I – INSTRUCTIONAL PROGRAM ?· I – INSTRUCTIONAL PROGRAM IA Philosophy Goals and Objectives Academic…

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    IA Philosophy Goals and Objectives Academic Development Development of Desirable Qualities for Citizenship Improved Physical Fitness Development of Employment Skills Development of Moral and Cultural Skills Academic Freedom IB Planning for Quality Education IBA School Site Councils ICA Pilot Projects Student Surveys Pilot Project Evaluation ICAA Teaching Methods IDA Basic Program Goals and Objectives Drug Education Work-Study Programs Homebound Instruction Co-Curricular Activities Eligibility Policy Grade Point Average IDACA Special Education Services IDACB Section 504 Acommodations IDAD Title I Programs Annual Parent Meeting IDAE Student Privacy Policy Student Data Privacy IDC Extended/Alternative Education Program IDCE College Classes IDFA Activities IE Instructional Arrangements Class Size Scheduling for Instruction Student Schedules Independent Study IF Instructional Resources Textbook Selection and Adoption IFBC Instructional Materials and Media Persons IFBH Resource Speakers IFC Community Resources Use of Community Resource Persons School Volunteers IFCB Field Trips and Excursions IG Guidance Program IHA Grading System IHB Student Homework IHE Promotion and Retention

  • IHEA Make-Up Opportunities IHF Graduation Requirements IHFA Alternative Graduation for Exceptional Students IHG Test-Out for Gifted Students II Testing Program Test Selection and Adoption Test Administration Use and Dissemination of Results IIBG Computer Use Copyright Installation Hardware Audits Privacy Rights Ownership of Employee Computer Materials IIBG-R Acceptable Use of Technology by Employees IJ Evaluation of Instructional Program IKA Teaching Methods IKB Controversial Issues IKC Teaching About Religion IKD School Ceremonies and Observances Recognition of Religious Beliefs and Customs IKE Assemblies IKH Substitute Teaching IKI Lesson Plans ING Animals and Plants in the School

  • IA Philosophy IA The people of Unified School District 470 will develop an educational environment which challenges all students to reach their highest potential both as citizens and as individuals. This quality environment will prepare all students to learn how to learn, to practice lifelong learning and to adapt to an ever-changing world. Motto: Learning how to learn in an ever-changing world. Goals and Objectives In prescribing courses of study for students during each year of the district's educational program, the board subscribes to the following goals and objectives. Academic Development The academic program will assist students (depending upon their individual needs, interests and abilities) to grow intellectually and to think rationally. Development of Desirable Qualities of Citizenship Each student will be assisted to use knowledge and skills for perpetuating and improving a democratic society and for developing a respect for the rights, opinions and values of others so that the student may live as a responsible, mature, and functional member of the community. Improved Physical Fitness The twofold purpose of physical fitness is to assist the development of healthy minds and bodies and to provide experience in activities which will provide beneficial leisure time activities as adults. Development of Employment Skills Because many students will seek employment upon completion of their secondary schooling, all students will be given the opportunity to engage in career-oriented preparation courses. Development of Moral and Cultural Skills The instructional program will attempt to assist students in understanding the various traditions and mores of other cultures. Academic Freedom Academic freedom shall be guaranteed to students, and no arbitrary limitations shall be placed by teachers upon study, investigation, presentation and interpretation of facts and ideas concerning man, human society, the physical and biological world and other branches of learning

  • when pursued in accordance with board policy, rules and regulations or in the absence thereof, administrative approval.

  • IB Planning for Quality Education IB The board believes that planning is a strategic, common-sense process for attaining quality education, that planning must be a continuous process to realize projected goals and that planning preserves a sense of mission in education and an understanding of the educational environment. IB-R Planning for Quality Education IB-R The board authorizes the establishment of a curriculum council which shall be composed of all department heads plus members of the superintendent's cabinet. Department head positions shall be as follows:

    Elementary Math Language Arts Science Social Studies Reading Middle School Math Language Arts Science Social Studies Reading High School Math Language Arts Science Social Studies

    District-Wide Music Physical Education Home Economics Business Special Education Guidance/Testing Computers Foreign Language Art Library Shop/Agriculture

    All positions shall be considered as "open" annually. The positions shall be listed in a manner similar to other in-district openings. Staff members interested in the positions shall apply to the superintendent on forms supplied by the district office. Department heads shall be selected from the list of candidates by the superintendent's cabinet. The purpose of the curriculum council shall be to provide assistance to the administration in planning in-service, assuring articulation between grades and various levels, plus planning and implementing curriculum changes. The curriculum council should also provide an on-going review and assessment of the curriculum, K-12. All curriculum studies which result in curriculum changes that affect other departments or levels shall be presented to the curriculum council prior to being presented to the board.

  • Following are the tasks of the curriculum council and respective department chairpersons: A. To plan and conduct vertical curriculum coordination meetings involving any or

    all teachers; B. To ensure that copies of the minutes of all curriculum council meetings are

    disseminated to all buildings; C. To involve the selected grade level and/or departmental representatives in the

    council work where appropriate; and D. To recommend for adoption textbooks and materials in each curricular area.

    The curriculum council shall have a minimum of three meetings per year, one before the start of school. Meetings shall be called as needed during the school year. The curriculum council shall have sub-committees as deemed necessary. Following are those, which exist, and their purpose:

    A. Curriculum Council Steering Committee. This committee shall be composed of members of the superintendent's cabinet plus two department heads from each level. The steering committee shall plan the meetings, create an agenda and give general leadership to the curriculum council. The committee or individual members shall assist study groups in particular curriculum areas as needed.

    The steering committee shall have regular meetings on a bi-monthly schedule and

    special meetings as needed. B. In-service Committee. This committee shall be composed of two teachers from

    the curriculum council representing each level (elementary, middle school and high school) elected by the curriculum council, the A.C.T.A. vice-president or, if unavailable, some other person appointed by the A.C.T.A. president, and three administrators appointed by the superintendent's cabinet.

    The in-service committee will be responsible for the development and implementation of a comprehensive in-service program for the teaching personnel in the district.

  • IBA School Site Councils IBA A site council shall be established in each building in the district. Each council shall be responsible for providing advice and counsel for evaluating state, school district and school site performance goals and objectives and in recommending methods which may be employed at the school site to meet these goals and objectives. The membership of each council shall include, at a minimum, the building principal and representatives of: Teachers and other school personnel, parents of pupils attending the school, the business community and community leaders. IBA-R School Site Councils IBA-R The principal in each building shall submit suggested names of individuals to be named to a council for the board's consideration. The board shall appoint the site councils. Each council shall study the school's internal and external environment, including but not limited to:

    Student learning outcomes using state and local testing information; Student behavior patterns; Effective instructional practices used in the schools; School climate and student attitude towards instruction; Parent and community involvement and attitudes; and Staff development programs and their relationship to student learning.

    Working with other education groups, each council may help develop and evaluate school improvement plans which contain the following components:

    A plan for school improvement; Improvement plan outcomes based on school profile data; Evaluation methods to determine progress towards outcomes; Methods to report progress to the board, the public and the State Board as required; and A monitoring system which shall establish, subject to board approval, when, where and the minimum number of meetings that are to be held.

    Each council shall submit a report to the board at least one time a year. Adopted: 12/14/92 Revised: 9/22/14

  • ICA Pilot Projects ICA The board encourages the use of pilot projects before any new instructional technique i