CURRICULUM DECISION MAKING
The purpose of this policy is to provide direction for continuous review and improvement of the school curriculum and education programming.
II. GENERAL STATEMENT OF POLICY
Curriculum development shall be directed toward the fulfillment of the goals and objectives of the district’s education program. Curriculum and educational program improvement can be done through modification, new course or program offerings, updated alignment of content with academic standards or program reduction and elimination.
A. The superintendent shall be responsible for curriculum development; for determining the most effective way of conducting research on the school district’s curriculum needs; and for establishing a long range curriculum development program.
B. Board affirmed academic standards, and related curriculum, instruction and assessments shall provide direction for teaching, learning and assessment
C. The District Curriculum Advisory Committee shall assist in the process to review curriculum, instruction and assessment, report to the public, and develop plans for improvement in the district.
D. The program improvement process will be utilized to ensure the following needs are addressed:
1. Provide for continuing evaluation of programs for the purpose of attaining school district objectives.
2. Provide for articulation of courses of study from kindergarten through grade twelve.
3. Identify key concepts, processes and content (high academic standards) for each subject and grade level.
4. Identify minimum learning objectives (foundations) for each course and at each grade level.
5. Identify both formative and summative assessment/evaluation for each course and grade level.
6. Provide a program for regular, systematic monitoring of student progress.
7. Provide for specific, particular and special needs of all members of the student community.
8. Integrate required and elective course standards in the scope and sequence of the district curriculum.
9. Meet all requirements of Minnesota State Rule and Law.
E. The Director of Teaching and Learning shall be responsible for curriculum and program review and development. The director shall keep the school board informed of all state-mandated curriculum changes, recommend discretionary changes, and periodically present recommended modifications for school board review and affirmation.
F. District academic program modifications, additions or reductions shall be affirmed by the school board. Pilots, special projects and minor adjustments will be reviewed by the District Curriculum Advisory Committee and may be done with approval from the Superintendent.
G. The review and development process will be completed through a multi-year Continuous Improvement Cycle as described in Appendices A, B, and C and addresses the following:
1. Articulation of achievement expectations and content from kindergarten through grade 12.
2. Consideration for specific, particular and special needs of all members of the student community including, diversity of Race, culture, language, ability and gender.
3. Identification of learning outcomes and academic standards for each course and grade level.
4. Describe appropriate student work and course rigor to meet objectives.
5. Provide for continuous monitoring and evaluation of programs for the purpose of meeting school district objectives and State of Minnesota and Federal requirements.
H. Minor program adjustments, pilots and special projects shall:
1. Demonstrate need, purpose and intended value
2. Identify objectives or learner outcomes of the project or pilot and an action plan, which includes a plan to communicate changes with students, parents and colleagues as appropriate.
3. Identify funding sources.
4. Summarize analysis of data related to need, intended outcomes and impact on the following:
f. District Curriculum
g. District Programs
I. Program and curriculum reductions shall address the following:
1. Rationale for reduction or elimination of an articulated course.
2. Required standards addressed in the course and other opportunities for students to complete the necessary standards for graduation.
3. A transition process for course elimination.
Legal References: Minn. Stat. 120B.10 (Improving Instruction and Curriculum)
Minn. Stat. 120B.11 (School District Process)
Minn. Rule 3500.0550 (Inclusive Educational Program)
Minn. Rule Parts 3501.0010 – 3501.0180 (Graduation Standards Reading and Mathematics)
Minn. Rule Parts 3501.0200 – 3501.0290 (Graduation Standards Written Composition)
Minn. Rule Parts 3501.0505-0550 (Graduation Standards for Language Arts)
Minn. Rules Parts 3501.0700-3501.0745 (Graduation Standards for mathematics)
Minn. Rules Parts 3501.0800-3501.0815 (Graduation Standards – Arts)
Minn. Rules Parts 3501.1000-3501.1190 (Graduation Required Assessment for Diploma)
20 U.S.C. 6301.et seq. (No Child Left Behind Act)
Cross References: Board Policy 601 (Curriculum and Instruction Goals)
Board Policy 610 (Selection and Reevaluation of Instructional Resources)
Board Policy 611 (Provision for Alternative Instruction)
ADOPTED BY THE BOARD OF EDUCATION: November 2, 1998
AMENDED BY THE BOARD OF EDUCATION: March 21, 2005
AMENDED BY THE BOARD OF EDUCATION: February 7, 2011
611.1 Administrative Guidelines
PROVISION FOR ALTERNATIVE INSTRUCTION
Typically, there will be one of two reasons for requesting alternative materials or instructional arrangements. The first is based in knowledge of available research and successful instructional practice indicating that some children may learn more effectively within an alternative structure. The other is related to religious belief and the cultural and lifestyle practices derived therefrom.
When considering requests for alternative instructional arrangements, the following will be used as a guide.
1. Persons making the request for an alternative organizational arrangement for instruction have the obligation of providing evidence that such an arrangement is a viable educational alternative to that provided by the Board.
2. If the alternative arrangement involves the creation of a class, a class will only be created if there is evidence of sufficient prospective enrollment to make it fiscally viable.
3. There must be sufficient and appropriate facilities in the district to accommodate the new arrangement.
4. The course content for the alternative instructional program must be congruent with state law and district policies.
5. The alternative program must not result in additional costs to the district for staffing or instructional materials and supplies.
6. The requested alternative to traditional instructional arrangements will be open to all students on a first-come first-served basis.
7. Persons who wish to enroll their children in the alternative instructional arrangement will be responsible for transporting the students to and from school unless such transportation can be accommodated on regularly established routes.
8. The program offered within the alternative arrangement may only exclude course material and teaching methodology which is clearly in conflict with the religious beliefs and cultural practices of the parents and students involved.
9. The Board will not approve arrangements which establish de facto segregation along racial, religious, ethnic or gender lines nor which would constitute an accommodation of religion in violation of the Constitution.
10. No religious and/or cultural practices may be taught except as permitted by law and district policy.
11. Persons requesting alternative arrangements will be responsible for obtaining any required permissions/exemptions from state rules or regulations.
12. The school board is not required to pay for the costs of alternative instruction provided by a parent, guardian or adult student (Minnesota Statute §120b.20).
Dated: March 17, 1997
Reviewed: August 12, 2013
Revised: December 17, 2001