Chapter 6: Instruction
- Foster students’ self-discovery, self-awareness, and self-discipline.
- Develop students’ awareness of and appreciation for cultural diversity.
- Stimulate students’ intellectual curiosity and growth.
- Provide students with fundamental career concepts and skills.
- Help students develop sensitivity to the needs and values of others and a respect for individual and group differences.
- Help each student strive for excellence and instill a desire to reach the limit of his or her potential.
- Encourage students to become life long learners.
- Provide an educational climate and culture free of bias concerning the protected classifications identified in policy 7:10, Equal Educational Opportunities.
- A review and evaluation of the present curriculum.
- A projection of curriculum and resource needs.
- An evaluation of, and plan to eliminate, any bias in the curriculum or instructional materials and methods concerning the classifications referred to in item 8, above.
- Any plan for new or revised instructional program implementation.
- A review of present and future facility needs.
- Prepare each school’s annual recognition application and quality assurance appraisal, whether internal or external, to assess each school’s continuous school improvement.
- If applicable, implement a No Child Left Behind Act (NCLB) plan, including the completion of the NCLB Consolidated Application, and seek Board approval where necessary or advisable.
- Continuously assess the District’s and each school’s overall performance in terms of both academic success and equity. This includes, without limitation, a thorough analysis of ISBE’s balanced accountability measure and each school’s Multiple Measure Index and corresponding Annual Measurable Objective provided by ISBE.
- If applicable, develop District and School Improvement Plans, present them for Board approval, and supervise their implementation.
- Prepare a school report card, present it at a regular Board meeting, and disseminate it as provided in State law.
- In accordance with Sec. 2-3.153 of the School Code, administer at least biennially a survey of learning conditions on the instructional environment within the school to, at minimum, students in grades 6 through 12 and teachers.
- Support the District’s educational program,
- Maximize facility usage without undue overcrowding, and
- Provide substantially comparable instructional programs across the District.
- The District’s educational philosophy and goals,
- Student needs as identified by research, demographics, and student achievement and other data,
- The knowledge, skills, and abilities required for students to become life-long learners,
- The minimum requirements of State and federal law and regulations for curriculum and graduation requirements,
- The curriculum District-wide and articulated across all grade levels,
- The Illinois State Learning Standards and any District learning standards, and
- Any required State or federal student testing.
- Regularly evaluate the curriculum and instructional program.
- Ensure the curriculum continues to meet the stated adoption criteria.
- Include input from a cross-section of teachers, administrators, parents/guardians, and students, representing all schools, grade levels, disciplines, and specialized and alternative programs.
- Coordinate with the process for evaluating the instructional program and materials.
- Students in the District have access to healthy foods throughout the school day—both through reimbursable school meals and other foods available throughout the school campus—in accordance with Federal and state nutrition standards;
- Students receive quality nutrition education that helps them develop lifelong healthy eating behaviors;
- Students have opportunities to be physically active before, during, and after school;
- Schools engage in nutrition and physical activity promotion and other activities that promote student wellness;
- School staff are encouraged and supported to practice healthy nutrition and physical activity behaviors in and out of school;
- The community is engaged in supporting the work of the District in creating continuity between school and other settings for students and staff to practice lifelong healthy habits; and
- The District establishes and maintains an infrastructure for management, oversight, implementation, communication about, and monitoring of the policy and its established goals and objectives.
- This policy shall be interpreted consistently with Section 204 of the Child Nutrition and WIC Reauthorization Act of 2004 and the Healthy Hunger-Free Kids Act of 2010 (HHFKA)
- This policy applies to all students, staff, and schools in the District.
- School Wellness Committee Committee Role and Membership The District will convene a representative district wellness committee (hereto referred to as DWC) that meets at least four times per year to establish goals for and oversee school health and safety policies and programs, including development, implementation, and periodic review and update of this district-level wellness policy (heretofore referred as “wellness policy”).The DWC membership will represent all school levels (elementary and secondary schools) and include (to the extent possible), but not be limited to: parents and caregivers; students; representatives of the school nutrition program (foodservice director); physical education teachers; health education teachers; school health professionals (ex., school nurses, and mental health and social services staff; school administrators, school board members; health professionals and the general public. To the extent possible, the DWC will include representatives from each school building and reflect the diversity of the community.Each school principal, or designee, will serve as the school wellness policy coordinator, who will ensure compliance with the policy. Each school principal within the District will establish an ongoing School Wellness Committee (SWC) that convenes to review school-level issues, in coordination with the DWC. Leadership The Superintendent or designee(s) will convene the DWC and facilitate development of and updates to the wellness policy, and will ensure each school’s compliance with the policy.
- Wellness Policy Implementation, Monitoring, Accountability, and Community Engagement Implementation PlanThe District will develop and maintain a plan for implementation to manage and coordinate the execution of this wellness policy. The plan delineates roles, responsibilities, actions, and timelines specific to each school, and includes information about who will be responsible to make what change, by how much, where, and when, as well as specific goals and objectives for nutrition, physical activity, physical education, and other school-based activities that promote student wellness. Each school will use the Centers for Disease Control and Prevention’s School Health Index to create an action plan that fosters implementation, and generate an annual progress report. The wellness plan and the progress reports can be found at: www.usd116.org. Annual Progress Reports The District will present a report to the Board of Education annually to report on the progress of each school within the district in meeting wellness goals. Revisions and Updating the Policy The DWC will update or modify the wellness policy based on the results of the annual progress reports and triennial assessments, and/or as District priorities change; community needs change; wellness goals are met; new health science, information, and technology emerges; and new Federal or state guidance or standards are issued. The wellness policy will be assessed and updated as indicated at least every three years, following the triennial assessment.
- Nutrition School MealsStudents will be offered and schools will promote nutritious food and beverage choices consistent with the current Dietary Guidelines for Americans published jointly by the U.S. Department of Health and Human Services and Agriculture. In addition, in order to promote student health and reduce childhood obesity, the Superintendent or designee shall restrict the sale of competitive foods as defined by the USDA in the food service areas during meal periods and comply with all ISBE rules. Our school district is committed to serving healthy meals to children, with plenty of fruits, vegetables, whole grains, and fat-free and low-fat milk; moderate in sodium, low in saturated fat, and zero grams trans fat per serving (nutrition label or manufacturer’s specification); and to meet the nutrition needs of school children within their calorie requirements. The school meal programs aim to improve the diet and health of school children, help mitigate childhood obesity, model healthy eating to support the development of lifelong healthy eating patterns, and support healthy choices while accommodating cultural food preferences and special dietary needs. All schools within the District, with the exception of Urbana Early Childhood School, participate in USDA’s National School Lunch Program (NSLP) and School Breakfast Program (SBP). Some school sites also participate in the After School Snack Program (ASCCP), the Supper Program (CACFP) and the Summer School Programs. Urbana Early Childhood School participates in the CACFP Snack Program. All schools within the District are committed to offering school meals through the NSLP and SBP programs, and other applicable Federal child nutrition programs, that:
- Are accessible to all students;
- Are appealing and attractive to children;
- Are served in clean and pleasant settings;
- Meet or exceed current nutrition requirements established by local, state, and Federal statutes and regulations. (The District offers reimbursable school meals that meet USDA nutrition standards.)
- Promote healthy food and beverage choices using at least ten of the following Smarter Lunchroom techniques.
Some examples include
- Whole fruit options are displayed in attractive bowls or baskets
- Sliced or cut fruit is available daily at elementary schools.
- Daily fruit options are displayed in a location in the line of sight and reach of students
- All available vegetable options have been given creative or descriptive names at the elementary schools.
- All staff members, especially those serving, have been trained to politely prompt students to select and consume the daily vegetable options with their meal
- White milk is placed in front of other beverages in all coolers
- Healthy options are promoted via posters or signs within all service and dining areas
- A reimbursable meal can be created in any service area available to students
- Student surveys and taste testing opportunities are used to inform menu development, dining space decor, and promotional ideas
- Student artwork is displayed in the service and/or dining areas
- Daily announcements are used to promote and market menu optionsElementary schools are encouraged to schedule the lunch period following recess to better support learning and healthy eating.Exempted Fundraising Day (EFD) Requests All food and beverages sold to students on the school campuses of participating schools during the school day must comply with the "general nutrition standards for competitive foods "specified in federal law, unless the Superintendent or designee in a participating school has granted an exempted fundraising day (EFD). To request an EFD and learn more about the District's related procedures contact the Superintendent or designee. The District's procedures are subject to change. The number of EFD's is set by ISBE rule. Nutrition Promotion Nutrition promotion and education positively influence lifelong eating behaviors by using evidence-based techniques and nutrition messages, and by creating food environments that encourage healthy nutrition choices and encourage participation in school meal programs. Students and staff will receive consistent nutrition messages throughout schools, classrooms, gymnasiums, and cafeterias. Nutrition promotion also includes marketing and advertising nutritious foods and beverages to students and is most effective when implemented consistently through a comprehensive and multi-channel approach by school staff and teachers, parents, students, and the community. The District will promote healthy food and beverage choices for all students throughout the school campus, as well as encourage participation in school meal programs. This promotion will occur through at least:
- Implementing evidence-based healthy food promotion techniques through the school meal programs using Smarter Lunchroom techniques; and
- Promoting foods and beverages that meet the USDA Smart Snacks in School nutrition standards.Nutrition Education The District aims to teach, model, encourage, and support healthy eating by students. Schools will provide nutrition education that follows the Illinois Learning Standards for health curriculum.
4. Physical ActivityChildren and adolescents should participate in 60 minutes of physical activity every day. A substantial percentage of students’ physical activity can be provided through a comprehensive, school-based physical activity program (CSPAP) that includes these components: physical education, recess, classroom-based physical activity, walk and bicycle to school, and out-of-school time activities and the district is committed to providing these opportunities. Schools will ensure that these varied opportunities are in addition to, and not as a substitute for, physical education (addressed in “Physical Education” subsection). All schools in the district will be encouraged to participate in Let’s Move! Active Schools (www.letsmoveschools.org) in order to successfully address all CSPAP areas. It is recommended that physical activity during the school day (including but not limited to recess, physical activity breaks, or physical education) will not be withheld as punishment for any reason. This does not include participation on sports teams that have specific academic requirements. The district will provide teachers and other school staff with a list of ideas for alternative ways to discipline students. During the school day all student will be required to engage in a daily physical education course unless otherwise exempted. See Board policy 6:60 Curriculum Content. To the extent practicable, the District will ensure that its grounds and facilities are safe and that equipment is available to students to be active. The District will conduct necessary inspections and repairs.
5. Other Activities that Promote Student WellnessThe District will integrate wellness activities across the entire school setting The District will coordinate and integrate other initiatives related to physical activity, physical education, nutrition, and other wellness components so all efforts are complementary, and work towards the same set of goals and objectives promoting student well-being. Schools in the District are encouraged to coordinate content across curricular areas that promote student health, with consultation provided by the District’s curriculum experts. All efforts related to obtaining federal, state, or association recognition for efforts, or grants/funding opportunities for healthy school environments will complement the wellness policy. All school-sponsored events will be encouraged to adhere to the wellness policy. All school-sponsored wellness events will include physical activity opportunities. LEGAL REF.: Child Nutrition and WIC Reauthorization Act of 2004, PL 108-265, Sec. 204. Child Nutrition Act of 1966, 42 U.S.C. §1771 et seq. National School Lunch Act, 42 U.S.C. §1758. Healthy, Hunger-Free Kids Act of 2010, 42 U.S.C. §1758b, PL 111-296. 42 U.S.C. §1779, as implemented by 7 C.F.R. §210.11. 105 ILCS 5/2-3.139. 23 Ill.Admin.Code Part 305, Food Program. ISBE’s “School Wellness Policy” Goal, adopted Oct. 2007. CROSS REF.: 4:120 (Food Services) ADOPTED: January 19, 2016
- In kindergarten through grade 8, subjects include: (a) language arts, (b) reading, (c) other communication skills, (d) science, (e) mathematics, (f) social studies, (g) art, (h) music, and (i) drug and substance abuse prevention. A reading opportunity of 60 minutes per day will be promoted for all students in kindergarten through grade 3 whose reading levels are one grade level or more lower than their current grade level.
- In grades 9 through 12, subjects include: (a) language arts, (b) writing intensive course, (c) science, (d) mathematics, (e) social studies including U.S. history, American government and, for those students covered by P.A. 99-434 (eff. 1-1-2016 but may be delayed by subsequent legislation), one semester of civics, (f) foreign language, (g) music, (h) art, (i) driver and safety education, and (j) vocational education. Students otherwise eligible to take a driver education course must receive a passing grade in at least 8 courses during the previous 2 semesters before enrolling in the course. The Superintendent or designee may waive this requirement if he or she believes a waiver to be in the student’s best interest. The course shall include classroom instruction on distracted driving as a major traffic safety issue. Automobile safety instruction covering traffic regulations and highway safety must include instruction on the consequences of alcohol consumption and the operation of a motor vehicle. The eligibility requirements contained in State law for the receipt of a certificate of completion from the Secretary of State shall be provided to students in writing at the time of their registration.
- In grades 7 through 12, as well as in interscholastic athletic programs, steroid abuse prevention must be taught.
- In kindergarten through grade 12, provided it can be funded by private grants or the federal government, violence prevention and conflict resolution must be stressed, including: (a) causes of conflict, (b) consequences of violent behavior, (c) non-violent resolution, and (d) relationships between drugs, alcohol, and violence.
- In grades kindergarten through 12, age-appropriate Internet safety must be taught, the scope of which shall be determined by the Superintendent or designee. The curriculum must incorporate policy 6:235, Access to Electronic Networks and, at a minimum, include: (a) education about appropriate online behavior, (b) interacting with other individuals on social networking websites and in chat rooms, and (c) cyberbullying awareness and response.
- In all grades, character education must be taught including respect, responsibility, integrity, cooperation, compassion, and perseverance.
- Instruction in all grades should include educating students about behaviors that violate Board policy 7:180, Prevention of and Response to Bullying, Intimidation, and Harassment.
- In all schools, citizenship values must be taught, including: (a) patriotism, (b) democratic principles of freedom, justice, and equality, (c) proper use and display of the American flag, (d) the Pledge of Allegiance, and (e) the voting process.
- In all grades, physical education must be taught including a developmentally planned and sequential curriculum that fosters the development of movement skills, enhances health-related fitness, increases students’ knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle. Unless otherwise exempted, all students are required to engage daily during the school day in a physical education course. For exemptions and substitutions, see policies 6:310, High School Credit for Non-District Experiences; Course Substitutions; Re-Entering Students and 7:260, Exemption from Physical Activity.
- In all schools, health education must be stressed, including: (a) proper nutrition, (b) physical fitness, (c) components necessary to develop a sound mind in a healthy body, (d) dangers and avoidance of abduction, and (e) age-appropriate sexual abuse and assault awareness and prevention education in all grades. The Superintendent shall implement a comprehensive health education program in accordance with State law.
- In all schools, career/vocational education must be taught, including: (a) the importance of work, (b) the development of basic skills to enter the world of work and/or continue formal education, (c) good work habits and values, (d) the relationship between learning and work, and (e) if possible, a student work program that provides the student with work experience as an extension of the regular classroom. A career awareness and exploration program must be available at all grade levels.
- In grades 9 through 12, consumer education must be taught, including: (a) financial literacy, including consumer debt and installment purchasing (including credit scoring, managing credit debt, and completing a loan application); budgeting; savings and investing; banking (including balancing a checkbook, opening a deposit account, and the use of interest rates); understanding simple contracts; State and federal income taxes; personal insurance policies; the comparison of prices; higher education student loans; identity-theft security; and homeownership (including the basic process of obtaining a mortgage and the concepts of fixed and adjustable rate mortgages, subprime loans, and predatory lending); and (b) the roles of consumers interacting with agriculture, business, labor unions and government in formulating and achieving the goals of the mixed free enterprise system.
- In all schools, conservation of natural resources must be taught, including: (a) home ecology, (b) endangered species, (c) threats to the environment, and (d) the importance of the environment to life as we know it.
- In all schools, United States history must be taught, including: (a) the principles of representative government, (b) the Constitutions of the U.S. and Illinois, (c) the role of the U.S. in world affairs, (d) the role of labor unions, and (e) the role and contributions of ethnic groups, including but not limited to, the African Americans, Albanians, Asian Americans, Bohemians, Czechs, French, Germans, Hispanics (including the events related to the forceful removal and illegal deportation of Mexican-American U.S. citizens during the Great Depression), Hungarians, Irish, Italians, Lithuanians, Polish, Russians, Scots, and Slovakians in the history of this country and State. In addition, all schools shall hold an educational program on the United States Constitution on Constitution Day, each September 17, commemorating the September 17, 1787 signing of the Constitution. However, when September 17 falls on a Saturday, Sunday, or holiday, Constitution Day shall be held during the preceding or following week.
- In grade 7 and all high school courses concerning U.S. history or a combination of U.S. history and American government, students must view a Congressional Medal of Honor film made by the Congressional Medal of Honor Foundation, provided there is no cost for the film.
- In all schools, the curriculum includes a unit of instruction on the Holocaust and crimes of genocide, including Nazi atrocities of 1933-1945, Armenian Genocide, the Famine-Genocide in Ukraine, and more recent atrocities in Cambodia, Bosnia, Rwanda, and Sudan.
- In all schools, the curriculum includes a unit of instruction on the history, struggles, and contributions of women.
- In all schools, the curriculum includes a unit of instruction on Black History, including the history of the African slave trade, slavery in America, and the vestiges of slavery in this country, as well as the struggles and contributions of African-Americans.
- In all schools offering a secondary agricultural education program, courses as required by 105 ILCS 5/2-3.80.
- In all schools, instruction during courses as determined by the Superintendent or designee on disability history, awareness, and the disability rights movement.
- Classroom-wide and school-wide programming to teach social and emotional skills, promote optimal mental health, and decrease risk behaviors for students;
- Staff development and training to school personnel to enhance students’ social, emotional, and academic learning;
- Opportunities for parent and family involvement to learn about the importance of their children’s optimal social and emotional development and ways to enhance it;
- Development of partnerships with community agencies and organizations to assist in a coordinated approach to addressing children’s mental health and social and emotional development;
- Early identification and intervention by development of a periodic screening mechanism to assess those students who have significant risk factors for social, emotional, or mental health problems that impact learning;
- Improve treatment of children with social, emotional, and mental health issues that impact learning through student and family support services, school-based behavioral health services, and school-community linked services and supports;
- Development of systems to assess and report baseline information and ongoing progress about school climate, students’ social and emotional development, and academic performance.
- Age-appropriate. Proper decorum, considering the students’ ages, should be followed.
- Consistent with the curriculum and serve an educational purpose.
- Informative and present a balanced view.
- Respectful of the rights and opinions of everyone. Emotional criticisms and hurtful sarcasm should be avoided.
- Not tolerant of profanity or slander. Disruptive conduct is prohibited and may subject a student to discipline.
6:110 Programs for Students At Risk of Academic Failure and/or Dropping Out of School and Graduation Incentives ProgramThe Superintendent or designee shall develop, maintain, and supervise a program for students at risk of academic failure or dropping out of school. The program shall include education and support services addressing individual learning styles, career development, and social needs, and may include without limitation one or more of the following:
- Parent-teacher conferences
- Counseling services by social workers and/or guidance counselors
- Counseling services by psychologists
- Psychological testing
- Truants’ alternative and optional education program
- Alternative school placement
- Community agency services
- Alternative learning opportunities program, in conformity with the Alternative Learning Opportunities Law, as it may be amended from time-to-time
- Graduation incentives program
- Remediation program
- Is considered a dropout according to State law;
- Has been suspended or expelled;
- Is pregnant or is a parent;
- Has been assessed as chemically dependent; or
- Is enrolled in a bilingual education or English Language Learners program.
- Identify migrant students and assess their educational and related health and social needs.
- Provide a full range of services to migrant students including applicable Title I programs, special education, gifted education, vocational education, language programs, counseling programs, and elective classes.
- Provide migrant children with the opportunity to meet the same statewide assessment standards that all children are expected to meet.
- Provide advocacy and outreach programs to migrant children and their families and professional development for District staff.
- Provide parents/guardians an opportunity for meaningful participation in the program.
- Assist all English Learners to achieve English proficiency, facilitate effective communication in English, and encourage their full participation in school activities and programs as well as promote participation by the parents/guardians of English Learners.
- Appropriately identify students with limited English proficiency.
- Comply with State law regarding the Transitional Bilingual Educational Program (TBE) or Transitional Program of Instruction (TPI), whichever is applicable.
- Comply with any applicable State and federal requirements for the receipt of grant money for English Learners and programs to serve them.
- Determine the appropriate instructional program and environment for English Learners.
- Annually assess the English proficiency of English Learners and monitor their progress in order to determine their readiness for a mainstream classroom environment.
- Include English Learners, to the extent required by State and federal law, in the District’s student assessment program to measure their achievement in reading/language arts and mathematics.
- Provide information to the parents/guardians of English Learners about: (1) the reasons for their child’s identification, (2) their child’s level of English proficiency, (3) the method of instruction to be used, (4) how the program will meet their child’s needs, (5) specific exit requirements of the program, (6) how the program will meet their child’s individualized education program, if applicable, and (7) information on parent/guardian rights. Parents/guardians will be regularly apprised of their child’s progress and involvement will be encouraged.
District-Level Parental Involvement Compact
The Superintendent or designee shall develop a District-Level Parental Involvement Compact according to Title I requirements. The District-Level Parental Involvement Compact shall contain: (1) the District’s expectations for parental involvement, (2) specific strategies for effective parent involvement activities to improve student academic achievement and school performance, and (3) other provisions as required by federal law. The Superintendent or designee shall ensure that the Compact is distributed to parents/guardians of students receiving services, or enrolled in programs, under Title I.
School-Level Parental Involvement Compact
Each Building Principal or designee shall develop a School-Level Parental Involvement Compact according to Title I requirements. This School-Level Parental Involvement Compact shall contain: (1) a process for continually involving parents/guardians in its development and implementation, (2) how parents/guardians, the entire school staff, and students share the responsibility for improved student academic achievement, (3) the means by which the school and parents/guardians build and develop a partnership to help children achieve the State’s high standards, and (4) other provisions as required by federal law. Each Building Principal or designee shall ensure that the Compact is distributed to parents/guardians of students receiving services, or enrolled in programs, under Title I.Incorporated by Reference 6:170-AP1, E1 (District-Level Parental Involvement Compact) and 6:170-AP1, E2 (School-Level Parental Involvement Compact) LEGAL REF.: Title I of the Elementary and Secondary Education Act, 20 U.S.C. §6301‑6514. CROSS REF.: 2:260 (Uniform Grievance Procedure), 4:110 (Transportation), 5:190 (Teacher Qualifications), 5:280 (Duties and Qualifications), 6:15 (School Accountability), 6:140 (Education of Homeless Children), 6:145 (Migrant Students), 6:160 (English Learners), 7:10 (Equal Educational Opportunities), 7:30 (Student Assignment), 7:60 (Residence), 7:100 (Health, Eye, and Dental Examinations; Immunizations; and Exclusion of Students), 8:95 (Parental Involvement) ADOPTED: September 3, 2013
- Align its curriculum with the Illinois State Learning Standards and Board policies 6:10, Educational Philosophy and Objectives and 6:15, School Accountability.
- Offer instruction and educational experiences consistent with those given to students at the same grade level in the District through compliance with Board policies 6:30, Organization of Instruction and 6:300, Graduation Requirements.
- Provide instructors that meet the teacher qualifications in Board policy 5:190, Teacher Qualifications. Instructors are responsible for the following elements of the program:
- Planning instruction,
- Diagnosing learning needs,
- Prescribing content delivery through class activities,
- Assessing learning,
- Reporting outcomes to administrators and parents/guardians, and
- Evaluating the effects of instruction.
- Provide a remote educational program anytime during the period of time from and including the opening date to the closing date of the District’s regular school term. It may operate on any calendar day, notwithstanding whether it is a student attendance day or institute day on the School District’s calendar or any other provision of law restricting instruction on that day. The District’s regular school term is established by Board policies 2:20, Powers and Duties of the School Board;Indemnification and 6:20, School Year Calendar and Day. The remote educational program may be offered outside of the regular school term as part of any authorized summer school program.
- Calculate the number of clock hours a student participates in instruction in alignment with Board policy 6:20, School Year Calendar and Day.
- Limit participation to students who are juniors or seniors or demonstrate individual educational need(s). Approval of students in the program will be on a space-available basis.
- Authorize the Superintendent or designee to approve students for participation in the program when the student shows evidence of:
- Enrollment in the District pursuant to Board policies 7:60, Residence and 7:30, Student Assignment and Intra-District Transfer.
- Prior approval from their individualized educational program (IEP) team, if applicable.
- How the remote educational program best serves the student’s individual learning needs.
- A consistent, appropriate attendance record, no disciplinary record, and a 2.5 minimum grade point average.
- Include a process for developing and approving a written remote educational plan for each student participating in the program.
- Require students to complete their participation in the program within 12 months, unless the student’s participation is extended by the District.
- Require students to participate in all assessments administered by the District pursuant to State and federal law and Board policy 6:340, Student Testing and Assessment Program.
- Align with the requirements of Board policy 7:340, Student Records.
- Comply with other State and federal laws and align with all applicable Board policies. This includes the Superintendent submitting a copy of this policy to the Illinois State Board of Education along with any amendments to it and any data on student participation.
- Be monitored by the Board pursuant to Board policy 2:240, Board Policy Development and included as a topic for discussion in the annual report required by Board policy 6:10, Educational Philosophy and Objectives. It shall include a discussion of the process for renewal of the program when applicable.
- The activity will contribute to the leadership abilities, social well-being, self-realization, good citizenship, or general growth of student-participants.
- Fees assessed students are reasonable and do not exceed the actual cost of operation.
- The District has sufficient financial resources for the activity.
- Requests from students.
- The activity will be supervised by a school-approved sponsor.
- Enrich and support the curriculum;
- Stimulate growth in knowledge, literary appreciation, aesthetic values, and ethical standards;
- Provide background information to enable students to make informed judgments and promote critical reading and thinking;
- Depict in an accurate and unbiased way the cultural diversity and pluralistic nature of American society; and
- Contribute to a sense of the worth of all people regardless of sex, race, religion, nationality, ethnic origin, sexual orientation, disability, or any other differences that may exist.
- The program includes an organizeThe Superintendent or designee shall manage the District’s library media program to comply with, (1) State law and Illinois State Board of Education rule, and (2) the following standards:d collection of resources available to students and staff to supplement classroom instruction, foster reading for pleasure, enhance information literacy, and support research, as appropriate to students of all abilities in the grade levels served.
- Financial resources for the program’s resources and supplies are allocated to meet students’ needs.
- Students in all grades served have equitable access to library media resources.
- The advice of an individual who is qualified according to ISBE rule is sought regarding the overall direction of the program, including the selection and organization of materials, provision of instruction in information and technology literacy, and structuring the work of library paraprofessionals.
- Staff members are invited to recommend additions to the collection.
- Students may freely select resource center materials as well as receive guided selection of materials appropriate to specific, planned learning experiences.
- sending or displaying offensive messages or pictures
- using obscene language
- harassing, insulting or attacking others
- damaging computers, computer systems or computer networks
- violating copyright laws
- using another's password
- trespassing in another's folders, work or files
- intentionally wasting limited resources
- employing the network for commercial purposes
- accessing games, IRC (chats), MUD's, MOO's, MUVE's or other similar sites without permission from a teacher
- The Internet is a network of computers and computer networks that provides access to information contained on millions of computers around the world.
- Because the information on the Internet comes from all over the world, we need to understand that neither Urbana School District #116 nor any staff member controls the content of this information. Some information may be controversial, offensive, or inaccurate.
- The Internet is a powerful resource tool. When at school, students should use it under the direction and guidance of professional staff for educational purposes only.
- Any information that is available on the internet is the product of another individual's work, and must be cited if used. This information is referred to as intellectual property and includes pictures, logos, trademarks, printed materials, computer software, video and sounds.
- The Internet allows students not only to receive information, but to send it to others. In light of that, students should behave in a responsible manner when communicating electronically.
- Urbana School District #116 uses a filtering/blocking software, it is important to note that no filtering/blocking software is 100% guaranteed and must be paired with supervision and good parental involvement.
Online RulesPersonal Safety and Respecting Privacy
- I will not share my or any other person’s address, passwords, ID's, telephone number, parent's work address/telephone number, the name and location of my school or other personal information. If participating in an approved classroom project, name and location of school may be used.
- I will tell my teachers right away if I come across any information that makes me feel uncomfortable.
- I will never agree to get together with someone I "meet" online.
- I will never send a person my picture or anything else without first checking with my teachers and parents.
- I will not respond to any messages that are mean, use bad language or in any way make me feel uncomfortable. It is not my fault if I get a message like that. If I do I will tell my teachers right away.
- I will not give out a credit card number online, subscribe to any services or order any materials or services on the Internet.
- I will respect individual's rights to privacy and to freedom from intimidation, harassment, and unwarranted annoyance.
- I recognize the limitations to privacy afforded by electronic services.
- I will not use the network for illegal purposes such as: arranging for a drug sale or purchase of alcohol, engaging in criminal gang activity, threatening the safety of a person, etc.
- I will not participate in any activity that violates school rules or local, state or federal laws.
- I will abide by security restrictions on all systems and information to which access is permitted. I will not attempt to evade, disable, or "crack" passwords or other security provisions. I understand that these activities threaten the work of others and are grounds for immediate termination or suspension of privileges and possible further sanctions.
- I understand that the following is not permitted:
- sending or displaying offensive messages or pictures using obscene language
- trespassing in another's folders, work or files
- using another's password
- using the network for commercial purposes
- I understand I may not play non-educational games or use other interactive sites such as IRC (chats), social networks (Facebook, Myspace, etc., MUD's (Multiple User Domains), MOO's (MUD Object Oriented), or MUVE (Multiple User Virtual Environments) unless specifically assigned to do so by a teacher.
- I will not make deliberate attempts to disrupt the computer system, damage or interfere in any way with an individual, a business, or an organization’s data by spreading a virus or by any other means. These actions are illegal.
- I am responsible for my individual account and will not share my password with others, nor will I access the network or other information source without proper authorization.
- I will not use another person’s account to send or receive email.
- I will not plagiarize any materials (documents, web pages, software, graphics, etc.) that I find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were yours.
- I will respect copyright and other intellectual-property rights. Unauthorized copying of files or passwords belonging to others may constitute plagiarism or theft. Modifying files without authorization (including altering information, introducing viruses, or damaging files) is unethical, may be illegal, and may lead to sanctions.
- The Urbana School District #116 does not condone and specifically forbids the unauthorized duplication of software.
- Violating these rules may result in a loss of access.
- Additional disciplinary action may be taken at the building level in line with existing practice regarding inappropriate language or behavior.
- Legal action will be taken when applicable.
6:250 Community Resource Persons and VolunteersThe Board of Education encourages the use of resource persons and volunteers to: (1) increase students’ educational attainment, (2) provide enrichment experiences for students, (3) increase the effective utilization of staff time and skills, (4) give more individual attention to students, and (5) promote greater community involvement. Resource persons and volunteers may be used:
- For non-teaching duties not requiring instructional judgment or evaluation of students;
- For supervising study halls, long distance teaching reception areas used incident to instructional programs transmitted by electronic media (such as computers, video, and audio), detention and discipline areas, and school-sponsored extracurricular activities;
- To assist with academic programs under a certificated teacher’s immediate supervision;
- As a guest lecturer or resource person under a certificated teacher’s direction and with the administration’s approval; or
- As supervisors, chaperones, or sponsors for non-academic school activities.
- A miscalculation of test scores,
- A technical error in assigning a particular grade or score,
- The teacher agrees to allow the student to do extra work that may impact the grade,
- An inappropriate grading system used to determine the grade, or
- An inappropriate grade based on an appropriate grading system.
- Complete all District graduation requirements that are in addition to the State requirements.
- Completing all courses as provided in the School Code, 105 ILCS 5/27-22.
- Complete all minimum requirements for graduation as specified by Illinois State Board of Education rule, 23 Ill.Admin.Code §1.440.
- Pass an examination on patriotism and principles of representative government, proper use of the flag, methods of voting, and the Pledge of Allegiance.
- Participating in State assessments that are required for graduation by the School Code, 105 ILCS 5/2-3.64a-5(c).
- Maintaining a description of all course offerings that comply with the above graduation requirements,
- Notifying students and their parents/guardians of graduation requirements,
- Developing the criteria for determining when a student accomplishes number 4 above,
- Complying with State law requirements for students who transfer during their senior year because their parent(s)/guardian(s) are on active military duty, this includes making reasonable adjustments to ensure graduation if possible, or efforts to ensure that the original (transferor) school district issues the student a diploma, and
- Taking all other actions needed or necessary to implement this policy.
- Distance learning course, including a correspondence, virtual, or online course
- Courses in an accredited foreign exchange program
- Summer school or community college courses
- College courses offering dual credit courses at both the college and high school level
- Foreign language courses taken in an ethnic school program approved by the Illinois State Board of Education
- Work-related training at manufacturing facilities or agencies in a Youth Apprenticeship Vocational Education Program (Tech Prep)
- Credit earned in a Vocational Academy
- The Building Principal approves the substitution and the vocational or technical education course is completely described in curriculum material along with its relationship to the required course; and
- The student’s parent/guardian requests and approves the substitution in writing on forms provided by the District.
- Enrollment in a marching band program for credit;
- Enrollment in Reserve Officer’s Training Corps (ROTC) program sponsored by the District;
- Ongoing participation in an interscholastic athletic program (student must be in the 11th or 12th grade);
- Enrollment in academic classes that are required for admission to an institution of higher learning (student must be in the 11th or 12th grade); or
- Enrollment in academic classes that are required for graduation from high school, provided that failure to take such classes will result in the student being unable to graduate (student must be in the 11th or 12th grade).
- He or she (a) is in grades 3-12, (b) his or her IEP requires that special education support and services be provided during physical education time, and (c) the parent/guardian agrees or the IEP team makes the determination; or
- He or she (a) has an IEP, (b) is participating in an adaptive athletic program outside of the school setting, and (c) the parent/guardian documents the student’s participation as required by the Superintendent or designee.
- District courses
- Non-District experiences described in this policy
- Classes in a program established under Section 10-22.20 of the School Code, in accordance with the standards established by the Illinois Community College Board
- Proficiency testing, correspondence courses, life experiences, and other nonformal educational endeavors
- Military service, provided the individual making the request has a recommendation from the U.S. Commission of Accreditation of Service Experiences
6:315 High School Credit for Students in Grade 7 or 8
The Superintendent or designee may investigate, coordinate, and implement a program for students in grades 7 and 8 to enroll in a course required for a high school diploma.
If a program is available, students in grades 7 and 8 may enroll in a course required for a high school diploma when the course is offered by the high school that the elementary student would attend and either of the following is satisfied: (1) the student participates in the course at the high school and the elementary student’s enrollment in the course would not prevent a high school student from being able to enroll, or (2) the student participates in the course where the student attends school as long as the course is taught by a teacher who holds a professional educator license with an endorsement for the grade level and content area of the course.
A student who successfully completes a course required for a high school diploma while in grades 7 and 8 shall receive academic credit for the course. That academic credit shall satisfy the requirements of Section 27-22 of the School Code for purposes of receiving a high school diploma, unless evidence about the course’s rigor and content show that the course did not address the relevant Illinois learning standard at the level appropriate for the high school grade during which the course is usually taken. The student’s grade in the course shall also be included in the student’s grade point average.
LEGAL REF.: 105 ILCS 5/10-22.43 and 5/27-22.10.
23 Ill.Admin.Code §1.460.
CROSS REF.: 6:300 (Graduation Requirements), 6:310 (High School Credit for Non-District Experiences; Course Substitutions; Re-Entering Students), 6:320 (High School Credit for Proficiency)
ADOPTED: January 19, 2016
Foreign language - A student is eligible to receive one year of foreign language credit if the student has graduated from an accredited elementary school and can demonstrate proficiency, according to this District’s academic criteria, in a language other than English. A student who demonstrates proficiency in American Sign Language is deemed proficient in a foreign language and will receive one year of foreign language credit. A student who studied a foreign language in an approved ethnic school program is eligible to receive appropriate credit according to the level of proficiency reached; the student may be required to take a proficiency examination.
Other proficiency testing - The program for granting credit for proficiency may allow, as the Superintendent deems appropriate, course credit to be awarded on the basis of a local examination to a student who has achieved the necessary proficiency through independent study or work taken in or through another institution. Proficiency testing may also be used to determine eligible credit for other subjects whenever students enter from non-graded schools, non-recognized or non-accredited schools, or were in a home-schooling program.LEGAL REF.: 105 ILCS 5/10-22.43, 5/10-22.43a, 5/27-22, and 5/27-24.3. 23 Ill.Admin.Code §1.460. CROSS REF.: 6:300 (Graduation Requirements), 6:310 (High School Credit for Non-District Experiences; Course Substitutions; Re-Entering Students), 6:315 (High School Credit for Students in Grade 7 or 8) ADOPTED: January 19, 2016
- Administers the State assessment system, known as the Partnership for Assessment of Readiness for College and Careers (PARCC), to all students and/or any other appropriate assessment methods and instruments, including norm and criterion-referenced achievement tests, aptitude tests, proficiency tests, and teacher-developed tests.
- Informs students of the timelines and procedures applicable to their participation in every State assessment.
- Provides each student’s parents/guardians with the results or scores of each State assessment. See policy 6:280, Grading and Promotion.
- Utilizes professional testing practices.
Remote Educational Program
The Superintendent may develop, maintain, and supervise a remote educational program consistent with Section 10-29 of the School Code. The remote educational program shall provide an opportunity for qualifying students to participate in an educational program delivered by the District in a location outside of a school.
The remote educational program shall:
1. Align its curriculum with the Illinois State Learning Standards and Board policies 6:10, Educational Philosophy and Objectives and 6:15, School Accountability.
2. Offer instruction and educational experiences consistent with those given to students at the same grade level in the District through compliance with Board policies 6:30, Organization of Instruction and 6:300, Graduation Requirements.
3. Provide instructors that meet the teacher qualifications in Board policy 5:190, Teacher Qualifications. Instructors are responsible for the following elements of the program:
a. Planning instruction,
b. Diagnosing learning needs,
c. Prescribing content delivery through class activities,
d. Assessing learning,
e. Reporting outcomes to administrators and parents/guardians, and
f. Evaluating the effects of instruction.
4. Provide a remote educational program anytime during the period of time from and including the opening date to the closing date of the District’s regular school term. It may operate on any calendar day, notwithstanding whether it is a student attendance day or institute day on the School District’s calendar or any other provision of law restricting instruction on that day. The District’s regular school term is established by Board policies 2:20, Powers and Duties of the School Board and 6:20, School Year Calendar and Day. The remote educational program may be offered outside of the regular school term as part of any authorized summer school program.
5. Calculate the number of clock hours a student participates in instruction in alignment with Board policy 6:20, School Year Calendar and Day.
6. Limit participation to students who are juniors or seniors or demonstrate individual educational need(s). Approval of students in the program will be on a space-available basis.
7. Authorize the Superintendent or designee to approve students for participation in the program when the student shows evidence of:
a. Enrollment in the District pursuant to Board policies 7:60, Residence and 7:30, Student Assignment and Intra-District Transfer.
b. Prior approval from their individualized educational program (IEP) team, if applicable.
c. How the remote educational program best serves the student’s individual learning needs.
d. A consistent, appropriate attendance record, no disciplinary record, and a 2.5 minimum grade point average.
8. Include a process for developing and approving a written remote educational plan for each student participating in the program.
9. Require students to complete their participation in the program within 12 months, unless the student’s participation is extended by the District.
10. Require students to participate in all assessments administered by the District pursuant to State and federal law and Board policy 6:340, Student Testing and Assessment Program.
11. Align with the requirements of Board policy 7:340, Student Records.
12. Comply with other State and federal laws and align with all applicable Board policies. This includes the Superintendent submitting a copy of this policy to the Illinois State Board of Education along with any amendments to it and any data on student participation.
13. Be monitored by the Board pursuant to Board policy 2:240, Board Policy Development and included as an topic for discussion in the annual report required by Board policy 6:10, Educational Philosophy and Objectives. It shall include a discussion of the process for renewal of the program when applicable.
LEGAL REF.: 105 ILCS 5/10-29.
23 Ill.Admin.Code §226.360.
CROSS REF.: 2:20 (Powers and Duties of the Board of Education), 2:240 (Board Policy Development), 5:190 (Teacher Qualifications), 6:10 (Educational Philosophy and Objectives) 6:15 (School Accountability), 6:20 (School Year Calendar and Day), 6:30 (Organization of Instruction), 6:300 (Graduation Requirements), 6:340 (Student Testing and Assessment Program), 7:30 (Student Assignment and Intra-District Transfer), 7:60 (Residence), 7:340 (Student Records)