
The professional staff should study the needs of the individual school or class, survey the resources available in the school community, weigh the probable usefulness, and present to the principal for approval any plans for using those community resources.
Adopted:
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SCHOOL VOLUNTEERS
The Board of Education recognizes that community and parent volunteers make valuable contributions to the district’s schools and encourages volunteer participation in district programs.
Further, parent and community involvement are essential components of high student achievement.
The Board endorses a volunteer program and expects its professional staff to encourage and strengthen community and parent involvement in the schools.
The superintendent or designee will create appropriate procedures for attracting, screening and training community and parent volunteers.
Volunteering in the district is a privilege, not a right. The district will conduct screening and criminal background checks before any volunteer is placed in a position where he or she will be left alone with a student.
The district may decline the services of any volunteer for any legal reason. All information collected on volunteers will be considered confidential to the extent allowed by law and will only be used to protect the students or minimize disruption to the educational environment.
Although volunteers will provide support services, they are not substitutes for the professional building staff.
Volunteers will work under the direction and supervision of district staff.
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Note:
The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information in support of this policy area.
Adopted:
Revised:
Cross Refs:
AC, Nondiscrimination and Anti-Harassment
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IICC-C.1A (05/05)
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GUIDANCE PROGRAM
The focus of the guidance and counseling program in the school district is on the developmental needs of all students at the elementary and secondary levels.
Counselors shall demonstrate respect for the dignity and worth of each individual, and encourage each student to develop individual responsibility and decision making skills.
Counselors, in consultation with the building administrators, will coordinate the school guidance program and involve all staff members in designing and implementing plans to meet the following three major goals:
O
Educational Development
-- Students will participate in planning educational experiences so that education is consistent with educational requirements and career aspirations.
O
Personal/Social Development
-- Students will develop appropriate behaviors for a variety of social settings.
Students will develop awareness of self and confidence in their own abilities in order to enhance career and social development.
O
Career Development
-- Students will develop career options consistent with interests, abilities, and values.
Career development includes focus on the four areas of vocation, avocation, family life and citizenship.
Within the framework of these guidance and counseling goals, specific student and curricular objectives shall be developed.
Within the areas of counseling and guidance responsibility, the counselor enters into professional relationships with three segments of the school community:
students, school staff members, and parents/guardians.
Consistent with the rights of the individual and the obligations of the counselor as a professional, the counseling relationship and resulting information is, in most instances, considered as privileged communications.
When appropriate, counselors will be responsible for explaining the ramifications of confidentiality to students.
Adopted:
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ACADEMIC ACHIEVEMENT
The evaluation of the academic achievement of students in the school district is based on the premise that students have diverse capabilities, interests and individual patterns of growth and learning.
It is essential that the professional staff have adequate information to assess a student's educational needs, growth patterns and other factors necessary to design instructional plans for the student.
Sharing of information among parents/guardians, teachers and students is an integral part of the evaluative process.
Through the district's methods of student evaluation and parent/guardian-student-teacher communications, the district strives to meet the following objectives:
O
Parents/Guardians are to be informed regularly, at least four times a year, as to the progress their children are making in school.
O
Parents/Guardians will be alerted and conferred with as soon as possible when a student's performance or attitude becomes unsatisfactory or shows marked or sudden deterioration.
O
Insofar as is possible, distinctions will be made between a student's attitude and academic performance.
O
At comparable levels, the school district will strive for consistency in grading and reporting, except when inappropriate for certain classes or students.
O
When grades are given, the school staff will take particular care to explain the meaning of the marks and symbols to students and parents/guardians.
The issuance of grades on a regular basis serves to promote a process of continuous evaluation of student performance in the school district.
Grading shall not be influenced by pressure from parents/guardians.
In addition, grades are not to be used as a disciplinary measure.
Adopted:
Cross Refs:
IKAB, Student Progress Reports to Parents
IKAC, Student Conferences
IKAD, Parent Conferences
MSBA - 5/95
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GRADING SYSTEMS
It will be the responsibility of the building principals to develop a grading and reporting system which will convey to the students and parents the maximum amount of information possible regarding the students' academic achievement, work habits, social growth, and any other pertinent information.
The Board must approve any reporting system prior to its use.
Teachers must, at the beginning of the school year and at regular intervals thereafter, explain to the students what the major objectives will be, the type of grading system used, and any other information pertaining to that class.
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STUDENT CONFERENCES
Teachers are encouraged to consult with students as the need arises.
The individual student conference has great value, and should be employed to the maximum extent possible by all professional staff members.
Teachers shall be available for student conferences before or after school, and during conference or free periods.
However, teachers should not detain students after school except for instruction or consultation that cannot be given during the school day, and only upon prior approval by the parents/guardians and the building principal.
Adopted:
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PARENT CONFERENCES
The primary purpose of parent/guardian conferences in the school district is to aid both the teacher and the parents/guardians in providing the best possible education for the student.
Conferences may
include personal visits as well as telephone consultations, and should be used not only in communicating problem areas, but in reporting excellence and commendations for student achievement as well.
All conferences, regardless of frequency or type, should foster cooperation between the home and school.
All teachers in the school district may arrange conferences with parents/guardians of students as often as the teacher or parents/guardians deem necessary.
Conferences may be held in addition to the regular quarterly reports.
However, teachers shall schedule conferences at a mutually convenient time for both the parents/guardians and themselves.
Adopted:
Cross Refs:
IKAB, Student Progress Reports to Parents
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HOMEWORK
The Board of Education recognizes that homework which is properly designed, carefully planned, and geared to the development of the individual student has a definite place in the educational program.
Teachers should make meaningful homework
Tests should be designed, which determine how well objectives have been learned.
Students should be required to correct all questions missed on a test so that they will have at least learned those major concepts emphasized by the teacher.
Adopted:
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HONOR ROLLS
(Grades 7-12)
A grade honor roll shall be compiled each quarter and semester for students attending grades 7-12 of the
The following are the criteria a student must meet to be eligible for the honor roll:
1.
Be enrolled in at least five classes.
2.
Must not receive any "D's."
3.
Must maintain an average of 3.00 - 3.49 for Basic Honor Roll.
4.
Must maintain an average of 3.50 - 3.69 for Faculty Honor Roll.
5.
Must maintain an average of 3.70 - 3.99 for Principal's Honor Roll.
6.
Must maintain a straight "A" average for Superintendent's Honor Roll.
Academic letters are awarded annually to those students in grades 9 through 12 who meet the criteria.
Students should see the counselors for details.
Adopted:
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PROMOTION, ACCELERATION AND RETENTION OF STUDENTS
The
In evaluating student achievement, each teacher will make use of all available information, including results of teacher-made tests, other measures of skill and content mastery, standardized test results and teacher observation of student performance.
The principal will direct and aid teachers in student evaluations and will review grade
Decisions on whether to promote, accelerate or retain a student with disabilities will be made in accordance with the Individuals With Disabilities Education Act (IDEA) and as required by other applicable law.
Promotion
Students will normally progress annually from grade to grade when, in the judgment of the district's professional staff, it is in the best educational interest of the student involved.
The final decision to promote a student rests with the school administration.
The district requires remediation as a condition of promotion to the next grade level for any student identified by the district as failing to master skills and competencies established for that particular grade level.
The superintendent or designee shall determine which skills and competencies must be mastered, how they are to be assessed and what type of remediation is appropriate.
Remediation may include, but shall not necessarily be limited to, a mandatory summer school program focused on the areas of deficiency or other such alternatives conducted by the district outside of the regular school day.
If the district provides remediation in this manner outside the traditional school day, the extra hours of instruction may be counted in the calculation of average daily attendance.
Such remediation shall recognize that different students learn differently and shall employ methods designed to help these students achieve at high levels.
The district may require parents or guardians of such students to commit to conduct home-based tutorial activities with their children.
Decisions concerning the remedial reading instruction of a student who receives special education services, including the nature of parental involvement consistent with a free appropriate public education, shall be made in accordance with the student's Individualized Education Program (IEP).
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IKE-C.1D (8/01)
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Acceleration
The district will assist students so that they progress academically in accordance with their capabilities.
While provisions for individual differences should be adequately accomplished within a grade level, it may occasionally be necessary to advance a student to the next grade.
Acceleration to a higher grade level should be approached with caution.
Capable students may be so advanced, but only after thorough discussion with the student's guidance counselor and with the joint approval of the parents/guardians, the principal and the superintendent.
Retention
Retention may be considered when, in the judgment of the professional staff, it is in the best educational interest of the student involved.
Parents/Guardians will receive prior notification and explanation concerning the retention.
However, the final decision will rest with the school administration.
State law requires that all students who are reading below a third-grade reading level according to the district’s fourth-grade reading assessment shall be retained if the student has not adequately improved by the end of summer school.
Further, if a student fails to attend remediation
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Note:
The reader is encouraged to review administrative procedures and/or forms for related information in support of this policy area.
Adopted:
Cross Refs:
IGBCA, Programs for
IGC, Extended Instructional Program
IL, Assessment Program
Legal Refs:
§ 167.645, RSMo.
Board of Curators,
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IKE-C.1D (8/01)
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MAKE-UP OPPORTUNITIES
If a child is sick and must miss school, parents should follow these guidelines:
1.
No homework should be requested by the parents on the first day missed.
This allows 24 hours for teachers to prepare homework
2.
Students are given one day to make up work for each day missed.
When a child misses several days consecutively, parents may pick up homework after the second day.
3.
If a child needs assistance with make-up work, parents may make arrangements for him or her to stay after school, in order to work with teacher supervision.
The district's primary concern is for the child to be physically well and mentally alert in order to achieve academically.
A student should not return to school until he or she has been free of fever or other symptoms for 24 hours.
Adopted:
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GRADUATION REQUIREMENTS
The Board of Education for the
*Students must also have 21 or above on the ACT test and maintain a grade point average of 3.0 or higher in English, math, natural science and social studies.
**comprised of traditional or non-traditional (school to work, apprenticeships, correspondence courses, community service, or college courses) credit
Requirements
A student must meet the following requirements in order to graduate from the
1. Complete a total of 25 credits, including credits required by the State Board of Education.
2.
Pass proficiency exams concerning American History, American Institutions, and the
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3.
Successfully complete a course of instruction of at least one (1) semester in length on the institutions, branches and functions of the government of the state of
4.
Have earned credit in the
Exceptions
1. Graduation requirements for a student with a disability receiving special education services pursuant to the Individuals with Disabilities Education Act (IDEA) may be determined according to the student's Individualized Education Program (IEP).
2. Students transferring from another accredited Missouri school as a junior or senior who cannot reasonably complete the district's requirements may be permitted to graduate based on the successful completion of a program of studies that would have met the graduation requirements at the school formerly attended, including the requirements of (2) and (3) above.
3. The district will waive the requirement to pass proficiency exams concerning American History, American Institutions, and the Missouri and United States Constitutions for students who transfer from another state if they can document the successful completion of a course of instruction in the institutions, branches and functions of state government, including local governments, the United States government and the electoral process. Such instruction must have been completed in grades nine through twelve.
4. Students who transfer from another state or country or an unaccredited private, public or home school and who are placed in the ninth grade will be required to meet all established graduation requirements. If such a student is placed in the tenth grade or higher, the district will work with the student and the parents/guardians to develop a program of studies that will result in graduation if successfully completed.
5. Eligible students who successfully complete the Missouri Option Program (formerly the GED Option Program) will be awarded a high school diploma.
Earning Credit
1. The superintendent or designee is directed to assign credit values for courses offered by or through the school district and to develop formulas and procedures for awarding credit to transfer students who transfer from a district that uses a different standard for awarding credit.
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2.
The
Strafford R-VI
3. Students may earn advanced-standing credit by successfully completing high-school level courses prior to entering the ninth grade. For students in the graduating class of 2010 and beyond, this advanced-standing credit may be counted toward meeting all graduation requirements, including state minimum requirements. Students graduating prior to 2010 may use advanced-standing credit to meet subject-area requirements and district graduation requirements, but may not count the credit toward meeting the minimum number of credits required by the State Board.
4. The district will waive one (1) unit of academic credit in communication arts, math, science or social studies, whichever is most appropriate, for students who successfully complete an eligible three-unit career/technical program.
5. Students may earn credit for a subject that has been embedded into another subject-area course in accordance with guidelines established by DESE.
6. The district will award credit to students who can demonstrate mastery of competencies for a particular course by successfully completing a district-approved mastery assessment tool.
7. Students may earn credit by other means as approved by the Board and in accordance with law.
Diplomas
Students will be awarded either a diploma or certificate of attendance in accordance with this policy and as permitted by law.
A student in the household of an active duty member of the military, including some veterans who are deceased or injured as defined by law, who transfers to the Strafford R-VI School District from
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another state at the beginning of or during his or her senior year who will not meet the graduation requirements of the district by the end of the senior year will receive a diploma from the sending school district if the student is able to meet the graduation requirements of the sending district.
Representatives from the
All students must be enrolled for a full day for the entire year. A student may take up to 2 hours of work study. The work study credits are beyond the 25 required credits.
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Adopted:
Revised: March 18, 1997/August 21, 1997/April 19, 2004/July 14, 2004/May 15, 2008/ March 19, 2009
Cross Refs: JECC, Assignment of Students to Grade Levels/Classes
MSIP Refs: 6.3
Legal Refs: ' ' 161.670, 170.011, 171.171, RSMo. 5 C.S.R. 50-500.010 5 C.S.R. 60-100.020
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EARLY GRADUATION
The Strafford Board of Education recommends that all students attend high school for eight semesters.
However, if a student demonstrates the ability to finish all requirements before the eight semesters are over and are enrolled in a college, university, or the military, then special arrangements may be made through the principal to complete an early program.
Written requests must be submitted to the principal one semester before the student’s graduation date.
Signatures of the student and parent/guardian are required and a conference with the high school principal.
Acceptance of early graduation will be pending upon proof of enrollment or enlistment in college or the military.
The student who chooses early graduation will be allowed to participate in the spring graduation ceremonies.
In all other school activities the early-out graduate will be treated as a graduated student.
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Adopted:
Cross Refs:
IKF, Graduation Requirements
IKFB, Graduation Exercises
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IKFA-C.1B(10/94)
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GRADUATION EXERCISES
When a student completes all graduation requirements, it is an achievement of not only the student but also the community.
The Board will recognize the student in a public graduation ceremony to celebrate this accomplishment.
The superintendent or designee will plan an appropriate ceremony on the date approved by the Board, with input from the students graduating.
If appropriate, the district may hold more than one (1) ceremony or recognition celebration.
Students may only participate in graduation ceremonies if they have successfully completed all graduation requirements or the requirements to receive an alternative diploma or a certificate of attendance in accordance with Board policy.
Students seeking to apply credits earned through other accredited schools, as defined in policy IKF, toward graduation requirements must provide the district with verified documentation of the completion of these courses ten (10) working days prior to the graduation ceremony in order to participate in the ceremony.
Any student who has otherwise met all requirements for graduation will be granted a diploma, regardless of whether he or she participates in graduation exercises.
Participation in the graduation ceremony is a privilege and not a right.
A student must be in good standing in order to participate in graduation exercises.
Elementary, middle and junior high schools may hold promotion exercises, but formal graduation programs will be reserved for students successfully exiting the district's educational program.
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Adopted:
Revised:
May 15, 2008
Cross Refs:
JECC, Assignment of Students to Grade Levels/Classes
JG, Student Discipline
KK, Visitors to District Property/Events
Strafford R-VI School District, Strafford, Missouri
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IKFB-C.1A (5/07)
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ASSESSMENT PROGRAM
The district will use assessments as one indication of the success and quality of the district's education program.
Further, the Board recognizes its obligation to provide for and administer assessments as required by law.
The Board directs the superintendent or designee to create procedures governing assessments consistent with law and Board policy.
In cooperation with the administrative and instructional staff, the Board will annually review student performance data and use this information to evaluate the effectiveness of the district’s instructional programs, making adjustments as necessary.
The district will comply with all assessment requirements for students with disabilities mandated by federal and state law, including the Individuals with Disabilities Education Act (IDEA).
District Assessment Plan
The superintendent or designee shall ensure that the district has a written assessment plan that shall test competency in the subject areas of English, reading, language arts, science, mathematics, social studies and civics, as required by law.
The purposes of the districtwide assessment plan are to facilitate and provide information for the following:
1.
Student Achievement
-- To produce information about relative student achievement so that parents/guardians, students and teachers have a baseline against which to monitor academic progress.
Within the limitations of group testing instruments, the information should be useful to serve as a validation device for other measures of student progress.
2.
Student Counseling
-- To serve as a tool in the counseling and guidance of students for further direction and for specific academic placement.
3.
Instructional Change
-- To provide data that will assist in the preparation of recommendations for instructional program changes to:
a.
Help teachers with instructional decisions, plans and changes regarding classroom objectives and program implementation;
b.
Help the professional staff formulate and recommend instructional policy; and
c.
Help the Board of Education adopt instructional policies.
4.
School and District Evaluation
-- To provide indicators of the progress of the district toward established goals.
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IL-C.1I (12/04)
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5.
Adequate Yearly Progress
-- To determine student progress toward meeting the goals established by the Missouri State Board of Education pursuant to the No Child Left Behind Act.
There shall be broad-based involvement in the development of the assessment program and its implementation.
Instructional staff will be given training and responsibilities in coordinating the program.
Every effort will be made to ensure that testing contributes to the learning process rather than detracts from it.
Efforts shall also be made to incorporate necessary culture-free and culture-fair tests to assure that measurements are reasonably accurate.
Reading Assessment
The district will administer a reading assessment to students in third, fourth, fifth and sixth grades to determine whether additional reading instruction and retention are needed, as required by law.
The district will also administer a reading assessment to all students who transfer to the district in grades four, five or six, and to all students attending summer school due to a reading deficiency, as required by law.
The reading assessment will be a recognized method, or combination of methods, of assessing a student’s reading ability.
Results of assessments will be expressed as reading at a particular grade level.
The superintendent or designee will determine which methods of reading assessment the district will utilize.
English Proficiency Assessments
The district will annually assess the English reading, writing and oral language skills of its students with limited English proficiency.
End of Course Exams
Strafford High School has established that the EOC exam will count toward 10% of the second semester grade in Algebra I, Biology, and English II. Teachers will communicate this accountability to students in advance in order to motivate their performance and assist with goal setting and achievement.
District Decision to Delay
DESE has also recommended that local decisions be made regarding students who are failing or nearly failing the course.
Strafford High School has established the following criteria:
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IL-C.1I (12/04)
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Any student who retakes an entire course will be required to take the EOC at the conclusion of the course, regardless if they have previously taken the EOC. Each time they take the EOC, it will contribute to the district assessment for state accountability.
Special Education Students
Strafford High School understands the needs of special education students may vary from regular education students. It is the district’s belief that these students deserve and should receive high quality instruction and be accountable for the curriculum. However, due to their diagnosis and Individual Education Plans (IEP), adjustments may need to be made to the local accountability. It will be the decision of the IEP team to make individual decisions regarding Local Proficiency Percentages, Curve for Local Grade, or the percentage assigned for the semester grade. These decisions will be based on their diagnosis and goals documented in their IEP. Revisions or addendums will be made as necessary.
Statewide Assessments
The district will implement the components of the Missouri Assessment Program (MAP) in order to monitor the progress of all students in meeting the Show-Me Standards, as set forth by the Missouri State Board of Education.
The School Board authorizes the superintendent to establish a process designed to encourage the students of this district to give their best efforts on each portion of any statewide assessment, which may include, but is not limited to, incentives or supplementary work as a consequence of performance.
The district’s policy on student participation in statewide assessments shall be provided at the beginning of the school year to each student and the parent, guardian or other person responsible for every student under 18 years of age.
The policy will also be kept in the district office and be available for viewing by the public during business hours of the district office.
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IL
Critical
National Assessment of Educational Progress
If chosen, the district will participate in the National Assessment of Educational Progress (NAEP) as required by law.
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Adopted:
Revised:
February 16, 2005/April 16, 2009
Cross Refs:
JHD, Student Guidance and Counseling
JO, Student Records
KB, Public Information Program
Legal Refs:
§§ 160.257, .518, .570, 167.645, RSMo.
Family Educational Rights and Privacy Act of 1974, 20 U.S.C. 1232g
No Child Left Behind Act of 2001, P.L. 107-110
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IL-R
TESTING PROGRAM
Grades 7 - 12
Each teacher determines the type of testing program to be utilized in his or her classroom, within the following general guidelines:
1.
The main objective in any testing program shall be to better meet needs of individual students.
2.
A testing program must incorporate data that shows whether a student has at least achieved at a basic minimum skill level.
3.
Based on test and other data, each teacher should attempt to adjust both objectives and teaching techniques to better meet the needs of individual students insomuch as supplies, materials, equipment and facilities permit.
4.
Each teacher must be able to fully explain to students, parents/guardians or anyone else with a vested interest in the district's education process the essence of his or her testing program.
Adopted:
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ILA
Basic
TEST SECURITY
Storage and Access Before Test Administration
1.
All
2.
When the test documents first arrive at the district the test coordinator will carefully check all materials and sort them in preparation for administration, making a written record of the number of booklets that will be sent to each administration site.
3.
The test coordinator or individual responsible for the program will assume responsibility for contacting the appropriate testing coordination site if the order is inaccurate and for providing secured storage of any materials received as a result of this contact.
4.
Beyond the initial checking and sorting, test booklets will remain untouched until they are distributed for administration.
5.
Only the test coordinator and other designated individuals will have access to test materials.
6.
No teacher shall have access to test booklets or be told what is in them before the test is distributed, except special education teachers in accordance with a student's Individualized Education Program (IEP).
7.
Teachers will have access to the appropriate documents, including the Test Administration Manual.
Instructions for Administration
1.
Prior to the first day of any standardized and/or statewide testing, all staff involved in test administration will be required to participate in an in-service led by the testing coordinator and designed to train test administrators in administration procedures.
2.
The in-service will stress the maintenance of test security during test administration.
Security issues addressed will include handling materials in a secure manner, providing directions to students, responding to students' questions and monitoring the test setting.
3.
Prior to any standardized and/or statewide testing, staff will receive a handout outlining step-by-step procedures to follow in order to administer tests in a secure manner.
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Test Administration
1.
All standardized and/or statewide tests will be administered in an appropriate manner in compliance with testing guidelines.
2.
Test booklets will be delivered to each building before the day of the test and distributed by building staff immediately prior to testing.
Students will not receive test booklets until time for testing to begin.
3.
Students will be encouraged to use restroom facilities, get drinks, etc., before starting to take the test.
If students must leave the room during testing, they will be instructed to place their answer sheets in their test booklets and close these booklets before leaving their seats.
4.
All individuals administering tests will strictly follow the procedures outlined in the test administration manual.
Test administrators will not leave the testing room the entire time the test is being given.
5.
While the test is being given, building administrators and other designated individuals will move between classrooms to help monitor administration and to provide assistance as needed.
6.
If a test is to be administered over a series of days, test booklets and answer sheets will be collected each day immediately following testing, counted by the test administrator and stored in a locked facility.
Collection and Storage of Test Materials Following Testing
1.
Test booklets will be collected from test administrators immediately following testing, organized according to instructions, and stored in a secure area.
2.
Test booklets will be re-counted by the test coordinator and these counts will be documented and checked against pre-administration counts.
3.
Test booklets will be sorted and packaged, according to directions, by the test coordinator or person who has been designated as responsible and sent for scoring as expediently as possible while allowing for make-ups.
4.
All test make-ups will be scheduled by the test coordinator.
Students in each building will be grouped together for testing.
A designated individual will administer the test according to specified administration procedures, taking all aforestated precautions to ensure security. Test materials will be counted.
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ILA
Basic
Sanctions Against Unfair Practices
The security measures outlined in this document should help prevent unfair practices.
Unfair practices include, but are not limited to, the following:
1.
Copying any part of a standardized test booklet for any reason.
2.
Removal of a test booklet from the secure storage area except during test administration.
3.
Failure to return all test booklets following test administration.
4.
Directly teaching any test item included on a standardized test.
5.
Altering a student's responses to items on an answer sheet.
6.
Indicating to students during testing that they have missed items and need to change them; giving students clues or answers to questions; allowing students to give each other answers to questions or to copy off each other's work; or altering test administration procedures in any other way to give students an unfair advantage.
7.
Undue pressure or encouragement on the part of administrators for teachers to engage in any of the aforementioned inappropriate or unfair practices.
If a district staff person is suspected of engaging in any unfair practice, an immediate investigation will occur.
If allegations are proven, a report will be forwarded to the superintendent, and appropriate disciplinary action will be taken.
* * * * * * *
Note:
The reader is encouraged to review administrative procedures and/or forms for related information in support of this policy area.
Adopted:
Cross Refs:
IGBA, Programs for Students with Disabilities
IL, Assessment Program
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Basic
EVALUATION OF INSTRUCTIONAL PROGRAMS
The superintendent is directed by the Board of Education to implement appropriate methods for a continual evaluation of the curriculum, the educational programs and the instructional processes of the school district.
This continued evaluation will assess educational needs and provide information for planning in the district, indicate instructional strengths and weaknesses in the district's educational programs, assure that the district is complying with the legal requirements for state and federally funded programs and provide data for public information.
The Board will rely on its professional staff and/or outside agencies to provide continuous evaluation of the educational programs and instructional processes of the district.
Specific measures will be identified to determine program success.
Appropriate research studies will be periodically reviewed to determine recent trends and developments in instructional evaluative techniques.
Adopted:
Cross Refs:
IA, Instructional Goals/Priority Objectives
IF, Curriculum Development
MSBA - 5/95
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INB
Basic
TEACHING ABOUT CONTROVERSIAL ISSUES
The Board of Education recognizes that controversial issues are an inherent part of our democratic tradition, and that knowledge and understanding of these issues are an indispensable part of education.
The Board further recognizes that because the teacher holds a position of authority and respect in the classroom and community, he or she has great influence in the formation of the values of all students.
Moreover, although every teacher has a right to express personal views, every teacher also has a responsibility to refrain from an excessive expression of personal views during the instructional program.
When handling controversial issues the teacher may not present his or her personal opinion as the only acceptable position which may be taken on that issue, nor shall the teacher seek to bring about a single conclusion to which all students must subscribe.
The teacher must keep the controversial issue as objective as possible and provide materials that inform students on all sides of the issue.
The teacher shall not suppress a student's view on a controversial issue as long as the expression of that view is not derogatory, malicious or abusive toward other student's views.
Before launching a class in the study of an obviously controversial topic, a teacher will discuss with the principal its appropriateness to both the course and the maturity level of the students.
The teacher will also discuss with the principal the approach to instruction and the teaching materials to be used.
The presentation and discussion of controversial issues in the classroom should be on an informative basis.
Professional staff members have the responsibility to treat controversial topics as impartially and as objectively as possible in the following ways:
O
Explore the possibility of alternative and/or divergent positions and opinions.
O
Determine the degree and extent of consideration given to a specific issue based on knowledge, maturity and competence of the student and class.
O
Ensure that an accurate, factual and balanced presentation of materials is readily available for the student.
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Basic
O
Help students to be tolerant of arguments in opposition to each individual's prejudices and biases, and to cultivate a habit of delaying decisions until all available facts have been considered.
Adopted:
Cross Refs:
IB, Academic Freedom
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INC
Basic
CONTROVERSIAL SPEAKERS
The Board holds that freedom to learn is no less a desirable freedom than freedom of speech, press, and assembly.
One goal of education is to prepare our students to participate constructively in a democratic, pluralistic society, a society in which many differing opinions are held, and differing causes are espoused.
It is important that students develop an understanding of ideas and of people who may see alien to them.
It is also important that they develop judgment, a capacity to discern the difference between fact and opinion, and to weigh arguments, slogans, and appeals.
Books, films, and other media are valuable for giving students exposure to many differing ideas, but for effective learning it is also useful to invite appropriate persons not on the Strafford R-VI School District education staff to speak to or to meet with groups of students as part of the educational process.
No overall standard can be established which will automatically separate and exclude as a resource the person whose views, or manner of presenting them, may actually obstruct the educational process or endanger the health and safety of students or staff.
However, the Board, in an effort to uphold the students' freedom to learn, while also recognizing obligations which the exercise of this freedom entails, establishes the following guidelines:
A.
The teacher/sponsor and school building administrator are expected to exercise judgment and to investigate fully those proposed resource persons about whom questions may arise.
Teachers must get permission from the building principal before any speakers outside the school are permitted in the classroom.
B.
Teachers/sponsors should encourage the use of resource persons representing various approaches or points of view on a given topic, in order to afford the students a more comprehensive understanding of it.
C.
An appropriate record shall be made of each resource person utilized, and of his or her presentation.
D.
The ideas presented and the resource person invited to present them shall have a demonstrable relation to the curricular or cocurricular activity in which the participating students are involved.
E.
Prior to his or her appearance or participation, the resource person shall be given in writing, and shall agree to abide by, the following Board regulations:
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Basic
1.
Profanity, vulgarity, and lewd comments are prohibited.
2.
Smoking is not permitted while speaking or consulting with students.
3.
The teacher/sponsor responsible for inviting the resource person, or any member of the school administration, has the right and duty to interrupt or suspend any proceedings if the conduct of the resource person is judged to be in poor taste or endangering to the health and safety of students and staff.
Adopted:
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IND
Critical
SCHOOL CEREMONIES AND OBSERVANCES
The Board of Education recognizes the value of school-sponsored programs and ceremonies both during school hours and at other appropriate times.
Recognizing achievement and talent encourages further learning.
School-sponsored programs, ceremonies and observances also provide an opportunity to involve the community in public education.
Programs, Ceremonies and Observances
1.
The flag of the
2.
Pursuant to state law, the Pledge of Allegiance will be recited in at least one (1) scheduled class of every student no less than once a week.
However, no student will be required to participate in the recitation.
3.
Teachers and students should observe the following days with the appropriate exercises, as required by law:
O
Bird Appreciation Day (March 21)
O
Prisoners of War Remembrance Day (April 9)
O
Patriots' Day (April 19)
O
Constitution Day and Citizenship Day (September 17, or the preceding or following week if this date falls on a weekend or holiday)
O
Missouri Day (the third Wednesday of October)
O
Veterans Day (as closely as possible to November 11)
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IND
Critical
4.
The district may observe the following days and months, as recommended in state statute:
O
O
Arbor Day (the first Friday in April)
O
O
Emancipation Day (June 19)
O
Emergency Services Day (September 11)
O
POW/MIA Recognition Day (the third Friday of September)
O
Bill of Rights Day (December 15)
5.
The district may host a diploma ceremony on or around Veterans Day for any veteran receiving an honorary diploma from the Department of Elementary and Secondary Education pursuant to "Operation Recognition."
The superintendent or designee will create administrative procedures addressing how ceremonies and observances will be conducted.
Religious Content in Programs and Ceremonies
The schools of the
In particular, music, art, literature and drama with religious themes and programs involving religious themes will be permitted if presented in an objective manner, without sectarian indoctrination.
Religious content included in any student performance or ceremony will be selected on the basis of independent educational merit.
To the extent required by law, school employees or school officials shall not lead attendees of a school-sponsored event in prayer or any other religious ritual, nor shall they direct, whether implicitly or explicitly, a student to lead attendees in a prayer or any other religious ritual.
However, this policy shall not be used to deny any student, employee or school official any personal legal right of expression.
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Critical
Note:
The reader is encouraged to review administrative procedures and/or forms for related information in support of this policy area.
Adopted:
Revised:
Cross Refs:
KG, Community Use of School Facilities
Legal Refs:
§§ 9.030, .040, .070, .072, .100, .105, .110, .115, .130, .140, .141, .161, 160.360, 170.049, 171.021, RSMo.
U.S. Const. amend. I
Patriotic and National Observances and Ceremonies, 36 U.S.C. § 106
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INE
Basic
ASSEMBLIES
The Board of Education recognizes the importance of school assemblies to the total educational program of the school district. The term "assembly" is used to designate any organized program conducted during the school day, either by or for students, primarily for educational purposes.
Although assemblies have many non-academic values, their main purpose is educational, and should not be identified with mere entertainment.
School assemblies should serve the following purposes:
O
Develop cultural/aesthetic senses.
O
Develop proper habits and attitudes in audience participation.
O
Transmit information.
O
Advance curricular/extracurricular functions.
O
Develop school unity.
O
Develop school spirit.
The building principal(s), along with appropriate faculty and student input, shall be responsible for the planning and direction of school assemblies.
Assemblies of sound educational value will be provided free of charge to students.
Adopted:
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INF
Basic
SCHOOL FAIRS
The Board of Education believes that the foundations of good teaching and successful student achievement include the use of student-prepared projects and exhibits.
In addition, meaningful learning activities may include appropriate school fairs and student participation in school-approved county, regional/district, state and national school fairs.
The superintendent or designee shall be responsible for establishing guidelines for student participation in school fairs.
Adopted:
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INH
Basic
CLASS INTERRUPTIONS
The Board of Education recognizes the importance of minimizing interruptions to the teaching/learning process.
It shall be the responsibility of the building principal to reduce interruptions of classroom programs to a minimum.
The intercom systems shall be used only for relaying information and messages and giving instructions and directions.
Adopted:
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