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Series 300: Education Programs

301 District Curriculum and Instruction Goals

I. PURPOSE

The purpose of this policy is to establish broad curriculum parameters for the school district that encompass the Minnesota Graduation Standards and the federal No Child Left Behind Act and are aligned with creating the world’s best workforce.

II. GENERAL STATEMENT OF POLICY

The policy of the school district is to establish the “world’s best workforce” in which all learning in the school district should be directed and for which all school district learners should be held accountable.

III. DEFINITIONS

A. “Academic standard” means a summary description of student learning in a required content area or elective content area.

B. “Benchmark” means specific knowledge or skill that a student must master to complete part of an academic standard by the end of the grade level or grade band.

C. “Curriculum” means district or school adopted programs and written plans for providing students with learning experiences that lead to expected knowledge, skills, and career and college readiness.

D. “Instruction” means methods of providing learning experiences that enable students to meet state and district academic standards and graduation requirements.

E. “Performance measures” are measures to determine school district and school site progress in striving to create the world’s best workforce and must include at least the following:

1. Student performance on the National Assessment of Educational Progress where applicable;

2. The size of the academic achievement gap and rigorous course taking, including college-level advanced placement, international baccalaureate, postsecondary enrollment options including concurrent enrollment, other statutorily recognized courses of study or industry certification courses or programs and enrichment experiences by student subgroup;

3. Student performance on the Minnesota Comprehensive Assessments;

4. High school graduation rates; and

5. Career and college readiness under Minn. Stat. § 120B.30, Subd. 1.

F. “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; have all students attain career and college readiness before graduating from high school; and have all students graduate from high school.

G. “Experiential learning” means learning for students that includes career exploration through a specific class or course or through work-based experiences such as job shadowing, mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative work experience, youth apprenticeship, or employment.

IV. LONG-TERM STRATEGIC PLAN

A. The school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world’s best workforce and includes the following:

1. Clearly defined school district and school site goals and benchmarks for instruction and student achievement for all nine student categories identified under the federal 2001 No Child Left Behind Act and two student gender categories of male and female;

2. A process for assessing and evaluating each student’s progress toward meeting state and local academic standards and identifying the strengths and weaknesses of instruction in pursuit of student and school success and curriculum affecting students’ progress and growth toward career and college readiness and leading to the world’s best workforce;

3. A system to periodically review and evaluate the effectiveness of all instruction and curriculum, 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;

4. Strategies for improving instruction, curriculum, and student achievement, including the English and, where practicable, the native language development and the academic achievement of English learners;

5. Education effectiveness practices that integrate high-quality instruction, rigorous curriculum, technology, and a collaborative professional culture that develops and supports teacher quality, performance, and effectiveness; and;

6. An annual budget for continuing to implement the school district plan.

B. School district site and school site goals shall include the following:

1. All students will be required to demonstrate essential skills to effectively meet expectations of the District’s Mission to equip all students with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world and effectively, and participate in lifelong learning. These skills include the following:
a. reading, writing, speaking, listening, and viewing in the English language;
b. mathematical and scientific concepts;
c. locating, organizing, communicating, and evaluating information and developing methods of inquiry (i.e., problem solving);
d. creative and critical thinking, decision making, and study skills;
e. work readiness skills;
f. global and cultural understanding.

2. Each student will have the opportunity and will be expected to develop and apply essential knowledge that enables a student to:
a. live as a responsible, productive citizen and consumer within local, state, national, and global political, social, and economic systems;
b. bring many perspectives, including historical, to contemporary issues;
c. develop an appreciation and respect for democratic institutions;
d. communicate and relate effectively in languages and with cultures other than the student’s own;
e. practice stewardship of the land, natural resources, and environment;
f. use a variety of tools and technology to gather and use information, enhance learning, solve problems, and increase human productivity.

3. Students will have the opportunity to develop creativity and self-expression through visual and verbal images, music, literature, world languages, movement, and the performing arts.

4. School practices and instruction will be directed toward developing within each student a positive self-image and a sense of personal responsibility for:
a. establishing and achieving personal and career goals;
b. adapting to change;
c. leading a healthy and fulfilling life, both physically and mentally;
d. living a life that will contribute to the well-being of society;
e. becoming a self-directed learner;
f. exercising ethical behavior.

5. Students will be given the opportunity to acquire human relations skills necessary to:
a. appreciate, understand, and accept human diversity and interdependence;
b. address human problems through team effort;
c. resolve conflicts with and among others;
d. function constructively within a family unit;

e. promote a multicultural, gender-fair, disability-sensitive society.

Legal References
Minn. Stat. § 120B.018 (Definitions)
Minn. Stat. § 120B.02 (Educational Expectations for Minnesota Students)
Minn. Stat. § 120B.11 (School District Process)
Minn. Stat. § 120B.30, Subd. 1 (Statewide Testing and Reporting System)
Minn. Stat. § 120B.35, Subd. 3 (Student Academic Achievement and Growth)
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.147, Subd. 3 (Principals)
20 U.S.C. § 5801, et seq. (National Education Goals 2000)
20 U.S.C. § 6301, et seq. (No Child Left Behind Act)

Cross References
MSBA/MASA Model Policy 104 (School District Mission Statement)
ISD 15 Policy 313 (Graduation Requirements)
ISD 15 Policy 314 (School District Testing Plan and Procedure)
ISD 15 Policy 315 (Testing Accommodations, Modifications, and Exemptions for IEPs, Section 504 Plans, and LEP Students)
ISD 15 Policy 316 (School District System Accountability)
ISD 15 Policy 318 (Assessment of Student Achievement)

Adopted: June 8, 2015
School Board
Independent School District 15
St. Francis, Minnesota

302 Organization of School Calendar and School Days

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 advance, 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., 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.

V. E-LEARNING DAYS

A. An “e-learning day” is a school day where a school offers full access to online instruction provided by students’ individual teachers due to inclement weather.

B. A school district may designate up to five e-learning days in one school year.

C. An e-learning day is counted as a day of instruction and included in the hours of instruction pursuant to Section III.A., above.

D. The e-learning day plan developed by the school district will include accommodations for students without Internet access at home and for digital device access for families without the technology or with an insufficient amount of technology for the number of children in the household. The plan must also provide accessible options for students with disabilities.

E. The school district must notify parents and students of its e-learning day plan at the beginning of each school year.

F. When an e-learning day is declared by the school district, notice must be provided to parents and students at least two hours prior to the normal school start time that students will need to follow the e-learning day plan for that day.

G. On an e-learning day, each student’s teacher must be accessible both online and by telephone during normal school hours to assist students and parents.

Legal References

Minn. Stat. § 120A.40 (School Calendar)
Minn. Stat. § 120A.41 (Length of School Year; Days of Instruction)
Minn. Stat. § 120A.414 (E-Learning Days)
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. § 124D.126 (Powers and Duties of Commissioner; Flexible Learning Year Programs)
Minn. Stat. § 124D.151 (Voluntary Prekindergarten Program)
Minn. Stat. § 127A.41, Subd. 7 (Distribution of School Aids; Appropriation)

Cross References

MSBA/MASA Model Policy 425 (Staff Development)

Adopted: September 10, 2018

School Board
Independent School District No. 15
St. Francis, Minnesota

303 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 school sites, and shall include parent, teacher, school board, support staff, student, community residents, and administration representation, and shall provide translation to the extent appropriate and practicable. Whenever possible, parents and other community residents shall comprise at least two-thirds of advisory committee members.

C. Within the ongoing process of curriculum development, the following needs shall be addressed:

  1. Provide for articulation of courses of study from pre-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. Develop a local literacy plan to have every child reading at or above grade level no later than the end of grade 3, including English learners, and teachers providing comprehensive, scientifically based reading instruction consistent with law.
  7. Integrate required and elective course standards in the scope and sequence of the district curriculum.
  8. Meet all applicable requirements of the Minnesota Department of Education and federal law.

D. The superintendent shall be responsible for keeping the school board informed of all state-mandated curriculum changes, as well as recommended discretionary changes, and for periodically presenting 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. Stat. § 120B.12 (Reading Proficiently no Later than the End of Grade 3)
Minn. Rules Part 3500.0550 (Inclusive Educational Program)
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 3501.1000-3501.1190 (Graduation-Required Assessment for Diploma) (repealed Minn. L. 2013, Ch. 116, Art. 2, § 22)
Minn. Rules Parts 3501.1200-3501.1210 (Academic Standards for English Language Development)
Minn. Rules Parts 3501.1300-3501.1345 (Academic Standards for Social Studies)
Minn. Rules Parts 3501.1400-3501.1410 (Academic Standards for Physical Education)
20 U.S.C. § 6301, et seq. (Every Student Succeeds Act)

Cross References

ISD 15 Policy 304 (Instructional Curriculum)
ISD 15 Policy 305 (Alternative Programs)
ISD 15 Policy 313 (Graduation Requirements)
ISD 15 Policy 314 (School District Testing Plan and Procedure)
ISD 15 Policy 315 (Testing Accommodations, Modifications, and Exemptions for IEPs, Section 504 Plans, and LEP Students)
ISD 15 Policy 316 (School District System Accountability)
MSBA/MASA Model Policy 617 (School District Ensurance of Preparatory and High School Standards)
ISD 15 Policy 318 (Assessment of Student Achievement)
ISD 15 Policy 319 (Staff Development for Standards)
ISD 15 Policy 320 (Credit for Learning)
MSBA/MASA Model Policy 623 (Mandatory Summer School Instruction)

Adopted: April 8, 2019

School Board
Independent School District No. 15
St. Francis, Minnesota

304 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.  The basic instructional program shall include all content and processes required for each grade level by the Minnesota Department of Education.  The instructional approach will be nonsexist and multicultural.
 
B.  The School Board, at its discretion, may offer additional educational opportunities in the instructional program at any grade level.
 
C.  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.
 
D.  The superintendent shall have discretionary authority to develop guidelines and directives to implement School Board policy relating to instructional curriculum.
 
Legal References:            

Minn. Stat. § 120A.22 (Compulsory Instruction)
Minn. Stat. § 120B.021 (Required Academic Standards)
Minn. Stat. § 120B.022 (Elective Standards)
 
Adopted:  April 27, 2009                                           

School Board
Independent School District No. 15
St. Francis, Minnesota

305 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

ISD 15 Policy 303 (Curriculum Development)
ISD 15 Policy 604 (Instructional Curriculum)

Adopted: April 10, 2017

School Board
Independent School District 15
St. Francis, Minnesota

306 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;
  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

ISD 15 Policy 303 (Curriculum Development)
ISD 15 Policy 304 (Instructional Curriculum)

Adopted: June 13, 2016

School Board
Independent School District 15
St. Francis, Minnesota

307 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:

  • Prekindergarten: Ages 0-5
  • Elementary Grades K through 5
  • Secondary:
  • Middle School Grades 6 through 8
  • Senior High Grades 9 through 12

B. The superintendent may seek school board approval to administer certain programs on a nongraded 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)

Adopted: March 11, 2019

School Board
Independent School District No. 15
St. Francis, Minnesota

308 Instructional Services - Special Education

I.  PURPOSE
 
The purpose of this policy is to set forth the position of the School Board on the need for special educational services on the part of 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 children with disabilities 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 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. (Individuals with Disabilities Education Improvement Act of 2004)

Adopted:  April 27, 2009                              

School Board
Independent School District No. 15 
St. Francis, Minnesota

309 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.  It shall be the responsibility of the superintendent to ensure 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 forgoing 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. Constitution, First Amendment
Minn. Stat. § 120A.22, Subd. 12(3) (Compulsory Instruction)
Minn. Stat. § 120A.35 (Absence From School for Religious Observance)
Lemon v. Kurtzman, 403 U.S.602, 91 S.Ct. 2105, 29 L.Ed.2d 745 (1971)
Florey v. Sioux Falls Sch. Dist. 49-5, 619 F.2d 1311 (8th Cir.) cert.denied,
449 U.S. 987, 101 S.Ct. 409, 66 L.Ed.2d 251 (1980)
Stark v. Independent Sch. Dist. No. 640, 123F.3d 1068 (8th Cir.) cert.denied, 
118 S.Ct. 1560, 140 L.Ed. 2d 792 (1997)
Santa Fe Independent School District v. Doe, U.S. , 120 S.Ct. 2266 (2000)
Tangipahoa Parish Board of Education v. Freiler, U.S. , 120 S.Ct. 2266(2000)
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)

Adopted: May 26, 2009                                                       

School Board
Independent School District No. 15
St. Francis, Minnesota

310 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

The general expectation of the school board is 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 four 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. Trips should generally be scheduled during vacation time and minimize the loss of student/teacher school time. 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.

D. Minnesota State High School League Functions

For Minnesota State High School League sections and state tournaments, site administration will consult with the superintendent when approval for an overnight stay is required. If the trip is administratively approved, an Extended Field Trip Approval form will be brought to the next School Board meeting in the form of a report.

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.

D. An employee may use a personal vehicle to transport staff or personal property for purposes of a field trip upon prior, written approval from administration.

E. An employee must not use a personal vehicle to transport one or more students for purposes of a field trip.

1. If immediate transportation of a student is required due to an emergency or unforeseen circumstance, such as the illness or injury of a child, and the transportation does not constitute regular or scheduled transportation, a personal vehicle may be used. To the extent a personal vehicle is used, the vehicle must be properly registered and insured.

2. An employee must obtain preapproval by administration of student transportation by a personal vehicle, pursuant to Section III.E.1, if practicable. If preapproval by administration of use of a personal vehicle cannot be obtained in a reasonable time given the circumstances, an employee shall report the relevant facts and circumstances justifying the need for use of a personal vehicle to administration as soon as practicable. The relevant facts and circumstances for use of a personal vehicle shall be documented by administration.

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)
Minn. Stat. § 169.011, Subd. 71(a) (Definition of a School Bus)
Minn. Stat. § 169.454, Subd. 13 (Type III Vehicle Standards – Exemption)
Sonkowsky v. Board of Educ. for Indep. Sch. Dist. No. 721, 327 F.3d 675 (8th Cir. 2003)
Lee v. Pine Bluff Sch. Dist., 472 F.3d 1026 (8th Cir. 2007)

Cross References

ISD 15 Policy 531 (Discipline, Suspension, and Dismissal of School District Employees)
ISD 15 Policy 504 (Employee – Student Relationships)
ISD 15 Policy 406 (Student Discipline)
ISD 15 Policy 607 (Transportation of Public School Students)
ISD 15 Policy 609 (Student Transportation Safety Policy)
ISD 15 Policy 610 (Extracurricular Transportation)

Adopted: January 11, 2016

School Board
Independent School District No. 15
St. Francis, Minnesota

Background

The parental/guardian permission slip will include the detailed provision as authorized by the School Board on January 14, 2002 which reads:

 

Any issues regarding, or resulting from, transportation delay on a field trip are solely matters of contract between the student and the travel agent/travel carrier. Any additional transportation expenses incurred by the student as a result of terrorism, weather, mechanical malfunction, or any other unforeseen occurrence will not be reimbursed by the School District. Additionally, any out-of-pocket expenses incurred by a student due to any delay will not be reimbursed by the School District.

311 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 or guardian of a home-schooled child shall submit statements as required by Minn. Stat. § 121A.15, Subds. 1, 2, 3, 4, and 12, on the appropriate Minnesota Department of Education form, to the superintendent of the school district in which the child resides by October 1 of the first year of home schooling in Minnesota and the grade 7 year. (Minn. Stat. § 121A.15, Subd. 8)

V. TEXTBOOKS, INSTRUCTIONAL MATERIAL, STANDARD TESTS

Upon formal request, as required by law, the school district will provide textbooks, individualized instructional or cooperative learning materials, software or other educational technology, 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 nonregular 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. § 120A.22 (Compulsory Instruction)
Minn. Stat. § 120A.24 (Reporting)
Minn. Stat. § 120A.26 (Enforcement and Prosecution)
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.49 (Cocurricular and Extracurricular Activities)
Minn. Stat. § 123B.86 (Equal Treatment - Transportation)
Minn. Stat. § 123B.92 (Transportation Aid Entitlement)
Minn. Stat. § 124D.03 (Enrollment Options Program)
Minn. Rules Ch. 3540 (Textbooks, Individualized Instruction Materials, Standardized Tests)

Cross References

ISD 15 Policy 409 (Enrollment of Nonresident Students)
ISD 15 Policy 410 (School Activities)

Adopted: September 10, 2018

School Board
Independent School District 15
St. Francis, Minnesota

312 Development of Parent and Family Engagement 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 and 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. The policy of the school district is to plan and implement, with meaningful consultation with parents of participating children, programs, activities, and procedures for the engagement of parents and families in its Title I programs.

B. The policy of the school district is 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 parent and family engagement 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 and family members of participating children a written parent and family engagement policy that will be incorporated into the school district’s Title I plan. The policy will establish the expectations for meaningful parent and family involvement and describe how the school district will:

A. Involve parents and family members in the joint development of the school district’s Title I plan and the development of support and improvement plans;

B. Provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the school district in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education;

C. Coordinate and integrate parent and family engagement strategies with similar strategies, to the extent feasible and appropriate, with other relevant federal, state, and local laws and programs;

D. Conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of the schools served, including identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, disabled, have limited English proficiency, have limited literacy, or who are of a racial or ethnic minority background); the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and strategies to support successful school and family interactions;

E. Use the findings of such evaluations to design evidence-based strategies for more effective parental involvement and to revise, if necessary, the district-level and school-level parent and family engagement policies; and

F. Involve parents in the activities of the schools, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the school district to adequately represent the needs of the population served by the school district for the purposes of developing, revising, and reviewing the parent and family engagement policy.

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 and family members of participating children a written parent and family engagement policy, agreed upon by such parents and families, that shall describe the means for carrying out the federal requirements of parent and family engagement. Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school.

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, such as meetings in the morning or evening, and may provide with Title I funds 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 planning, review, and improvement of the school parent and family engagement policy and the joint development of the school-wide program plan, except that if a school has in place a process for involving parents in the joint planning and design of the school’s programs, the school may use that process, if such process includes an adequate representation of parents of participating children;
  4. Provide parents of participating children with: timely information about Title I programs; a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the achievement levels of the challenging state academic standards; if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and 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 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.
    d. Ensuring regular two-way, meaningful communication between family members and school staff and, to the extent practicable, in a language that family members can understand.

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, such as 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 other federal, state, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children to the extent feasible and appropriate;
  5. Ensure, to the extent practicable, that information about school and parent meetings, programs, and activities is sent to the parents of participating children in a format and, to the extent practicable, 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 school-related meetings and training sessions;
  4. Train parents to enhance the involvement of other parents;
  5. Arrange meetings at a variety of times or conduct 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 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 parent and family engagement, the school district and schools, to the extent practicable, will provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports in a format and, to the extent practicable, in a language that is understandable by the parents.

F. The school district and each school shall inform parents and parent organizations of the existence of family engagement in education programs.

The policies will be updated periodically to meet the changing needs of parents and the school.

Legal References

20 U.S.C. § 6318 (Parent and Family Engagement)

Adopted: October 8, 2018

School Board
Independent School District No. 15
St. Francis, Minnesota

313 Graduation Requirements

I. PURPOSE

The purpose of this policy is to set forth requirements for graduation from the School District.

II. GENERAL STATEMENT OF POLICY

It is the policy of the school district that all students must pass the state required assessments and higher guidelines and must complete all required content standards, as established by the School Board, in order to graduate.

III. DEFINITIONS

A. “Department” means the Minnesota Department of Education.

B. “State test” means a test established and maintained by the Minnesota Department of Education.

C. “Unit” means a unit measuring education achievement based on successfully completing the requirements of a given course of study.

D. “Section 504 Accommodation” means the defined appropriate accommodations or modifications that must be made in the school environment to address the needs of an individual student with disabilities.

E. “Individualized Education Plan,” or “IEP,” means a written statement developed for a student eligible by law for special education and services.

F. “Limited English Proficient” or “LEP” students means individuals whose first language is not English and whose test performance may be negatively impacted by lack of English language proficiency.

IV. TEST ADMINISTRATOR

The Curriculum and Assessment Coordinator shall be named the school district test administrator. Said person shall be in charge of all test procedures and shall bring recommendations to the School Board annually for approval.

V. GRADUATION CREDIT REQUIREMENTS

A. In order to receive a diploma from St. Francis High School, students must be enrolled full-time for trimester three of their senior year or be approved for early graduation.

B. Students must earn a minimum of 57 trimester credits in grades nine through twelve in order to graduate and participate in the graduation commencement ceremony. A trimester credit is defined as credit earned in a one-trimester class in a five-period day. Credits students are required to complete in order to graduate are listed in the curriculum areas below:

Credit Requirements for

Class 2019

Credit Requirements for

Class 2020-2022

English

8.0 Credits

English

8.0 Credits

Social Studies

8.0 Credits

Social Studies

8.0 Credits

Math*

5-7 Credits

Math*

5-7 Credits

Science

7.0 Credits

Science

7.0 Credits

P.E.

3.0 Credits

P.E.

2.0 Credits

Health

1.0 Credit

Health

1.0 Credit

Future’s Prep

1.0 Credit

Future’s Prep

1.0 Credit

Arts/Music

2.0 Credits

Arts/Music

2.0 Credits

Electives*

20-23 Credits

Electives*

21-24Credits

Credit Requirements for

Class 2023 and beyond

English

8.0 Credits

Social Studies

8.0 Credits

Math*

5-7 Credits

Science

7.0 Credits

P.E.

2.0 Credits

Health

1.0 Credit

Future’s Prep

1.0 Credit

Arts/Music

2.0 Credits

CTE

1.0 Credit

Electives*

20-23Credits

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

* Number of elective credits needed is dependent on math credits completed.

 

VI. EARLY GRADUATION

The following steps are required for a student to be considered for early graduation.

A. Student/parent must contact the guidance office to see if all graduation requirements can be met.

B. If all graduation requirements can be met, student/parent and counselor will complete a credit analysis and a “Petition for Early Graduation” form.

C. The “Petition for Early Graduation” form must be signed by the parent/guardian and counselor.

D. The petition will be given to principal who will decide if it will be approved. The Principal’s decision shall be in writing and may be subject to review by the Superintendent and School Board.

E. Students who graduate early are not eligible to participate in school sponsored activities after the date of their early graduation.

VII. SPECIAL EDUCATION GRADUATION

The following procedure must be followed for a student to be considered for graduation.
A student can be considered for graduation in accordance with the Individual Education Plan set forth by their Special Education Team.

VIII. CULTURAL EXCHANGE IN GRADUATION CEREMONY

International exchange students with passing grades may participate in the graduation ceremony and will receive a certificate of attendance rather than a diploma unless they meet the criteria for a regular diploma. International exchange students will not be included in class rankings established by grade point average, and will not be eligible for honors status at the graduation ceremony.

IX. MATH

Students must successfully complete the mathematics sequence including:

Algebra 1
Geometry
Algebra 2
Probability and Statistics

Legal References
Minn. Stat. § 120B.02 (Educational Expectations for Minnesota’s Students) 
Minn. Stat. § 120B.023 (Benchmarks)
Minn. Stat. § 120B.024 (Graduation Requirements; Course Credits)
Minn. Stat. § 120B.07 (Early Graduation)
Minn. Stat. § 120B.11 (School District Process)
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 3501.0505-3501.0635 (K-12 Standards)
20 U.S.C. § 6301, et seq. (No Child Left Behind Act)

Adopted: January 14, 2019

School Board
Independent School District No. 15
St. Francis, Minnesota

314 School District Testing Plan and Procedure

I. PURPOSE

The purpose of this policy is 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, documentation, and record keeping.

III. DUTIES OF SCHOOL DISTRICT PERSONNEL REGARDING TEST ADMINISTRATION

A. Superintendent

  1. Responsibilities before testing.
    a. Designate a district assessment coordinator and district technology coordinator.
    b. The superintendent, or a designee who has been authorized to be the identified official with authority by the school board, pre-authorizes staff access for applicable Minnesota Department of Education (MDE) secure systems.
    c. Annually review and recertify staff who have access to MDE secure systems.
    d. Read and complete the Assurance of Test Security and Non-Disclosure.
    e. Establish a culture of academic integrity.
    f. Fully cooperate with MDE representatives conducting site visits or Minnesota Test of Academic Skills (MTAS) audits during testing.
    g. Ensure student information is current and accurate.
    h. Ensure that a current district test security procedure is in place and that all relevant staff have been provided district training on test administration and test security.
    i. Confirm the district assessment coordinator has current information and training specific to test security and the administration of statewide assessments.
    j. Confirm the district assessment coordinator completes Pre-test Editing in the Test Web Edit System (WES).
  2. Responsibilities after testing.
    a. Confirm the district assessment coordinator and Minnesota Automated Reporting Student System (MARSS) coordinator complete Post-test Editing in Test WES.
    b. Verify with the district assessment coordinator that all test security issues have been reported to MDE and are being addressed.
    c. Confirm the MARSS coordinator has updated all student records for Post-test Editing.
    d. Confirm the district assessment coordinator has finalized the district’s assessment information prior to the close of Post-test Editing in Test WES.
    e. Confirm the district assessment coordinator, or designee, has access to the Graduation Requirements Records (GRR) system and enters necessary information.
    f. Discuss assessment results with the district assessment coordinator and school administrators.

B. District Assessment Coordinator

  1. Responsibilities before testing.
    a. Serve as primary contact with MDE regarding policy and procedure questions related to test administration.
    b. Read and complete the Assurance of Test Security and Non-Disclosure.
    c. Confirm all staff who handle test materials, administer tests, or have access to secure test content have completed the Assurance of Test Security and Non-Disclosure.
    (1) Maintain the completed Assurance of Test Security and Non-Disclosure for two years after the end of the academic school year in which testing took place.
    d. Review with all staff the Assurance of Test Security and Non-Disclosure and their responsibilities thereunder.
    e. Identify appropriate tests for students and ensure student data sent to service providers for testing are correct.
    f. Establish district testing schedule within the testing windows specified by the MDE and service providers.
    g. Prepare testing conditions, including user access to service provider websites, preparing readiness for online testing, preparing a plan for tracking which students test on which computers or devices, ensure accommodations are indicated as necessary, providing students with opportunity to become familiar with test format, item types, and tools prior to test administration; establishing process for inventorying and distributing secure test materials where necessary; preparing procedures for expected and unexpected situations occurring during testing; planning for addressing technical issues while testing; identify staff who will enter student responses from paper accommodated test materials and scores from MTAS administration online.h. Train school assessment coordinators, test monitors, MTAS test administrators, and ACCESS (test for English language learners) and Alternate ACCESS test administrators.
    (1) Provide training on proper test administration and test security.
    (2) Verify staff has completed any and all test-specific training.
    i. Maintain security of test content, test materials, and record of all staff involved.
    (1) Receive secure paper test materials from the service provider and immediately lock them in a previously identified secure area, inventory same, and contact service provider with any discrepancies.
    (2) Organize secure test materials for online administrations and keep them secure.
    (3) Define chain of custody for providing test materials to test monitors and administrators. The chain of custody must address the process for providing test materials on the day of testing, distributing test materials to and collecting test materials from students at the time of testing, keeping test materials secure between testing sessions, and returning test materials after testing is completed.
    j. Confirm that all students have appropriate test materials.
  2. Responsibilities on testing day(s).
    a. Conduct random, unannounced visits to testing rooms to observe staff adherence to test security and policies and procedures.
    b. Fully cooperate with MDE representatives conducting site visits or MTAS audits.
    c. Contact the MDE assessment contact within 24 hours of a security breach and submit the Test Security Notificationin Test WES within 48 hours.
    d. Address invalidations and test or accountability codes.
  3. Responsibilities after testing.
    a. Ensure that student responses from paper accommodated test materials and MTAS scores are entered.
    b. Arrange for secure disposal of all test materials that are not required to be returned within 48 hours after the close of the testing window.
    c. Return secure test materials as outlined in applicable manuals and resources.
    d. Collect security documents and maintain them for two years from the end of the academic school year in which testing took place.
    e. Review student assessment data and resolve any issues.
    f. Distribute Individual Student Reports no later than fall parent/teacher conferences.
    g. Enter Graduation Requirements Records in the GRR system.

C. School Principal

  1. Responsibilities before testing.
    a. Designate a school assessment coordinator and technology coordinator for the building.
    b. Be knowledgeable about proper test administration and test security as outlined in manuals and directions.
    c. Read and complete the Assurance of Test Security and Non-Disclosure.
    d. Communicate the importance of test security and expectation that staff will keep test content secure and act with honesty and integrity during test administration.
    e. Provide adequate secure storage space for secure test materials before, during, and after testing until they are returned to the service provider or securely disposed of.
    f. Ensure adequate computers and/or devices are available and rooms appropriately set up for online testing.
    g. Verify that all test monitors and test administrators receive proper training for test administration.
    h. Ensure students taking specified tests have opportunity to become familiar with test format, item types, and tools prior to test administration.
  2. Responsibilities on testing day(s).
    a. Ensure that test administration policies and procedures and test security requirements in all manuals and directions are followed.
    b. Fully cooperate with MDE representatives conducting site visits or MTAS audits.
  3. Responsibilities after testing.
    a. Ensure all secure test materials are collected, returned, and/or disposed of securely as required in any manual.
    b. Ensure requirements for embargoed final assessment results are followed.

D. School Assessment Coordinator

  1. Responsibilities before testing.
    a. Implement test administration and test security policies and procedures.
    b. Read and complete the Assurance of Test Security and Non-Disclosure.
    c. Ensure all staff who handle test materials, administer tests, or have access to secure test content read and complete the Assurance of Test Security and Non-Disclosure.
    d. Identify appropriate tests for students and ensure student data sent to service providers for testing are correct.
    e. Prepare testing conditions, including the following: schedule rooms and computer labs; arrange for test monitors and administrators; arrange for additional staff to assist with unexpected situations; arrange for technology staff to assist with technical issues; develop a plan for tracking which students test on which computers or devices; plan seating arrangements for students; ensure preparations are completed for Optional Local Purpose Assessment (OLPA), Minnesota Comprehensive Assessment (MCA), and ACCESS online testing; ensure accommodations are properly reported; confirm how secure paper test materials will arrive and quantities to expect; address accommodations and specific test administration procedures; determine staff who will enter the student responses from paper accommodated test materials and scores from MTAS administrations online.
    f. Train staff, including all state-provided training materials, policies and procedures, and test-specific training.
    g. Maintain security of test content and test materials.
    (1) Receive secure paper test materials from the service provider and immediately lock them in a previously identified secure area, inventory same, and contact service provider with any discrepancies.
    (2) Organize secure test materials for online administrations and keep them secure.
    (3) Follow chain of custody for providing test materials to test monitors and administrators. The chain of custody must address the process for providing test materials on the day of testing, distributing test materials to and collecting test materials from students at the time of testing, keeping test materials secure between testing sessions, and returning test materials after testing is completed.
    (4) Identify need for additional test materials to district assessment coordinator.
    (5) Provide MTAS student data collection forms if necessary.
    (6) Distribute applicable ACCESS and Alternate ACCESS Test Administrator Scripts and Test Administration Manuals to test administrators so they can become familiar with the script and prepare for test administration.
    (7) Confirm that all students taking ACCESS and Alternate ACCESS have appropriate test materials and preprinted student information on the label is accurate.
  2. Responsibilities on testing day(s).
    a. Distribute materials to test monitors and ACCESS test administrators and ensure security of test materials between testing sessions and that district procedures are followed.
    b. Ensure Test Monitor and Student Directions and Test Administrator Scripts are followed and answer questions regarding same.
    c. Fully cooperate with MDE representatives conducting site visits or MTAS audits, as applicable.
    d. Conduct random, unannounced visits to testing rooms to observe staff adherence to test security and test administration policies and procedures.
    e. Report testing irregularities to district assessment coordinator using the Test Administration Report.
    f. Report security breaches to the district assessment coordinator as soon as possible.
  3. Responsibilities after testing.
    a. Ensure that all paper test materials are kept locked and secure and security checklists completed.
    b. Ensure that student responses from paper accommodated test materials and MTAS scores are entered.
    c. Arrange for secure disposal of all test materials that are not required to be returned within 48 hours after the close of the testing window.
    d. Return secure test materials as outlined in applicable manuals and resources.
    e. Prepare materials for pickup by designated carrier on designated date(s). Maintain security of all materials.
    f. Ensure requirements for embargoed final assessment results are followed.

E. Technology Coordinator

  1. Ensure that the district is prepared for online test administration and provide technical support to district staff.
  2. Acquire all necessary user identifications and passwords.
  3. Read and complete the Assurance of Test Security and Non-Disclosure.
  4. Fully cooperate with MDE representatives conducting site visits or MTAS audits.
  5. Attend district training and any service provider technology training.
  6. Review, use, and be familiar with all service provider technical documentation.
  7. Prepare computers and devices for online testing.
  8. Confirm site readiness.
  9. Provide all necessary accessories for testing, technical support/troubleshooting during test administration and contact service provider help desks as needed.

F. Test Monitor

  1. Responsibilities before testing.
    a. Read and complete the Assurance of Test Security and Non-Disclosure.
    b. Attend trainings related to test administration and security.
    c. Complete required training course(s) for tests administering.
    d. Be knowledgeable about how to contact the school assessment coordinator during testing, where to pick up materials on day of test, and plan for securing test materials between test sessions.
    e. Be knowledgeable regarding student accommodations.
    f. Remove or cover any instructional posters or visual materials in the testing room.
  2. Responsibilities on testing day(s).
    a. Before test.
    (1) Receive and maintain security of test materials.
    (2) Verify that all test materials are received.
    (3) Ensure proper number of computers/devices or paper accommodated test materials are present.
    (4) Verify student testing tickets and appropriate allowable materials.
    (5) Assign numbered test books to individual students.
    (6) Complete information as directed.
    (7) Record extra test materials.
    b. During test.
    (1) Verify that students are logged in and taking the correct test or using the correct grade-level and tier test booklet for students with paper accommodated test materials.
    (2) Follow all directions and scripts exactly.
    (3) Follow procedures for restricting student access to cell phones and other electronic devices.
    (4) Stay in testing room and remain attentive during entire test session. Practice active monitoring by circulating throughout the room during testing.
    (5) Be knowledgeable about responding to emergency or unusual circumstances and technology issues.
    (6) Do not review, discuss, capture, email, post, or share test content in any format.
    (7) Ensure all students have been provided the opportunity to independently demonstrate their knowledge.
    (8) Fully cooperate with MDE representatives conducting site visits or MTAS audits.
    (9) Document students who require a scribe or translated directions or any unusual circumstances and report to school assessment coordinator.
    (10) Report any possible security breaches as soon as possible.
    c. After test.
    (1) Follow directions and scripts exactly.
    (2) Collect all materials and keep secure after each session. Upon completion, return to the school assessment coordinator.
    (3) Immediately report any missing test materials to the school assessment coordinator.

G. MTAS Test Administrator

  1. Before testing.
    a. Read and complete the Assurance of Test Security and Non-Disclosure.
    b. Attend trainings related to test administration and security.
    c. Complete required training course(s) for tests administering.
    d. Be knowledgeable as to when and where to pick up MTAS materials and the school’s plan for keeping test materials secure.
    e. Prepare test materials for administration, including objects and manipulatives, special instructions, and specific adaptations for each student.
  2. Responsibility on testing day(s).
    a. Before the test.
    (1) Maintain security of materials.
    (2) Confirm appropriate MTAS materials are available and prepared for student.
    b. During the test.
    (1) Administer each task to each student and record the score.
    (2) Be knowledgeable about how to contact the district or school assessment coordinator, if necessary, and responding to emergency and unusual circumstances.
    (3) Fully cooperate with MDE representatives conducting site visits or MTAS audits.
    (4) Document and report and unusual circumstances to district or school assessment coordinator.
    c. After the test.
    (1) Keep materials secure.
    (2) Return all materials.
    (3) Return objects and manipulatives to classroom.
    (4) Enter MTAS scores online or return data collection forms to the district or school assessment coordinator.

H. MARSS Coordinator

  1. Responsibilities before testing.
    a. Confirm all eligible students have unique state student identification (SSID) or MARSS numbers.
    b. Ensure English language and special education designations are current and correct for students testing based on those designations.
    c. Submit MARSS data on an ongoing basis to ensure accurate student demographic and enrollment information.
  2. Responsibilities after testing.
    a. Ensure accurate enrollment of students in schools during the accountability windows.
    b. Ensure MARSS identifying characteristics are correct, especially for any student not taking an accountability test.
    c. Work with district assessment coordinator to edit discrepancies during the Post-test Edit window in Test WES.

IV. TEST SECURITY

A. Test Security Procedures will be adopted by school district administration.

B. Students will be informed of the following:

  1. The importance of test security;
  2. Expectation that students will keep test content secure;
  3. Expectation that students will act with honesty and integrity during test administration;
  4. Availability of the online Test Security Tip Line on the MDE website for reporting suspected incidents of cheating or other improper or unethical behavior.

C. Staff will be informed of the following:

  1. Availability of the online Test Security Tip Line on the MDE website for reporting suspected incidents of cheating or other improper or unethical behavior.
  2. Other contact information and options for reporting security concerns.

V. REQUIRED DOCUMENTATION FOR PROGRAM AUDIT

A. The school district shall maintain records necessary for program audits conducted by MDE. The records must include documentation consisting of the following:

  1. Signed Assurance of Test Security and Non-Disclosure forms must be maintained for two years after the end of the academic year in which the testing took place.
  2. School district security checklists provided in the test materials shipment must be maintained for two years after the end of the academic school year in which testing took place.
  3. School security checklists provided in the test materials shipment must be maintained for two years after the end of the academic school year in which testing took place.
  4. Test Monitor Test Materials Security Checklist provided for each group of students assigned to a test monitor must be maintained for two years after the end of the academic school year in which testing took place.
  5. ACCESS and Alternate ACCESS Packing List and Security Checklist provided in the test materials shipment must be maintained for two years after the end of the academic school year in which testing took place.
  6. Documentation of school district staff training on test administration and test security must be maintained for two years after the end of the academic school year in which testing took place.
  7. Test Security Notification must be maintained for two years after the end of the academic school year in which testing took place.
  8. Test Administration Report must be maintained for one year after the end of the academic school year in which testing took place.
  9. Record of staff trainings and test-specific trainings must be maintained for one year after the end of the academic year in which testing took place.

 

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 3501.0010-3501.0180 (Graduation Standards – Mathematics and Reading) (repealed Minn. L. 2013, Ch. 116, Art. 2, § 22)
Minn. Rules Parts 3501.0200-3501.0290 (Graduation Standards – Written Composition) (repealed Minn. L. 2013, Ch. 116, Art. 2, § 22)
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 3501.1000-3501.1190 (Graduation-Required Assessment for Diploma) (repealed Minn. L. 2013, Ch. 116, Art. 2, § 22)
Minn. Rules Parts 3501.1300-3501.1345 (Academic Standards for Social Studies)

Cross References
ISD 15 Policy 301 (School District Curriculum and Instruction Goals)
ISD 15 Policy 313 (Graduation Requirements)
ISD 15 Policy 315 (State Mandated Testing Accommodations, Modifications, and Exemptions for IEPs, Section 504 Accommodation and LEP Students)
ISD 15 Policy 316 (School District System Accountability)

Adopted: November 14, 2016

School Board
Independent School District No. 15
St. Francis, Minnesota

315 State Mandated Testing, Accommodations, Modifications, and Exemptions for IEP, Section 504 accommodation 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 accommodation plan (504 plan), or English Learner (EL) needs to participate in statewide assessment systems designed to hold schools accountable for the academic performance of all students.

II. GENERAL STATEMENT OF POLICY

A. Minnesota Test of Academic Skills (MTAS)

  1. The school district will utilize the existing annual review of IEPs or 504 plans to review, on a case-by-case basis, and determine how a student with a disability will participate in statewide testing.
  2. Participation decisions will be made separately for mathematics, reading, and science. The assessment options are the Minnesota Comprehensive Assessment (MCA) and the MTAS.
  3. Eligibility Requirements
    a. The following requirements must be met for a student with a significant cognitive disability to be eligible for the MTAS:
    (1) The IEP team must consider the student’s ability to access the MCA, with or without accommodations;
    (2) The IEP must review the student’s instructional program to ensure that the student is receiving instruction linked to the general education curriculum to the extent appropriate. If instruction is not linked to the general education curriculum, the IEP team must review the student’s goals and determine how access to the general curriculum will be provided;
    (3) The IEP team determined the student’s cognitive functioning to be significantly below age expectations. The team also determined that the student’s disability has a significant impact on his or her ability to function in multiple environments, including home, school, and community;
    (4) The IEP team determined that the student needs explicit and intensive instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize academic and life skills in order to actively participate in school, work, home, and community environments;
    (5) The IEP team must document, in the IEP, reasons the MCA is or is not an appropriate measure of the student’s academic progress and how the student would participate in statewide testing.
    b. MTAS participation decisions must not be made on the following factors:
    (1) Student’s disability category;
    (2) Placement;
    (3) Participation in a separate, specialized curriculum;
    (4) An expectation that the student will receive a low score on the MCA;
    (5) Language, social, cultural, or economic differences;
    (6) Concern for accountability calculations.

B. Alternate ACCESS for ELs

  1. The school district will utilize the existing annual review of IEPs or 504 plans to review, on a case-by-case basis, and determine how an identified EL student with a disability will participate in statewide testing.
  2. Eligibility Requirements
    a. The student must be identified as EL in MARSS in order to take an English language proficiency assessment.
    b. The student must have a significant cognitive disability. If the student has been identified as eligible to take the MTAS in mathematics, reading, or science, the student meets this criterion.
    c. For students in grades that the MTAS is not administered:
    (1) the student must have cognitive functioning significantly below age level;
    (2) the student’s disability must have a significant impact on his or her ability to function in multiple environments, including home, school, and community; and
    (3) the student needs explicit and intensive instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize academic and life skills in order to actively participate in school, work, home, and community environments.
    d. The IEP team must consider the student’s ability to access the ACCESS, with or without accommodations.
    e. The IEP team must document, in the IEP, reasons the MCA is or is not an appropriate English language proficiency assessment for the student.
  3. Alternate ACCESS participation decisions must not be made on the following factors:
    a. Student’s disability category;
    b. Participation in a separate, specialized curriculum;
    c. Current level of English language proficiency;
    d. The expectation that the student will receive a low score on the ACCESS for ELs;
    e. Language, social, cultural, or economic differences;
    f. Concern for accountability calculations.

 

C. EL Students New to the United States

 

 

EL students new to the United States will take all assessments, including all academic assessments (math, reading, and science), as well as the English Language Proficiency Assessment (ACCESS).

III. DEFINITION OF TERMS

See the current “Procedures Manual for the Minnesota Assessments” which is produced by the Minnesota Department of Education.

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

See the current “Procedures Manual for the Minnesota Assessments” and Guidelines for Administration of Accommodations and Linguistic Supports.

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 3501.0640-3501.0655 (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 3501.1000-3501.1190 (Graduation-Required Assessment for Diploma) (repealed Minn. L. 2013, Ch. 116, Art. 2, § 22)
Minn. Rules Parts 3501.1300-3501.1345 (Academic Standards for Social Studies)
Minn. Rules Parts 3501.1400-3501.1410 (Academic Standards for Physical Education)
Eligibility Requirements for the Minnesota Test of Academic Skills (MTAS), https://education.mn.gov/mdeprod/groups/educ/docum... ncontent/mdaw/mda2/~edisp/006087.pdf
Alternate ACCESS for ELLs Participation Guidelines, https://education.mn.gov/mdeprod/groups/educ/docum...

Cross References

MSBA/MASA Model Policy 104 (School District Mission Statement)
ISD 15 Policy 301 (School District Curriculum and Instruction Goals)
ISD 15 Policy 313 (Graduation Requirements)
ISD 15 Policy 314 (School District Testing Plan and Procedure)
ISD 15 Policy 316 (School District System Accountability)

Adopted: June 24, 2019

School Board
Independent School District No. 15
St. Francis, Minnesota

316 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 Every Student Succeeds Act.

II. GENERAL STATEMENT OF POLICY

Implementation of the Minnesota Academic Standards and Every Student Succeeds 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 locally adopted 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. “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; have 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 Every Student Succeeds 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 Assessment, Curriculum and Teaching (ACT) Committee for Comprehensive Continuous Improvement of Student Achievement.
  2. The improvement goals should address recommendations identified through the ACT 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

  1. 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.

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 ACT Committee.
  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) (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. ACT Committee

  1. By October 15 of each year, the ACT 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 ACT Committee, working in cooperation with other committees of the school district, 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 that align with districtwide 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 ACT Committee shall meet the following criteria:
    a. The ACT Committee shall ensure active community participation in all planning for instruction and curriculum affecting Graduation Standards.
    b. The ACT 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 ACT Committee in the instruction and curriculum review process. This plan shall annually be approved by the school board.
  4. The ACT 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 and Instruction
    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. Assistant Principal, Curriculum and Instruction
  5. Translation services should be provided to the extent appropriate and practicable.
  6. The Act Committee shall present recommendations regarding academic standards, student achievement goals, and measure to the school board for its input and approval each year.

 

E. Evaluation of Student Progress

  1. Curriculum and instruction staff shall develop a plan for assessment of student progress toward the Graduation Standards, as well as program evaluation data for use by the ACT Committee to review instruction and curriculum, cultural competencies, including cultural awareness and cross-cultural communication, and student achievement at the school site. This plan shall annually be approved by the school board.

F. Reporting

  1. 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 cultural competency, 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 in their native languages, where appropriate and practicable, about their connection to and level of satisfaction with school. The school district shall include the results of this evaluation in its published reports and 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.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)

Cross References
MSBA/MASA Model Policy 104 (School District Mission Statement)
ISD 15 Policy 301 (School District Curriculum and Instruction Goals)
ISD 15 Policy 313 (Graduation Requirements)
ISD 15 Policy 314 (School District Testing Plan and Procedure)
ISD 15 Policy 315 (State Mandated Testing Accommodations, Modifications, and Exemptions for IEP, Section 504 Accommodation and LEP Students)
MSBA/MASA Model Policy 617 (School District Ensurance of Preparatory and High School Standards)
ISD 15 Policy 318 (Assessment of Student Achievement)
ISD 15 Policy 319 (Staff Development for Standards)
ISD 15 Policy 320 (Credit for Learning)

Adopted: November 14, 2016

School Board
Independent School District 15
St. Francis, Minnesota

318 Assessment of Standard Achievement

I. PURPOSE

The purpose of this policy is to institute a process for the establishment and revision of assessments to be used to determine how well students have achieved Graduation Standards.

II. GENERAL STATEMENT OF POLICY

The School District has established a procedure by which students shall complete the Graduation Standards. This procedure includes the adoption of performance packages to be used in assessing student performance. The School District strives to continually enhance student achievement of the Graduation Standards.

III. DEFINITIONS

A. “Benchmark: means the academic knowledge and skills students must achieve at each grade level or high school level to satisfactorily complete a state standard.

B. “Elective standards” are the academic standards adopted by the School District in th subject areas of health and physical education, vocational and technical education, and world languages.

IV. ESTABLISHMENT OF CRITERIA FOR ASSESSMENT

A. The School Board shall establish criteria by which student performance of the locally adopted Graduation Standards and elective standards are to be evaluated and approved. The criteria will be submitted to the School Board for approval. Upon approval by the School Board, the criteria shall be deemed part of this policy.

B. The superintendent shall ensure that students and parents or guardians are provided with notice of the process by which Graduation Standards will be assessed.

C. Staff members will be expected to utilize staff development opportunities to the extent necessary to ensure effective implementation and continued improvement of the implementation of the Minnesota Academic Standards at levels.

V. STANDARDS FOR MINNESOTA ACADEMIC STANDARDS PERFORMANCE PACKAGES

A. Benchmarks

The School District will offer academic knowledge and skills to allow students to satisfactorily complete a state standards by the use of grade level or high school level benchmarks. These benchmarks will be used by the school district and its staff in developing tests to measure student academic knowledge and skills.

B. Local Assessments

Locally selected assessments are expected to provide opportunities for students to demonstrate their achievement of the elective standards or other locally adopted standards. Scoring criteria for performance assessment of elective or other locally adopted standards will be determined by the curriculum adoption process.

C. Statewide Academic Standards Testing

1. Commencing with the 2005-2006 school year and later, the School District will utilize state constructed tests developed from and aligned with the state’s required academic standards as these tests become available. If a state assessment is not available, the school district will determine if a student has met the required academic standards through locally developed assessments.

2. The School District will administer annually, in accordance with the process determined by the Education Department, the state-constructed tests to all students in grades three through eight and at the high school level as follows:

a. Annual reading and mathematic assessments in grades three through eight and at the high school level for the 2005-06 school year and later; and

b. Annual science assessments in one grade in the grades three through five span, the grades six through nine span, and a life science assessment in the grades ten through twelve span for the 2007-08 school year and later.

c. Mathematics assessments in grades three through eight and eleven beginning in 2010-11 school year that are aligned with the state academic standards in mathematics; and

d. Beginning with the 2013-14 school year, eleventh grade mathematics tests must include algebra II test items that are aligned with corresponding state academic standards in mathematics.

3. The School District will determine locally if a student has meet the required academic standards.

4. Students for who the statewide or locally constructed tests are inappropriate, as determined by the student’s individualized education program team, or students with limited English proficiency, shall be exempt from or provided appropriate, technically sound accommodations or alternate assessments for statewide and local testing with the approval of the student’s parent or guardian.

5. The School District may use a student’s performance on a statewide assessment as one of the multiple criteria to determine grade promotion or retention. The School District also may use a high school student’s performance on a statewide assessment as a percentage of the student’s final grade in a course, or place a student’s assessment score on the student’s transcript.

D. Rigorous Course of Study Waiver

1. Upon receiving a student’s application signed by the student’s parent or guardian, the school district must declare that a student meets or exceeds a specific academic standard required for graduation if the School Board determines that the student:

a. Is participating in a course of study, including an advanced placement or international baccalaureate course of program; a learning opportunity outside the curriculum of the school district; or an approved preparatory program for employment or postsecondary education that is equally or more rigorous that the corresponding state or local academic standard required by the School District.

b. Would be precluded from participating in the rigorous course of study, learning opportunity, or preparatory employment or postsecondary education program if the student were required to achieve the academic standard to be waived; and

c. Satisfactorily completes the requirements for the rigorous course of student, learning opportunity, or preparatory employment or postsecondary education program.

2. The School Board also may formally determine other circumstances in which to declare that a student meets or exceeds a specific academic standard that the site requires for graduation under the section.

3. A student who satisfactorily completes a postsecondary enrollment options course or program or an advanced placement or international baccalaureate course of program is not required to complete other requirements of the academic standards corresponding to that specific rigorous course of study.

Legal References: 
Minn. Stat. § 120B.02 (educational Expectations for Minnesota Students) 
Minn. Stat. § 120B.11 (School District Process) 
Minn. Stat. § 120B.022 (Elective Standards) 
Minn. Stat. § 120B.023 (Benchmarks) 
Minn. Stat. § 120B.30 (Statewide Testing and Reporting System) 
Minn. Rule Parts 3501.0010 - 3501.0180 (Rules Relating to Graduation Standards - Mathematics and Reading) 
Minn. Rule Parts 3501.0200 - 3501.0290 (Rules Relating to Graduation Standards - Written Composition) 20 U.S.C. § 6301, et seq. (No Child Left Behind Act)

Adopted: April 12, 2010

School Board
Independent School District 15
St. Francis, Minnesota

319 Staff Development for Standards

I.  PURPOSE
 
The purpose of this policy is to establish opportunities for staff development which advance the staff’s ability to work effectively with the Graduation Standards and with students as they progress to achievement of those Graduation Standards and meet the requirements of the No Child Left Behind Act. 
 
II.  GENERAL STATEMENT OF POLICY
 
The School District is committed to developing staff policies and processes for continuous improvement of curriculum, instruction and assessment to ensure effective implementation of the Graduation Standards and the No Child Left Behind Act at all levels.  
 
III.  STANDARDS FOR STAFF DEVELOPMENT
 
A.  The Professional Development Committee (the “Committee”) shall address the needs of all staff in prioritizing staff development which will ensure effective implementation of the Graduation Standards and the No Child Left Behind Act at all levels.  The Committee will advise the School Board on the planning of staff development opportunities.
 
B.  The School District shall place a high priority on staff development including activities, programs, and other efforts to implement the Graduation Standards effectively and to upgrade that implementation continuously.
 
C.  Staff development plans for the School District shall address identified needs for Graduation Standards implementation throughout all levels of School District programs.
 
D.  In service, staff meetings, and district and building level staff development plans and programs shall focus on implementation and improvement of the implementation of the Graduation Standards at all levels for all students, including those with special needs.
 
Legal References: 

Minn. Stat. § 120B.02 (Educational Expectations for Minnesota’s Students)
Minn. Stat. § 120B.11 (School District Process)
Minn. Stat. § 120B.363 (Credential for Education Paraprofessionals)
Minn. Stat. § 122A.16 (Qualified Teacher Defined)
Minn. Stat. § 122A.60 (Staff Development Program)
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 3501.0505-3501.0635 (K-12 Standards)
20 U.S.C. § 6301, et seq. (No Child Left Behind Act)
 
 
Adopted: May 26, 2009                                

School District
Independent School District No. 15
St. Francis, Minnesota

320 Credit for Learning

I. PURPOSE

The purpose of this policy is to recognize student achievement which occurs in Post-Secondary Enrollment Options and other advanced enrichment programs. The purpose of this policy also is to recognize student achievement which occurs in other schools, in alternative learning sites, and in out-of-school experiences such as community organizations, work-based learning, and other educational activities and opportunities.

II. GENERAL STATEMENT OF POLICY

It is the policy of the School District to develop and provide processes and procedures by which students may meet a graduation requirement whether the School District offers the content standard in its curriculum or the student accomplishes the work in another learning environment. The School District will provide a process for transfer of standards completed in another Minnesota School District, recognition of work completed in other schools and post-secondary institutions, and credit for standards achieved in extracurricular activities, activities outside the school, previous learning, and community & work experiences. The School District may also waive the Graduation Standards for certain students if the criteria for such waivers are met.

Adopted: April 12, 2010

School Board
Independent School District 15
St. Francis, Minnesota

390 District Electronic Communications

I. EDUCATIONAL PURPOSE

Independent School District 15 (ISD No. 15) has established district electronic communications to provide appropriate learning experiences for students and staff and an opportunity to communicate with parents and the community. Electronic communications provide a powerful tool to support the educational goals and mission of the district.

II. GENERAL STATEMENT OF POLICY

The superintendent or designee will appoint a District Communications Manager, responsible for maintaining  the district website and monitoring district electronic communications. The District Technology Committee will develop guidelines for district electronic communications. The content of district electronic communications must support and promote the mission of ISD No. 15. 

III. DEFINITIONS

District Electronic Communications includes, but is not limited to district websites, email, social media, parent communication and notification, content streaming and district list-serves.

  1. District Websites - For the purpose of this policy and related documents, a district web site is defined as any web site or page provided by the district or approved by the superintendent or designee, including sites created by and/or for staff, schools, district-level departments or the district as a whole. 
  2. Email - For the purpose of this policy and related documents, email is defined as any written communication going through the district's email system, including listservs and eNotify.
  3. Social Media - For the purpose of this policy and related documents, public online social media are defined to include: websites, web logs (blogs), wikis, social networks, online forums, virtual worlds and any other interactive social media generally available to the public on the Internet (e.g., blog sites, Facebook, Flickr, LinkedIn, MySpace, Twitter, YouTube, etc.).
  4. Parent Notification - For the purpose of this policy and related documents, parent communication and notification are defined as any communication to a group of parents or guardians using district electronic resources (e.g., telephone, eNews, group email, text messaging, etc.).  
  5. Content Streaming - For the purpose of this policy and related documents, content streaming is defined as the live Internet broadcast of any district function. 

IV. ACCEPTABLE USE

A. All District electronic communications must support and promote the mission of ISD No. 15 and are to be used for educational purposes. Users have a responsibility to use these resources in an ethical, legal, efficient and productive manner.

B. District electronic communications present an image of the district to the world, and therefore must undergo the same scrutiny and careful preparation given to any other form of official district publication.

  1. District Websites - content of the district website and school websites must support and promote the mission of ISD No. 15.  The district website is not intended to be an archive of district information. The district website will provide current information to students, staff, and parents, including web access to classroom-related information and other educational resources.  In order to support curriculum and instruction-related class activities, and to communicate with students and parents, all schools, departments, and educational staff will have a web presence on the district website and a process for updating that web presence.   
  2. Email - ISD No. 15 recognizes the importance of communication with students, staff, and families and provides email access to all current staff for a limited educational purpose.  Email is currently the district's primary method of  communicating with staff, therefore, staff are expected to access the email system on a regular basis.  All incoming and outgoing email communications will be archived for four years.  Content of the district email system must support and promote the mission of ISD No. 15.       
  3. Social Media - ISD No. 15 recognizes the value and increasing role of online social media in electronic communications.  The district will have a social media presence and will use that presence to support and promote the mission of ISD No. 15.
  4. Parent Notification - ISD No. 15 recognizes the importance of communication with students, staff, and families and provides appropriate tools to facilitate these notifications, ranging from emergency notices to messages to staff and/or parent groups.
  5. Content Streaming - ISD No. 15 recognizes the importance of making district audio and video content available online, via the district's website.  The district's goal is to use content streaming to increase efficiency and accessibility.  

Staff who use the district’s electronic communications tools are expected to abide by this policy and procedures, in addition to the district’s Acceptable Use Policy and copyright law of the United States (Title 17 U.S. Code).

Adopted: June 13, 2011

School Board
Independent School District No. 15
St. Francis, Minnesota

Procedures: District Electronic Communications

These procedures will provide direction and establish criteria for the use of district electronic communications.

A. District Website

  1. Material appropriate for placement on the district website includes: district information, school information, teacher or class information, the district curriculum and curriculum-related resources, approved student projects, extracurricular organization information and ISD No. 15 community education activities. Personal and non-educational information will not be allowed on the website.
  2. The superintendent, or designee, will appoint a district webmaster responsible for maintaining the official district website and monitoring all district web activity. The District Technology Committee will develop style and content guidelines for official district and school web materials, and develop procedures for the placement and removal of such material.
  3. Content on the district website and school web pages must support and promote the mission of ISD No. 15. The district webmaster will be responsible for monitoring all web pages on the district website. Inappropriate and questionable content will be removed. Requests for reinstatement of content that was removed may be made to the Office of School Technology Coordinator. Challenges to content on the website by district staff, parents, or community members will be processed in this order: District Technology Committee, superintendent, and finally, the ISD No. 15 school board for reconsideration of the material.
  4. The district website will provide students, staff, and parents with a web portal to classroom-related calendars, grades, attendance, assignments, and resources.

B. School Web Pages

The building principal will be responsible for managing the school's web pages and monitoring class, teacher, and co-curricular/extracurricular web pages. All official school material will be consistent with the district style and content guidelines. Content of school web pages must support and promote the mission of ISD No. 15. The building principal may develop guidelines unique to their school’s mission with assistance from the webmaster.

C. Teacher Web Pages/Student Web Pages

  1. All teachers will establish a web page(s) that supports curriculum and instruction related class activities, and that provides a resource for other teachers. Teacher web pages will be used to communicate relevant classroom information to students and parents. Teachers will be responsible for maintaining the content of their classroom and/or educational resource sites.
    a. All staff will have a directory listing on the ISD No. 15 website. The directory listing includes  name, title, department, location, phone number, email (hyperlink), and photo.
  2. Teacher web pages will be developed in such a manner to support and promote the mission of ISD No. 15. District guidelines for the development of web pages will be followed. Student work resulting from classroom projects will be posted on the respective teacher’s web page with appropriate parental permission.
    a. Teachers may create a limited number of district web pages as part of a class activity. Material presented on a web page designed for such an activity must meet the educational objectives of the class activity.
    b. Removal of material that fails to meet established educational objectives and district website guidelines, that is in violation of a provision of the Acceptable Use procedures, or student disciplinary code will not be considered a violation of a student’s right to free speech.
    c. Student web pages, under teacher supervision for class projects, must include the following notice: “This is a student web page. Opinions expressed on this page shall not be attributed to the Independent School District No. 15 or any of its schools.”
    d. The classroom teacher and principal will approve the content of class project web pages. Student web pages will be removed at the end of each trimester unless special arrangements are made.

D. Co-curricular/extra-curricular Organization Web Pages

  1. With the approval of a building principal and Office of School Technology Coordinator, co-curricular and extra-curricular organizations may establish web pages. Material presented on the co-curricular/extra-curricular organization web page must relate specifically to organization activities. The co-curricular/extra-curricular advisor/coach will oversee and maintain the content of these web pages.
  2. Co-curricular/extra-curricular organization web pages must include the following notice: “This is a co-curricular/extra-curricular organization web page. Opinions expressed on this page shall not be attributed to Independent School District No. 15 or any of its schools.”

E. Web Page Requirements

  1. District Acceptable Use procedures and school board policies govern material placed on ISD No. 15 web pages.
  2. Web pages will be designed using the guidelines established by the District Technology Committee. The guide is available from the district webmaster.
  3. Web pages shall not contain the addresses or phone numbers of students. With appropriate parental permission, a first name or a first name with the first letter of the last name is preferred, for security reasons.
  4. The procedure for the display of photographs or videos of any identifiable student or staff member on the district’s web site shall be consistent with school board policy.
  5. Web pages shall not contain copyrighted or trademarked material belonging to others unless written permission to display such material has been obtained from the owner. There will be no assumption that the publication of copyrighted material on a website is within the fair use exemption.
  6. Staff engaged in producing web pages using materials from other websites must provide the district webmaster with email or printed copyright permissions to file before the web pages are published. In the case of public domain documents, printed evidence must be provided to document the status of the material.
  7. The failure of a site to display a copyright notice may not be interpreted as permission to copy the materials. Only the copyright owner may provide the permission.
  8. Material placed on the website is expected to meet academic standards of proper spelling, grammar, and accuracy of information. The ISD No. 15 logo and other district logos placed on the website are to meet standards set forth in the ISD No. 15 style guide.
  9. Students may retain the rights to the material they create that is posted on the web. Copyright on materials created by staff using district equipment and/or on district time is the property of ISD No. 15.
  10. Web pages shall display the navigation aid (breadcrumb trail) that will help users define both the current location within the site hierarchy as well as primary pages above the current page.
  11. The Office of School Technology shall retain a back-up copy of district web pages.

F. Email

The district manages an email system for business communication purposes. Email sent and received via a stfrancis.k12.mn.us email address should be related to school district business. The district recognizes that some personal use of district email is acceptable; however, excessive use is not acceptable. Electronic messages stored on the district’s email system are considered district property. Administrators or network personnel may review messages to maintain system integrity, to cooperate with local, state or federal authorities, or to investigate activities not in compliance with the district’s policies and procedures.   

All outgoing and incoming emails are automatically archived and stored off-site for three years. Email systems are not secure or confidential message systems. This applies whether messages are sent internally (to another district email address) or externally. Consequently, information requiring protection should not be sent by email.

Staff are provided with an email account to improve the efficiency and effectiveness of communication, both within the organization and with the broader community.  

Staff are expected to:

  1. Check email at least daily
  2. Respond to email messages in a timely fashion, usually within two business days.
  3. District staff are provided a limited amount of email storage.  It is the responsibility of staff to manage the content of their email account.
  4. Avoid sending attachments larger than 10 MB.  For large file transfers contact your building tech or the Office of School Technology.
  5. Subscribe only to listservs that are critical to your job responsibilities.
  6. Do not forward or respond to chainmail-type communications.
  7. Do not respond to spam or phishing attempts by clicking any links or providing any account information. The Office of School Technology staff will NEVER ask for account information via email.
  8. UALL is for district-related communications intended for all district staff.  A UALL message sends more than a thousand emails; have your supervisor review the message prior to sending.
  9. Email messages to others should be consistent with professional practices used for other correspondence, as outlined in the ISD No. 15 Publication Guidelines. 

Staff using email to correspond with parents and students must adhere to the following procedures:

  1. Staff must use the district provided email account for all parent and student communications.  Use of a staff personal email account for parent/student communications is not authorized.
  2. Email is not the correct communication method for contentious, emotional, or highly confidential issues. These issues are more effectively dealt with through a phone call or face to face meeting.
  3. Communicate only with parent email addresses listed in the Student Information System (SIS) unless steps have been taken to verify that the communication is occurring with a parent/guardian that has educational rights for the student.
  4. Care should be taken when using student’s names. Refer to students by first names, initials or “your son/daughter” depending on the content.
  5. Email messages to students may not include content of a personal nature.
  6. Carbon copy parents on emails to students.  

G. Social Media

  1. ISD No. 15 will have a presence on Twitter and Facebook and other social networks as deemed acceptable by the District Technology Committee.
  2. The webmaster, or other assigned by the superintendent, will post content and monitor activity on Twitter and Facebook.   
  3. Content posted will be consistent with school board policy and is to be used to promote the mission of ISD No. 15.

H. Parent Notification

  1. ISD No. 15 will communicate with students, staff, and families and provide appropriate and timely information, ranging from emergency notices to school-related messages.
  2. Only the superintendent or a designee are authorized to make all-District calls.
  3. Only principals are authorized to make all-school calls except in emergency situations.
  4. Messages to specific groups within a school must be authorized by the principal.
  5. Overuse of the automated calling system (more than once per week) should be avoided except when needed for emergency messages.
  6. Messages related to district closure, including cancellation of after-school activities, or emergency situations must be authorized through superintendent or designee.

I. Content Streaming and Broadcasting

  1. ISD No. 15 will make district audio and video content available online to promote and share educational events with students, staff and the community.
  2. This content will be accessible via the district website or other district-authorized web resources.
  3. Audio and video content recorded or produced during district functions or school-sanctioned activities is the property of ISD No. 15 and may not be broadcast without express written permission.