Policies Sections I & J

SECTION I

INSTRUCTION

IA INSTRUCTIONAL PHILOSOPHY

IB ACADEMIC FREEDOM

IC/ICA SCHOOL YEAR/SCHOOL CALENDAR

ICB EXTENDED SCHOOL YEAR

ID SCHOOL DAY

IE ORGANIZATION OF INSTRUCTION

IGA CURRICULUM DEVELOPMENT

IGA-R CURRICULUM PLANNING COUNCIL GUIDELINES

IGB SUPPORT SERVICES PROGRAMS

IGBE REMEDIAL INSTRUCTION

IGBH ALTERNATIVE PROGRAMS

IGD CURRICULUM ADOPTION

IHA BASIC INSTRUCTIONAL PROGRAM

IHA-E BASIC INSTRUCTIONAL PROGRAM

IHAE PHYSICAL EDUCATION

IHAI OCCUPATIONAL EDUCATION

IHAM HEALTH EDUCATION

IHAM-1 PARENTAL NOTIFICATION RELATIVE TO SEX EDUCATION

IHAM-1-E SAMPLE NOTICE TO PARENT/GUARDIAN

IHAM-R HEALTH EDUCATION

IHAMA TEACHING ABOUT DRUGS, ALCOHOL, AND TOBACCO

IHB SPECIAL INSTRUCTIONAL PROGRAMS AND ACCOMMODATIONS

IHBA PROGRAMS FOR STUDENTS WITH DISABILITIES

IHBB GIFTED AND TALENTED EDUCATION

IHBD COMPENSATORY EDUCATION

IHBE BILINGUAL INSTRUCTION

IHBEA ENGLISH AS A SECOND LANGUAGE

IHBF HOMEBOUND INSTRUCTION

IHBG HOME SCHOOLING

IHBG-R HOME SCHOOLING

IHBG-E HOME SCHOOLING

IHBH ALTERNATIVE SCHOOL PROGRAMS

IHBIA KINDERGARTEN PROGRAMS

IHCA SUMMER SCHOOLS

IIAC LIBRARY RESOURCES

IIAE RECONSIDERATION OF INSTRUCTIONAL RESOURCES

IJ INSTRUCTIONAL MATERIALS

IJJ TEXTBOOK SELECTION AND ADOPTION

IJK SUPPLEMENTARY MATERIALS SELECTION AND ADOPTION

IJL LIBRARY MATERIALS SELECTION AND ADOPTION

IJL-R LIBRARY MATERIALS SELECTION AND ADOPTION

IJM SPECIAL INTEREST MATERIALS SELECTION AND ADOPTION

IJND CURRICULUM AND INSTRUCTION - ACCESS TO ELECTRONIC MEDIA

IJNDB ACCEPTABLE USE POLICY - TECHNOLOGY

IJNDB-E USER AGREEMENT FOR PARTICIPATION IN AN ELECTRONIC COMMUNICATIONS SYSTEM

IJNDB-R ACCEPTABLE USE POLICY - TECHNOLOGY

IJNDC SCHOOL AND DISTRICT WEB PAGES

IJNDC-R WEB SITE GUIDELINES AND PROCEDURES FOR APPROVAL

IJOA FIELD TRIPS

IJOA-1 FIELD TRIPS

IJOB COMMUNITY RESOURCE PERSONS/SPEAKERS

IJOC SCHOOL VOLUNTEERS

IK ACADEMIC ACHIEVEMENT

IKAB STUDENT PROGRESS REPORTS TO PARENTS/ GUARDIANS

IKB HOMEWORK

IKE PROMOTION AND RETENTION OF STUDENTS

IKF GRADUATION REQUIREMENTS

IL EVALUATION OF INSTRUCTIONAL PROGRAMS

ILBA DISTRICT PROGRAM ASSESSMENTS

ILBA-E DISTRICT PROGRAM ASSESSMENTS

IMA TEACHING ACTIVITIES/PRESENTATIONS

IMB TEACHING ABOUT CONTROVERSIAL ISSUES/ CONTROVERSIAL SPEAKERS

IMD SCHOOL CEREMONIES AND OBSERVANCES

IN NO CHILD LEFT BEHIND

IO EDUCATION OF HOMELESS CHILDREN

File: IA

INSTRUCTIONAL GOALS

The primary function of a school program is the instruction of students. All staff activities and efforts shall be directed toward providing a high quality, effective, and ever-improving instructional program.

There are primarily three functions involved in carrying out the instructional program:

Operating Function

Coordinating and Developing Function

Evaluating and Assessment Function

The operating function involves classroom instruction and building program management. The coordinating and developing function includes monitoring activities (curriculum development), in-service education, and special services. The evaluation and assessment function involves data collection and synthesis and establishing future direction.

LEGAL REFS.: 603 CMR 26:00

CROSS REF.: AD, Educational Philosophy

ADA, School District Goals and Objectives

APPROVED: 5-2-05

File: IB

ACADEMIC FREEDOM

The School Committee seeks to educate students in the democratic tradition, to foster recognition of individual freedom and social responsibility, to inspire meaningful awareness of and respect for the Constitution and the Bill of Rights.

Fairness in procedures will be observed both to safeguard the legitimate interests of the schools and to exhibit by appropriate example the basic objectives of a democratic society as set forth in the Constitutions of the United States and the State.

LEGAL REF.: Constitution of the Commonwealth of Massachusetts

APPROVED: 5-2-05

File: IC/ICA

SCHOOL YEAR - SCHOOL CALENDAR

The school calendar for the ensuing year will be prepared by the Superintendent and submitted to the School Committee for approval in February of each year. The number of days or instructional hours scheduled for the school year will be determined in accordance with standards set by the Massachusetts Department of Education:

1. Elementary and middle school classes will be held 183 days. All schools shall ensure that every elementary and middle school student is scheduled to receive a minimum of 900 hours per school year of structured learning time, as defined in 603 CMR 27.02. Time which a student spends at school breakfast and lunch, passing between classes, in homeroom, at recess, in non-directed study periods, receiving school services, and participating in optional school programs shall not count toward meeting the minimum structured learning time requirement for that student.

2. Secondary school classes will be held 183 days. All schools shall ensure that every secondary school student is scheduled to receive a minimum of 990 hours per school year of structured learning time, as defined in 603 CMR 27.02. Time which a student spends at school breakfast and lunch, passing between classes, in homeroom, at recess, in non-directed study periods, receiving school services, and participating in optional school programs shall not count toward meeting the minimum structured learning time requirement for that student.

For the information of staff, students, and parents, the calendar will set forth the days schools will be in session; holidays and vacations periods; in-service days; and parent conferences.

LEGAL REFS.: M.G.L. 4:7; 15:1G; 71:1; 71:4; 71:4A; 71:73; 136:12

Board of Education Regulations for School Year and School Day, effective 9/1/75

Board of Education, Student Learning Time Regulations

603 CMR 27.00, Adopted 12/20/94

APPROVED: 5-2-05

File: ICB

EXTENDED SCHOOL YEAR

High School Remedial Summer School Regulations

1. Eligible students (those students with a grade falling between 52 and 59 in a full-year course or from 42 to 59 in a half-year course) may have an opportunity to attend summer school, receive tutorial assistance, and/or work independently to complete course failures and receive credit. The grade earned in summer school or in other summer programs will serve as a fifth marking period for full-year courses or a third marking period for ½ year courses. For full-year courses, the summer school grade is averaged in with the previous four marking quarters and the mid-term and final exams. For ½ year courses, the summer school grade is averaged in with the two marking quarters and the final exam. The final average must be passing to earn course credit.

2. Students must notify the Guidance Office of their intent to undertake summer academic work and in what specific manner they will accomplish their goal. The Guidance Office is responsible for rescheduling students into appropriate courses.

APPROVED: 5-2-05

File: ID

SCHOOL DAY

The length of the school day as well as the specific opening and closing times of the schools will be recommended by the Superintendent and set by the School Committee by April 1st of each year.

Parents and guardians will be informed of the opening and closing times set by the School Committee as well as of the earliest time students will be allowed to enter the school building.

The Superintendent is authorized to make minor changes in opening and closing times to simplify transportation scheduling; however, major changes in schedules will be subject to School Committee approval.

SOURCE: MASC

APPROVED: 5-2-05

LEGAL REFS.: M.G.L. 15:1G; 71:1; 71:59

Board of Education Regulations for School Year and Day, effective 9/1/75

File: IE

ORGANIZATION OF INSTRUCTION

The District offers a diversified educational program compatible with the needs of the community and state standards.

The organizational plan is designed to facilitate the philosophy of educating every student, each to his/her fullest potential.

The structure will consist of three levels -- Primary/Elementary, Middle and Secondary levels.

The Primary/Elementary level includes schools with kindergarten through grade five. The Middle level consists of schools for grades six, seven and eight The Secondary level consists of schools with grades nine, ten, eleven, and twelve.

Special education services are integrated across each grade level in all schools.

The organization is designed to meet the standards established within the Curriculum Frameworks as required by the State Department of Education and to serve the needs of all students.

APPROVED: 5-2-05

File: IGA

CURRICULUM DEVELOPMENT

Curriculum design is the organization of all planned activities based upon the philosophy and goals established by the School Committee. The curriculum should provide the maximum possible attention to individual needs. The curriculum design should allow each student to succeed commensurate with his/her potential.

The School Committee seeks to improve curriculum through an on-going process of planning, design, implementation, and evaluation. This process should:

· align the curriculum with state and national standards;

· establish a consistent programmatic approach to teach social responsibility, PreK-12; and

· build district resources for differentiated instruction.

In addition, in the development of curriculum, the professional staff of the Auburn Public Schools should adhere to the following:

1. The curriculum must be consistent with the stated educational goals and policies of the Auburn Public Schools.

2. The curriculum must reflect, through its comprehensive nature, the wide range of individual differences among children in abilities, needs, and interests.

3. The curriculum must serve the needs of society and the community as well as those of the individual.

4. The curriculum must be influenced by continuing discoveries about child growth and development and the nature of the learning process.

5. Improvement of the curriculum must be a continuous process based upon research, implementation, and critical analysis.

6. The curriculum will be continuously evaluated and updated in order to keep pace with our ever-changing world.

7. The development of an effective curriculum requires the cooperation of students, teachers, administrators, parents, and other citizens.

8. The curriculum must have sufficient flexibility to allow differentiated teaching and learning.

9. Improvement and/or changes in curriculum should include consideration of the financial impact of material and personnel costs.

10. Improvement and/or changes in the curriculum must follow the procedures outlined in the Guidelines of the Curriculum Planning Council (IGA-R).

LEGAL REF.: M.G.L. 69:1E 603 CMR 26:05

APPROVED: 5-2-05

IGA-R

CURRICULUM PLANNING COUNCIL GUIDELINES

Curriculum Planning Council Members

The Curriculum Planning Council membership shall include the following:

· the Director of Curriculum and Staff Development;

· two School Committee members who shall be standing members of the Curriculum Planning Council;

· one elementary and one secondary administrator. Membership may be rotated to other administrators every two years if an appropriate volunteer assumes the position.

The following members of the Curriculum Planning Council will serve two (2) year terms which will be staggered so that no more than one-half of the members will be replaced annually.

· a teacher representative from each school building in the District. Teacher members will be elected to the Council by the faculty in their respective buildings;

· a student member from the high school. Student members will be elected to the positions by their peers in an election process to be determined by the High School Principal;

· a maximum of 3 parents/community members solicited by the Director of Curriculum and Staff Development. If there are more volunteers than the number of vacancies for parent/community positions, a lottery will be held to determine member selection.

Curriculum Planning Council Purpose

A. To maintain a uniform procedure for presentation and review of curriculum development/writing to the Curriculum Planning Council.

B. To develop timelines for systematic and ongoing curriculum review, revision, and evaluation.

C. To oversee coordination of themes and scope and sequence in curriculum areas.

D. To approve major instructional material recommendations including textbooks, trade books, kits, and computer software.

E. To provide a means for community, staff, School Committee, and student input into the curriculum process.

F. To develop process and procedures for proposal and approval of new textbooks (and other instructional materials), courses, curriculum review and curriculum projects.

Responsibilities of the Curriculum Planning Council

The Curriculum Planning Council is charged with the responsibility to fully consider the implications of all concepts, mandated or generated from other sources, which relate to

the total curriculum of the Auburn Public Schools. In fulfilling this function, it shall serve

as the major source for curriculum-related input to the Superintendent and the School Committee and shall facilitate the implementation of the Council's recommendations.

Curriculum Planning Council Officers and Their Duties

A. The officers of the Curriculum Planning Council shall be a chairperson and a recording secretary. The Director of Curriculum and Staff Development shall serve as permanent chairperson of the Curriculum Planning Council. The recording secretary will be elected at the first meeting of the school year and will serve for one year.

B. The chairperson shall preside at all meetings of the Curriculum Planning Council.

C. The chairperson shall have the power to appoint special subcommittees to carry out the work of the Curriculum Planning Council.

D. The recording secretary will keep records of official actions of the Curriculum Planning Council.

Curriculum Planning Council Meetings

A. The Curriculum Planning Council will meet at least six times during the school year. The days and times will be established prior to the beginning of each school year. The chairperson may set an alternate meeting when circumstances require.

B. Special meetings may be called by the chairperson.

C. A special meeting may be called by four or more members of the Curriculum Planning Council.

D. For the transaction of business, a quorum shall consist of a simple majority of the total Curriculum Planning Council membership.

Curriculum Planning Council Duties

A. Act as the final reviewing body for total school district curriculum development.

B. Function as a curriculum problem-solving group and a means for bringing about desirable curriculum change.

C. Provide communication on curriculum matters at all levels.

D. Discuss, approve or ask for further study, classification, or research of recommendations from Curriculum Study Committees.

E. Present approved recommendations to the Superintendent who will arrange for presentation to the School Committee for final approval.

APPROVED: 5-2-05

File: IGB

SUPPORT SERVICES PROGRAMS

PUPIL SERVICES

The Auburn School District offers an array of compensatory services to assist students who require, and qualify, for services beyond the general curriculum. Pupil Services staff work closely with district-wide and school-based administrators, professional staff, and support staff. Pupil Services staff ensures that qualified students with and without handicapping conditions receive a free and appropriate public school education. The Pupil Personnel staff is divided into four broad categories.

Guidance

Guidance personnel provide support to students, faculty, administration, and families. Such support includes, but is not limited to, individual and/or small group counseling, college and/or career counseling, monitoring student progress, and assisting in appropriate course selection.

Nursing

Nursing staff ensures school-age children, staff, and administration supporting them have maintained appropriate levels of health care to minimize health risk in the school setting. Nursing duties include, but are not limited to, maintaining mandated health records, health care screenings, administration of prescribed and/or other appropriately approved medications, and the general well being of all associated with the school.

Section 504

Section 505 of the Americans with Disabilities Act ensures that qualified students receive appropriate accommodations to provide access to the general education curriculum. Section 504 services may, dependent on the nature and scope of the disability, be provided by any number of school and/or district-wide staff. including, but not limited to, general education teachers, special education teachers, instructional support staff, specialist in speech pathology, occupation therapy, physical therapy, etc.

Special Education

Special Education services provide specially designed instruction and accommodations to those students aged three to twenty-two years of age who qualify as outlined in federal and state regulations. The Auburn School District offers a variety of programs and services to met the unique needs of eligible students. Services include, but are not limited to, the development of Individual Education Programs (IEP) and related services. Related services, as found in Section 504, may include a variety of rehabilitation services providing the student with access to the general curriculum.

APPROVED: 5-2-05

File: IGBE

REMEDIAL INSTRUCTION

Remedial Reading

Remedial reading teachers and/or remedial reading tutors shall be assigned to assist those students accepted into a remedial reading program. Standard procedures will be established for entry into and exit from the remedial reading program. The procedures will be reviewed annually.

APPROVED: 5-2-05

File: IGBH

ALTERNATIVE PROGRAMS

It is the philosophy of the District to provide programs for all its students. Where additional programs and/or environments could facilitate meeting the needs of students and the philosophy and objectives of the District, alternative programs may be established.

Definition

Alternative programs are defined as provisions within the public education system which offer major choices among diverse educational environments based on student needs, talents and interests; occupy a significant proportion of an individual student's time; and meet the District's philosophy and objectives.

Development

Any project shall have been discussed with the Administration and must receive its endorsement from the school committee prior to development.

Alternative programs shall observe all policies and regulations that govern all of the schools and programs of the District unless specifically waived by the board.

Proposals for alternative programs must include a design for evaluating the effectiveness in achieving the purposes of the program and determining the extent to which it is successful in achieving the philosophy and objectives of the District. Alternative programs will be reviewed and evaluated annually for the first three years with a recommendation to the Committee as to continuation of the programs.

Approval

Prior to implementation, the Committee shall approve alternative programs.

APPROVED: 5-2-05

File: IGC

EXPERIMENTAL PROGRAMS AND