600 Series - Education Programs
602 - ORGANIZATION OF SCHOOL CALENDAR AND SCHOOL DAY
 
I. PURPOSE
 
The purpose of this policy is to provide for a timely determination of the school calendar and school day.
 
II. GENERAL STATEMENT OF POLICY
 
The school calendar and schedule of the school day are important to parents, students, employees, and the general public for effective planning of the school year.
 
III. CALENDAR RESPONSIBILITY
 
A. The school calendar shall be adopted annually by the school board. It shall meet all provisions of Minnesota statutes pertaining to minimum number of school days and other provisions of law. The school calendar shall establish student days, workshop days for staff, provide for emergency closings and other information related to students, staff and parents.
 
 
B. Except for learning programs during summer and flexible learning year programs, the school district will not commence an elementary or secondary school year before Labor Day, except as provided in Section III.B.1., or III.B.2., or III.B.3. Days devoted to teacher’s workshops may be held before Labor Day.
 
 
1. The school district may begin the school year on any day before Labor Day to accommodate a construction or remodeling project of $400,000 or more affecting a school district school facility.
 
2. The school district may begin the school year on any day before Labor Day if the school district has agreement under Minn. Stat. § 123A.30, § 123A.32, or § 123A.35 with a school district that qualifies under Section III.B.1.
 
3. The school district may begin the school year on any day before Labor Day if the school district agrees to the same schedule with a school district in an adjoining state.
 
C. Employee and advisory groups shall be provided an opportunity to participate in school calendar considerations through a meet and confer process.
 
IV. SCHOOL DAY RESPONSIBILITY
 
A. The superintendent shall be responsible for developing a schedule for the student day, subject to review by the school board. All requirements and provisions of Minnesota Statutes and Minnesota Department of Education Rules shall be met.
 
B. In developing the student day schedule, the superintendent shall consider such factors as school bus schedules, cooperative programs, differences in time requirements at various grade levels, effective utilization of facilities, cost effectiveness, and other concerns deserving of attention.
 
C. Proposed changes in the school day shall be subject to review and approval by the school board.
 
 
Legal References: 
Minn. Stat. § 120A.40 (School Calendar)
Minn. Stat. § 120A.41 (Length of School Year; Days of Instruction)
Minn. Stat. § 120A.415 (Extended School Calendar)
Minn. Stat. § 120A.42 (Holidays)
Minn. Stat. § 122A.40, Subds. 7 and 7a (Employment; Contracts; Termination)
Minn. Stat. § 122A.41, Subds. 4 and 4a (Teacher Tenure Act; Cities of the First Class; Definitions)
Minn. Stat. § 123A.30 (Agreements for Secondary Education) 
Minn. Stat. § 123A.32 (Interdistrict Cooperation)
Minn. Stat. § 123A.35 (Cooperation and Combination) 
Minn. Stat. § 124D.11, Subd. 9 (Revenue for Results-Oriented Charter School)
Minn. Stat. § 127A.41, Subd. 7 (Distribution of School Aids; Appropriation)
 
Cross References: 
MSBA/MASA Model Policy 425 (Staff Development)
 
Adopted: January 5, 1995
Revised: March 16, 2015


603 - CURRICULUM DEVELOPMENT
 
I. PURPOSE
 
The purpose of this policy is to provide direction for continuous review and improvement of the school curriculum.
 
II. GENERAL STATEMENT OF POLICY
 
Curriculum development shall be directed toward the fulfillment of the goals and objectives of the education program of the school district.
 
III. RESPONSIBILITY
 
A. The superintendent shall be responsible for curriculum development and for determining the most effective way of conducting research on the school district’s curriculum needs and establishing a long range curriculum development program. Timelines shall be determined by the superintendent that will provide for periodic reviews of each curriculum area.
 
B. A district advisory committee shall provide assistance at the request of the superintendent. The advisory committee membership shall be a reflection of the community and, to the extent possible, shall reflect the diversity of the district and its learning sites, and shall include parent, teacher, support staff, student, community residents and administration representation.
 
C. Within the ongoing process of curriculum development, the following needs shall be addressed:
 
1. Provide for articulation of courses of study from kindergarten through grade twelve.
 
2. Identify minimum objectives for each course and at each elementary grade level.
 
3. Provide for continuing evaluation of programs for the purpose of attaining school district objectives.
 
4. Provide a program for ongoing monitoring of student progress.
 
5. Provide for specific, particular and special needs of all members of the student community.
 
6. Integrate required and elective course standards in the scope and sequence of the district curriculum.
 
7. Meet all applicable requirements of the Minnesota Department of Education and the No Child Left Behind Act.
 
D. It shall be the responsibility of the superintendent to keep the school board informed of all state-mandated curriculum changes, as well as recommended discretionary changes and to periodically present recommended modifications for school board review and approval.
 
E. The superintendent shall have discretionary authority to develop guidelines and directives to implement school board policy relating to curriculum development.
 
 
Legal References: 
Minn. Stat. § 120B.10 (Findings; Improving Instruction and Curriculum)
Minn. Stat. § 120B.11 (School District Process)
Minn. Rules Part 3500.0550 (Inclusive Educational Program)
Minn. Rules Parts 3501.0010-3501.0180 (Graduation Standards – Reading and Mathematics)
Minn. Rule Parts 3501.0200-3501.0270 (Graduation Standards – Written Composition)
Minn. Rules Parts 3501.0505-3501.0550 (Graduation Standards – Academic Standards for Language Arts)
Minn. Rules Parts 3501.0700-3501.0745 (Graduation Standards – Academic Standards for Mathematics)
Minn. Rules Parts 3501.0800-3501.0815 (Graduation Standards – Academic Standards for the Arts)
Minn. Rules Parts 3501.0900-3501.0955 (Academic Standards in Science)
Minn. Rules Parts 3501.1000-3501.1190 (Graduation-Required Assessment for Diploma)
20 U.S.C. § 6301, et seq. (No Child Left Behind Act)
 
Cross References: 
MSBA/MASA Model Policy 604 (Instructional Curriculum)
MSBA/MASA Model Policy 605 (Alternative Programs)
MSBA/MASA Model Policy 613 (Graduation Requirements)
MSBA/MASA Model Policy 614 (School District Testing Plan and Procedure
MSBA/MASA Model Policy 615 (Basic Standards Testing, Accommodations, Modifications, and Exemptions for IEP, Section 504 Accommodation, and LEP Students)
MSBA/MASA Model Policy 616 (School District System Accountability)
MSBA/MASA Model Policy 617 (School District Ensurance of Preparatory and High School Standards)
MSBA/MASA Model Policy 618 (Assessment of Standard Achievement)
MSBA/MASA Model Policy 619 (Staff Development for Standards)
MSBA/MASA Model Policy 620 (Credit for Learning)
MSBA/MASA Model Policy 623 (Mandatory Summer School Instruction)
 
Adopted: May 17, 2004
Revised: March 16, 2015


604 - INSTRUCTIONAL CURRICULUM
I.         PURPOSE
 
The purpose of this policy is to provide for the development of course offerings for students.
 
II.       GENERAL STATEMENT OF POLICY
 
A.       Instruction must be provided in at least the following subject areas:
 
1.       Language arts and basic communication skills including reading and writing, literature, and fine arts;
 
2.       Mathematics and science;
 
3.       Social studies, including history, geography, economics, government, and citizenship;
 
4.       Health and physical education;
 
5.       The arts;
 
6.       Vocational and technical education; and
 
7.       World languages.
 
 
B.       The basic instructional program shall include all courses required for each grade level by the Minnesota Department of Education and all courses required in all elective subject areas.  The instructional approach will be nonsexist and multicultural.
 
 
C.       Elementary and intermediate schools shall offer at least three, and require at least two, of the following four art areas:  dance, music, theater, and visual arts.  High schools shall offer at least three, and require at least one, of the following five art areas:  media arts, dance, music, theater, and visual arts.
 
D.       The school board, at its discretion, may offer additional courses in the instructional program at any grade level.
 
E.       Each instructional program shall be planned for optimal benefit taking into consideration the financial condition of the school district and other relevant factors.  Each program plan should contain goals and objectives, materials, minimum student competency levels, and methods for student evaluation.
 
F.       The superintendent shall have discretionary authority to develop guidelines and directives to implement school board policy relating to instructional curriculum.
 
G.       The school district will provide onetime cardiopulmonary resuscitation (CPR) and automatic external defibrillator (AED) instruction as part of its grade 7 to 12 curriculum for all students in that grade beginning in the 2014-2015 school year and later.
         

 
  1. In the school district’s discretion, training and instruction may result in CPR certification.
 
 
  1. CPR and AED instruction must include CPR and AED training that have been developed:
 
 

 
  1. By the American Heart Association or the American Red Cross and incorporate psychomotor skills to support the instruction: or
 
 
  1. Using nationally recognized, evidence-based guidelines for CPR and incorporate psychomotor skills to support the instruction. “Psychomotor skills” means hands-on practice to support cognitive learning; it does not mean cognitive-only instruction and training.
 
 

 
  1. The school district may use community members such as emergency medical technicians, paramedics, police officers, firefighters, and representative of the Minnesota Resuscitation Consortium, the American Heart Association, or the American Red Cross, among others, to provide instruction and training.
 
 
  1. A school administrator may waive this curriculum requirement for a high school transfer student regardless of whether or not the student previously received instruction under this section, an enrolled student absent on the day the instruction occurred under this section, or an eligible student who has a disability.
 
          H.       The school district shall assist all students by no later than grade 9 to explore their education college and career interests, aptitudes, and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment. All students’ plans must:
 

 
  1. Provide a comprehensive plan to prepare for and complete career and college-ready curriculum by meeting state and local academic standards and developing career and employment-related skills such as team work, collaboration, creativity, communication, critical thinking, and good work habits:
 
 
  1. Emphasize academic rigor and high expectations:
 
 
  1. Help students identify interests, aptitudes, aspirations, and personal learning styles that may affect their career and college-ready goals and postsecondary education and employment choices:
 
 
  1. Set appropriate career and college-ready goals with timelines that identify effective means for achieving those goals;
 
 
  1. Help students access education and career options;
 
 
  1. Integrate strong academic content into career-focused courses and applied and experiential learning opportunities and integrate relevant career-focused courses and applied and experiential learning opportunities into strong academic content;
 
 
  1. Help identify and access appropriate counseling and other supports and assistance that enable students to complete required coursework, prepare for postsecondary education and careers, and obtain information about postsecondary education costs and eligibility for financial aid and scholarship;
 
 
  1. Help identify collaborative partnerships among pre-kindergarten through grade 12 schools, postsecondary institutions, economic development agencies, and local and regional employers that support students’ transitions to postsecondary education and employment and provide students with applied and experiential learning opportunities; and
 
 
  1. Be reviewed and revised at least annually by the student, the student’s parent or guardian, and the school district to ensure that the studetn’s course-taking schedule keeps the student making adequate progress to meet state and local academic standards and high school graduation requirements and with a reasonable chance to succeed with employment or postsecondary education without the need to first complete remedial course work.
 
          The school district may develop grade-level curricula or provide instruction that
          introduces students to various careers, but must not require any curriculum,
          instruction, or employment-related activity that obligates an elementary or
          secondary student to involuntary select or pursue a career, career interest,
          employment goals, or related job training.
 
          Educators must possess the knowledge and skills to effectively teach all English
          learners in their classrooms. School districts must provide appropriate curriculum,
          targeted materials, professional development opportunities for educators, and sufficient resources to enable English learners to become career and college-ready.
 
          When assisting students in developing a plan for a smooth and successful transition
          to postsecondary education and employment, school districts must recognize the
          unique possibilities of each student and ensure that the contents of each student’s     
          plan reflect the student’s unique talents, skills, and abilities as the student grows,      
          develops, and learns.
 
Legal References:  Minn. Stat. § 120A.22 (Compulsory Instruction)
Minn. Stat. § 120B.021 (Required Academic Standards)
Minn. Stat. § 120B.022 (Elective Standards)
Minn. Stat. § 120B.125 (Planning for Students’ Successful Transition to Postsecondary Education and Employment; Involuntary Career Tracking Prohibited)
Minn. Stat. § 120B.236 (Cardiopulmonary Resuscitation and Automatic External Defibrillator Instruction)
Cross References:  MSBA/MASA Model Policy 603 (Curriculum Development)

MSBA/MASA Model Policy 605 (Alternative Programs)
 
Adopted: May 17, 2004
Revised: April 22, 2015


605 - ALTERNATIVE PROGRAMS
 
I. PURPOSE
 
The purpose of this policy is to recognize the need for alternative education programs for some school district students.
 
II. GENERAL STATEMENT OF POLICY
 
The school board recognizes the importance of alternative program options for some students. Circumstances may be such that some students are put at risk of being able to continue or to complete their education programs. It is the policy of the school board that options shall be made available for some students to select educational alternatives that will enhance their opportunity to complete their education programs, recognizing that some students may become successful learners if given an opportunity to learn in a different environment and through a different learning style.
 
III. RESPONSIBILITY
 
A. It shall be the responsibility of the superintendent to identify alternative program opportunities to be made available to students who may be at risk, to recommend such alternative programs to the school board for approval, and to familiarize students and parents with the availability of such alternative programs. The superintendent shall, through cooperative efforts with other schools, agencies and organizations, periodically recommend additional or modified alternative educational programs to the school board.
 
B. The superintendent shall have discretionary authority to develop guidelines and directives to implement school board policy relating to alternative programs.
 
 
Legal References: 
Minn. Stat. § 120A.22, Subd. 8 (Compulsory Instruction)
Minn. Stat. § 121A.41, Subd. 11 (Definitions – Alternative Educational Services)
Minn. Stat. § 121A.45, Subd. 1 (Grounds for Dismissal)
Minn. Stat. § 123A.06 (State-Approved Alternative Programs and Services)
Minn. Stat. § 124D.66 (Assurance of Mastery Programs)
Minn. Stat. § 124D.68 (Graduation Incentives Programs)
Minn. Stat. § 124D.74 (American Indian Language and Cultural Educational Programs)
Minn. Stat. § 125A.50 (Alternative Delivery of Specialized Instructional Services)
 
Cross References: 
MSBA/MASA Model Policy 603 (Curriculum Development)
MSBA/MASA Model Policy 604 (Instructional Curriculum)
 
Adopted: May 17, 2004
Revised: April 22, 2015
 
 


606 - TEXTBOOKS AND INSTRUCTIONAL MATERIALS
 
I. PURPOSE
 
The purpose of this policy is to provide direction for selection of textbooks and instructional materials.
 
II. GENERAL STATEMENT OF POLICY
 
The school board recognizes that selection of textbooks and instructional materials is a vital component of the school district’s curriculum. The school board also recognizes that it has the authority to make final decisions on selection of all textbooks and instructional materials.
 
III. RESPONSIBILITY OF SELECTION
 
A. While the school board retains its authority to make final decisions on the selection of textbooks and instructional materials, the school board recognizes the expertise of the professional staff and the vital need of such staff to be primarily involved in the recommendation of textbooks and instructional materials. Accordingly, the school board delegates to the superintendent the responsibility to direct the professional staff in formulating recommendations to the school board on textbooks and other instructional materials.
 
B. In reviewing textbooks and instructional materials during the selection process, the professional staff shall select materials which:
 
1. support the goals and objectives of the education programs;
 
2. consider the needs, age and maturity of students;
 
3. foster respect and appreciation for cultural diversity and varied opinion; and
 
4. fit within the constraints of the school district budget.
 
5. are in the English language. Another language may be used, pursuant to Minn. Stat. § 124D.61.;
 
6. permit grade-level instruction for students to read and study America’s founding documents, including documents that contributed to the foundation or maintenance of America’s representative form of limited government, the Bill of Rights, our free-market economic system, and patriotism; and
 
7. do not censor or restrain instruction in American or Minnesota state
history or heritage based on religious references in original source documents, writings, speeches, proclamations, or records.
 
C. The superintendent shall be responsible for developing procedures and guidelines to establish an orderly process for the review and recommendation of textbooks and other instructional materials by the professional staff. Such procedures and guidelines shall provide opportunity for input and consideration of the views of students, parents and other interested members of the school district community. This procedure shall be coordinated with the school district’s curriculum development effort and may utilize advisory committees.
 
IV. SELECTION OF TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS
 
A. The superintendent shall be responsible for keeping the school board informed of progress on the part of staff and others involved in the textbook and other instructional materials review and selection process.
 
B. The superintendent shall present a recommendation to the school board on the selection of textbooks and other instructional materials after completion of the review process as outlined in this policy.
 
V. RECONSIDERATION OF TEXTBOOKS OR OTHER INSTRUCTIONAL MATERIALS
 
A. The school board recognizes differences of opinion on the part of some members of the school district community relating to certain areas of the instruction program. Interested persons may request an opportunity to review materials and submit a request for reconsideration of the use of certain textbooks or instructional materials.
 
B. The superintendent shall be responsible for the development of guidelines and procedures to identify the steps to be followed to seek reconsideration of textbooks or other instructional materials.
 
C. The superintendent shall present a procedure to the school board for review and approval regarding reconsideration of textbooks or other instructional materials. When approved by the school board, such procedure shall be an addendum to this policy.
 
 
Legal References: 
Minn. Stat. § 120A.22, Subd. 9 (Compulsory Instruction – Curriculum)
Minn. Stat. § 120B.235 (American Heritage Education)
Minn. Stat. § 123B.02, Subd. 2 (General Powers of Independent School Districts)
Minn. Stat. § 123B.09, Subd. 8 (School Board Responsibilities)
Minn. Stat. § 124D.59-124D.61 (Limited English Proficiency)
Minn. Stat. § 127A.10 (State Officials and School Board Members to be Disinterested; Penalty)
Hazelwood Sch. Dist. v. Kuhlmeier, 484 U.S. 260, 108 S.Ct. 562, 98 L.Ed.2d 592 (1988)
Pratt v. Independent Sch. Dist, No. 831, 670 F.2d 771 (8th Cir. 1982)
 
Cross References: 
MSBA/MASA Model Policy 603 (Curriculum Development)
MSBA/MASA Model Policy 604 (Instructional Curriculum)
 
Adopted: January 5, 1995
Revised: April 22, 2015
 
 


607 - ORGANIZATION OF GRADE LEVELS
I. PURPOSE
 
The purpose of this policy is to address the grade level organization of schools within the school district.
 
II. GENERAL STATEMENT OF POLICY
 
A. The policy of the school district is to address the groupings of grade levels as recognized in Minn. Stat. § 120A.05, as follows:
 
                  Elementary: Grades Prekindergarten through 3

Intermediate: Grades 4 through 6

Junior High: Grades 7 through 8
                 
                                                        High: Grades 9 through 12
 
B. The superintendent may seek school board approval to administer certain programs on a non-graded basis or a design different from that indicated. Program proposals that seek school board approval must meet all state requirements and reflect the rationale for the modification.
 
III. DEFINITIONS
 
A. “Kindergarten” means a program designed for students five years of age on September 1 of the calendar year in which the school year commences that prepares students to enter first grade the following school year.
 
B. “Prekindergarten” means a program designed for students younger than five years of age on September 1 of the calendar year in which the school year commences that prepares students to enter kindergarten the following school year.
 
 
Legal References: 
Minn. Stat. § 120A.05, Subds. 9, 10a, 11, 13, 17 (Public Schools)
Minn. Stat. § 123B.02, Subd. 2 (General Powers of Independent School Districts)
 
Cross References: 
 
Adopted: May 17, 2004
Revised: April 22, 2015


608 - INSTRUCTIONAL SERVICES – SPECIAL EDUCATION
 
I. PURPOSE
 
The purpose of this policy is to set forth the position of the school board on the need to provide special educational services to some students in the school district.
 
II. GENERAL STATEMENT OF POLICY
 
The school board recognizes that some students need special education and further recognizes the importance of providing a free appropriate public education and delivery system for students in need of special education.
 
III. RESPONSIBILITIES
 
A. The school board accepts its responsibility to identify, evaluate and provide special instruction and services for disabled children who are properly the responsibility of the school district and who meet the criteria to qualify for special education and related services as set forth in Minnesota and federal law.
 
B. The school district shall ensure that all qualified disabled children are provided the special education and related services which are appropriate to their educational needs.
 
C. When such services require or result from interagency cooperation, the school district shall participate in such interagency activities in compliance with applicable federal and state law.
 
 
Legal References: 
Minn. Stat. § 124D.03 (Enrollment Options Program)
Minn. Stat. § 125A.02 (Definition of Child with a Disability)
Minn. Stat. §§ 125A.027, 125A.03, 125A.08, 125A.15, and 125A.29 (District Obligations)
20 U.S.C. 1400 et seq. (IDEA, Individuals with Disabilities Education Act)
 
Cross References: 
MSBA/MASA Model Policy 402 (Disability Nondiscrimination Policy)
MSBA/MASA Model Policy 508 (Extended School Year for Certain Students with Individualized Education Programs)
MSBA/MASA Model Policy 509 (Enrollment of Nonresident Students)
MSBA/MASA Model Policy 521 (Student Disability Nondiscrimination)
 
Adopted: May 17, 2004
Revised: April 22, 2015


609 - RELIGION

I. PURPOSE      
 
The purpose of this policy is to identify the status of religion as it pertains to the programs of the school district.
 
II. GENERAL STATEMENT OF POLICY
 
A. The school district shall neither promote nor disparage any religious belief or non-belief. Instead, the school district encourages all students and employees to have appreciation for and tolerance of each other’s views.
 
B. The school district also recognizes that religion has had and is having a significant role in the social, cultural, political, and historical development of civilization.
 
C. The school district recognizes that one of its educational objectives is to increase its students’ knowledge and appreciation of music, art, drama, and literature which may have had a religious basis or origin as well as a secular importance.
 
D. The school district supports the inclusion of religious music, art, drama, and literature in the curriculum and in school activities provided it is intrinsic to the learning experience and is presented in an objective manner without sectarian indoctrination.
 
E. The historical and contemporary values and the origin of various religions, holidays, customs and beliefs may be explained in an unbiased and nonsectarian manner.
 
III. RESPONSIBILITY
 
A. The superintendent shall be responsible for ensuring that the study of religious materials, customs, beliefs and holidays in the school district is in keeping with the following guidelines:
 
1. The proposed activity must have a secular purpose.
 
2. The primary objective of the activity must be one that neither advances nor inhibits religion.
 
3. The activity must not foster excessive governmental relationships with religion.
 
4. Notwithstanding the foregoing guidelines, reasonable efforts will be made to accommodate any student who wishes to be excused from attendance at school for the purpose of religious instruction or observance of religious holidays.
 
B. The superintendent is granted authority to develop and present for school board review and approval directives and guidelines for the purpose of providing further guidance relative to the teaching of materials related to religion. Approved directives and guidelines shall be attached as an addendum to this policy.
 
 
Legal References: 
U. S. Const., amend. I
Minn. Stat. § 120A.22, Subd. 12(3) (Compulsory Instruction)
Minn. Stat. § 120A.35 (Absence From School for Religious Observance)
Minn. Stat. § 121A.10 (Moment of Silence)
Good News Club v. Milford Central School, 533 U.S. 98, 121 S.Ct. 2093, 150 L.Ed.2d 151 (2001)
Santa Fe Independent School District v. Doe, 530 U.S. 290, 120 S.Ct. 2266 (2000)
Tangipahoa Parish Board of Education v. Freiler, 530 U.S. 1251, 120 S.Ct. 2266 (2000)
Lemon v. Kurtzman, 403 U.S.602, 91 S.Ct. 2105, 29 L.Ed.2d 745 (1971)
Wigg v. Sioux Falls Sch. Dist., 382 F.3d 807 (8th Cir. 2004)
Doe v. School Dist. of City of Norfolk, 340 F.3d 605 (8th Cir. 2003)
Stark v. Independent Sch. Dist. No. 640, 123 F.3d 1068 (8th Cir. 1997)
Florey v. Sioux Falls Sch. Dist. 49-5, 619 F.2d 1311 (8th Cir.1980)
Roark v. South Iron R-1 Sch. Dist., 573 F.3d 556 (8th Cir. 2009)
Child Evangelism Fellowship v. Minneapolis Special Sch. Dist. No. 1, ___ F.Supp.2d ____ (D. Minn. 2011)
Child Evangelism Fellowship v. Elk River Area Sch. Dist. No. 728, 599 F.Supp.2d 1136 (D. Minn. 2009)
LeVake v. Independent School District No. 656, 625 N.W.2d 502 (Minn. App. 2001)
Minn. Op. Atty. Gen. 169-J (Feb. 14, 1968)
Minn. Op. Atty. Gen. 169-K (Oct. 21, 1949
Minn. Op. Atty. Gen. No. 63 (1940)
Minn. Op. Atty. Gen. No. 120 (1924)
Minn. Op. Atty. Gen. No. 121 (1924)
 
Cross References: 
MSBA/MASA Model Policy 801 (Equal Access to Facilities of Secondary Schools)

Adopted: May 17, 2004
Revised: June 18, 2012


610 - FIELD TRIPS

I. PURPOSE
 
The purpose of this policy is to provide guidelines for student trips and to identify the general process to be followed for review and approval of trip requests.
 
II. GENERAL STATEMENT OF POLICY
 
It is the general expectation of the school board that all student trips will be well planned, conducted in an orderly manner and safe environment, and will relate directly to the objectives of the class or activity for which the trip is requested. Student trips will be categorized within three general areas:
 
A. Instructional Trips
 
Trips that take place during the school day, relate directly to a course of study, and require student participation shall fall in this category. These trips shall be subject to review and approval of the building principal, and shall be financed by school district funds within the constraints of the school building budget. Fees may not be assessed against students to defray direct costs of instructional trips. (Minn. Stat. § 123B.37, Prohibited Fees)
 
B. Supplementary Trips
 
This category pertains to those trips in which students voluntarily participate and which usually take place outside the regular school day. Examples of trips in this category involve student activities, clubs, and other special interest groups. These trips are subject to review and approval of the activities director and/or the building principal. Financial contributions by students may be requested. (Minn. Stat. § 123B.36, Authorized Fees)
 
C. Extended Trips
 
1. Trips that involve one or more overnight stops fall into this category. Extended trips may be instructional or supplementary, and must be requested well in advance of the planned activity. An extended trip request form must be completed and approved at each level: student, principal, superintendent, and school board. Exceptions to the approval policy may be granted or expedited to accommodate emergencies or contingencies (e.g. tournament competition).
 
2. The school board acknowledges and supports the efforts of booster clubs and similar organizations in providing extended trip opportunities for students.
 
III. REGULATIONS
 
A. Rules of conduct and discipline for students and employees shall apply to all student trip activity.
 
B. The school administration shall be responsible for providing more detailed procedures, including parental involvement, supervision, and such other factors deemed important and in the best interest of students.
 
C. Transportation shall be furnished through a commercial carrier or school-owned vehicle. In the event a private vehicle is approved for use, a certificate of insurance must be on file in the school district office.
 
IV. SCHOOL BOARD REVIEW
 
The superintendent shall at least annually report to the school board upon the utilization of trips under this policy.
 
 
 
Legal References: 
Minn. Stat. § 123B.36 (Authorized Fees)
Minn. Stat. § 123B.37 (Prohibited Fees)
Minn. Stat. § 123B.49 (Cocurricular and Extracurricular Activities; Insurance)
Sonkowsky v. Board of Educ. for Indep. Sch. Dist. No. 721, 327 F3d. 675 (8th Cir. 2003)
Lee v. Pine Bluff Sch. Dist., 472 F.3d 1026 (8th Cir. 2007)
 
Cross References: 
MSBA/MASA Model Policy 403 (Discipline, Suspension, and Dismissal of School District Employees)
MSBA/MASA Model Policy 423 (Employee – Student Relationships)
MSBA/MASA Model Policy 506 (Student Discipline)
MSBA/MASA Model Policy 707 (Transportation of Public School Students)
MSBA/MASA Model Policy 709 (Student Transportation Safety Policy)
MSBA/MASA Model Policy 710 (Extracurricular Transportation)

Adopted: February 2, 1995
Revised: May 21, 2012
 
 


611 - HOME SCHOOLING

I. PURPOSE
 
The purpose of this policy is to recognize and provide guidelines in accordance with state law for parents who wish to have their children receive education in a home school that is an alternative to an accredited public or private school.
 
II. GENERAL STATEMENT OF POLICY
 
The Compulsory Attendance Law (Minn. Stat. § 120A.22) provides that the parent or guardian of a child is primarily responsible for assuring that the child acquires knowledge and skills that are essential for effective citizenship. (Minn. Stat. § 120A.22, Subd. 1)
 
III. CONDITIONS FOR HOME SCHOOLING
 
The person in charge of a home school and the school district must provide instruction and meet the requirements specified in Minn. Stat. § 120A.22.
 
IV. IMMUNIZATION
 
The parent of a home-schooled child shall submit statements as required by Minn. Stat. § 121A.15, Subds. 1, 2, 3 and 4, to the superintendent of the school district in which the child resides by October 1 of each school year. (Minn. Stat. § 121A.15)
 
V. TEXTBOOKS, INSTRUCTIONAL MATERIAL, STANDARD TESTS
 
Upon formal request as required by law, the school district will provide textbooks, individualized instructional materials and standardized tests and loan or provide them for use by a home-schooled child as provided in Minn. Stat. § 123B.42 and Minn. Rules Ch. 3540. The school district is not required to expend any amount for this purpose that exceeds the amount it receives pursuant to Minn. Stat. §§ 123B.40-123B.48 for this purpose. If curriculum has both physical and electronic components, the school district will, at the request of the student or the student’s parent or guardian, make the electronic component accessible to a resident student provided that the school district does not incur more than an incidental cost as a result of providing access electronically.
 
VI. PUPIL SUPPORT SERVICES
 
Upon formal request as required by law, the school district will provide pupil support services in the form of health services and counseling and guidance services to a home-schooled child as provided by Minn. Stat. § 123B.44 and Minn. Rules Ch. 3540. The school district is not required to expend an amount for any of these purposes that exceeds the amount it receives pursuant to Minn. Stat. §§ 123B.40-123B.48 for any of these purposes.
 
VII. EXTRACURRICULAR ACTIVITIES
 
Resident pupils who receive instruction in a home school (where five or fewer students receive instruction) may fully participate in extracurricular activities of the school district on the same basis as other public school students. (Minn. Stat. §§ 123B.36, Subd. 1, and 123B.49, Subd. 4)
 
VIII. SHARED TIME PROGRAMS
 
Enrollment in class offerings of the school district.
 
A. A home-schooled child who is a resident of the school district may enroll in classes in the school district as a shared time pupil on the same basis as other nonpublic school students. The provisions of this policy shall not be determinative of whether the school district allows the enrollment of any pupils on a shared-time basis.
 
B. The school district may limit enrollment of shared-time pupils in such classes based on the capacity of a program, class, grade level, or school building. The school board and administration retain sole discretion and control over scheduling of all classes and assignment of shared time pupils to classes.
 
IX. OPTIONAL COOPERATIVE ARRANGEMENTS
 
A. Activities
 
1. Minnesota State High School League sponsored activities (where six or more students receive instruction in the home school or the home school students are not residents of the school district).
 
A home school which is a member of the Minnesota State High School League may request that the school district enter into a cooperative sponsorship arrangement as provided in Minnesota State High School League Bylaw 403.00. The approval of such an arrangement shall be at the discretion of the school board.
 
a.       The home school must become a member of the Minnesota State High School League in accordance with the rules of the Minnesota State High School League.
 
b.       The home school is solely responsible for any costs or fees associated with its application for and/or subsequent membership in the Minnesota State High School League.
 
c.       The home school is responsible for any and all costs associated with its participation in a cooperative sponsorship arrangement as well as any school district activity fees associated with the Minnesota State High School League activity.
 
2. Non-Minnesota State High School League activities where six or more students receive instruction in the home school.
 
A home-schooled child may participate in non-Minnesota State High School League activities offered by the school district upon application and approval from the school board to participate in the activity and the payment of any activity fees associated with the activity. However home school students may not be charged higher activity fees than other public school students. An approval shall be granted at the discretion of the school board.
 
B.       Transportation Services
 
1.       The school district may provide nonpublic non-regular transportation services to a home-schooled child.
 
2.       The school board of the school district retains sole discretion and control and management of scheduling routes, establishment of the location of bus stops, manner and method of transportation, control and discipline of school children, and any other matter relating to the provision of transportation services.
 
 
Legal References: 
Minn. Stat. § 124D.03 (Enrollment Options Program)
Minn. Stat. § 120A.22 (Compulsory Instruction)
Minn. Stat. § 120A.24 (Reporting)
Minn. Stat. § 120A.26 (Enforcement and Prosecution)
Minn. Stat. § 123B.49 (Co-curricular and Extracurricular Activities)
Minn. Stat. § 121A.15 (Health Standards; Immunizations; School Children)
Minn. Stat. § 123B.36(School Boards May Require Fees)
Minn. Stat. § 123B.41 (Definitions)
Minn. Stat. § 123B.42 (Textbooks, Individual Instruction Material, Standard Tests)
Minn. Stat. § 123B.44 (Provision of Pupil Support Services)
Minn. Stat. § 123B.86 (Equal Treatment - Transportation)
Minn. Stat. § 123B.92 (Transportation Aid Entitlement)
Minn. Rules Ch. 3540 (Textbooks, Individualized Instruction Materials, Standardized Tests)
 
Cross References: 
MSBA/MASA Model Policy 509 (Enrollment of Nonresident Students)
MSBA/MASA Model Policy 510 (School Activities)

Adopted: May 17, 2004
Revised: June 18, 2012


612.1 - DEVELOPMENT OF PARENTAL INVOLVEMENT POLICIES FOR TITLE I PROGRAMS
I.  PURPOSE
 
The purpose of this policy is to encourage and facilitate involvement by parents of students participating in Title I in the educational programs and experiences of students. The policy shall provide the framework for organized, systematic, ongoing, informed and timely parental involvement in relation to decisions about the Title I services within the school district. The involvement of parents by the school district shall be directed toward both public or private school children whose parents are school district residents or whose children attend school within the boundaries of the school district.
 
II.  GENERAL STATEMENT OF POLICY
 
A.    It is the policy of the school district to plan and implement, with meaningful consultation with parents of participating children, programs, activities and procedures for the involvement of those parents in its Title I programs.

B.    It is the policy of the school district to fully comply with 20 U.S.C. § 6318 which requires the school district to develop jointly with, agree upon with, and distribute to parents of children participating in Title I programs written parental involvement policies.
 
III.  DEVELOPMENT OF DISTRICT LEVEL POLICY
 
The school board will direct the administration to develop jointly with, agree upon with, and distribute to, parents of participating children a written parental involvement policy that will be incorporated into the school district’s Title I plan. The policy will establish the expectations for parental involvement and describe how the school district will:

A.     Involve parents in the joint development of the school district’s Title I plan and the process of school review and improvement;

B.    Provide the coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance;

C.    Build the schools’ and parents’ capacity for strong parental involvement;

D.   Coordinate and integrate parental involvement strategies with similar strategies under other programs, such as Head Start, Early Reading First, Even Start, the Parents as Teachers Program, the Home Instruction Program for Preschool Youngsters, and state-administered preschool programs;

E.    Conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served, including identifying barriers to greater participation by parents, and, particularly, with parents who are economically disadvantaged, disabled, have limited literacy or English proficiency, or who are of a racial or ethnic minority;

F.    Use the findings of such evaluations to design strategies for more effective parental involvement and to revise, if necessary, the district-level and school-level parental involvement policies; and

G.   Involve parents in the activities of the schools.

IV.  DEVELOPMENT OF SCHOOL LEVEL POLICY

The school board will direct the administration of each school to develop (or amend an existing parental involvement policy) jointly with, and distribute to, parents of participating children a written parental involvement policy, agreed upon by such parents, that shall describe the means for carrying out the federal requirements of parental involvement.

A.    The policy will describe the means by which each school with a Title I program will:

1. Convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation in Title I programs, and to explain to parents of participating children the program, its requirements, and their right to be involved;

2. Offer a flexible number of meetings, transportation, child care, or home visits, as such services relate to parental involvement;

3. Involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of the parental involvement programs, including the school parental involvement policy and the joint development of the school-wide program plan, unless the school already has a program for involving parents in the planning and design of its programs that would adequately involve parents of participating children;

4. Provide parents of participating children with: timely information about Title I programs; if requested by parents, opportunities for regular meetings to formulate suggestions, share experiences with other parents and to participate, as appropriate, in decisions relating to their child’s education; and to respond to any such suggestions as soon as practicably possible; and

5. If the school-wide program plan is not satisfactory to the parents of participating children, submit any parent’s comments on the plan when it is submitted to the school district.

B.    As a component of this policy, each school shall jointly develop with parents a school/parent compact which outlines how parents, staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards. The compact shall:

1. Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to meet state student academic achievement standards;

2. Describe the ways each parent will be responsible for supporting his or her child’s learning by monitoring school attendance and homework completion, monitoring television watching, volunteering in his or her child’s classroom, and participating, as appropriate, in decisions relating to his or her child’s education and use of extracurricular time.

3. Address the importance of communication between teachers and parents on an on-going basis through the use of:

a. Annual parent-teacher conferences to discuss the compact and the child’s achievement;

b. Frequent progress reports to the parents; and

c. Reasonable access to staff, opportunities to volunteer, participate in the child’s class, and observe in the child’s classroom.

C.    To ensure effective involvement of parents and to support a partnership among the school, parents, and community to improve student academic achievement, the policy will describe how each school and the school district will:

1. Provide assistance to participating parents in understanding such topics as the state’s academic content standards and state academic achievement standards, state and local academic assessments, Title I requirements, and how to monitor a child’s progress and work with educators to improve the achievement of their children;

2. Provide materials and training to assist parents in working with their children to improve their children’s achievement, including coordinating necessary literacy training and using technology, as appropriate, to foster parental involvement;

3. Educate school staff, with the assistance of parents, in the value and utility of contributions of parents and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and school;

4. Coordinate and integrate parental 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, public preschool programs, and other programs, to the extent feasible and appropriate;

5. Ensure, to the extent practicable, that information about school and parent meetings, programs, and activities is sent home in a format and in a language the parents can understand; and

6. Provide such other reasonable support for parental involvement activities as requested by parents.

D.   The policy will also describe the process to be taken if the school district and school choose to:

1. Involve parents in the development of training for school staff to improve the effectiveness of such training;

2. Provide necessary literacy training with funds received under Title I programs if all other funding has been exhausted;

3. Pay reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in meetings and training sessions;

4. Train and support parents to enhance the involvement of other parents;

5. Arrange meetings at a variety of times or have in-home conferences between teachers or other educators, who work directly with participating children, and parents who are unable to attend such conferences at school in order to maximize parental opportunities for involvement and participation in school-related activities;

6. Adopt and implement model approaches to improving parental involvement;

7. Develop appropriate roles for community-based organizations and business in parental involvement activities; and

8. Establish a district-wide parent advisory council to provide advice on all matters related to parental involvement in Title I programs.

E.    To carry out the requirements of parental involvement, the school district and schools will provide full opportunities for the participation of parents with limited English proficiency or with disabilities, including providing information and school profiles in a language and form that is understandable by the parents.

F.    The school district and each school shall assist parents and parent organizations by informing such parents and parent organizations of the existence and purpose of such centers.

The policies will be updated periodically to meet the changing needs of parents and the school.
 
Legal References:
20 U.S.C. § 6318 (Parental Involvement)

Cross References:

Adopted: June 19, 2006
Revised: June 18, 2012
 


614 - SCHOOL DISTRICT TESTING PLAN AND PROCEDURE

I. PURPOSE

It is the purpose of this policy to set forth the school district’s testing plan and procedure.

II. GENERAL STATEMENT OF POLICY

The policy of the school district is to implement procedures for testing, test security, reporting, documentation, notification to students and parents and student record keeping in accordance with Minnesota law.

III. DUTIES OF SCHOOL DISTRICT TEST ADMINISTRATOR

The school district test administrator as named in Policy 613, Graduation Requirements, shall be responsible for preparing and presenting annually to the school board for approval, and overseeing the publishing of, the basic standards test administration plan.  The school district test administrator shall file the plan with the Minnesota Department of Education (MDE)  and deliver the plan to all households in the school district by October 15 of each year.  The plan shall include, at a minimum, the following:

 A. The graduation requirements;

 B. The number of opportunities a student shall have to retake tests of basic standards during each year;

C. The opportunities for remediation for a student who has not passed tests of basic standards;

D. The process for requesting an additional testing opportunity and accommodations for a senior who has met all other graduation requirements but has not passed one or more basic standards;

E. The process for appealing the school district’s response to requests in item D.;

F. The method to report breaches in test security procedures to the school district and  MDE; and

 IV. TEST SECURITY

 A.   Security Requirements

1. When administering tests for the basic standards, the school district shall observe the following test security measures in addition to any requirements imposed by MDE:

a. All test booklets, answer sheets, and test materials shall be placed in locked storage before and after the test administration;

b. The tests, testing materials, and answer sheets are nonpublic data under Minn. Stat. § 13.34;

c. No copies of test booklets or answer sheets shall be made; and

2. When administering a graduation-required assessment for diploma (GRAD), the school district must observe the following test security measures:

a.
 All test materials must be secured, either physically or electronically, before and after the test administration;

b.
 All testing materials are nonpublic data under Minn. Stat. § 13.34; and

c.    A student is required to present valid photo identification before being admitted to the testing site if:

(1)  the student is not enrolled in the testing district; or

(2) 
the student is unknown to the test proctor.

3. The school district must report any known violations of test security to MDE which must accept reports of violations of test security from anyone with knowledge of such an incident.

B. Security Violations
 
MDE shall investigate any reported incidents of breaches in test security. The consequences of a violation of test security may include:

1. The invalidation of test scores if a violation is found to justify serious questions about the integrity of the results of the test administration; or

2. Other reasonable sanctions that are necessary to preserve the security and confidentiality of future tests and test administrations.

 V.  SCHOOL DISTRICT REPORTING TO MDE AND PUBLIC

A. The school district shall report the information specified below to MDE annually by October 15 in a format to be determined by MDE.

B. The school district shall prepare and disseminate annually by October 15 a public report of the information specified below through the official newspaper or through publications sent to all households in the school district.

C. The reports required above shall include:

1. The number of students enrolled at each grade level 9 through 12 according to the end of the year Minnesota Automated Reporting Student System (MARSS) report;

2. The number of students at each grade level 9 through 12 passing each basic standard at the state standards level;

3. The number of students at each grade level 9 through 12 passing each basic standard at an individualized level under an IEP or a Section 504 Accommodation plan;

4. The number of students at each grade level 9 through 12 passing tests in each basic standard with tests that have been translated into a language other than English;

5. The number of students at each grade level 9 through 12 exempt from testing in each basic standard; and

6. For grade 12 of the previous year only, the number of students currently denied a high school diploma because of not passing the state standard for a basic standard when all other graduation requirements have been met.

VI.  REQUIRED DOCUMENTATION FOR PROGRAM AUDIT

The school district shall maintain records necessary for program audits conducted by MDE.  The records must include documentation that:

A. Required notifications to parents and students meet the requirements of Minn. Rules Part 3501.0120 and 3501.1120;

B. Required student records meet the requirements of Minn. Rules Part 3501.0130 and 3501.1130;

C. The school district’s process for additional testing of students meets the requirements of Minn. Rules Part 3501.0050;

D. Test security procedures comply with Minn. Rules Part 3501.0150 and 3501.1150;

E. The school district’s decisions regarding testing accommodations, modifications, and granting exemptions are in compliance with Minn. Rules Parts 3501.0090, 3501.0100 and 3501.1180;

F. The school district’s curriculum and instruction provides appropriate learning opportunities in the basic standards in compliance with Minn. Rules Part 3501.0110 and state graduation requirements in compliance with Minn. Rules Part 3501.1110;

G. Remediation plans for students are on file consistent with Minn. Rules Part 3501.0110 and 3501.1110;

H. The basic standards test administration plan complies with Minn. Rules Part 3501.0140, subpart 2 and the GRAD administration plan complies with Minn. Rules Part 3501.1140;

I. The documentation for students granted accommodations or exempted from testing complies with Minn. Rules Part 3501.0090 and 3501.1190;

J.  The assessments and documentation of performance for students granted modifications of statewide standards comply with Minn. Rules Part 3501.0090, subpart 2, item C; and 3501.1190; and

K. The school district’s process for testing considerations for LEP students complies with Minn. Rules Part 3501.0100.

VII.  REQUIRED NOTIFICATION TO PARENTS AND STUDENTS

A. Written Notice  
The school district shall establish and maintain a system to provide written notice to parents and students about graduation requirements.

B.   Notice of Graduation Requirements
1.  No later than thirty (30) working days after the date of the entrance into the 9th grade or transfer of a student into the school district during or after 9th grade, the school district shall provide to the parents and the student written notice of:

a.    The graduation requirements; and

b.   The grade in which the student shall have the first opportunity to take a test in basic standards.

2.    The school district shall provide parents and students with annual written notice of the grade in which the student will have the first opportunity to take a GRAD. The school district shall provide written notice to parents and students of GRAD results no later than sixty (60) days after the district receives the results of a GRAD. After the date of receiving test results, students must have a minimum of six (6) weeks for remediation before the next testing opportunity.
C.  Notice of Test Results and Remediation Opportunities  

The school district shall provide no later than ninety (90) days after a student takes a test of basic standards, written notice to the parents and the student of:

1.  Basic standards test results; and

2. Consistent with Minn. Rules Part 3501.0050, subpart 3, if the student is in the graduating year:

a. The process by which a parent or student can request additional testing and testing accommodations after April 1; and

b. The process by which a parent or student can appeal the school district’s decision if additional testing or testing accommodation is denied.

D.  
Notice Pertaining to Adequate Yearly Progress

If the school district is proposed for identification for school improvement, for corrective action, or for restructuring by MDE, the school district shall provide to parents of students in the school district sufficiently detailed summary data of its academic assessments or other academic indicators reviewed to determine whether the school is making adequate yearly progress to permit parents to appeal MDE’s proposal. 

VIII. STUDENT RECORD KEEPING

A. Test Results  

The school district shall keep a record on each student that includes:

1. The basic standards tests taken; and

2.    The results of the most recent basic standards tests given.

3.   
      The GRADs taken; and

4. The results of the most recent GRAD given.

B.  Student Progress  

Individual student progress shall be reported on a student record as described below.

1. “Pass-state level” shall be noted on the record of a student who passes a basic standards test under standard conditions or with an accommodation.  The records for students passing with an accommodation shall not be different from the records of students passing the test under standard conditions.

2. “Pass-individual level” shall be noted on the record of a student who passes a basic standards test with a modification established in the IEP or Section 504 Accommodation plan in accordance with Minn. Rules Part 3501.0090.

3. “Pass-translation” shall be noted on the record of a student who passes a basic standards test that has been translated into a language other than English and has not been validated by the state as a state test with a set passing score.

4. “Exempt” shall be noted on the record of a student who has been exempted from a basic standards test.

5. “Pass” or “p” must be noted on the record of a student who passes a GRAD under standard conditions or with an accommodation.

6. “Pass” or “p” must also be noted on the record of a student who passes a GRAD with a modification established in the IEP or Section 504 accommodation plan in accordance with Minn. Rules Part 3501.1190. This notation is also used as a GRAD notation for any other modified or alternate assessment used for accountability purposes for students with disabilities. The records for students passing with an accommodation or a modification or who pass an alternate assessment must not differ from the records of students passing the test under standard conditions.

 Legal References: 
Minn. Stat. § 13.34 (Examination Data)
Minn. Stat. § 120B.11 (School District Process)
Minn. Stat. § 120B.30 (Statewide Testing and Reporting System)
Minn. Stat. § 120B.36, Subd. 2 (Adequate Yearly Progress)
Minn. Rules Parts 3501.0505-3501.0550 0655 (Academic Standards for Language Arts)
Minn. Rules Parts 3501.0700-3501.0745 (Academic Standards for Mathematics)
Minn. Rules Parts 3501.0800-3501.0815 (Academic Standards for the Arts)
Minn. Rules Parts 3501.0900-3501.0955 (Academic Standards in Science)
Minn. Rules Parts 3501.1000-3501.1190 (Graduation-Required Assessment for Diploma)
20 U.S.C. § 6301, et seq. (No Child Left Behind Act)
Minn. Rules Parts 3501.0010-3501.0180 (Rules Relating to Graduation Standards - Mathematics and Reading)
Minn. Rules Parts 3501.0200-3501.0290 (Rules Relating to Graduation Standards - Written Composition)

Cross References: 
MSBA/MASA Model Policy 601 (School District Curriculum and Instruction Goals)
MSBA/MASA Model Policy 613 (Graduation Requirements)
MSBA/MASA Model Policy 615 (Basic Standards Testing, Accommodations, Modifications, and Exemptions for IEP, Section 504 Accommodation, and LEP Students)
MSBA/MASA Model Policy 616 (School District System Accountability)

Adopted: May 17, 2004
Revised: July 24, 2012



615 - TESTING, ACCOMMODATIONS, MODIFICATIONS, AND EXEMPTIONS FOR IEPS, SECTION 504 PLANS AND LEP STUDENTS

I. PURPOSE

The purpose of the policy is to provide adequate opportunity for students identified as having individualized education program (IEP), Rehabilitation Act of 1973, § 504 (504) accommodation, or limited English proficiency (LEP) needs to meet the graduation requirements of basic skills testings and graduation-required assessments for diploma (GRAD) tests.

 II.  GENERAL STATEMENT OF POLICY

A. The school district will utilize the existing annual review of IEPs or 504 accommodation plans to review, on a case-by-case basis, the extent of student participation in basic skills testing and GRAD testing. For students subject to GRAD testing, the student’s IEP or 504 accommodation plan must identify one of the following decisions for each subject area of GRAD:

1.    the student is expected to achieve the statewide standard with or without testing accommodations resulting in a “pass” or “p” notation on the record when achieving a passing score; or

2.   
the student is expected to achieve the statewide standard at an individually modified level of difficulty, resulting in a “pass” or “p” notation on the record when achieving the modified level. A Minnesota alternative assessment must be used when an IEP team chooses to replace the GRAD. Adoption of modifications for a student must occur concurrently with the adoption of transition goals and objectives as required by Minn. Stat. § 125A.08(a)(1). The IEP or 504 accommodation plan must define an appropriate assessment of the statewide standard at a modified level of difficulty. Achievement of the individually modified standard shall be certified only through documented student performance of the defined assessment.

Students subject to GRAD testing also must be tested under standard conditions as specified by the developer of the test except those students whose IEP or 504 accommodation plan specifies other decisions consistent with the above stated requirements.

B. Students with LEP needs must be identified and accommodations made 
for students subject to basic skills testing. Students subject to GRAD testing are required to pass the GRAD if they have been enrolled in any Minnesota school for at least four consecutive years. An English language learner (ELL) student who first enrolls in a Minnesota school in grade 9 or above who completes the coursework and any other state and district requirements to graduate within a four-year period is not required to pass the GRAD.

III. DEFINITION OF TERMS

See the current “Procedures Manual for the Minnesota Assessments” which can be found on the Minnesota Department of Education’s (MDE’s) Minnesota Assessments, General Resources, website at: http://www.mnstateassessments.org/resources/Manuals/2011-12_Procedures_Manual.pdf.

IV. GRANTING AND DOCUMENTING ACCOMMODATIONS, MODIFICATIONS, OR EXEMPTIONS FOR BASIC SKILLS AND GRAD  TESTING

See Chapter 5 of the current “Procedures Manual for the Minnesota Assessments” which can be found on MDE’s Minnesota Assessments, General Resources, website at: http://www.mnstateassessments.org/resources/Manuals/2011-12_Procedures_Manual.pdf.

 V. RECORDS

All test accommodations, modifications, or exemptions shall be reported to the School District Test Administrator.  The School District Test Administrator shall be responsible for keeping a list of all such test accommodations, modifications, and exemptions for school district audit purposes.  Testing results will be documented and reported.

 Legal References: 
Minn. Stat. § 120B.11 (School District Process)
Minn. Stat. § 120B.30 (Statewide Testing and Reporting System)
Minn. Stat. § 125A.08(a)(1) (Individualized Education Programs) Minn. Rules Parts 3501.0010-3501.0180 (Rules Relating to Graduation Standards - Mathematics and Reading)
Minn. Rules Parts 3501.0200-3501.0290 (Rules Relating to Graduation Standards - Written Composition)
Minn. Rules Parts 3501.0505-3501.0655 (Academic Standards for Language Arts)
Minn. Rules Parts 3501.0700-3501.0745 (Academic Standards for Mathematics)
Minn. Rules Parts 3501.0800-3501.0815 (Academic Standards for the Arts)
Minn. Rules Parts 3501.0900-3501.0955 (Academic Standards in Science)
Minn. Rules Parts 3501.1000-3501.1190 (Graduation-Required 615-3 Assessment for Diploma)

Cross References: 
MSBA/MASA Model Policy 104 (School District Mission Statement)
MSBA/MASA Model Policy 601 (School District Curriculum and Instruction Goals)
MSBA/MASA Model Policy 613 (Graduation Requirements)
MSBA/MASA Model Policy 614 (School District Testing Plan and Procedure)
MSBA/MASA Model Policy 616 (School District System Accountability)

Adopted: May 17, 2004
Revised: July 24, 2012



616 SCHOOL DISTRICT SYSTEM ACCOUNTABILITY

I.         PURPOSE
 
The purpose of this policy is to focus public education strategies on a process which promotes higher academic achievement for all students and ensures broad-based community participation in decisions regarding the implementation of the Minnesota Academic Standards and the No Child Left Behind Act.
 
II.       GENERAL STATEMENT OF POLICY
 
Implementation of the Minnesota Academic Standards and No Child Left Behind Act will require a new level of accountability for the school district.  The school district will establish a system to transition to the graduation requirements of the Minnesota Academic Standards.  The school district also will establish a system to review and improve instruction, curriculum, and assessment which will include substantial input by students, parents or guardians, and local community members.  The school district will be accountable to the public and the state through annual reporting.
 
III.      DEFINITIONS
 
A.       “Credit” means a student’s successful completion of an academic year of study or a student’s mastery of the applicable subject matter, as determined by the school district.
 
B.       “Graduation Standards” means the credit requirements and Profile of Learning content standards or Minnesota Academic Standards that school districts must offer and certify that students complete to be eligible for a high school diploma.
 
C.       “Profile of Learning” means content standards formerly required for a high school diploma.
 
D.       “World’s best workforce” means striving to: meet school readiness goals; have all third grade students achieve grade-level literacy; close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and students not living in poverty; hall all students attain career and college readiness before graduating from high school; and have all students graduate from high school.
 
IV.       ESTABLISHMENT OF GOALS; IMPLEMENTATION; EVALUATION AND REPORTING
 
A.       School District Goals
 
1.       The school board has established school district-wide goals which provide broad direction for the school district.  Incorporated in these goals are the graduation and education standards contained in the Minnesota Academic Standards and the No Child Left Behind Act.  The broad goals shall be reviewed annually and approved by the school board.  The school board shall adopt annual goals based on the recommendations of the Advisory Committee for Comprehensive Continuous Improvement of Student Achievement (the “Advisory Committee”).
 
2.       The improvement goals should address recommendations identified through the Advisory Committee process.  The school district’s goal setting process will include consideration of individual site goals.  School district goals may be developed through an education effectiveness program, an evaluation of student progress committee, or through some other locally determined process.
 
B.       System for Reviewing All Instruction and Curriculum.  Incorporated in the process will be analysis of the school district’s progress toward implementation of the Minnesota Academic Standards. Instruction and curriculum shall be reviewed and evaluated by taking into account strategies and best practices, student outcomes, principal evaluations under Minn. Stat. § 123B.147, Subd. 3, and teacher evaluations under Minn. Stat. § 122A.40, Subd. 8, or 122A.41, Subd. 5.
 
Kingsland Public Schools
Curriculum Review Schedule
(Revised 3/21/2011)
Phases 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
MDE Review Language Arts
 
Social Studies        
State Mandated Implementation   Math/Arts Science Language Arts Social Studies  
Year 1:
Program Review/Research
 
Science
 
Music
Language Arts
 
Foreign Language
 
Social Studies
 
Health/PE
Tech Ed
 
Ag
Math
 
Arts
Science
 
Music
 
Year 2:
Resource Selection/Program Planning & Mapping
 
Math
 
Arts
Science
 
Music
Language Arts
 
Foreign Language
Social Studies
 
Health/PE
Tech Ed
 
Ag
Math
 
Arts
Year 3:
Implementation
 
 
Tech Ed
 
Ag
Math
 
Arts
Science
 
Music
 
Language Arts
 
Foreign Language
Social Studies
 
Health/PE
Tech Ed
 
Ag
Year 4:
Monitor
 
Social Studies
 
Health/PE
Tech Ed
 
Ag
Math
 
Arts
Science
 
Music
 
Language Arts
 
Foreign Language
Social Studies
 
Health/PE
Year 5:
Monitor
 
Language Arts
 
Foreign Language
Social Studies
 
Health/PE
Tech Ed
 
Ag
Math
 
Arts
Science
 
Music
 
 
Language Arts
 
Foreign Language

 
C.       Implementation of Graduation Requirements
 
1.       The school board shall appoint a Graduation Standards Implementation Committee which shall advise the school board on implementation of the state and local graduation requirements, including K-12 curriculum, assessment, student learning opportunities, and other related issues.  Recommendations of this committee shall be published annually to the community.  The school board shall receive public input and comment and shall adopt or update this policy at least annually.  The Graduation Standards Implementation Committee will be comprised of the Advisory Committee for Comprehensive Continuous Improvement of Student Achievement.
 
2.       The school board shall annually review and determine if student achievement levels at each school site meet federal expectations.  If the school board determines that student achievement levels at a school site do not meet federal expectations and the site has not made adequate yearly progress for two consecutive school years, the Graduation Standards Implementation Committee shall work with the school site to adopt a plan to raise student achievement levels to meet federal expectations. The Graduation Standards Implementation Committee may seek assistance from the Commissioner of the Minnesota Department of Education (MDE) (the Commissioner) in developing a plan which must include parental involvement components.
 
3.       The educational assessment system component utilized by the school board to measure individual students’ educational progress must be based, to the extent annual tests are administered, on indicators of achievement growth that show an individual student’s prior achievement. Indicators of achievement and prior achievement must be based on highly reliable statewide or districtwide assessments.  The school board will utilize models developed by the Commissioner for measuring individual student progress.  The school board must coordinate with MDE in evaluating school sites and continuous improvement plans, consistent with best practices.
 
D.       Advisory Committee for Comprehensive Continuous Improvement of Student Achievement
 
1.       By October 1 of each year, the Advisory Committee will meet to advise and assist the school district in the implementation of the school district system accountability and comprehensive continuous improvement process.
 
2.       The Advisory Committee, working in cooperation with other committees of the school district [such as the Technology, Educational Effectiveness, Grade Level, Site Instruction, Curriculum and Assessment Committees, etc.], will provide active community participation in:
 
a.       Reviewing the school district instructional and curriculum plan, with emphasis on implementing the Minnesota Graduation Standards;
 
b.       Identifying annual instruction and curriculum improvement goals for recommendation to the school board;
 
c.       Making recommendations regarding the evaluation process that will be used to measure school district progress toward its goals;
 
d.       Advising the school board about development of the annual budget.
 
3.       The Advisory Committee shall meet the following criteria:
 
a.       The Advisory Committee shall ensure active community participation in all planning for instruction and curriculum affecting Graduation Standards.
 
b.       The Advisory Committee shall make recommendations to the school board on school district-wide standards, assessments, and program evaluation.
 
c.       Building teams may be established as subcommittees to develop and implement an education effectiveness plan and to carry out methods to improve instruction, curriculum, and assessments as well as methods to use technology in meeting the school district improvement plan.
 
d.       A local plan to evaluate student progress, using a local process, shall be used for developing a plan for assessment of student progress toward the Graduation Standards, as well as program evaluation data for use by the Advisory Committee in the instruction and curriculum review process.  This plan shall annually be approved by the school board.
 
4.       The Advisory Committee shall, when possible, be comprised of two-thirds community representatives and shall reflect the diversity of the community.  Included in its membership should be:
 
a.       The Director of Curriculum (or similar educational leader)
 
b.       Principal
 
c.       School Board Member
 
d.       Student Representative
 
e.       One teacher from each building or instructional level
 
f.       Two parents from each building or instructional level
 
g.       Two residents without school-aged children, non-representative of local business or industry
 
h.       Two residents representative of local business or industry
 
i.        School District Test Administrator (if different from “a.” above)
 
5.       The Advisory Committee shall meet the following timeline each year:
 
Month:     Organizational meeting of the Committee to review the authorizing legislation and the roles and responsibilities of the Committee as determined by the school board.
 
Month(s): Agree on the process to be used.  Become familiar with the instruction and curriculum of the cycle content area.
 
Month(s): Review evaluation results and prepare recommendations.
 
Month:     Present recommendations to the school board for its input and approval.
 
E.       Evaluation of Student Progress Committee.  A committee of professional staff shall develop a plan for assessment of student progress toward the Graduation Standards, as well as program evaluation data for use by the Advisory Committee in the instruction and curriculum review process. This plan shall annually be approved by the school board.
 
F.       Educational Planning and Assessment System. The school district may elect to participate in the Educational Planning and Assessment System (EPAS) program offered by ACT, Inc., to provide a longitudinal, systematic approach to student educational and career planning, assessment, instructional support, and evaluation.
 
G.       Reporting. Consistent with Minn. Stat. § 120B.36, Subd. 1, the school board shall publish a report in the local newspaper with the largest circulation in the district, by mail, or by electronic means on the school district website.  The school board shall hold an annual public meeting to review and revise, where appropriate, student achievement goals, local assessment outcomes, plans, strategies, and practices for improving curriculum and instruction, and to review school district success in realizing the previously adopted student achievement goals and related benchmarks and the improvement plans leading to the world’s best workforce. The school board must transmit an electronic summary of its report to the Commissioner in the form and manner the Commissioner determines. The school district shall periodically survey affected constituencies about their connection to and level of satisfaction with school. The school district shall include the results of this evaluation in its summary report to the Commissioner.
 
 
Legal References:     Minn. Stat. § 120B.02 (Educational Expectations for Minnesota’s Students)
Minn. Stat. § 120B.018 (Definitions)
Minn. Stat. § 120B.11 (School District Process)
Minn. Stat. § 120B.128 (Educational Planning and Assessment System (EPAS) Program)
Minn. Stat. § 120B.35 (Student Achievement Levels)
Minn. Stat. § 120B.36 (School Accountability; Appeals Process)
Minn. Stat. § 122A.40, Subd. 8 (Employment; Contracts; Termination)
Minn. Stat. § 122A.41, Subd. 5 (Teacher Tenure Act; Cities of the First Class; Definitions)
Minn. Stat. § 123B.04 (Site Decision Making Agreement)
Minn. Stat. § 123B.147, Subd. 3 (Principals)
Minn. Rules Parts 3501. 0640-3501.0655 (Academic Standards for Language Arts)
Minn. Rules Parts 3501.0700-3501.0745 (Academic Standards for Mathematics)
Minn. Rules Parts 3501.0800-3501.0815 (Academic Standards for the Arts)
Minn. Rules Parts 3501.0900-3501.0955 (Academic Standards in Science)
Minn. Rules Parts 3501.1300-3501.1345 (Academic Standards for Social Studies)
                                       20 U.S.C. § 6301, et seq. (No Child Left Behind Act)
 
Cross References:  MSBA/MASA Model Policy 104 (School District Mission Statement)
MSBA/MASA Model Policy 601 (School District Curriculum and Instruction Goals)
MSBA/MASA Model Policy 613 (Graduation Requirements)
MSBA/MASA Model Policy 614 (School District Testing Plan and Procedure)
MSBA/MASA Model Policy 615 (Testing; Accommodations, Modifications, and Exemptions for IEPs, Section 504 Plans and LEP Students)
MSBA/MASA Model Policy 617 (School District Ensurance of Preparatory and High School Standards)
MSBA/MASA Model Policy 618 (Assessment of Student Achievement)
MSBA/MASA Model Policy 619 (Staff Development for Standards)
                             MSBA/MASA Model Policy 620 (Credit for Learning)

 

Adopted: August 15, 2011                                                              
Revised:  August 15, 2016                                      
Reviewed: August 15, 2016                                              
 


624 - ONLINE LEARNING OPTIONS

I. PURPOSE

The purpose of this policy is to recognize and govern on-line learning options of students enrolled in the school district for purposes of compulsory attendance  and address enrollment of students with an online learning provider for supplemental or full-time online learning.

 II.  GENERAL STATEMENT OF POLICY

A. The school district shall not prohibit an enrolled student from applying to enroll in on-line learning.

B.  The school district shall grant academic credit for completing the requirements of an on-line learning course or program.

C. The school district shall allow an on-line learning student to have the same access to the computer hardware and education software available in the school district as all other students in the school district.

D. The school district shall continue to provide non-academic services to on-line learning students.

E. On-line learning students may participate in the extracurricular activities of the school district on the same basis as other enrolled students.

 III.  DEFINITIONS

A.    “Enrolling district” means the school district or charter school in which a student is enrolled under Minn. Stat. § 122A.22 120A.22, Subd. 4, for purposes of compulsory education.

B.   
“Full-time online provider” means an enrolling school authorized by the Minnesota Department of Education (MDE) to deliver comprehensive public education at any or all of the elementary, middle, or high school levels.

C.    “Online course syllabus” is a written document that an online learning provider transmits to the enrolling school district using a format prescribed by the Commissioner of MDE (Commissioner) to identify the state academic standards embedded in an online course, the course content outline, required course assessments, expectations for actual teacher contact time, and other student-to-teacher communications, and the academic support available to the online learning student.

D. “Online learning” is an interactive course or program that delivers instruction from a teacher to a student by computer, is combined with other traditional delivery methods that include frequent student assessment and may include actual teacher contact time, and meets or exceeds state academic standards.

E. “Online learning student” is a student enrolled in an online learning course or program delivered by an authorized online learning provider.

F. “Online learning provider” is a school district, an intermediate school district, or an organization of two or more school districts operating under a joint powers agreement, or a charter school located in Minnesota that provides online learning to students.

G. “Student” is a Minnesota resident enrolled in a public school, a nonpublic school, church or religious organization, or home school in which a child is provided instruction in compliance with Minn. Stat. §§ 120A.22 and 120A.24.

H. “Supplemental online learning” means an online course taken in place of a course period during the regular school day at a local district school.

IV. PROCEDURES

A. Dissemination and Receipt of Information

1. The school district shall make available information about on-line learning to all interested people.  The school district may utilize the list of approved on-line learning providers and on-line learning courses and programs developed, published, and maintained by the Minnesota Department of Education.

2. The school district will receive and maintain information provided to it by on-line learning providers.

3. The online learning provider must report or make available information on an individual student’s progress and accumulated credit to the student, the student’s parent, and the enrolling district in a manner specified by the Commissioner unless the enrolling district and the online learning provider agree to a different form of notice and notify the Commissioner.

4. The enrolling district must designate a contact person to help facilitate and monitor the student’s academic progress and accumulated credits toward graduation.

B.  Student Enrollment

1. A student may apply for full-time enrollment in an approved online learning program.  The student must have the written consent of a parent or guardian to do so if the student is under eighteen (18) years of age.

2. The student and the student’s parents must submit an application to the online learning provider and identify the student’s reason for enrolling. An online learning provider that accepts a student under this section must notify the student and the enrolling district in writing within ten days if the enrolling district is not the online learning provider. The student and the student’s parent must notify the online learning provider of the student’s intent to enroll in online learning within ten days of being accepted, at which time the student and the student’s parent must sign a statement indicating that they have reviewed the online course or program and understand the expectations of enrolling in online learning. The online learning provider must use a form provided by MDE to notify the enrolling district of the student’s application to enroll in online learning.

3. The supplemental online learning notice to the enrolling district when a student applies to the online learning provider will include the courses or program, credits to be awarded, and the start date of the online course or program. An online learning provider must make available the supplemental online course syllabus to the enrolling district. Within 15 days after the online learning provider makes information in this paragraph available to the enrolling district, the enrolling district must notify the online provider whether the student, the student’s parent, and the enrolling district agree or disagree that the course meets the enrolling district’s graduation requirements. A student may enroll in a supplemental online learning course up to the midpoint of the school district’s term. The school district may waive this requirement for special circumstances with the agreement of the online learning provider.

4. An online learning course or program that meets or exceeds a graduation standard or the grade progression requirement of the enrolling district as described in the provider’s online course syllabus meets the corresponding graduation requirements applicable to the student in the enrolling district. If the enrolling district does not agree that the course or program meets its graduation requirements, then the enrolling district must make available an explanation of its decision to the student, the student’s parent, and the online provider; and the online provider may make available a response to the enrolling district, showing  how the course or program meets the graduation requirements of the enrolling district.

5. An online learning student may enroll in supplemental online learning courses equal to a maximum of 50 percent of the student’s full schedule of courses per term during a single school year, and the student may exceed the supplemental online learning registration limit if the enrolling district permits for supplemental online learning enrollment above the limit or if the enrolling district and the online learning provider agree to the instructional services. To enroll in more than 50 percent of the student’s full schedule or courses per term in online learning, the student must qualify to exceed the supplemental online learning registration limit or apply to enroll in an approved full-time online learning program consistent with Paragraph IV.B.2. above. Full-time online learning students may enroll in classes at a local school under a contract for instructional services between the online learning provider and the school district.

6. An online learning student may complete course work at a grade level that is different from the student’s current grade level.

7.  An online learning student may enroll in additional courses with the online learning provider under a separate agreement that includes terms for paying any tuition or course fees.

C.  Classroom Membership and Teacher Contact Time

1. The enrolling district may reduce an on-line learning student’s regular classroom instructional membership in proportion to the student’s membership in on-line learning courses.

2. The school district may reduce the course schedule of an on-line learning student in proportion to the number of on-line learning courses the student takes from an on-line learning provider other than the school district.

3. A teacher with a Minnesota license must assemble and deliver instruction to enrolled students receiving online learning from an enrolling district. The delivery of instruction occurs when the student interacts with the computer or the teacher and receives ongoing assistance and assessment of learning. The instruction may include curriculum developed by persons other than a teacher holding a Minnesota license.624-5

4. The online provider must give the Commissioner written assurance that all courses meet state academic standards and the online learning curriculum, instruction, and assessment expectations for actual teacher contact time or other student-teacher communications and academic support meet nationally recognized standards and are described as such in an online syllabus that meets the Commissioner’s requirements.

D.  Academic Credit; Graduation Standards or Requirements

1.  The school district shall apply the same graduation requirements to all students, including on-line learning students.

2.  The school district shall use the same criteria for accepting on-line learning credits or courses as it does for accepting credits or courses for nonresident transfer students under Minnesota law.

3.  The school district may challenge the validity of a course offered by an on-line learning provider.  Such a challenge will be filed with the Minnesota Department of Education.

4. The school district shall count secondary credits granted to an on-line learning student toward its graduation and credit requirements.

5. If a student completes an on-line learning course or program that meets or exceeds a graduation standard or grade progression requirement at the school district, that standard or requirement will be met.

Legal References: 
Minn. Stat. § 120A.22 (Compulsory Instruction)
Minn. Stat. § 120A.24 (Reporting)
Minn. Stat. § 123B.42, Subd. 1 (Curriculum; Electronic Components)
Minn. Stat. § 124D.03 (Enrollment Options Program
Minn. Stat. § 124D.09 (Post-Secondary Enrollment Options Act)
Minn. Stat. § 124D.095 (On-Line Learning Option Act)

Cross References:
 
MSBA/MASA Model Policy 509 (Enrollment of Nonresident Students)
MSBA/MASA Model Policy 605 (Alternative Programs)
MSBA/MASA Model Policy 608 (Instructional Services – Special Education)
MSBA/MASA Model Policy 613 (Graduation Requirements)
MSBA/MASA Model Policy 620 (Credit for Learning)

Adopted: May 17, 2004
Revised: July 24, 2012



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