Colorado Online Academy Application for Certification of Multi-District Online School
Application Appendices
Table of Contents
Appendix A Bell Schedule
Appendix B Calendar
Appendix C Draft Online Services Agreement
Appendix D Employee Handbook
Appendix E Evidence, Plan & Timeline for Quality Standards for Online Programs
Appendix F Terms of Agreement Summary
Appendix G Certificate of Good Standing
Appendix H Course Catalog
Appendix I Family Handbook
Appendix J Privacy and Protection of Confidential Student Information
Appendix K Student Use of the Internet Policy
Appendix L District Policies on School Board Governance and Operations
Appendix M District Policies on Facilities, Safety and Security
Appendix N Acceptable Use Agreement
Appendix O District Policies on Recruiting and Hiring
Appendix P Teacher Evaluation Process and Procedures
Appendix Q Principal Evaluation Process and Procedures
Appendix R Crisis Management Plan - A3
Appendix S District Policies on Grading, Assessment, and Student Achievement
Appendix T District Policies on Student Records
Appendix U FY 2018-2019 Preliminary Budget Basic
Appendix A Bell Schedule
Bell Schedule Regular Schedule Block Schedule Period 1 8:00 - 9:00 Period 1 8:00-10:00 Period 2 9:00 - 10:00 Period 2 10:00-12:00 Period 3 10:00-11:00 Lunch 12:00-1:00 Period 4 11:00-12:00 Period 3 1:00-3:00 Lunch 12:00-1:00 Period 5 1:00-2:00 Period 6 2:00-3:00
Appendix B 2018-2019 Academic Calendar DRAFT
Colorado Online Acaemy | 2018-2019 Calendar DRAFT
AUGUST ‘17 17 First Day of School FEBRUARY ‘18 19 Presidents’ Day
S M T W Th F S S M T W Th F S
1 2 3 4 5 1 2 3
6 7 8 9 10 11 12 4 5 6 7 8 9 10 13 14 15 16 17 18 19 11 12 13 14 15 16 17 20 21 22 23 24 25 26 18 19 20 21 22 23 24 27 28 29 30 31 25 26 27 28 9 School Days 19 School Days
SEPTEMBER ‘17 4 Labor Day MARCH ‘18 26-30 Spring Break S M T W Th F S S M T W Th F S
1 2 1 2 3
3 4 5 6 7 8 9 4 5 6 7 8 9 10
10 11 12 13 14 15 16 11 12 13 14 15 16 17 17 18 19 20 21 22 23 18 19 20 21 22 23 24 24 25 26 27 28 29 30 25 26 27 28 29 30 31
20 School Days 17 School Days
OCTOBER ‘17 9 Columbus Day APRIL ‘18 S M T W Th F S S M T W Th F S
1 2 3 4 5 6 7 1 2 3 4 5 6 7
8 9 10 11 12 13 14 8 9 10 11 12 13 14
15 16 17 18 19 20 21 15 16 17 18 19 20 21 22 23 24 25 26 27 28 22 23 24 25 26 27 28 29 30 31 29 30
21 School Days 21 School Days
NOVEMBER ‘17 11 Veterans Day MAY ‘18 28 Memorial Day S M T W Th F S 10 Veterans Day S M T W Th F S (Observed Holiday) 1 2 3 4 1 2 3 4 5 23 Thanksgiving Day 5 6 7 8 9 10 11 6 7 8 9 10 11 12 22-24 - Thanksgiving Break 12 13 14 15 16 17 18 13 14 15 16 17 18 19 19 20 21 22 23 24 25 20 21 22 23 24 25 26 26 27 28 29 30 27 28 29 30 31
18 School Days 2l School Days
DECEMBER ‘17 15 Last Day of Semester 1 JUNE ‘18 S M T W Th F S 25 Christmas Day S M T W Th F S 15-29 Christmas Break 1 2 1 2
3 4 5 6 7 8 9 3 4 5 6 7 8 9
10 11 12 13 14 15 16 10 11 12 13 14 15 16 17 18 19 20 21 22 23 17 18 19 20 21 22 23 24 25 26 27 28 29 30 11 School Days 24 25 26 27 28 29 30 31
JANUARY ‘18 1 New Year's Day JULY ‘18 2 First Day of Semester 2 S M T W Th F S S M T W Th F S 15 M.L. King Day 1 2 3 4 5 6 1 2 3 4 5 6 7
7 8 9 10 11 12 13 8 9 10 11 12 13 14 14 15 16 17 18 19 20 15 16 17 18 19 20 21 21 22 23 24 25 26 27 22 23 24 25 26 27 28 28 29 30 31 29 30 31 21 School Days
Appendix C Draft Online Services Agreement
Online Services Agreement This Agreement (the “Agreement”) is made and entered into as of the 27th Day of March, 2017, by and between A3 Education and West End School District RE-2 (the “District”). Collectively, A3 and the District are referred to as the “Parties.”
RECITALS WHEREAS, A3 and its personnel are knowledgeable and experienced in operating and promoting web-based distance learning programs; and
WHEREAS, the application of the District to operate Colorado Online Academy as a multi-district program pursuant to C.R.S. § 22-30.7-106 has been approved and certified by the Colorado Department of Education Unit of Online Learning in accordance with HB-11-1277, SB 07-215, HB 07-122 and Colorado Department of Education rules 1 CCR-301-71 and 1 CCR-301-73; and
WHEREAS, the District and A3 desire that A3 will create, organize, manage and operate a virtual learning option for the benefit of resident and nonresident students enrolled in the District (the “School”). Online instruction will include individual student enrollments in core subject courses, elective courses, CTE courses, concurrent enrollment courses, summer school courses, Credit Recovery courses, or Advance Placement Courses and full time enrollment in grades K through 12. A3 desires to manage all aspects of the School’s operation (subject to the terms of this Agreement”) under the oversight of the District and will accountable to the District with respect to same; and
WHEREAS, the Parties desire to operate the School in compliance with relevant federal and state laws.
THEREFORE, the Parties mutually agree as follows:
ARTICLE I. SERVICES 1.01 Engagement and Appointment. The District hereby engages and appoints A3, and A3 accepts such engagement and appointment, to develop, supervise, direct and control the management, operation, supply, and promotion (collectively, the “Services”) of the School during the Term (as defined in Article II below) consistent with applicable law. 1.02 Authority and Duties of A3. (a)Subject to the limitations set forth herein and the ultimate oversight and full governance authority of the District described in Subsection 1.04, A3 is authorized and will have the full power and authority, consistent with applicable state laws and administrative rules, to direct, supervise, manage and control all aspects of the School and its operations. As part of its duties under this Subsection 1.03, Manager will be responsible for all aspects of the online instruction, including the provision of all online curriculum/content, online delivery software (Learning Management System),
technology where needed, synchronous and asynchronous online instruction, student attendance reporting, and reporting of grades for all enrollments. (b)A3 will provide all educational services as defined by Colorado Statute and Colorado Dept. of Education policy regarding implementation of online educational programs. This will include, but not be limited to, qualified instructional personnel and support, learning management systems, technology hardware, curriculum and related content. (c)A3 shall be responsible for providing regular reports to the District administration regarding enrollment, attendance, course completion, student discipline and other reports or data as required by the District. 1.03 Authority and Duties of the District. The District will have the full power and authority to oversee the operation of the School. Without modifying the previous sentence: (a)Enrollment. A3 will be primarily responsible for admissions to the School, provided however, that the District will have the ultimate authority, consistent with the School’s admissions policy to decide whether any given student will be enrolled in the School throughout the school year and shall be responsible to reporting such enrollments to the State and collecting revenues based thereon (b)Special Education. A3 will comply with applicable law and District policies with respect to special education admissions and the provision of special education services to students enrolled in the School; (c)Curriculum, Standards, and Assessments. A3 shall implement a curriculum that meets or exceeds state educational standards and in a manner reasonably calculated to allow students to meet the graduation requirements established pursuant to Section 1.04(e). The educational program shall include K-12 math, English language arts, Science, social studies and foreign language, all as required to satisfy State of Colorado standards and alignments. A3 shall administer all assessments and standardized tests required by applicable law, including but not limited to the PARCC, CMAS, and SAT tests. (d)Federal Law. A3 will provide all testing and remediation mandates and other actions required under the Every Student Succeeds Act of 2015, 20 U.S.C. § 6301 et seq. (as it may be amended) and its implementing regulations and related state laws (“ESSA”) with respect to the School, including, without limitation, provision of any services necessary to fulfill obligations concerning the School pursuant to the ESSA if the School fails to meet minimum federal standards, as applicable; (e)Graduation Requirements. A3 will recommend graduation requirements that will meet, at minimum, state requirements. The District will determine, after considering the recommendations of A3, the graduation requirements for students enrolled in the School. (f)Superintendent. The Superintendent of the District has full power and authority to act on behalf of the District in connection with the performance of this Agreement and the oversight of the School.
(g)Accountability and Accreditation. A3 shall comply with the applicable educational accountability provisions of Colorado law as amended from time to time, including but not limited to the applicable provisions of the Educational Accountability Act of 1971, C.R.S. §§ 22-7-101 to 909, as may be amended from time to time. A3 shall also comply with the applicable provisions of the Educational Accreditation Act of 1998, C.R.S. §§ 22-11-101 to 305 and the Colorado State Board of Education Accreditation Rules, as may be amended from time to time. (h)Quality Standards. A3 shall comply with and implement the applicable provisions of the On-line Education Programs Act, C.R.S. §§ 22-30.7-101 to 111, as may be amended from time to time; including without limitation, applicable rules, regulations, and quality standards adopted by the Office of Blended and Online Learning, the Colorado Department of Education, and the Colorado State Board of Education. (i)Discipline. A3 will develop a conduct and discipline code and submit it to the District for approval before the School begins operation. Any revision to the discipline shall be approved by the District before it becomes effective. 1.04 Authority. By this Agreement, the District provides A3 with all authority and power necessary and proper for A3 to undertake its responsibilities, duties and obligations provided for in this Agreement, except in cases wherein such authority may not be delegated under the provisions of any applicable laws and regulations.
ARTICLE II. TERM 2.01 Term. Except as otherwise provided in this Agreement, this Agreement will become effective as of the date hereof and end on the last school day of the 2026-2027 school year (the “Termination Date”). 2.02 Renewal. Upon the expiration of the term defined in Section 2.01 above, or a Renewal Term defined in this Section 2.02, this Agreement will automatically renew for a period of five years, each renewal term to run from July 1 to June 30 of the succeeding term (a “Renewal Term”) unless (i) written notice of an intent to terminate or renegotiate is given by either party not less than 365 days prior to the Termination Date or the end of a Renewal Term, or (ii) this Agreement is otherwise terminated in accordance with its provisions. 2.03 Nonappropriation. Notwithstanding any provisions of this Agreement to the contrary, the parties acknowledge that any and all of the District’s obligations under this Agreement are subject to and contingent upon funds for that purpose being budgeted, appropriated and otherwise made available by the District. If the District is at any time unable or unwilling to appropriate the funds required to satisfy its obligations under this Agreement, for whatever reason, A3 may terminate this Agreement by giving the district sixty (60) days written notice prior to the end of the then current fiscal year if the District has passed a resolution indicating (a) that it has not budgeted, appropriated and otherwise made available the funds necessary for the District to fulfill its obligations under this Agreement.
ARTICLE III. RELATIONSHIP OF THE PARTIES 3.01 Status of the Parties. A3 is not a division or any part of the District. The District is a body corporate and government entity and is not a division or a part of A3. The relationship between the parties was developed and entered into through arms-length negotiations and is based solely on the terms of this Agreement and those of any other agreements that may exist from time to time between the parties. Nothing herein will be construed to create a partnership or joint venture by or between the District and A3 or to make one the agent of the other. Neither the District nor A3 will hold itself out as a partner or agent of the other or otherwise state or imply by advertising or otherwise any relationship between it and the other in any manner contrary to the terms of this Agreement. Neither the District nor A3 has, and neither will, represent that it has, the power to bind or legally obligate the other. No employee of A3 will be considered an employee of the District by either party for any purpose whatsoever. 3.02 Other Schools. The parties acknowledge that the Services provided hereunder are not exclusive to West End School District in the State of Colorado. A3 will have the right to provide online course selections to other persons or entities in Colorado, including other public or private schools.
ARTICLE IV. CONSIDERATION 4.01 Compensation for Services for students attending the District. (a)The Parties intend that A3 will not directly receive any state or federal appropriations, revenues or grants for the School, but instead intend that any such funds will be provided directly to District. If A3 directly receives any such funds, it will promptly deliver them to District, and until such delivery A3 will hold such funds as a custodian for District. Except as otherwise provided herein, all state or federal appropriations, revenues or grants received by District for the School will be deposited into a separate budget account maintained by District specifically for such funds. (b)In compensation for individual enrollments the District shall pay A3 a fee per enrolled student equal to 98.5% of the revenues received by the District in respect of such enrolled student who reside outside of the District’s boundaries after the District has been made whole and enrollment in the full time online school has reached 250 students. Such payments are to be made within three business days of receipt thereof. Students that attend Nucla High School and Naturita K-8 school shall be permitted to take classes from the online school at no cost to the District. (c)A3 shall also be paid all special education funds attributable to special education students enrolled in Colorado Online Academy , from which shall be deducted the costs of the Uncomphagre BOCES contract for certain special education services attributable to such students. The parties understand that there is a one-year lag in respect of such special education revenues and expense and agree that there will be a “true-up” in the year following the termination of this Agreement in which the difference between the special education revenues and Uncomphagre BOCES
expense attributable to students enrolled at Colorado Online Academy during the prior year shall be remitted to the appropriate party. (d)To the extent that Colorado Online Academy offers programs eligible for funding under Title I, Title II, Title III or other grant programs and funding streams (e.g., ELL or Gifted and Talented programs), A3 shall be paid the grant or program monies to operate those programs within three business days of the District’s receipt of such funds. (e)A3 shall not otherwise charge tuition to any public school students enrolled at the School. A3 may charge fees to public school students enrolled at the School so long as they are in accordance with applicable state law and regulations, including but not limited to the provisions of C.R.S. §§ 22-32-110(o) & (p) and 22-32-117. A schedule of all of A3’s proposed fees for the ensuing fiscal year shall be provided for District approval on or before May 1 each year. (f)In the event that the District desires A3 to offer any programs other than those described in the Services, the parties shall negotiate a fee structure for such services providing additional compensation to A3 over and above those provided for in 4.01(a). 4.02 Any payment due under Section 4.01 or Section 4.02 above not paid when due will be subject to a late fee calculated as interest on the amount in arrears calculated at Prime plus 2% from the due date, where “Prime” shall be the interest rate charged by Bank of America as its “Prime Rate”.
ARTICLE V. RECORDS AND REPORTS 5.01 School Records. (a)Student-Related Records. A3 will maintain a comprehensive system of office records, books, reports and accounts in connection with its management and operation of the School in a form that is consistent with the requirements of applicable law. Without limiting the generality of the foregoing, in conformity with applicable law, A3 will maintain the confidentiality of any personnel, student and other records of the School while the same are in A3’s possession and/or control. A3 will ensure accessibility of School records to the District at any reasonable time the District requests review. A3 understands that School records, regardless of source of origin, are government documents subject to the Colorado Public Records Act, FERPA, records retention laws, and other applicable law. A3 will maintain, retain, disclose, and withhold School records as may be required and in the manner required by any of these laws. During the Term, A3 will use at least industry standard security measures to protect the confidentiality of School records. At the request of A3 the District shall provide a space on District property at which student records can be stored securely. (b)School Financial and Operational Records. Each Party shall maintain complete records of all documents filed, produced and received in connection with its actions concerning the School. Each Party and its designees may, at reasonable times as may be requested at least ten (10) days in advance by such Party, at its own expense, audit
the other Party’s above-referenced records, accounts, books, and all other files and material of the other Party pertaining to the School and this Agreement maintained by the other Party. Any audits conducted pursuant to this subsection will not unreasonably interfere with the audited Party’s operations, and will not occur more frequently than twice in any given school year. 5.02 Quarterly Reports. A3 will deliver to District, within thirty (30) days after the end of each of the first three quarters of each fiscal year of the School occurring during the Term, an interim report in a form to be agreed to by the Parties, but that will at a minimum include all necessary information required for the District’s supervision and monitoring of the School as an alternative educational experience under applicable law. 5.03 Annual Report. A3 will deliver to District, within forty-five (60) days following the end of each fiscal year of the School occurring during the Term, an annual report in a form to be agreed to by the Parties, but that will at a minimum include all necessary information required for the District’s supervision and monitoring of the School as an alternative educational experience under applicable law. 5.04 Operating Budget. Prior to the end of each School Year during the Term, A3 will prepare a budget (the “Budget”) for the subsequent fiscal year setting forth, on a quarterly basis, the School’s operating expenses for such fiscal year, including A3’s projections for fees set forth in this Agreement. The District and A3 will approve each fiscal year’s budget. 5.05 Reports Required by Applicable Law. Each Party will, in a timely and diligent manner, assist the other in the preparation of all forms and returns required by applicable law to be prepared and/or filed in connection with the operation of the School, including, but not limited to, any reports or filings required by any local, state, or federal law in connection with licensing, unemployment insurance, worker’s compensation insurance, disability benefits, FICA, and withholding taxes, and other similar reports or returns now in effect or hereinafter imposed. District will retain ultimate responsibility for all employee-related filings required by the Colorado Department of Education relating to operation of the School. 5.06 State Audits. Each Party will cooperate with and give reasonable assistance to any state or federal audits of any of records relating to the School, including without limitation the reports or statements required to be prepared under this Section and the fees paid under Article IV. 5.07 Special Education. A3 will pay all costs associated with providing special education services to eligible students enrolled in the School, including without limitation, the cost of administrative proceedings, judicial proceedings, and out-of-district placements. A3’s payments to the District under this Subsection will be made within thirty (30) days after the District’s request for such payments. 5.08 Records and Reports are District Property. Records and reports pertaining to the School are the property of the District, are subject to the Colorado Open Records Act, and shall be physically or electronically available, upon request, at the School’s facilities.
ARTICLE VI. PERSONNEL AND TRAINING 6.01 Personnel. All personnel involved in the operations of Colorado Online Academy shall be employees of A3 or an affiliate thereof, except as provided herein or otherwise specified in the Application approved by CDE. 6.02 Administrative Personnel Responsibility. In furtherance of A3’s obligations under this Agreement and subject to applicable law, A3 will have the responsibility and authority to implement administrative personnel levels for the School, including such personnel such as an operations director, principal, bookkeeper, counselors and other administrative assistants, as it deems necessary in order to fulfill its obligations under this Agreement. 6.03 Teachers. In furtherance of A3’s obligations under this Agreement hereof and subject to applicable law, A3 will have the responsibility and authority to implement teaching personnel levels for the School, including personnel providing special education services, provided, however, that the Uncomphagre BOCES shall provide the same special education services for students enrolled in Colorado Online Academy as are provided to other District students. A3 will make reasonable efforts to hire such teachers from the District area, and the state of Colorado, in that order. A3 shall comply with applicable provisions of the Colorado Educator Licensing Act of 1991, as may be amended from time to time. Each teacher employed at the School shall have and maintain valid current teacher licenses as and to the extent required by applicable law, with endorsements or letters of authorization appropriate to the teacher’s assignments. All administrators employed at the School to instruct, direct or supervise the educational services provided to public school students shall have and maintain valid current principal and/or administrator licenses or letters of authorization as and to the extent required by applicable law. 6.04 Cost of Personnel; Scope of A3’s Personnel Authority. (a)A3 Responsibility. All costs associated with the employment of School administrative personnel, teachers and independent contractors will be paid for by A3. A3 will be solely responsible for the payment of all wages, A3-provided benefits and other amounts payable to or on behalf of its employees, including employment taxes and related amounts. (b)Specific Expenses. By way of clarification and not by way of limitation, A3 will be solely responsible to: (i)withhold and pay FICA, FUTA, and all other payroll and employment-related taxes and amounts; (ii)pay the cost of all insurance and employment-related benefits provided to its employees; (iii)make proper payment of wages to its employees, including overtime when due, in accordance with the Fair Labor Standards Act, the Contract Work Hours and Safety Standards Act, where applicable, and corresponding state laws and regulations;
(iv)provide any accommodation required under the Americans with Disabilities Act or similar state laws and regulations; (v)verify that all employees possess valid work authorization in accordance with the Immigration Reform and Control Act; (vi)not take any position in any report, return, filing or other communication with any federal, state or local government authority or in other communication with third- parties that is inconsistent with the intent of the Parties that its employees are employees of A3 and are not employees of the District; (vii)remit the amount in taxes due related to the employees of A3, which includes the accurate reporting and payment of business and occupational taxes; and (viii)provide its employees with the opportunity to review their personnel file upon request in accordance with applicable state and federal law. (c)Teachers. A3 will have the sole authority to hire, dismiss, discipline and supervise all of its personnel and teachers, and to hold them accountable for the success of the administrative tasks, students they teach, or similar goals and requirements, and will exercise such authority in a manner consistent with applicable law, including federal and state laws prohibiting discrimination in employment, and laws governing employment. A3 will determine the initial number and assignments of personnel with respect to hiring, dismissal, discipline and supervision of personnel and their employment terms. 6.05 District’s Duties. District acknowledges that any employees of A3 (including without limitation employees of the School not specifically named in this Article), and A3’s subcontractors who provide services or tasks to the School, will be under A3’s day- to-day supervision and control. 6.06 Criminal Background Checks; Certification. (a)Responsibility. A3 will be responsible for conducting criminal background checks on the teachers, employees or subcontractors A3 employs to work at the School, as required by and consistent with applicable law. Each teacher assigned to the School must: (i) be, to the extent required by applicable law, highly qualified and Colorado- certified; and (ii) have applied for or undergone a criminal background check and unprofessional conduct check that meets, at a minimum, requirements of applicable law and District policy, provided that A3’s policies may impose more extensive background check requirements. Upon request, A3 will provide District with documentary evidence of compliance with this Section, subject to any confidentiality requirements of applicable law. (b)Specific Offenses. A3 will prohibit any employee of A3 or any subcontractor from working at a District school (including the School) if he or she would have contact with children at a District school during the course of his or her employment and if he or she has pled guilty to, or been convicted of, any felony crime involving the physical neglect of a child, the physical injury or death of a child (except motor vehicle violations), sexual exploitation of a child, sexual offenses, where a minor is the victim, promoting prostitution of a minor; the sale or purchase of a minor child
under, or violation of similar laws of another jurisdiction. Any failure to comply with this Section will be grounds for District to immediately terminate this Agreement. (c)Training. A3 will provide training in its instructional methods, curriculum, educational programs, and support technology to the School’s instructional personnel, applicable contractors, or District employees as deemed appropriate by A3. A3 will be responsible for ensuring that all teachers have necessary training and Colorado teaching certification in the subject areas they are hired to teach. Non-instructional personnel will receive such training as A3 determines to be reasonable and necessary under the circumstances. All costs related to such training will be paid for by A3. District will not be responsible for payment of training costs.
ARTICLE VII. TERMINATION OF AGREEMENT 7.01 Termination. (a)By A3. A3 may terminate this Agreement prior to the end of the term specified in ARTICLE II in the event that the District fails to remedy a material breach within 30 days after written notice from A3. A material breach includes, but is not limited to (i) the District’s failure to pay any fee or reimbursement as required by the terms of this Agreement, or (ii) an act or omission that causes A3 to be unable to perform its material obligations under this Agreement. Termination by A3 will not relieve the District of any obligations for payments outstanding to A3 as of the date of termination or liability for financial damages suffered by A3 as a consequence of the District’s breach (or of A3’s termination as a result thereof) of this Agreement. (b)By District. The District may terminate this Agreement prior to the end of the term specified in ARTICLE II in the event that A3 fails to remedy a material breach of this Agreement within 30 days after written notice from the District. A material breach by A3 includes, but is not limited to: (i) a material failure to provide the Services, (ii) A3’s failure to substantially follow policies, procedures, rules, regulations or curriculum duly adopted by the District which are not in violation of or conflict with this Agreement or applicable laws and regulations, (iii) filing of bankruptcy by A3. Termination by the District will not relieve the District of any obligations for payments outstanding to A3 as of the date of the termination, nor will it relieve A3 for liability for financial damages suffered by the District as a consequence of A3’s breach (or of the District’s termination as a result thereof) of this Agreement. 7.02 Change in Law. If any federal, State or local law or regulation, court or administrative decision or Attorney General’s opinion has a materially adverse effect on the ability of either party to carry out its obligations under this Agreement, such party, upon written notice, may request renegotiation of this Agreement. Such renegotiation will be undertaken in good faith. If the parties are unable to renegotiate the terms within 30 days after such notice and good faith negotiations, then the Agreement will be terminated immediately on the day upon which delivery of written notice by the party requesting renegotiation, which date will be the termination date. Neither Party will be obligated to agree to any such renegotiated agreement, but instead each may enter into or decline to enter into such renegotiated agreement in its sole discretion.
ARTICLE VIII. PROPRIETARY INFORMATION AND OWNERSHIP 8.01 Ownership. Curriculum or other educational materials used by A3 in the delivery of services pursuant to this Agreement will remain the property of A3. Notwithstanding anything in this Agreement to the contrary, A3 acknowledges that educational materials and teaching techniques used by the School are subject to state disclosure laws and the Colorado Open Records Act. 8.02 Limited License. Each Party grants the other a limited, royalty-free, non- exclusive, non-transferable license to use such Party’s trade names, trademarks and service marks (collectively, “Marks”) solely as required for the purposes of operating and promoting the School. 8.03 Use and Ownership of Marks. Each Party shall use the Marks of the other Party only as authorized herein. Neither Party will at any time (a) represent that it owns a Mark of the other Party, (b) contest or assist others in contesting the title or any rights of the other Party in and to its Marks, (c) adopt or use any marks confusingly similar to the other Party’s Marks, or (d) use the other Party’s Marks in any way that will demean the other Party, or that might jeopardize, tarnish or dilute the other Party’s interest in its Marks. 8.04 Rights After Termination. Upon termination of this Agreement, all rights to the Marks granted hereunder will automatically cease and each Party will immediately discontinue all use of the other Party’s Marks and all variations thereof as may have been previously authorized by this Article.
ARTICLE IX. INDEMNIFICATION 9.01 Indemnification of A3. The District will indemnify, defend and save and hold A3 and its affiliates and all of their respective employees, officers, directors, subcontractors and agents harmless against any and all claims, demands, suits or other forms of liability (including reasonable attorneys fees and costs) that may arise out of, or by reason of, any noncompliance by the District with any agreements, covenants, warranties or undertakings of the District contained in or made pursuant to this Agreement, and any misrepresentations or breach of the representations and warranties of the District contained in or made pursuant to this Agreement. In addition, the District will reimburse A3 for any and all legal expenses and costs associated with the defense of any such claim, demand or suit. The indemnification requirements of this Section 9.01 may be met by the purchase of insurance pursuant to ARTICLE X below. Notwithstanding the foregoing, District’s indemnification obligation contained in this section is only to the extent permitted by law, and it is specifically understood and agreed by A3 that nothing contained in this paragraph or elsewhere in this Agreement shall be interpreted or applied as an express or implied waiver by District of its governmental immunity or as an express or implied acceptance by District of liabilities arising as a result of actions which lie in tort or could lie in tort in excess of the liabilities allowable under the Colorado Governmental Immunity Act, C.R.S. § 24-10-101, et seq., as a pledge of the full faith and credit of the State of Colorado, or as the assumption by District of a debt, contract, or
liability of the District in violation of Article XI, Section 1 of the Constitution of Colorado. 9.02 Indemnification of the District. A3 will indemnify, defend and save and hold the District and all of its employees, officers, directors, subcontractors and agents harmless against any and all claims, demands, suits or other forms of liability (including reasonable attorneys fees and costs) that may arise out of, or by reason of, any noncompliance by A3 with any agreements, covenants, warranties or undertakings of A3 contained in or made pursuant to this Agreement, and any misrepresentation or breach of the representations and warranties of the A3 contained in or made pursuant to this Agreement. In addition, A3 will reimburse the District for any and all legal expenses and costs associated with the defense of any such claim, demand or suit. The indemnification requirements of this Section 9.02 may be met by the purchase of insurance pursuant to ARTICLE X below. 9.03 Defense. A party entitled to indemnification under this ARTICLE IX (the “Indemnitee”) shall give notice to the indemnifying party (the “Indemnitor”) of a claim or other circumstances likely to give rise to a request for indemnification, promptly after the Indemnitee becomes aware of the same. The Indemnitor shall be afforded the opportunity to undertake the defense of and to settle by compromise or otherwise any claim for which indemnification is available under this ARTICLE IX. The Indemnitor’s selection of legal counsel is subject to the Indemnitee’s approval (which approval shall not be unreasonably withheld). If an Indemnitor so assumes the defense of any claim, the Indemnitee may participate in such defense with legal counsel of the Indemnitee’s selection and at the expense of the Indemnitee. If the Indemnitor, prior to the expiration of the fifteen (15) days after receipt of notice of a claim by the Indemnitee under this ARTICLE IX, has not assumed the expense of the defense thereof, the Indemnitee may thereupon undertake the defense thereof on behalf of, and at the risk and expense of, the Indemnitor, with all reasonable costs and expenses of such defense to be paid by the Indemnitor. 9.04 Right of Set-Off. Either party may, but shall not be obligated to, set off against any and all payments due the other party under this Agreement, any amount to which the party is entitled to be indemnified hereunder, provided that the parties have agreed to the indemnification obligation under this ARTICLE IX or there has been a final judicial determination thereof.
ARTICLE X. INSURANCE 10.01 Insurance Coverage. A3 will maintain general liability insurance and umbrella insurance coverage in the amounts dictated by sound business practices. Such policies shall name the District as an additional insured under such policies. 10.02 Workers’ Compensation Insurance. Each party will maintain workers’ compensation insurance as required by law, covering its respective employees. 10.03 Cooperation. Each party will, upon request, present evidence to the other that it maintains the requisite insurance in compliance with the provisions of this ARTICLE X.
Each party will comply with any information or reporting requirements required by the other party’s insurer(s), to the extent reasonably practicable.
ARTICLE XI. WARRANTIES AND REPRESENTATIONS 11.01 Representations and Warranties of A3. A3 hereby represents and warrants to the District: (a)A3 is is a duly organized corporation in good standing and is authorized to conduct business in Colorado. (b)To the best of its knowledge, A3 has the authority under applicable laws and regulations to execute, deliver, perform this Agreement, and to incur the obligations provided for under this Agreement. (c)A3’s actions under this Agreement have been and will be duly and validly authorized, and it will adopt any and all further resolutions or expenditure approvals required for execution of this Agreement. 11.02 Representations and Warranties of the District. The District hereby represents and warrants to A3: (a)The District has the authority under applicable laws and regulations to contract with a private entity such as A3 to perform the Services and all other services under this Agreement and execute, deliver and perform this Agreement, and to incur the obligations provided for under this Agreement. (b)The District’s actions have been duly and validly authorized, and the District will adopt any and all further resolutions or expenditure approvals required for execution of this Agreement. (c)The District has provided and will provide A3 all authority and power necessary and proper for A3 to undertake its responsibilities, duties, and obligations provided for in this Agreement. 11.03 Mutual Warranties. Each party to the Agreement warrants to the other that there are no pending actions, claims, suits or proceedings, to its knowledge, threatened or reasonably anticipated against or affecting it, which if adversely determined, would have a material adverse effect on its ability to perform its obligations under this Agreement.
ARTICLE XII. DISPUTE RESOLUTION 12.01 Dispute Resolution Procedure. The Parties hereto will endeavor to resolve in good faith any controversy, disagreement or claim arising between them, whether as to the interpretation, performance or operation of this Agreement or any rights or obligations hereunder. If they are unable to do so, any such controversy, disagreement or claim will be submitted, for final resolution to a court of competent jurisdiction in Colorado. Pending the resolution of the dispute, all other obligations of the parties hereto will continue as stipulated herein, and all monies not directly involved in such dispute or
difference will be paid when due. The court will make its decision in accordance with the laws of the State in which the District is located and of the United States.
ARTICLE XIII. MISCELLANEOUS 13.01 Sole Agreement. This Agreement supersedes and replaces any and all prior agreements and understandings between the District and A3. 13.02 Force Majeure. Notwithstanding any other sections of this Agreement, neither party will be liable for any delay in performance or inability to perform due to acts of God or due to war, riot, terrorism, civil war, embargo, fire, flood, explosion, sabotage, accident, labor strike or other acts beyond its reasonable control. 13.03 Governing Law. The laws of the State of Colorado will govern this Agreement, its construction, and the determination of any rights, duties and remedies of the parties arising out of or relating to this Agreement. 13.04 Agreement in Entirety. This Agreement constitutes the entire agreement of the parties. 13.05 Counterparts. This Agreement may be executed in counterparts, each of which will be deemed an original, but both of which will constitute one and the same instrument. 13.06 Official Notices. All notices and other communications required by the terms of this Agreement will be in writing and sent to the parties hereto at the addresses set forth below (and such addresses may be changed upon proper notice to such addressees). Notice may be given by: (i) certified or registered mails, postage prepaid, return receipt requested, (ii) facsimile (with confirmation of transmission by sender’s facsimile machine) or (iii) personal delivery. Notice will be deemed to have been given two days after mailing or on the date of personal delivery or on the date of transmission of a facsimile if on a business day during normal business hours (or, if not, the first business day). The addresses of the parties are:
To: To: West End School District RE-2 A3 Education P.O. Box 570 3300 Irvine Avenue Nucla, CO 81424 Newport Beach, CA 92660 Attn: Superintendent of Schools Attn: Chief Executive Officer Fax: 970-864-7269 Fax: 855-687-6249
With a copy to: With a copy to: West End School District RE-2 Attorney A3 Education General Counsel
13.07 Assignment. This Agreement will not be assigned by A3 without the prior consent in writing of the District (which consent will not be unreasonably withheld) or by the District without the prior consent in writing of A3 (which consent will not be unreasonably withheld), provided that A3 may assign this Agreement to an affiliated entity and may without the consent of the District, delegate the performance of but not responsibility for any duties and obligations of A3 hereunder to any independent contractors, experts or professional advisors. 13.08 Amendment. This Agreement will not be altered, amended, modified or supplemented except in a written document signed by an authorized officer of the District and an authorized officer of A3. 13.09 Waiver. No waiver of any provision of this Agreement will be deemed to be or will constitute a waiver of any other provision, nor will such waiver constitute a continuing waiver unless otherwise expressly stated. 13.10 Severability. The invalidity of any of the covenants, phrases or clauses in this Agreement will not affect the remaining portions of this Agreement, and this Agreement will be construed as if such invalid covenant, phrase or clause had not been contained in this Agreement. To the extent that any of the services to be provided by A3 are found to be overbroad or an invalid delegation of authority by the District, such Services will be construed to be limited to the extent necessary to make the Services valid and binding. 13.11 Successors and Assigns. Except as limited by Section 13.07 above, this Agreement will be binding upon, and inure to the benefit of, the parties and their respective successors and assigns. 13.12 No Third Party Rights. This Agreement is made for the sole benefit of the District and A3. Except as otherwise expressly provided, nothing in this Agreement will create or be deemed to create a relationship between the parties to this Agreement, or either or them, and any third person, including a relationship in the nature of a third party beneficiary or fiduciary. 13.13 Survival of Termination. All representations, warranties and indemnities made in this Agreement will survive termination of this Agreement, for a period of 12 months. 13.14 Illegal Aliens. A3 certifies that it shall comply with the provisions of C.R.S. 8- 17.5-101 et seq. A3 shall not knowingly (i) employ or contract with an illegal alien to perform work under this Agreement, (ii) enter into a contract with a subcontractor that knowingly employs or contracts with an illegal alien to perform work under this Agreement, or (iii) enter into a contract with a subcontractor that fails to contain a certification to the A3 that the subcontractor shall not knowingly employ or contract with an illegal alien to perform work under this Agreement
IN WITNESS WHEREOF, THE UNDERSIGNED HAVE EXECUTED THIS AGREEMENT AS OF THE DATE AND YEAR FIRST ABOVE WRITTEN.
A3 EDUCATION [DISTRICT]
By: By:
Its: Its:
Appendix D Colorado Online Academy Employee Handbook
TABLE OF CONTENTS
INTRODUCTION EMPLOYEE RESPONSIBILITY OUR VISION OUR MISSION STATEMENT
A3 POLICIES & PRACTICES EQUAL EMPLOYMENT OPPORTUNITIES PROHIBITED HARASSMENT POLICY ON RETALIATION COMPLAINT PROCEDURE – DISCRIMINATION, HARASSMENT & RETALIATION WORKPLACE VIOLENCE CHILD NEGLECT AND ABUSE REPORTING OPEN DOOR POLICY EMPLOYMENT CLASSIFICATIONS AT-WILL EMPLOYMENT CERTIFICATION AND LICENSURE TUBERCULOSIS TESTING CRIMINAL BACKGROUND CHECKS PERFORMANCE EVALUATIONS ACADEMIC FREEDOM PERSONNEL RECORDS WORKING HOURS OVERTIME PUNCTUALITY AND ATTENDANCE MAKE-UP TIME TIME RECORDS PAYDAYS MANDATORY MEETINGS & TRAINING CREDIT CARDS EXPENSES EMPLOYEES WHO ARE REQUIRED TO DRIVE SCHOOL PROPERTY AND FACILITIES COMPUTERS AND ELECTRONIC EQUIPMENT POLICY ON SOLICITATIONS, DISTRIBUTIONS AND ACCESS BULLETIN BOARDS RECREATIONAL AND SOCIAL ACTIVITIES DISCIPLINE AND INVOLUNTARY TERMINATIONS VOLUNTARY TERMINATIONS REFERENCES
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STANDARDS OF CONDUCT PERSONAL STANDARDS CUSTOMER & PUBLIC RELATIONS PROHIBITED CONDUCT CONFIDENTIAL INFORMATION CONFLICTS OF INTEREST DRUG AND ALCOHOL POLICY SMOKING SECURITY SAFETY POLICY ERGONOMICS CHEMICAL EXPOSURE WARNING
EMPLOYEE BENEFITS VACATIONS SICK LEAVE HOLIDAYS INSURANCE BENEFITS Health Insurance State Disability Insurance Temporary Family Disability Insurance (Paid Family Leave) Unemployment Compensation Insurance Social Security Workers' Compensation Insurance ADMINISTRATION OF COLORADO ONLINE ACADEMY BENEFITS 23
LEAVES OF ABSENCE 24 FAMILY/MEDICAL LEAVES 24 PREGNANCY DISABILITY LEAVE 25 CATASTROPHIC LEAVE POLICY 26 PERSONAL LEAVE OF ABSENCE (UNPAID) 27 FUNERAL OR BEREAVEMENT LEAVE OF ABSENCE 27 MILITARY LEAVE OF ABSENCE 28 TIME OFF FOR JURY AND WITNESS DUTIES 28 TIME OFF FOR VOTING 28 WORKERS' COMPENSATION LEAVE 29 MILITARY SPOUSES LEAVE OF ABSENCE 29 DRUG/ALCOHOL REHABILITATION LEAVE 29
IN CLOSING 29
EMPLOYEE ACKNOWLEDGMENT & AGREEMENT _ 029
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INTRODUCTION
Welcome to Colorado Online Academy! We are excited to work with you in behalf of our students and parents.
This Employee Handbook contains information about the employment policies and practices of Colorado Online Academy. Except for employment at-will status, the School reserves the right to change, in its sole discretion, all such policies and practices and the hours, wages, working conditions, job assignments, positions, titles, compensation rates and benefits for any employee.
Employee Responsibility
It is the responsibility of each employee to learn and abide by all of the School’s policies, including those contained in this Handbook. If you are unclear on any policy, ask the Principal or Principal. Failure to follow any of the School’s policies may result in disciplinary action, up to and including termination.
Our Mission Statement
The mission of Colorado Online Academy is to prepare children in grades K-12 for the global society in an educational environment that is small, academically rigorous and accountable. The school encourages its students to become knowledgeable, self-motivated, critically thinking people who respect, understand and can communicate with people from cultures different from their own.
Our Vision
At Colorado Online Academy, high expectations for students are reinforced by parents, administrators, faculty, and staff and supported by community and business community members. Every student is given opportunities to develop academic skills, good citizenship, a strong work ethic and a core value system. Parental participation is promoted as an indispensable element of their children’s academic success. Outstanding teachers are committed to high achievement expectations through a powerful combination of collaboration, continuous staff development, rigorous accountability and individual attention to student needs.
Colorado Online Academy bases its curriculum on the K-12.com, World Languages, International Baccalaureate Primary Years Programme, and other educational resources while incorporating the Colorado State Standards within a multi-lingual learning environment. The International Baccalaureate Programme (IB) is premised on academic rigor as students make connections between traditional subjects and the “real world,” becoming critical and reflective thinkers with a positive attitude toward learning.
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COLORADO ONLINE ACADEMY POLICIES & PRACTICES
Equal Employment Opportunities
It is the policy of the School to make all employment decisions without regard to race, religious creed, color, national origin, ancestry, physical disability, mental disability, genetic characteristics, marital status, registered domestic partner status, sex, age, sexual orientation, gender expression, gender identity or any other basis made unlawful by applicable law. The School is an equal opportunity employer, and strictly prohibits unlawful discrimination by any employee, including managers, supervisors and co-workers. This policy pertains to all aspects of our employment terms and conditions including, but not limited to, recruitment, hiring, training, promotion, termination, compensation and benefits.
The School will make reasonable accommodations for known physical or mental disabilities or medical conditions of qualified applicants or employees. A qualified applicant or employee who may require an accommodation in order to perform the essential functions of the job should notify the Principal. The School will engage in a timely, good faith, interactive process with the employee or applicant to determine the need for a reasonable accommodation. If a reasonable accommodation exists and will not impose an undue hardship on the School, an accommodation will be made.
If you believe you have been subjected to unlawful discrimination, please follow the complaint procedure outlined below.
Prohibited Harassment
The School maintains a strict policy prohibiting harassment because of race, religious creed, color, national origin, ancestry, physical disability, mental disability, genetic characteristics, marital status, registered domestic partner status, sex, age, sexual orientation, gender expression, gender identity or any other basis made unlawful by applicable law. This policy applies to all persons involved in the operations of the School and prohibits such harassment by any employee of the School, including managers, supervisors and co-workers. The policy is also in place to protect employees from unlawful harassment by third parties. Unlawful harassment will not be tolerated. Conduct that is prohibited under this policy includes, but is not limited to:
♦ Verbal conduct such as epithets, derogatory comments, slurs, or unwanted sexual advances, invitations, or comments. ♦ Visual conduct such as derogatory posters, photography, cartoons, drawings, emails, internet sites or gestures. ♦ Physical conduct such as unwanted touching, blocking normal movement, or interfering with work directed at you because of your sex or any other prohibited basis.
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♦ Threats and demands to submit to sexual requests in order to keep your job or avoid some other loss, and offers of job benefits in return for sexual favors. ♦ Other threats and demands based upon any other prohibited basis. ♦ Retaliation for opposing, reporting or threatening to report prohibited harassment, or for participating in an investigation, proceeding or hearing conducted by the Fair Employment and Housing Commission.
You have a right to redress for unlawful harassment. If you believe you are being unlawfully harassed on the job because of your race, religious creed, color, national origin, ancestry, physical disability, mental disability, genetic characteristics, marital status, registered domestic partner status, sex, age, sexual orientation, gender expression, gender identity or any other basis protected by applicable law, you should use the procedure outlined below to file a complaint and have it investigated. Employees must report conduct prohibited by this policy whether or not they are personally involved.
Policy on Retaliation
The School prohibits retaliation against any employee because of the employee’s opposition to a practice or conduct the employee reasonably believes to be unlawful or because of the employee’s lawfully protected participation in an investigation or proceeding. Any retaliatory adverse action because of such opposition or participation may be unlawful and will not be tolerated.
If you believe you have been subjected to retaliation, please follow the complaint procedure outlined below.
Complaint Procedure – Discrimination, Harassment & Retaliation
The School encourages employees to report all incidents believed to be unlawful discrimination, harassment or retaliation. You should provide a complaint, preferably in writing, to your own or any other Colorado Online Academy supervisor or the Principal as soon as possible after the incident or incidents you believe to be unlawful or otherwise in violation of Colorado Online Academy policy. Your complaint should include the details of the incident or incidents, the names of the individuals involved and the names of any witnesses. In the event you believe that the Principal has engaged in unlawful conduct, you should immediately report you concerns to the Director of Human Resources.
Supervisors must refer all complaints to the Principal. The Principal will undertake an investigation of the allegations. This investigation will be completed and a determination regarding the conduct alleged will be made and communicated to you as soon as practical. Because of the seriousness of a complaint of prohibited discrimination, harassment or retaliation, any employee who makes or knowingly participates in a false complaint will be subject to discipline.
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If the Principal determines that unlawful conduct or a violation of Colorado Online Academy policy has occurred, the School will take remedial action commensurate with the severity of the offense. Action will also be taken to deter any future violations of Colorado Online Academy policy and ensure a work environment free from unlawful discrimination, harassment and retaliation. The School will not retaliate against you for filing a complaint and will not knowingly permit retaliation by anyone.
Complaints of unlawful discrimination, harassment and/or retaliation can also be filed with the Colorado Department of Regulatory Agencies Civil Rights Division or the federal Equal Employment Opportunity Commission. These agencies may accept, investigate, prosecute, and remedy complaints.
WORKPLACE VIOLENCE
Safety and security of employees is of vital importance to the School. Acts or threats of physical violence, including intimidation, harassment and/or coercion, which involve or affect the School or which occur on School property, will not be tolerated. Employees are strictly prohibited from bringing weapons onto school property. Any act or threat of violence should be reported to your supervisor or the Principal immediately.
STAFF MEMBER-STUDENT RELATIONS
a. Boundaries Defined
For the purposes of this policy, the term “Boundaries” is defined as acceptable professional behavior by staff members while interacting with a student. Trespassing beyond the Boundaries of a student/teacher or student/educator relationship is deemed an abuse of power and a betrayal of public trust.
b. Appropriate Behaviors
Some activities may seem innocent from a staff member’s perspective, but some of these can be perceived as flirtation or sexual insinuation from a student or parental point of view. The purpose of the following lists of acceptable and unacceptable behaviors is not to restrain innocent, positive relationships between staff and students but to prevent relationships that could lead to or may be perceived as social or sexual misconduct.
Staff members must understand their own responsibilities for ensuring that they do not cross the Boundaries as written in this policy. Although sincere, professional interaction with students fosters the charter mission of academic excellence, student/staff interaction has Boundaries regarding the activities, locations and intentions.
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Behaviors to Avoid (These lists, and any subsequent lists, are not meant to be all-inclusive, but, rather illustrative of the types of behavior addressed by this policy.)
a. Giving gifts to an individual student that are of a personal and intimate nature b. Making, or participating in, sexually inappropriate comments, jokes, or stories c. Becoming involved with a student so that a reasonable person may suspect inappropriate behavior d. Being “friends” with a student on Facebook or any other social media site e. Using profanity with or to a student
Acceptable and Recommended Behaviors
a. Obtaining parents' written consent for any off campus activity b. E-mails, text-messages, phone conversations, and other communications to and with students must be professional and pertain to school activities or classes c. Stopping and correcting students if they cross your own personal boundaries d. Keeping parents informed when a significant issue develops about a student e. Involving your supervisor if conflict arises with a student f. Making detailed notes about an incident that could evolve into a more serious situation later g. Recognizing the responsibility to stop unacceptable behavior of students and/or co- workers h. Giving students praise and recognition and feedback for their progress i. Keeping your professional conduct a high priority during all moments of student contact
C. Reporting
Violations of Staff Member-Student Relations Policy
When any staff member, parent, or student becomes aware of a staff member having crossed the Boundaries specified in this policy, he or she must report the suspicion to the, Principal or Human Resources Director promptly. All reports shall be confidential. Prompt reporting is essential to protect students, the suspected staff member, any witnesses, and the school as a whole. Employees must also report to the administration any awareness of, or concern about, student behavior that crosses Boundaries, or any situation in which a student appears to be at risk for sexual abuse.
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Child Neglect and Abuse Reporting
Any employee who knows or reasonably suspects a child has been the victim of child abuse shall report the instance to a child protective agency. Child protective agencies are the police, sheriff, probation, child protective services/welfare department. While not required to also report any instance to Colorado Online Academy, the school administration welcomes employees to also notify the Principal of any report. Employees are expected to talk to their supervisor, the Principal before having any communication with any parents about a report of suspected child abuse.
Child abuse is broadly defined as “a physical injury that is inflicted by other than accidental means on a child by another person” and includes:
1. Physical abuse resulting in a non-accidental physical injury; 2. Physical neglect, including both severe and general neglect, resulting in negligent treatment or maltreatment of a child; 3. Sexual abuse including both sexual assault and sexual exploitation; 4. Emotional abuse and emotional deprivation including willful cruelty or unjustifiable punishment; and 5. Severe corporal punishment.
Colorado Online Academy employees are required to report instances of child abuse when the employee has a “reasonable suspicion” that child abuse has occurred. Reasonable suspicion arises when the facts surrounding the incident or suspicion could cause another person in the same situation to suspect child abuse.
Child abuse should be reported immediately by phone to a child protective agency. The phone call is to be followed by a written report within 36 hours. There is no duty for the reporter to contact the child’s parents. In fact, if a child is released to a peace officer or a child protective agency agent, the reporter shall not notify the parent as required in other instances of removal.
When two or more persons who are required to report jointly have knowledge of or suspect an instance of child abuse, and when there is agreement among them, the telephone report may be made by any one of them who is selected by mutual agreement, and a single report may be made and signed by the person selected. However, if any person who knows or should know that the person designated to report failed to do so, that person then has a duty to make the report. The duty to report child abuse is an individual duty and no supervisor or administrator may impede or inhibit such reporting duties.
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OPEN DOOR POLICY
At some time or another, you may have a suggestion, complaint or question about the School, your job, your working conditions, or the treatment you are receiving. We welcome your suggestions, concerns, or questions. For issues other than prohibited harassment, discrimination, or retaliation, we ask that you take your concerns first to your supervisor, who will investigate and provide a solution or explanation. If the problem is still not resolved, you may present it to the Principal, preferably in writing, who will address your concerns.
EMPLOYMENT CLASSIFICATIONS
Employees at Colorado Online Academy are classified by the School as exempt or nonexempt and full-time or part-time.
Exempt Employees: Exempt employees are regular employees whose job assignments meet the federal and/or state requirements for overtime exemption. Exempt employees are compensated on a salary basis and are not eligible for overtime pay.
Nonexempt Employees: Nonexempt employees are regular employees subject to federal and/or state overtime regulations, and will be compensated for overtime hours worked in accordance with the law. Nonexempt employees must comply with the School’s policies regarding overtime work.
Full-Time Employees: Full-time employees are employees who are regularly scheduled to work 40 hours or more per week and are eligible for benefits as outlined within this handbook.
Part-Time Employees: Part-time employees are employees who are regularly scheduled to work fewer than 35 hours per week. Part-time employees are not eligible for holiday pay or benefits.
Individuals working through an employment agency (leased employees, etc.) and those working as independent contractors are not considered “regular” employees of the School and are not entitled to any employment benefits provided by the School. If you have any question about your classification, you should check with the Principal.
At-Will Employment
Nothing in this Employee Handbook creates, or is intended to create, a promise or representation of continued employment for any employee. Employment for all employees at Colorado Online Academy is employment at-will. Employment at-will may be terminated at the will of either the employer or the employee. Employment and compensation may be terminated with or without cause and with or without notice at any time by you or the School.
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Certification and Licensure
The School’s teachers are required to hold a current Colorado Teaching License and be highly qualified in the subject area they teach.
Tuberculosis Testing
No person shall be employed by the School unless he or she has submitted proof of an examination and or doctor’s form within the last four years stating that he or she is free of active tuberculosis (TB). This examination shall consist of an X-ray of the lungs or an approved intra- dermal tuberculin test which if positive shall be followed by an X-ray of the lungs. Thereafter all employees shall be required to undergo the foregoing examination at least once every four years. After such examination each employee shall cause to be on file a certificate with the School from the examining physician showing the employee was examined and found free from active tuberculosis.
The examination is a condition of initial employment and the expense incident thereto shall be borne by the applicant.
Criminal Background Checks
It is the policy of the School to require fingerprinting and background checks for its employees consistent with legal requirements.
PERFORMANCE EVALUATIONS
Evaluation of Teachers
Performance evaluations will be conducted annually. Newly hired employees will have their performance goals reviewed by their supervisor within the first 120 days of employment. Thereafter, evaluations are conducted on an annual basis. Evaluations may also be conducted in relation to job changes, transfers, etc. The purpose of evaluations is to let employees know how well they are performing and whether they have any performance problems. The performance evaluation process is outlined below:
• Pre-Observation Conference and Goal Setting – Individual meeting with the supervisor to develop goals for the school year. The goals will be connected to the job the employee was hired to do. Also addressed will be procedures and other relevant topics to job performance • Informal Observations (periodically throughout the year) – Brief visits or casual observations by the employee’s supervisor. Summaries will be given to the employee if needed.
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• Evaluative Summary (by May 1) – A narrative written by both the supervisor which includes a summary of observations and experiences throughout the year as well as goal setting for the following year.
Non-Teacher Employees
All other employees shall be evaluated annually by the Principal. The Principal shall be evaluated annually by the A3 Education Director of Online Learning. Failure to conduct a performance evaluation as set forth above shall not prevent the School from disciplining or terminating any employee.
PERSONNEL RECORDS
The information recorded in your personnel file is extremely important to you and to Colorado Online Academy. It is your responsibility to make sure that the personal data in the file is accurate and up to date. Report any change of address, phone number, emergency contact information, etc. to the Principal or Human Resources Director in writing immediately. As a School employee, you have a right to inspect your personnel file and payroll records, as provided by law, on the School premises at a time mutually convenient for you and School. You also have a right to receive copies of documents that you have signed and copies of your payroll records. You may add to the file your version of any disputed item in your personnel file.
WORKING HOURS
Teachers
Teachers are to work 8 hours day. Teachers shall be present at additional times as may be reasonably necessary in order to meet with parents and students. Teachers shall also be present at staff meetings as scheduled by the Principal.
All Other Employees
The work schedule for fulltime nonexempt employees is 40 hours per week. Normal working hours at Colorado Online Academy are Monday through Friday from 7:30 AM until 4:00 PM. The supervisor will assign the work schedule. Once assigned, this work schedule may be changed by the supervisor at any time for such reasons as to better serve the students, fluctuations in the School’s calendar, or the reorganization of responsibilities.
OVERTIME
The School provides compensation for all overtime hours worked by nonexempt employees in accordance with state and federal law. For overtime pay calculation purposes for nonexempt employees, the workweek at the School begins Sunday at 12:00 AM and ends the following Saturday at 11:59 PM. The workday begins at 12:00 AM and ends at 11:59 PM. Your
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supervisor will notify you when overtime work is required. Prior written authorization from your supervisor must be obtained before working any overtime. Failure to obtain approval from your supervisor prior to working overtime will be grounds for discipline, up to and including termination.
PUNCTUALITY AND ATTENDANCE
Employees are expected to observe regular attendance and be punctual. Absent extenuating circumstances, on any day you are scheduled to work, but are unable to report for work, you must call your supervisor as soon as possible. The School understands that in some cases, advance notice is not possible. In these cases, notify your supervisor personally at the earliest possible moment. If requested, you must provide verification of the reason for your absence.
Any unexcused absence is considered excessive.
If you fail to report for work without any notification to a supervisor and the absence continues for a period of three business days, the School will consider that you have abandoned and terminated your employment.
TIME RECORDS
Time records must be accurately completed within the School’s timekeeping system by nonexempt employees. Absences must be accurately identified on your time record. You cannot record time and or submit a time record for another employee. Each employee must sign and submit his or her own time record.
Exempt employees must report full days of absence from work. Deductions from an exempt employee's salary will be made only in accordance with applicable law.
Employees should immediately contact the Principal or Business Manager with any questions concerning their pay so that inadvertent errors can be corrected.
PAYDAYS
Paydays at Colorado Online Academy are distributed each month. Checks will be distributed by the Principal or his/her designee. If a normally scheduled pay date falls on a weekend or holiday, paychecks will be distributed the preceding business day.
A written, signed authorization is required for mail delivery or for delivery of your paycheck to any other person. If you have automatic deposit for your paycheck, your funds will be deposited to the financial institution you requested by the end of business on the scheduled payday.
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If a wage order is received by the School for one of our employees, we are obligated by law to comply with the demand. The affected employee will receive notice from the Human Resources Director as soon as possible.
Mandatory Meetings & Trainings
The School will pay nonexempt employees for registration fees and time spent attending meetings and training programs outside of regular working hours under the following conditions:
1. Attendance is mandated by the School; or 2. The meeting or training program is directly related to the employee’s job and the employee’s attendance is approved by management in advance.
All mandatory meetings and training programs will be identified as such. Do not assume a meeting or training program is approved by the School unless identified as mandatory. Check with your supervisor if there is any question. If you have questions on how to record your time, you should ask your supervisor.
Expenses
The School reimburses employees for reasonably necessary business expenses. Employees who have incurred authorized business expenses must submit receipts fully documenting the expense. Do not incur expenses without prior authorization.
Employees Who Are Required to Drive
Employees using a personal vehicle for School business will be reimbursed on a per mile traveled basis and must present proof of current insurance coverage. Motorcycles are not an approved form of transportation for conducting School business.
It is required that you observe all policies set forth by the School as well as applicable traffic laws. Report any type of accident, traffic citation, and/or vehicle damage immediately to your supervisor. If you receive a traffic citation while on School time, or during the use of a School vehicle, you will be responsible for payment of the citation.
Employees must adhere to School policies and traffic laws. Employees are prohibited from transporting unauthorized passengers in a personal vehicle during work time.
COLORADO ONLINE ACADEMY PROPERTY AND FACILITIES
All Colorado Online Academy property and facilities, including but not limited to, desks, storage areas, work areas, lockers, file cabinets, computer laptops, telephones, tools, equipment and vehicles are to be used only for Colorado Online Academy business and must be properly used and maintained. Colorado Online Academy material, time or equipment may not be used for
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personal projects or non-School related business. The School reserves the right, at any time, and without prior notice, to inspect any and all of the School's property or facilities to ensure that Colorado Online Academy policy is being followed. Such inspections may be conducted during or after business hours and in your presence or absence.
COMPUTERS AND ELECTRONIC EQUIPMENT
The School's computer and other electronic systems (“technology”), including but not limited to, telephone systems, voice mail systems, electronic mail systems, document transmission systems and handheld data processing devices, are provided for business use only. Occasional and limited use of the School’s technology for personal purposes is understandable and permitted, so long as the privilege is not abused and the use does not interfere with the employee’s work. All of the technology is considered Colorado Online Academy property. All communications, including any personal communications, over the School’s technology are subject to review and monitoring by the School.
Employees should have no expectation of privacy when utilizing the School's technology. The School retains the right to monitor employees’ use of the technology at any time. Although passwords may be utilized to restrict access to certain systems, the passwords are designed to protect against unauthorized access—not access by the authorized Colorado Online Academy representatives. The School retains the right to enter into any technology system and to inspect and review any and all data recorded in the systems. Because the School reserves this right, no message or data placed on the School's technology should be considered private or confidential.
All employees obtaining access to copyrighted materials must respect all copyrights and may not copy, retrieve, modify or forward copyrighted materials, except where expressly allowed by the copyright law or with express written permission from the owner. Unless specifically authorized, employees may not download or install any software on the School’s technology.
The School’s technology may not be used for transmitting, retrieving, or storing any communications of a discriminatory or a harassing nature. Harassment of any kind is prohibited. No messages with derogatory or inflammatory remarks about an individual’s race, religious creed, color, national origin, ancestry, physical disability, mental disability, genetic characteristics, marital status, registered domestic partner status, sex, age, sexual orientation, gender expression, gender identity or any other basis made unlawful by applicable law, shall be transmitted or received. The School prohibits the use of abusive, profane or offensive language received or transmitted through the School’s technology systems. The School’s technology may not be used for any purpose that is illegal, against School policy, causes discredit to the School or is contrary to the best interests of the School. Use of the School’s technology for personal gain or profit, or for personal reasons that would impede the School’s ability to conduct business is prohibited.
Each employee is responsible for the content of all text, audio or images that the employee places on or sends over the School’s technology systems. All electronic communications you
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send should include the School’s electronic communications privacy notice. No electronic communication may be sent which hides the sender or represents the sender as someone else.
USE OF SOCIAL MEDIA
Social media can be a valuable and powerful means of communication. Colorado Online Academy recognizes the importance of the Internet in shaping public thinking about the School and our current and potential services, employees, partners, volunteers and students. Colorado Online Academy is also committed to supporting your right to interact knowledgeably, responsibly and socially in the blogosphere and on the Internet through blogging and participation in social media sites.
Posting During Work Time
Colorado Online Academy understands that employees may from time to time engage in online social media activities at work for legitimate work related purposes, and that these activities may be helpful for Colorado Online Academy affairs. You are, however, prohibited from engaging in personal posting during work time, unless specifically authorized by the Principal. Further, personal social media activity should be kept distinct from professional social media activity, and communications with purely personal social media sites should be conducted from personal email accounts only.
No Expectation of Privacy
Because our organization retains the right (but not the obligation) to monitor all files and messages stored on and transmitted through Colorado Online Academy’s electronic devices (such as desktop computers, laptop computers, blackberries, personal digital assistances, and cell phones), remember you have no reasonable expectation of privacy regarding social media accessed through these devices, even if you have used a private account and/or password.
Protect Confidential Information
Do not post confidential information about Colorado Online Academy, our employees, our students or any other party. Remember that most student information is protected by the Family Educational Rights and Privacy Act, including any and all information which might identify the student.
Respect Colorado Online Academy’s Policies
Your postings should not violate any other applicable policy of Colorado Online Academy.
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Be Respectful Of Others
Please be professional and respectful of others in your communications. You may be subject to discipline up to and including termination for posting or displaying comments about competitors, volunteers, coworkers, supervisors, students, parents or Colorado Online Academy that are false, defamatory, libelous, tortious, vulgar, obscene, threatening, intimidating, harassing, invasive of the privacy of others, or a violation of the organization’s workplace policies against discrimination, harassment, or hostility on account of age, race, religion, sex, ethnicity, nationality, disability, or other protected class, status, or characteristic.
Report Inappropriate Conduct Appropriately
If you feel that employees of our organization are, have been, or will be engaged in any inappropriate conduct regarding the use of social media, please discuss your concerns with your supervisor. Employees are urged to use internal channels, rather than social media, to resolve workplace concerns. This may spare both you and Colorado Online Academy the unintended repercussions of false, half-true, or misleading allegations.
Policy Limitation
Colorado Online Academy respects the rights of employees to communicate with one another or with third parties for purposes protected by law, including concerted activity protected by state and federal laws and the National Labor Relations Act. Nothing in this policy will be interpreted to prohibit such communications, nor shall any employee suffer any adverse job action due to such communications.
Media Relations
It is our goal to give the press a clear, consistent, and up-to-date message about our school and its programs and vices. Since information about our activities change often, it is easy to provide the press with information that may be inaccurate or misleading. Employees are not authorized to speak on the School’s behalf without prior written consent from the Principal.
All calls from newspapers, magazines, or radio and television reporters should be immediately referred to the Principal.
Recreational and Social Activities
Employees of Colorado Online Academy may participate in various recreational and social activities that are either sponsored by or supported by the School. All recreational and social activities are completely voluntary. No employee is obligated to participate in any recreational or social activity, and no employee’s work-related duties include participation in such activities. Any employee who elects to participate in any recreational or social activity does so at his or her
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own risk. The School disclaims any and all liability arising out of an employee’s voluntary participation in any off-duty recreational or social activity.
Discipline and Involuntary Terminations
Violation of Colorado Online Academy policies and rules, whether or not they are included in this Handbook, will result in disciplinary action. Discipline may be in any form deemed appropriate by the School, including but not limited to, verbal warnings, written warnings, suspensions and termination of employment. The School’s disciplinary system does not require any formal steps or procedures. The School will, in its sole discretion, utilize whatever form of discipline it deems appropriate under the circumstances, up to and including the immediate termination of employment.
PROHIBITED CONDUCT
The following is a list of conduct that is prohibited and will not be tolerated by the School. It is not an all-inclusive list, but rather a list designed to give examples of the types of conduct prohibited by the School. Employees who engage in prohibited conduct will be subject to discipline up to and including termination.
♦ Falsification of employment records, employment information, or other School records. ♦ Theft, deliberate or careless damage of any School property or the property of any employee or student/family. ♦ Provoking a fight or fighting during working hours or on School property. ♦ Participating in horseplay or practical jokes on School time or on School premises where such conduct might be a safety risk or might be interpreted as offensive. ♦ Carrying firearms or any other dangerous weapons on School sites. ♦ Consuming, possessing, or being under the influence of alcohol and/or drugs during working hours or at any time on School property or job sites. ♦ Insubordination, including but not limited to, failure or refusal to obey the orders or instructions of a supervisor or member of management, or the use of abusive or threatening language toward a supervisor or member of management. ♦ Unreported absence on scheduled workdays. ♦ Unauthorized use of School equipment ♦ Sleeping or malingering on the job. ♦ Failure to observe working schedules ♦ Engaging in criminal conduct whether or not related to job performance. ♦ Soliciting other employees for membership, funds, or other similar activity in connection with any outside organization during your working time or the working time of the employee(s) solicited. ♦ Distributing unauthorized literature or any written or printed material during working time or in work areas. ("Working time" does not include your lunch and break periods.)
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♦ Failure to timely notify your supervisor when you are unable to report to work. ♦ Failure of a nonexempt employee to obtain permission to leave work for any reason during normal working hours. ♦ Abuse of sick leave. ♦ Failure to provide a physician's certificate when requested or required to do so. ♦ Making derogatory racial, ethnic, religious or sexual remarks or gestures; any violation of the Prohibited Harassment and Equal Employment Opportunity policy; or using profane or abusive language at any time on School premises or during working hours. ♦ Violation of any safety, health, security or School rule. ♦ Working overtime without authorization or refusing to work assigned overtime.
VOLUNTARY TERMINATIONS
If you decide to leave your employment with Colorado Online Academy, we ask that you give us at least two weeks written notice. This will give us the opportunity to make the necessary adjustments in our operation.
REFERENCES
All requests for employment verifications and employee references must be directed promptly to the Principal. Other employees should not provide any such information. References for employees who have left Colorado Online Academy are limited to disclosure of dates of employment and title of the last position held.
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STANDARDS OF CONDUCT
PERSONAL STANDARDS
Each employee must be neatly groomed and wear clothing that is professional and appropriate for the employee’s position. Your supervisor will inform you of any special clothing requirements. Employees will not be permitted to wear clothing or otherwise present an appearance that may cause disruption, be taken as offensive or reduce productivity.
STUDENT, FAMILY & PUBLIC RELATIONS
The School’s image in front of students, parents and the general public is critical to our success. All employees are expected to be prompt, polite, courteous and attentive to our students, parents and the public. We will absolutely not tolerate conduct toward students, parents or the general public that might be interpreted as unlawful discrimination or harassment. If you witness conduct in violation of this policy, you should immediately bring it to the attention of your supervisor or the Principal.
CONFIDENTIAL INFORMATION
You may during the course of your duties be advised of certain confidential business matters and affairs of the School regarding its business practices, vendors, students and employees. Your duties may also place you in a position of trust and confidence with respect to certain confidential and other proprietary information relating to the business of the School and not generally known to the public or other schools, including student information, legal matters, facilities-related information, and personnel information. You shall not, either during your employment with the School or any time in the future, directly or indirectly:
a. disclose or furnish, directly or indirectly, to any other person, firm, agency, corporation, client, business, or enterprise, any confidential information acquired during your employment;
b. individually or in conjunction with any other person, firm, agency, school, business, or corporation, employ or cause to be employed any confidential information in any manner whatsoever, except in furtherance of the business of Colorado Online Academy;
c. Without the written consent of the School, publish, deliver, or commit to being published or delivered, any copies, abstracts, or summaries of any files, records, documents, drawings, specifications, lists, and similar items relating to the business of the School, except to the extent required in the ordinary course of your duties.
Upon termination of employment, employees are required to immediately return to the School all property of the School in as good condition as when received (normal wear and tear excepted) including, but not limited to, all files, records, documents, drawings, specifications, lists,
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equipment and supplies, promotional materials, and similar items relating to the business of the School.
CONFLICTS OF INTEREST
Situations that result in actual or even potential conflicts of interest must be avoided by all employees. For example, romantic or personal relationships between a supervisor and subordinate employee can lead to supervisory problems, claims of harassment and morale problems. Any employee involved in such situations or relationships must immediately and fully disclose the nature of the situation or relationship to management so a determination can be made as to whether an actual or potential conflict exists, and if so, how to correct the situation.
What you do on your free time is your own business. However, outside activities (second jobs, side businesses, clubs, etc.) must not interfere with your ability to fully perform your job duties at Colorado Online Academy or create a conflict of interest with your statutory duty of loyalty to the School. No employee shall work with another company or external organization that competes with Colorado Online Academy whether as a regular employee or as a consultant, without prior written approval from the Principal.
DRUG AND ALCOHOL POLICY
It is the intent of the School to promote a safe, healthy and productive work environment for all employees. The School recognizes that the illegal and/or excessive use of drugs and/or alcohol is not conducive to safe working conditions, employees’ health, efficient operations or School success. It is the objective of the School to have a work force that is free from the influence of controlled substances (illegal drugs) and alcohol during work hours. The School will not tolerate employees who use, possess, offer for sale or are under the influence of controlled substances or alcohol on School property, in the presence of pupils, or during working hours, including lunch and rest periods.
An employee must notify the Principal in writing within five days of any drug statute conviction for a violation occurring in the School workplace. A conviction includes any finding of guilt, including a no-contest plea, or imposition of a sentence.
Employees taking physician-prescribed medications which impair their job performance must inform the Principal. Where appropriate, the employee will be reasonably accommodated and/or placed on appropriate leave. This policy does not require or request the prescribing physician or the employee to identify any prescription drug or the medical condition for which it is prescribed. No employee shall use or have in his or her possession on the School premises or at School functions any prescription medication other than medications currently prescribed by a physician for the employee. No employee shall have marijuana in his or her possession on the School premises or at School functions, whether or not prescribed by a physician.
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Smoking
Smoking is not permitted anywhere on and learning center premises or at school functions.
Security
All employees are responsible for helping to maintain a secure workplace. Please report any problems with security to your supervisor.
SAFETY POLICY
Colorado Online Academy is firmly committed to maintaining a safe and healthy working environment. All employees of the School are expected to be safety conscious on the job at all times. All unsafe conditions or hazards should be corrected immediately. Report all unsafe conditions or hazards to your supervisor, the Principal immediately, even if you believe you have corrected the problem.
All workplace injuries and illnesses must be immediately reported to your the Principal and the HR Director.
Colorado Online Academy has in place a written Injury and Illness Prevention Program as required by law. If you have not received a copy of this program. or if you wish an additional copy, please contact the Principal. It is your responsibility to read, understand and follow the Injury and Illness Prevention Program provisions applicable to your work assignment.
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ADMINISTRATION OF COLORADO ONLINE ACADEMY BENEFITS
All employee benefit programs at Colorado Online Academy are administered by the School or its designated administrators. The School reserves the exclusive authority and discretion to determine all issues of eligibility and questions of interpretation and administration of each benefit program.
SICK LEAVE
Full-time non-teacher employees at Colorado Online Academy who work 40 hours per week begin to earn and accrue sick leave starting on the first date of employment at a rate of one day per month of full time employment. Full-time non-teacher employees who work between 30 and 40 hours per week earn and accrue sick leave on a pro-rated basis. Part-time employees are not eligible to accrue paid sick leave.
Paid sick leave is a benefit that is accumulated in order to provide a cushion for incapacitation due to illness. It is to be used only when actually required for medical or dental appointments or to recover from illness or off-the-job injury; sick leave is not for "personal" absences. However, an employee may use accrued sick leave to attend to the illness of his or her child, parent, spouse or registered domestic partner. Accrued sick leave will carry over from year to year without limit. Please refer to the punctuality and attendance policy in this handbook for notification requirements.
If you are absent due to illness, medical evidence of your illness and/or medical certification of your fitness to return to work satisfactory to the School may be required before sick pay will be given. If there is reason to believe that sick pay has been misused, sick pay may not be awarded. Do not abuse your sick leave privilege. Sick leave pay is based upon full salary less applicable State Disability Insurance benefits.
HOLIDAYS
Colorado Online Academy observes the following paid holidays:
New Year’s Day Martin Luther King, Jr. Day President’s Day Memorial Day Independence Day Labor Day Veteran’s Day Thanksgiving Day after Thanksgiving Christmas Eve Christmas Day
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When a holiday falls on a Saturday or Sunday, it is usually observed on the following Monday. However, the School may close on another day. Holiday observance will be announced in advance.
To be eligible for holiday pay, an employee must be full-time, working 40 hours per week. A non-exempt employee must be regularly scheduled to work on the day on which the holiday falls and must work his or her scheduled working day immediately preceding and the scheduled working day immediately following the holiday, unless an absence on either day is approved by the Principal. Holiday hours paid do not count towards total hours worked when calculating total overtime hours. Exempt employees, including teachers will receive their regularly scheduled pay during holidays that fall in months when they are normally scheduled to work.
INSURANCE BENEFITS
Health Insurance
Health insurance coverage – including medical, dental, vision and life insurance – is offered to all full-time employees on the first day of the month following the employee’s date of hire, in accordance with the School’s health insurance plan. In the event of an increase in medical insurance premium rates, employees may be required to contribute to the cost of increased premiums to retain coverage.
Unemployment Compensation Insurance
The School contributes to the Unemployment Insurance Fund on behalf of its employees. Specific rules and regulations governing unemployment are available from the Executive HR Director.
Social Security
Colorado Online Academy is required by federal law to deduct a percentage of your pay and deposit it with the Social Security Administration. Social Security is an important part of every employee's retirement benefit. The School pays a matching contribution to each employee's Social Security taxes.
Workers' Compensation Insurance
At no cost to you, you are protected by Workers' Compensation Insurance while an employee at the School. The policy covers you in case of occupational injury or illness. Employees make no contribution for this coverage. The School pays the entire cost.
It is important to report any illness, accident, or injury immediately to your supervisor.
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LEAVES OF ABSENCE
Colorado Online Academy may grant leaves of absence to employees in certain circumstances. It is important to request any leave in writing as far in advance as possible, to keep in regular contact with the Principal during your leave, and to give prompt notice if there is any change in your return date.
This Handbook contains only a summary of the leaves that may be available. Some types of leave have detailed requirements regarding eligibility, duration, benefits, etc. Unless otherwise required, benefits do not continue to accrue during the duration of your leave of absence. You should contact the Principal prior to taking any leave for information about leave requirements and ramifications.
It is understood that you will not obtain other employment (other than military duty pay) or apply for unemployment insurance while you are on a leave of absence. Acceptance of other employment while on leave will be treated as a voluntary resignation from employment with Colorado Online Academy.
Family/Medical Leaves
Colorado Online Academy recognizes that an employee may need to be absent from work for an extended period of time for family and/or medical reasons. Our School complies with federal and state law provisions for family, medical and pregnancy disability leaves. The School will grant these leaves to employees as required by state and federal law in effect at the time the leave is granted. We intend to grant leave benefits only to the extent the law requires.
You must request any leave in writing as far in advance as possible. If you have not contacted your supervisor at the end of your scheduled leave, we will assume that you do not plan to return and you have terminated your employment. If you are unwilling or unable to return to work at the conclusion of the leave you are allowed, your employment may be terminated.
Employees Who May Take Leave: Before you may seek a leave of absence you must: ▪ have been employed by the School for at least 12 months; and ▪ Have worked at least 1,250 hours in the previous 12 months. Reasons For Taking Leave: You may request an unpaid leave for any of the following reasons: ▪ birth of your own child, birth of a child of your registered domestic partner, or the placement of a child in your home for adoption or foster care; or ▪ to care for your spouse, registered domestic partner, child, registered domestic partner’s child or parent who has a serious medical condition; or ▪ for your own serious medical condition which makes you unable to perform your job duties; or Length of Leave Allowed: The maximum time you will be allowed to take leave, if you are eligible, is 12 workweeks in a 12month period. This does not include leave time an employee is allowed because of pregnancy disability. The School will use a "rolling" 12month period
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measured backward from the date you begin a leave to determine how much leave time is available to you, unless another calculation is required by law. You may request a reduced workday or workweek, or intermittent leave that equates to a maximum of 12 workweeks, due to your own medical condition or that of a family member.
Military Family Leave: An employee may take up to 12 workweeks of leave during any 12- month period because of “any qualifying exigency” arising out of the fact that the spouse, child or parent of the employee is on active duty, or has been notified of an impending call to active duty status in support of a contingency operation. Leave entitlement is extended to a maximum of 26 workweeks in a 12-month period for an employee who is caring for a spouse, child, parent, or next of kin who is a covered service- member recovering from a serious illness or injury sustained in the line of duty while on active duty in the United States Armed Forces.
Advance Notice and Medical Certification: You may be required to provide to us advance leave notice and medical certification. Your leave request may be denied or your leave delayed if these requirements are not met.
▪ You must provide us 30 days’ notice of your need for leave if such need is foreseeable. If your need for leave is not foreseeable, you must notify us as soon as possible. ▪ We require medical certification if you request leave because of your own or a family member's serious medical condition. We may also require a second or third medical opinion regarding your own serious health condition at our expense. You are required to cooperate with us in obtaining any additional medical opinions we may require. ▪ You may be required to provide periodic recertification supporting the need for leave if your leave of absence extends beyond one leave year or is due to an ongoing condition. ▪ If you take a leave because of your own medical condition, you must obtain a release from your health care provider before you return to work. Continuation of Health Benefits: We will continue our contributions for your health care coverage for up to a maximum of twelve weeks of leave per year. You will be invoiced by the Colorado Online Academy, or its designated administrators, and required to pay the employee portion of the health benefit premium, including all premiums covering your dependents. If you fail to pay the appropriate premiums in a timely manner, it could result in the termination of benefit coverage. However, you can continue coverage based on the federally mandated guidelines of COBRA. The School will notify you of your options under COBRA.
Job Protection and Reinstatement: Employees will normally be restored to their original or equivalent position with equivalent pay, benefits, and other employment terms when they return from leave. Your use of leave will not result in the loss of certain benefits accrued prior to the start of your leave. However, you may be required or permitted to use your accrued paid leave benefits.
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Key employees may be subject to reinstatement limitations in some circumstances. If you are a key employee, you will be notified of such limitations on reinstatement at the time you request a leave.
Premium Cost Repayment: If you choose not to return to work from a leave allowed by this policy, you may be required to repay to the School the premium amounts paid during your leave, unless you do not return to work because of circumstances beyond your control.
PREGNANCY DISABILITY LEAVE
In addition to family and medical leaves, pregnant employees are entitled to take leave if they are disabled by the pregnancy, childbirth or a related medical condition. Pregnancy disability leave begins on the first day that the employee's health care provider certifies she is unable to work and ends when her health care provider certifies she is able to return to work, or after a total of four months of leave, whichever occurs first. You may request a reduced workday or workweek, or intermittent leave that equates to a maximum of four months, due to disability related to pregnancy, childbirth or a related medical condition.
Family leave to care for a newborn child may be available following pregnancy disability leave.
CATASTROPHIC LEAVE POLICY
Employees may donate up to five days of accumulated and unused sick leave, in full or half-day increments, to another Colorado Online Academy employee who has suffered a long-term illness or disability and has exhausted all paid leave benefits. An employee may not donate more than five days of sick leave per school year. Unused sick leave will be returned to the donors at the end of the school year. Sick leave donations must be made in writing and submitted to the Principal.
Personal Leave Of Absence (Unpaid)
The School recognizes that special situations may arise where an employee must leave his or her job temporarily. A personal leave of absence without pay may be granted to an employee at the discretion of Colorado Online Academy. Such leaves shall not exceed one year. Any personal leave of absence must be approved in advance by the Principal. Return from a personal leave of absence and other terms of leave are subject to the discretion of the Principal. No vacation or sick time accrues during any type of unpaid leave of absence. Colorado Online Academy does not guarantee that you will be permitted to return to the same or a comparable position upon your return.
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Funeral or Bereavement Leave of Absence
In the event of the death of your current spouse, domestic partner, child, parent, legal guardian, brother, sister, grandparent, grandchild or mother-, father-, sister-, brother-, son-, or daughter-in- law, you may take up to three consecutive scheduled workdays off with pay with the approval of the Principal, who may also approve additional unpaid time off.
Military Leave of Absence
The School provides military leaves of absence to employees who serve in the uniformed services as required by the Uniformed Services Employment and Reemployment Rights Act of 1994 and applicable state laws. Leave is available for active duty, active duty for training, initial active duty for training, inactive duty training, full-time National Guard duty and for examinations to determine fitness for any such duty. Total military leave time taken may not exceed five years during employment, except in special circumstances.
Advance notice of leave is required. Please inform your supervisor of anticipated military leave time as far in advance as possible. Accrued vacation will be paid during military leave at your request and health plan coverage continuance can be arranged for up to 24 months during military leave if required premium payments are made by you. As with other leaves of absence, failure to return to work or to reapply within applicable time limits may result in termination of employment.
Time Off for Jury and Witness Duties
Colorado Online Academy encourages employees to serve when called for jury duty or when subpoenaed as a witness. Upon hire, nonexempt employees will receive full pay while serving up to five days of jury duty. Exempt employees will receive their regular salaries unless they do not perform any services during a workweek because of the jury or witness service. All employees are expected to notify their supervisors as soon as they receive a jury duty notice or witness subpoena.
If you are released from jury duty or have completed your witness duty prior to the end of what would be your regular workday schedule, it is your responsibility to report back to work within a reasonable amount of time. Upon returning to work, you must present to your supervisor court documentation for every business day you missed.
Workers' Compensation Leave
If you are temporarily totally disabled due to a work related illness or injury, you will be placed on workers' compensation leave. The duration of your leave will depend upon the rate of your
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recovery and the business needs of the School. Workers’ compensation leave will run concurrently with any other applicable medical leave of absence.
Military Spouses Leave Of Absence
Employees can take up to ten unpaid days off when their spouse is on leave from military deployment. To qualify, you must work more than 20 hours per week and your spouse must be a member of the Armed Forces, National Guard or Reserves who was deployed during a period of military conflict. To request a Military Spouse Leave of Absence, you must notify your supervisor within two business days of receiving notice that your spouse will be on leave. You will be required to provide written documentation certifying that your spouse will be on leave from military deployment during the requested time period.
Drug/Alcohol Rehabilitation Leave
If you decide to voluntarily enter a drug or alcohol rehabilitation program, you may be eligible for an unpaid leave of absence to participate in the program. The School will take reasonable steps to safeguard the privacy of any employee who identifies himself or herself as an individual with a drug or alcohol problem. An employee who wishes to identify himself or herself as such an individual can contact the Principal directly.
While the School generally encourages employees to take action to treat drug and alcohol problems, the School will not reimburse employees for the costs incurred in attending a rehabilitation program. Employees may, however, use accrued sick leave or vacation time during a requested leave. A request for rehabilitation leave will not protect an employee from disciplinary action where the employee has violated the School’s drug and alcohol policies prior to the request.
Compensation
The compensation section of all contracts will clearly outline the terms of payment for all roles. This will include positions of additional responsibility and stipend positions.
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IN CLOSING
Many School policies and employee benefits have been treated only briefly in this Handbook. If you have any questions or want more information, contact the Principal or HR Director. It is your responsibility to learn the School policies. Some employees of the School may be covered by employment agreements. If terms contained in a specific employment agreement conflict with the policies and procedures contained in this Employee Handbook, the employee shall adhere to his or her employment agreement. Nothing in this Handbook is intended to limit our employees’ rights under federal or state laws.
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EMPLOYEE ACKNOWLEDGMENT & AGREEMENT
I have received my copy of Colorado Online Academy’s Employee Handbook. I have read and understand each of the policies in the Handbook, and agree to abide by the School’s policies.
I understand and agree that my employment is at-will and may be terminated by me or the School with or without advance notice and with or without "cause." This Acknowledgment and Agreement sets forth the entire agreement between the School and me regarding the nature of my employment and is the final expression of our agreement.
I understand and agree that, except for the at-will relationship, the School may change any policy or practice and/or my hours, wages, working conditions, job assignments, position title, compensation rates and benefits in its sole discretion.
Employee Name
Employee Signature
Date
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Appendix E Evidence, Plan & Timeline for Quality Standards for Online Programs
Quality Standards for Online Programs Colorado Online Academy Evidence and/or Timeline 3.02.1 The Online School involves In collaboration with the District March 2017- Board representatives of the Online School’s Administration, the school staff will approval to authorize community, as well as staff, in a develop a process to ensure that the the online school collaborative process to develop and school is meet its mission, vision and April 2017 - Board communicate the Online School's vision, goals. The leadership team meets weekly final approval of mission, goals and results, in a manner to discuss pertinent issues, such as: application appropriate to the online model for that student engagement, teacher August 2017 - program. The Online School provides effectiveness and other important items leadership meetings leadership, governance, and structure to for discussion. are ongoing support this vision and these supports are throughout the year used by all staff to guide the decision- and monthly making. meetings with the Superintendent
3.02.2 [Expired 05/15/2011 per Senate Bill 11-078] N/A N/A 3.02.3 The Online School has, or has a The online school will utilize a variety of March 2017- Board plan and timeline in place to accomplish, technology tools that will sufficiently approval to authorize the technological infrastructure capable meet the needs of its students and staff, the online school of meeting the needs of students and including those with special needs. These April 2017 - Board staff, and of supporting teaching and systems include, the following: online final approval of learning. The Online School uses a curriculum, LMS, SIS, web application variety of technology tools and has a conferencing, email, and etc. Each August 2017 - user-friendly interface. The Online system has been designed to be intuitive leadership meetings School meets industry accepted and easily navigated. Student support are ongoing accessibility standards for structures, including staff such as throughout the year interoperability and appropriate access orientation specialists, mentors, and monthly for learners with special needs. counselors, and teachers will be in place meetings with the Technological support structures and to help students acclimate to the online Superintendent programs are in place to reduce barriers learning environment and reduce any to learning for all students. barriers to learning.
3.02.4 The Online School has, and The student handbook contains sections Summer 2017 - implements, a technology plan that on student code of conduct and board approval includes (but is not limited to) acceptable uses of the Internet. Internet Summer 2017 documentation that all students and safety will be addressed in the curriculum August 2017 - Parents know and understand acceptable including the Student Orientation course. leadership meetings use of the internet in accordance with all are ongoing federal and state statutes. When throughout the year providing direct services (for example, and monthly ISP, computer equipment or "at meetings with the location") to students, the Online School Superintendent will use filtering software to prevent access to inappropriate materials.
3.02.5 Online Schools must comply with Fiscal resources will be allocated to all statutory requirements, including the provide students with rigorous, award Summer 2017 - a existing budgetary reporting procedures winning curriculum, professional preliminary budget under state law, as well as being instruction by licensed and highly will be approved by consistent with the format required by qualified teachers, technology that is the District prior to the authorizing entity. Budgets and current and relevant, and diagnostic the start of the 2017- accounting records must be transparent, assessment and intervention 2018 school year. open to the public, and demonstrate programming aimed at identifying Ongoing - as support of student academic students strengths and weaknesses in referenced in the achievement. order to improve student performance application in section and close skill gaps. 4.13 and the online services agreement The school will comply with all statutory in Appendix C. requirements including budgetary reporting. Standard accounting and budget principles will apply and the school will be audited regularly. The District is committed to transparency and public records access in compliance with Colorado law.
3.02.6 Online School demonstrates Colorado Online Academy teachers and Spring 2018 - after levels of attainment of statewide administrators will be trained in the school performance performance indicators that meet collection and analysis of data and will indicators are expectations established by the use data to inform decisions around released by the state Department’s annual performance curriculum, instruction, student learning, Section 4.16 of the review as described in §22-11-210, and interventions. Data will be pulled application provides C.R.S. from multiple sources including: student further explanation engagement data from the LMS, formative and summative classroom assessments, teacher observation, internal diagnostic testing, and state testing. Teachers and administrators will hold regular data meetings to discuss current data and the ways that the data can be used to drive student growth and overall school improvement. The curriculum will evaluated regularly and updates and changes will be made as needed.
The District will review the performance of the school annually using its state school performance framework in addition to other school level performance data. 3.02.7 The Online School’s Teachers use Colorado Online Academy will provide ongoing, research based formative and many opportunities for teachers to See sections 4.5, 4.6, summative assessments to measure receive professional training throughout 4.9 and 4.10 of the student academic performance. Students the year including: pre-service training application have varied opportunities to demonstrate just before the start of the school year, Ongoing - Quarterly mastery of skills, show academic ongoing PD provided by A3 leadership, and annual reviews, progress, and receive meaningful curriculum partners, etc. and ongoing feedback on their learning. meetings with the Students may demonstrate their mastery Superintendent. of skills and standards in a variety of ways including, but not limited to the following: formative and summative computer based assessments, one on one interactions with teachers via web conferencing, phone, email, and instant messaging, presentations, writing assignments, group discussions and projects, and oral assessments. 3.02.8 An Online School has a policy The school will operate on a semester regarding course completion. model in which the students will have the See section 4.5 of the opportunity to earn, on average, 3 credits application per semester. The typical semester course Summer 2017 - will equate to 90 hours of instruction. Board approves Students must successfully complete Colorado Online each semester course with a grade of ‘D’ Academy’s family or higher in order to earn credit for the handbook course. Upon enrollment in Colorado Ongoing - Quarterly Online Academy the counselor(s) will and annual reviews, complete a credit review and create a and ongoing graduation plan for each student. Initial meetings with the academic placement will be made based Superintendent. on credits earned from previous schools. Initial grade level placement for incoming 1st-8th graders will be determined by the most recent grade level completed at the student’s previous school.
3.02.9 An Online School follows policies for tracking attendance, Summer 2017 - participation, and truancy. The policy Board approves includes documentation of Teacher / Colorado Online student interaction. Academy’s truancy policy Many families are attracted to online See section 4.6 of the learning for the flexibility it affords them. application and the Colorado Online Academy students will student handbook. have 24/7 access to their courses and will be permitted to create a schedule that works best for their needs and their families needs. However, students should expect to spend approximately 6 hours/day in school in order to complete their courses successfully.
Student attendance is tracked in the learning management system. Parents/guardians are legally responsible for ensuring that students are fully engaged in school and are in compliance with Colorado’s compulsory attendance laws. Colorado Online Academy follows a 3 ,5, 7, 10 day truancy policy. 3.02.10 The Online School has a policy, The LMS and SIS will provide the See section 4.16 of and the infrastructure to store, retrieve, information needed for all student this application analyze and report, required student, academic progress, attendance, and Teacher, financial, and other required financial reporting. In addition to storing Summer 2017 - data collections. this information with the LMS and SIS, annual review the data will be periodically uploaded to a secure server. 3.02.11 The Online School has a policy Counseling services will provided in the See section 4.4 of this providing guidance counseling services following areas: social, personal and application as appropriate to grade level and student academic growth, college and career need. readiness, and post-secondary plans. The counselor will work with students individually and in groups over a variety of mediums including email, phone, web conferencing and etc. 3.02.12 The Online School has a policy Summer 2017 - guiding school/home communication Colorado Online Academy is committed approval of the about student and program progress, to holding itself to a high standard of student handbook school governance, and school communication with all stakeholders, accountability that is relevant, regular, especially its primary stakeholders, and available in native language where students and parents. The professional Ongoing - teachers reasonable. staff of the online school are expected to will be held respond to all communication with 24 accountable by hours, excluding weekends and holidays. school administrators Parents/guardians will have 24/7 access for meeting the to student progress through their school’s Learning Coach accounts. The Learning communication Coach accounts will also give parents expectations. access to valuable teacher feedback on the assignments their students have submitted. This feedback helps parents to understand the grades their students have earned. The school will regularly communicate with parents by email and through newsletters regarding in order to keep them informed about what is happening with the school and keep them abreast of important information. When necessary communication that is sent home to parents will either be provided in the native language of the parent or a meeting will be scheduled with an interpreter who will then interpret the communication for the parent. See sections 4.3, 4.4, 3.02.13 Instructional strategies, 4.8, 4.10 of the practices, and content address various application learning needs and styles of students.
The Online School uses a body of Ongoing - evidence to identify advanced, under- Instructional and performing, economically support services are disadvantaged, or other special needs Colorado Online Academy strives to ongoing throughout students. The Online School will work foster a culture of continuous the year with its Authorizer to ensure that support improvement amongst its staff as well as structures and programs, including but its students. Foundationally, our goal is not limited to, Title I, ESL, Special Ed., to continually improve in the areas of Spring 2018 - authorizer annual and Gifted and Talented, are integrated student performance and growth and review into the school’s instructional program to family satisfaction both amongst the promote and support student learning. general population and within all disaggregated subgroup populations. Spring 2018 - Formal improvement planning will be Unified conducted annually through the UIP Improvement process. Planning 3.02.14 The Online School evaluates the Colorado Online Academy evaluates the degree to which it achieves the goals and degree to which it achieves its goals and See sections 4.1 and objectives for student learning. There is objectives for student learning through 4.6 of the application a systematic process for collecting, multiple measures, including: student disaggregating, managing, and analyzing assessments, staff evaluations, family Spring 2018 - data that enables the Online School’s satisfaction surveys, staff satisfaction Unified leadership, Teachers, Parents, students, surveys, and etc. This information allow Improvement community members and other the school to more effectively pursue its Planning stakeholders to determine areas of goal of continuous improvement. strength and challenge. The data Teachers and administrators will meet Spring 2018 - collected are analyzed using a systems regular to evaluate this data in order to Annual Review approach, and the analysis includes the make decisions that are data driven. use of the school performance reports required pursuant to §22-11-503, C.R.S. Stakeholders are encouraged to contribute to the continuous improvement of the school by participating in surveys, direct communication with the school, joining the school accountability committee, and etc. 3.02.15 The Online School shall ensure Spring 2017 - Board that background checks in accordance Approval of with law are performed on all volunteers Employee Handbook. and paid staff, including but not limited to Mentors, Teachers, Administrators, or Colorado Online Academy will District policies on any other persons in unsupervised comply with all state and federal law contact with the student, except Parents background checks. including required background and supervising their children’s educational fingerprint checks. Additionally, A3 program. ESP policy on policy and District policy both require background checks. background checks for all employees.
Appendix F Terms of Agreement Summary - West End School District RE-2 and A3 Education
Terms of Agreement Summary - West End School District RE-2 and A3 Education
New School Name - Colorado Online Academy School Opening - Fall 2017 Term of Agreement - 10 Years, renewable upon mutual agreement of both parties
A3 Education West End School District RE-2 A3 will provide comprehensive online West End will provide overall governance and educational services, including: curriculum, oversight for the school including approval of learning management and student school policy, submission of state reports, and information systems, highly qualified and assignment the assignment of the licensed instruction and administrative staff, Superintendent to be the primary point of ELL, SpEd (in conjunction with the BOCES), contact for the online school administrator. student support services, human resources, back office services, and any other services needed to operate the online school.
The online school must meet the All Nucla High School and Naturita K-8 school requirements of a Colorado multi-district students will be permitted to take online online school. courses at no cost to the district.
A3 will receive __% of the online student PPR The online services agreement contains a after the district has been made whole. “make whole” clause under which both parties agree that the district will not lose money.
A3 will not compete with the District for in- The District will receive an oversight fee of district enrollments. The District will retain the __%. PPR for any in-district student that chooses to enroll in the online school as a full or part time student.
A3 may terminate this Agreement prior to the The District may terminate this Agreement end of the term in the event that the District prior to the end of the term specified in the fails to remedy a material breach within 30 event that A3 fails to remedy a material days after written notice from A3. breach of this Agreement within 30 days after written notice from the District.
Appendix G Certificate of Good Standing
OFFICE OF THE SECRETARY OF STATE OF THE STATE OF COLORADO
CERTIFICATE OF FACT OF GOOD STANDING
I, Wayne W. Williams , as the Secretary of State of the State of Colorado, hereby certify that, according to the records of this office, Academics Arts and Action Charter Academies is an entity formed or registered under the law of California , has complied with all applicable requirements of this office, and is in good standing with this office. This entity has been assigned entity identification number 20171256503 .
This certificate reflects facts established or disclosed by documents delivered to this office on paper through 03/30/2017 that have been posted, and by documents delivered to this office electronically through 04/01/2017 @ 16:37:03 .
I have affixed hereto the Great Seal of the State of Colorado and duly generated, executed, and issued this official certificate at Denver, Colorado on 04/01/2017 @ 16:37:03 in accordance with applicable law. This certificate is assigned Confirmation Number 10165289 .
*********************************************End of Certificate******************************************** Notice: A certificate issued electronically from the Colorado Secretary of State’s Web site is fully and immediately valid and effective. However, as an option, the issuance and validity of a certificate obtained electronically may be established by visiting the Validate a Certificate page of the Secretary of State’s Web site, http://www.sos.state.co.us/biz/CertificateSearchCriteria.do entering the certificate’s confirmation number displayed on the certificate, and following the instructions displayed. Confirming the issuance of a certificate is merely optional and is not necessary to the valid and effective issuance of a certificate. For more information, visit our Web site, http://www.sos.state.co.us/ click “Businesses, trademarks, trade names” and select “Frequently Asked Questions.”
Appendix H Course Catalog
Table of Contents
Elementary School Courses…………………………………………………………………………..…...3
Middle School Courses……………………………………………………………………………...…...... 9
High School Courses…………………………………………………………………………..…………17
Elementary School Courses
Kindergarten Math This research-based Kindergarten math course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on.
First Grade Math This research-based 1st Grade math course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on.
Second Grade Math This research-based 2nd Grade math course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on.
Math Supplemental Courses for Grades 3 and up LearnBob – Learning Math Help at Home or on the Go LearnBop is a highly adaptive, self-paced, online math program for grades 3-12 that simulates one-to-one learning to personalize instruction for your child's needs.
Third Grade Math This research-based 2nd Grade math course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on.
Fourth Grade Math This research-based 4th Grade math course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on.
Fifth Grade Math This research-based 5th Grade math course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on.
Kindergarten Language Arts In this Kindergarten Language Arts course, students receive structured lessons on readiness skills through emphasis on phonics, language skills, literature, and handwriting to help develop comprehension, build vocabulary, and promote a lifelong interest in reading.
NoodleverseTM English/Language Arts A supplemental online reading and writing skills practice and enrichment product for children in Kindergarten, First Grade, Second Grade, and Third Grade. Noodleverse allows kids to work independently to become more confident, competent readers and writers.
Noodlesverse for K-3 NoodleverseTM English/Language Arts is a supplemental online reading and writing skills practice and enrichment product for children in Kindergarten, First Grade, Second Grade, and Third Grade. Noodleverse allows kids to work independently to become more confident, competent readers and writers.
First Grade Language Arts In this 1st Grade Language Arts course, students receive structured lessons on readiness skills through emphasis on phonics, language skills, literature, and handwriting to help develop comprehension, build vocabulary, and promote a lifelong interest in reading.
Second Grade Language Arts This 2nd Grade Language Arts course provides a comprehensive and interrelated sequence of lessons for students to continue building their proficiency in literature and comprehension, writing skills, vocabulary, spelling, and handwriting.
Third Grade Language Arts In this 3rd Grade Language Arts course, students receive structured lessons in literature and comprehension, writing skills, vocabulary, spelling, and handwriting. The purpose of these lessons is to increase reading comprehension, develop fundamental skills in oral and written communication, build vocabulary, and promote a lifelong interest in reading. This course addresses current thinking in assessment standards.
Remedial Reading I MARK12 Reading I gives students who are reading several grades below grade level the opportunity to master missed concepts in a way that accelerates them through the remediation process by incorporating adaptivity and online assessments.
Remedial Reading II MARK12 Reading II gives students who are reading two or more grades below grade level the opportunity to master missed concepts in a way that accelerates them through the remediation process by incorporating adaptivity and online assessments.
Remedial Reading III MARK12 Reading III (Remedial Reading) gives students who are reading approximately two grades below grade level the opportunity to master missed concepts in a way that accelerates them through the remediation process by incorporating adaptivity and online assessments.
Fourth Grade Language Arts This 4th Grade Language Arts course covers reading comprehension, analysis, composition, vocabulary, grammar, usage, and mechanics, including sentence analysis and diagramming. Structured lessons on spelling enable students to recognize base words and roots in related words. Lessons are designed to develop reading comprehension, build vocabulary, and help students become more independent readers, with an emphasis on classic literature.
Fifth Grade Language Arts This 5th Grade Language Arts course provides structured lessons on reading comprehension, analysis, composition, vocabulary, grammar, usage, and mechanics. Through emphasis on spelling, students learn relationships between sounds and spellings in words and affixes. Lessons are designed to develop comprehension, build vocabulary, and help students become more independent and thoughtful readers. Students practice writing, learn about parts of speech, and study literature.
Kindergarten Science Kindergarten students begin to develop observation skills as they learn about the five senses, the earth's composition, and the basic needs of plants and animals. Students will also explore topics such as matter, the seasonal cycle, motion, and astronomy.
First Grade Science In this 1st Grade science course, students learn to perform experiments and record observations, and understand how scientists see the natural world. They germinate seeds to observe plant growth, and make a weather vane. Students will also explore topics such as animal classification, habitats, oceans, and the human body.
Second Grade Science In this 2nd Grade science course, students perform experiments to develop skills of observation and analysis, and learn how scientists understand the world. They demonstrate how pulleys lift heavy objects, make a temporary magnet and test its strength, and analyze the parts of a flower. Students will also explore topics such as the metric system, force, sound, geology, and life cycles of plants and animals.
Third Grade Science In this 3rd Grade science course, students learn to observe and analyze through hands-on experiments, and gain further insight into how scientists understand our world. They observe and chart the phases of the moon, determine the properties of insulators and conductors, and make a three-dimensional model of a bone. Students will also explore topics such as weather, ecosystems, the human body, energy, light, and astronomy.
Fourth Grade Science In this 4th Grade science course, students develop scientific reasoning and perform hands on experiments in Earth, Life, and Physical Sciences. They construct an electromagnet, identify minerals according to their properties, use chromatography to separate liquids, and assemble food webs. Students will also explore topics such as the interdependence of life, chemistry, electricity and magnetism, and rocks and minerals.
Fifth Grade Science In this 5th Grade science course, students perform experiments, develop scientific reasoning, and recognize science in the world around them. They build a model of a watershed, test how cell membranes function, track a hurricane, and analyze the effects of gravity. Students will also explore topics such as water resources, the world's oceans, forces of motion, chemistry, and the taxonomy of plants and animals.
Kindergarten History This Kindergarten History course teaches basics of world geography with the seven continents. Students will explore exotic locations, become familiar with the landmarks, people, and stories of many countries across the world, and learn about American History through biographies of famous figures, such as Christopher Columbus and Thomas Jefferson.
First Grade History This 1st Grade History course provides an overview of world geography and history from the Stone Age to the Space Age. Through lively stories and activities, students will travel through ancient Egypt and Mesopotamia, learn about the historical origins of Judaism, Hinduism, and Buddhism, and learn about the origins of democracy in ancient Greece, as well as the first Olympic games, the Trojan War, Alexander the Great, and the marvelous myths of the ancient Greeks.
Second Grade History This 2nd Grade History course provides a glimpse into history from the Stone Age to the Space Age. Through lively stories and activities, second graders will explore ancient Rome, China, feudal Japan, Europe, and medieval African kingdoms. They will also learn about the Vikings, travel the Silk Road, and discover the achievements of early Islamic civilization.
Third Grade History This 3rd Grade History course traverses history from the Stone Age to the Space Age. Throughout this course, third grade students will explore the Renaissance, journey through the Age of Exploration, get to know the Maya, Aztecs, and Incas, visit civilizations in India, Africa, China, and Japan, and learn about the American Revolution and Colonial America.
Fourth Grade History This 4th Grade History course takes students on a journey through the modern world. They will learn about the Age of Enlightenment and the Scientific Revolution, become familiar with American constitutional government, learn about various revolutions in Latin America, study many inventors and innovators, and see how great changes nationalism, industrialism, and imperialism shaped, and sometimes shattered, the modern world.
Fifth Grade History – Topics of American History A This course takes students from the arrival of the first people in North America through the Civil War and Reconstruction. Students investigate Native American civilizations; follow the path of European exploration and colonization; assess the causes and consequences of the American Revolution; examine the Constitution and the growth of the new nation; and analyze what led to the Civil War and its aftermath.
Kindergarten Art Kindergarten students are introduced to the elements of art—line, shape, color, and more. Students will learn about important paintings, sculpture, and architecture, study the works of artists like Henri Matisse, Joan Miro, and others, and create artwork similar to works they learn about.
First Grade Art Following the timeline of the K12 History program, first grade Art lessons introduce students to the art and architecture of different cultures, such as Mesopotamia and ancient Egypt, Greece, and China.
Second Grade Art Following the timeline of the K12 History program, second grade Art lessons introduce students to the art and architecture of ancient Rome, medieval Europe, Islam, Mexico, Africa, China, and Japan.
Third Grade Art Following the timeline of the K12 History program, third grade Art lessons introduce students to the art and architecture of the Renaissance throughout Europe, including Italy, Russia, and Northern Europe.
Fourth Grade Art Following the time line of the K12 History program, fourth grade Art lessons introduce students to the artists, cultures, and great works of art and architecture from French and American Revolutions through modern times.
Fifth Grade Art: Topics of American Art Following the timeline of the K12 History program, Intermediate Art: American A introduces students to the artists, cultures, and great works of art and architecture of North America, from pre-Columbian times through 1877.
Kindergarten Music Kindergarteners learn about music through lively activities, including listening, singing, and moving. Through games and folk songs from diverse cultures, students learn musical concepts such as high and low, or loud and soft. Creative movement activities help students enjoy the music of composers such as Grieg and Haydn.
First Grade Music In this beginning music course, traditional games and folk songs from many cultures help students begin to read and write simple melodic and rhythmic patterns. Students are introduced to the instruments of the orchestra through Prokofiev's classic Peter and the Wolf. They explore how music tells stories in The Sorcerer's Apprentice and are introduced to opera through a lively unit on Mozart's Magic Flute.
Second Grade Music In this beginning music course, traditional games and folk songs from many cultures help students begin to read and write simple melodic and rhythmic patterns. Students are introduced to the instruments of the orchestra through Prokofiev's classic Peter and the Wolf. They explore how music tells stories in The Sorcerer's Apprentice and are introduced to opera through a lively unit on Mozart's Magic Flute.
Beginning Music for Grades 2 and 3 Through traditional folk songs and games, this beginning music course teaches students to learn to read more complicated melodic patterns and rhythms. As the students listen to works by great composers, such as Vivaldi and Saint-Saens, they learn to recognize these patterns in the music.
Introduction to Music for Grades 3-4 Using traditional folk songs, this beginning music course teaches students to learn to recognize and write melodic and rhythmic patterns with four elements, and they practice recognizing these patterns in the music of great composers, such as Beethoven and Brahms. Students become familiar with instruments of the orchestra as they listen to music by Vivaldi, Saint-Saens, and Holst.
Intermediate Music for Grades 3-5 Through traditional folk songs and games, students learn to read and write a variety of musical patterns. They learn to play simple melodies and rhythms on the recorder. They become more familiar with the orchestra, especially the woodwind and brass families, and learn about the lives and works of Bach, Handel, Haydn, Mozart and Beethoven.
Intermediate Music for Grades 4-6 The intermediate music course begins by introducing notes that are lower or higher than the familiar lines and spaces of the staff. Students expand their knowledge of rhythm and harmony, and they practice recognizing pentatonic patterns. The course introduces the Romantic period in music, with listening activities to help students recognize Romantic music and identify pieces by individual composers, such as Schubert, Schumann, Brahms, and Tchaikovsky.
Elementary French I for Grades 3-5 The French Elementary 1 course allows students to engage in language learning in a rewarding, low-stress environment; get comfortable with the sounds and rhythms of French; comprehend more than 600 vocabulary words; and begin to read, write, speak and listen for meaning in French.
Elementary French II for grades 4-6 The French Elementary 2 course allows students to engage in language learning in a rewarding, low-stress environment; get familiar with the sounds and rhythms of French; expand their listening and reading comprehension; and expand their ability to read, write, speak and listen for meaning in basic French.
Elementary German 1 for Grades 3-5 The German Elementary course allows students to engage in language learning in a rewarding, low-stress environment; get comfortable with the sounds and rhythms of German; comprehend more than 600 vocabulary words; and begin to read, write, speak and listen for meaning in German.
Elementary German II for Grades 4-6 The German Elementary 2 course allows students to engage in language learning in a rewarding, low- stress environment; get comfortable with the sounds and rhythms of German; expand their listening and reading comprehension; and expand their ability to read, write, speak, and listen for meaning in German.
Elementary Latin 1 for Grades 3-5 The Latin Elementary 1 course allows students to engage in language learning in a rewarding, low-stress environment; get comfortable with the sounds and rhythms of Latin; comprehend numerous vocabulary words; and begin to read, write, speak and listen for meaning in Latin.
Elementary Spanish I for grades 3-5 The Spanish Elementary 1 course allows students to engage in language learning in a rewarding, low- stress environment; get comfortable with the sounds and rhythms of Spanish; comprehend more than 600 vocabulary words; and begin to read, write, speak and listen for meaning in Spanish.
Elementary Spanish II for grades 4-6 The Spanish Elementary 2 course allows students to engage in language learning in a rewarding, low- stress environment; get familiar with the sounds and rhythms of Spanish; expand their listening and reading comprehension; and expand their ability to read, write, speak and listen for meaning in basic Spanish.
Middle School Courses
LANGUAGE ARTS
Language Arts 6 This sixth-grade Language Arts course integrates the study of literature, vocabulary, writing, and grammar. Language Arts 6 is divided into five units: Who Am I?, Who Are We?, Where Do I Fit In?, Can We All Get Along?, and How Can I Make a Difference? In addition to their coursework, students maintain an online journal, where they can blog and reflect on their independent reading. Students can take advantage of the interactive features of this course by using discussion forums to give and receive feedback on writing assignments, and by creating a multimedia presentation instead of a traditional research paper.
Language Arts 7 In this seventh-grade course, students develop effective communication skills through a series of reading, listening, speaking, and writing activities designed to enhance and integrate literacy across all content areas—science, social studies, math, art, and more. They also work to strengthen vocabulary, improve grammar, and reinforce reading comprehension through strategic instruction. A unit on speaking and listening gives students the opportunity to collaborate with their peers and review Internet etiquette. This two-semester course includes lessons on grammar to strengthen students’ written communication skills, and gives students the opportunity to explore how language arts knowledge can benefit them in their community and in their choice of a career. Materials: Surviving the Applewhites by Stephanie S. Tolan
Language Arts 8 In Language Arts 8, students learn to read critically across genres and to communicate effectively through writing. Activities in this two-semester course are designed to develop vocabulary, grammar, and listening skills. The course covers tolerance, determination, social justice, times of war, search for self, and cultural traditions. Students read from and learn about a variety of literary genres, including poetry, biographies, memoirs, short stories, novels, news articles, transcripts, documentaries, plays, scientific articles, historical fiction, science fiction, fantasy, monologue, and essays. The course also includes an in-depth study of the writing process. A speaking-and-listening component of Language Arts 8 allows students to practice oral presentations and work collaboratively.
MATH
Math 6 Students study traditional mathematics topics in this sixth-grade course. The two-semester course includes units about whole numbers and number sense, geometry, decimals, fractions, numbers, probability and statistics, measurement, and ratios. Students begin the course by comparing and ordering whole numbers, including an exploration of exponential notation. They then move on to comparing and ordering decimals; adding, subtracting, multiplying, and dividing fractions; converting fractions to decimals; and classifying and measuring lines and angles. They conclude their study of Math 6 with a look at probability, making predictions, and problem solving with data sets. Throughout the course, students complete hands-on activities, interactive lessons, and practical math applications.
Math 7 In Math 7, students learn about numbers and operations, measurements, geometry, algebraic concepts, data analysis, and probability. Coursework combines hands-on activities, interactive lessons, and practical math applications. Students begin the course with a review of integers and a look at exponential notation, squares, and square roots. They then move on to solving equations with fractions, solving equations with decimals, calculating simple interest, and solving equations with percentages. The second semester introduces the concepts of mean, median, and mode; reviews geometric concepts; and introduces transformations. Students finish the course with a study of functions and linear equations and learn the basics of graphing and solving two-step inequalities.
Math 8 Using a combination of hands-on activities, interactive lessons, and practical math applications, students enrolled in Math 8 are exposed to a variety of mathematics topics. In the beginning of the two-semester course, eighth- grade students review integers, inequalities, fractions, scientific notation, ratios, rates, and proportions. They then move on to solving multistep equations and inequalities, calculating simple and compound interest, and learning about geometric and arithmetic sequences. In the second semester, students study linear functions and graphing, geometry, measurement systems, irrational numbers, and the Pythagorean Theorem. They finish the course with an introduction to sampling and inferential statistics.
SCIENCE
Science 6 This sixth-grade course introduces students to a variety of science topics, skills, and ideas. Organized in five units, the course begins with an overview of the scientific method, including scientific method steps; collecting, reporting, and analyzing data; and drawing conclusions. Students move on to explore physical science, including chemistry, physics, and energy, and examine ecology in the form of interactions between matter and energy in the ecosystem. In the life science unit, they receive an introduction to cell therapy and examine genetics, organization in living things, and stimulus and response in living things. They conclude the course with a survey of geology and astronomy.
Science 7 Intended for seventh-grade students, Science 7 builds on the material presented in Science 6. In this two- semester course, students become more familiar with the scientific method and are introduced to the use of metric measurements in scientific investigations. The course consists of six units that cover the nature of science, the universe, earth science, physical science, living things, and environmental science. Among other topics, students learn about the general nature of the solar system; the basic concepts of force, motion, and equilibrium; body systems and the survival and reproduction of living things; and agricultural science and its impact on biotechnology.
Science 8 Science 8 provides a comprehensive foundation for eighth-grade students who are about to enroll in high school science classes. The course begins with a review of the scientific method, tools and measurement, and critical analysis. In successive units, students learn concepts and details about chemistry, physics, energy, life science, ecology, environmental science, and astronomy. Science 8 gives students the skills to identify the properties of an atom, element, compound, and mixture; describe the concepts of friction, gravity, waves, and kinetic and potential energy; identify features of the major biomes; apply knowledge of the structure and function of organisms to categorize them taxonomically; and define and give examples of adaptations.
SOCIAL STUDIES
Social Studies 6 In this sixth-grade course, students expand their understanding of history, civics and government, geography, economics, society, and culture by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. The two-semester course consists of eight units that present content in the following themes: Early Civilizations of Mesopotamia, Egypt, and Kush; Ancient Hebrews; Ancient Greece; the Persian Empire, Ancient Asia: Civilizations of India, China, and Japan; and Ancient Rome. Among other skills, Social Studies 6 equips students to sequence, categorize, and identify cause-and-effect relationships of important events of ancient times; understand, describe, and analyze similarities and differences within and among cultures; and describe how citizenship varies among different societies.
Social Studies 7 Seventh-grade students study world history, landforms and geography, money and economics, the powers and parallels of political science, sociology, and anthropology in this two-semester course. Social Studies 7 begins with the mysteries of the ancient empires of the Americas, moves on to the fall of the Roman Empire and the rise of the Franks in Europe, and covers revolutionary Europe, the Industrial Revolution, nationalism and Imperialism, World Wars I and II, colonial India, the United Nations, the Vietnam War, past and current issues in the Middle East, and ancient and modern Africa. The course concludes with an introduction to the Information and Space Ages. Materials: The Diary of a Young Girl by Anne Frank
Social Studies 8 This course builds on the concepts of geography, civics, and political societies, beginning with the world as it was in the 1500s. Periods and events covered in Social Studies 8 include the exploration of the New World, the establishment of the American colonies, the colonial era leading up the French and Indian War, the Revolutionary War, the development of American government, the War of 1812, the Louisiana Purchase, the Lewis and Clark exploration, Manifest Destiny, and the Mexican War. Students also explore immigration and abolition issues, the Civil War and Reconstruction, westward expansion, the development of the United States as a world power, World War I, the 1920s, the Great Depression, and World War II.
ELECTIVES
Art 6 In this one-semester course, students learn how to identify and discuss formal elements, principles of design, and stylistic characteristics found in artworks from various world regions. They explore the fundamental concepts of art, how to evaluate art, and how to discern the intended function of natural history museums through hands-on activities, discussions, written assignments, and objective assessments. The course begins with an orientation that provides an introduction to art appreciation and a timeline of ancient history. Students move on to study art from various world regions, including Mesopotamia and the Indus River Valley, Egypt, China and Japan, Greece, Italy, and the Americas.
Art 7 A follow-up course to Art 6, Art 7 continues students’ instruction in the fundamental concepts of art, the evaluation of art, and understanding the mission of natural history museums. In this one-semester course, students explore world regions and study the unique art and architecture that defines the Medieval and Renaissance periods. Using relevant terminology, they learn how to identify and discuss formal elements, principles of design, and stylistic characteristics found in artworks from various world regions. Course content begins with a timeline of Medieval/Renaissance history and discussion of art criticism and is supplemented with hands-on activities, discussions, written assignments, and objective assessments.
Art 8 Art 8 is intended for eighth-grade students and is a follow-up course to Art 7. The one-semester course continues students’ exploration of world regions as they study the unique art and architecture that defines modern-day civilizations. In Art 8, students learn how to converse with others about art and the function of art in modern society as they analyze artworks and identify valid resources for the study of art history and the applied arts. Students do hands-on activities, participate in discussions, turn in written assignments, and take assessments on art from India, China, Japan, Europe, the United States, the Americas, Africa, and the Pacific cultures. Course content includes instruction on writing about art and a discussion of art historians.
Career Explorations 8 Intended for eighth-grade students, this one-semester course provides an overview of careers available today and helps students identify careers that may suit them. Course content covers the importance of work to individuals and society; the difference between a job and a career; identifying personal strengths, weaknesses, and interests and how they apply to possible careers; the importance of proper work etiquette; and an exploration of various careers in several career clusters. Students complete self- evaluations to determine which careers may be of interest to them. Assignments, including research and interviews, supplement the instructional content and provide a hands-on approach to creating a career plan for the future.
Health 6 This one-semester course for sixth-graders provides students with the knowledge and skills necessary for making healthy choices throughout their lives. In Health 6, students learn how to recognize unhealthy and risky behaviors, manage peer pressure, and develop strategies for improving personal and community health. They also gain an understanding of the many different influences on one’s health and the interrelationships that occur between mental, physical, social, spiritual, and environmental health. Students have opportunities to demonstrate the skills they’ve learned in healthy decision making, problem solving, and goal setting, effective communication, and refusal negotiation. Content is supplemented with
vocabulary quizzes, discussion sessions with peers, multimedia interactive tutorials, lab activities, and interactions with the teacher.
Health 7 Health 7 is a one-semester course for seventh-graders that builds on content introduced in Health 6. The course begins with a unit on personal and community health. The next unit, on prevention and strategies for risky health behaviors, includes topics such as alcohol and drug abuse, violence, STDs and HIV infection, and nutrition and exercise. The third unit covers factors influencing health practices, behaviors, and attitudes; in this unit, students explore social factors, environmental factors, the media, and resources for health information. The fourth unit presents content to help students develop their communication skills and coping mechanism. The course concludes with a unit on decision making and life skills for healthy living.
Health 8 Designed for middle school students in the eighth grade, Health 8 gives students the knowledge and skills necessary to develop and maintain a healthful lifestyle. In this one-semester course, students learn health information and practices for understanding and managing many aspects of their physical, social, intellectual, spiritual, and emotional health throughout adolescence and into adulthood. Topics include nutrition; adolescent development; pregnancy and childbirth; the prevention of diseases, injuries, STDs, and AIDS; substances such as alcohol, drugs, tobacco, and steroids; anxiety disorders; relationships; responsibility; stress management; decision making; self-esteem; and consumer health. Vocabulary quizzes, discussion sessions with peers, interactive tutorials, lab activities, and interactions with the teacher supplement the instructional content.
Music 6 In this one-semester music appreciation course for sixth-graders, students learn foundational skills such as performing, listening, analyzing, and responding to music. They are exposed to fundamentals of music, such as rhythm, harmony, form, and texture. They learn to read and write music notation and to create and arrange music within specified guidelines. Integrated assignments incorporate other areas of study, such as science, social studies, and math. Students are exposed to a wide variety of musical styles, including classical, jazz, blues, rock, pop, and bluegrass. They also learn about the use of technology in music, including MIDI, interactive programs, audio equipment, mixers, and recording equipment.
Music 7 After students complete this one-semester music appreciation course, which is a follow-up to Music 6, they will be able to analyze and evaluate music. The course begins with a study of the fundamentals of music, such as musical notation, composition, harmony, rhythm, duration, and intensity. It then covers the role of technology, genre and style, social and cultural impact, and geographic diversity. Students complete activities that require higher critical thinking skills and integrate other areas of study, such as math, social studies, and science. They learn to understand music’s role in history, make critical judgments and informed music choices, and reflect on musical periods and styles.
Music 8 Music 8 is a one-semester music appreciation course for eighth-grade students that teaches them how to critically analyze music, use proper music terminology to describe musical concepts, and create music. The course includes fundamentals such as musical notation; the concepts of melody, harmony, tone, and pitch; the various families of musical instruments; and the function and benefits of rehearsal and practice sessions. Students learn about different genres of music, including classical, country, blues, Latin, and
gospel. Integrated assignments incorporate other content areas of study, such as social studies, science, and math. Students learn to relate music to geographic regions, such as Africa, Asia, Central America, Europe, and North and South America.
Physical Education 6 This one-semester Physical Education course introduces students to the essential principles that can help them live healthy, active lifestyles. Students learn about team sports, dance, and lifetime activities such as yoga/Pilates, kickboxing, golf, fitness walking, and badminton. They are introduced to a variety of dance styles from around the world, including square dance, folk dance, aerobic dance, hip hop, and rhythmic gymnastics. Students learn fitness basics, including target heart rate, fitness testing, goal setting, and weight training, and they learn the importance of warm-up and cool-down sessions. The course also addresses the concepts of conflict resolution and making smart choices. Fundamentals of nutrition are covered, as well as the importance of getting adequate rest and maintaining a positive attitude. Materials: Student must provide camera and video camera; Computer must be equipped with a microphone and audio recording software
Physical Education 7 In this one-semester seventh-grade Physical Education course, students are exposed to diverse activities, including rock climbing, orienteering, kickboxing, and table tennis. Course content includes multiple training methods, including cross training, plyometric training, core muscle training, and aerobic dance. Students learn about stress management exercises, including yoga/Pilates and breathing exercises. Fitness basics are presented, including target heart rate, fitness testing, and goal setting. Students learn about static and dynamic balance and about the science behind sports. Principles of strength training are covered, along with safety precautions one should take when lifting weights. At the end of this course, students can perform the Presidential Physical Fitness Tests and graph their scores. Materials: Student must provide camera and video camera; Computer must be equipped with a microphone and audio recording software
Physical Education 8 Designed for eighth-grade students, Physical Education 8 teaches students to make informed decisions about fitness activities. Students learn about the role of physical activity in maintaining a healthy quality of life. Each student designs and participates in a fitness program that meets his or her individual fitness needs and interests and learns how to evaluate his or her personal physiological response to exercise. Course content covers the fundamentals of physical fitness and stress management and introduces students to a variety of lifetime sports and games, including canoeing, cycling, tennis, lawn games, and wall ball. Students learn how to apply the critical elements of multiple training methods, including aerobics, cardio bands, and kickboxing. Materials: Student must provide camera and video camera; Computer must be equipped with a microphone and audio recording software
French I Students receive a thorough grounding in the basics of the French language in this introductory, two- semester course. French I has been designed to meet the standards of the American Council on the Teaching of Foreign Languages (ACTFL). These standards call for a method of teaching that focuses on successful communication through speaking, listening, reading, and writing. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multimedia presentations, self- checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Learning activities in each unit are focused on a specific theme. Materials: Computer must be equipped with a microphone and audio recording software
German I German I provides an introduction to the basics of the German language and the German-speaking world. This two- semester course has been constructed to meet the standards of the American Council on the Teaching of Foreign Languages (ACTFL). These standards dictate a pedagogical method that focuses on successful communication through speaking, listening, reading, and writing. Unit topics consist of the alphabet and numbers; greetings; introductions; the calendar (days, months, and seasons); weather; time; colors; familiar objects and places; family; food; pastimes; and school objects and routine. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multimedia presentations, self-checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Materials: Computer must be equipped with a microphone and audio recording software
Spanish I Spanish I gives students an introduction to the basics of the Spanish language and the Spanish-speaking world. This two- semester course aligns with the national standards of the American Council on the Teaching of Foreign Languages (ACTFL), which dictate a pedagogical method that focuses on successful communication through speaking, listening, reading, and writing. Course unit topics include the alphabet and numbers; greetings; introductions; the calendar (days, months, and seasons); weather; time; colors; familiar objects and places; family; food; pastimes; and school objects and routine. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multimedia presentations, self-checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Materials: Computer must be equipped with a microphone and audio recording
High School Courses
LANGUAGE ARTS
English Foundations I (Remediation) Students build and reinforce foundational reading, writing, and basic academic skills needed for success in high school. Through carefully paced, guided instruction, and graduated reading levels, students improve reading comprehension and strategies, focusing on literacy development at the critical stage between decoding and making meaning from text. Instruction and practice in writing skills help students develop their composition skills in a variety of formats. Formative assessments identify areas of weakness, lessons are prescribed to improve performance, and summative assessments track progress and skill development. If needed, students can continue their remediation of reading and writing skills with English Foundations II. Course Length: Two semesters Prerequisites: Teacher/school counselor recommendation
English Foundations II (Remediation) Students build and reinforce foundational reading, writing, and basic academic skills needed for success in high school. Struggling readers develop mastery in reading comprehension, vocabulary building, study skills, and media literacy. Students build confidence in writing fundamentals by focusing on composition in a variety of formats, grammar, style, and media literacy. Formative assessments identify areas of weakness, lessons are prescribed to improve performance, and summative assessments track progress and skill development. Course Length: Two semesters Prerequisites: Teacher/school counselor recommendation; English Foundations I is not required
Grammar and Composition This refresher course helps students brush up on grammar and usage basics and enhance their communication skills through writing exercises and discussions with their peers. Students start by completing a diagnostic writing assignment to identify strengths and areas for improvement. They receive step-by-step instruction on the writing process, follow activities to develop their grammar skills, and have multiple opportunities to practice formal and informal writing. Students use literature and expository pieces as models for their own writing. They participate in threaded online conversations with the teacher and their fellow students to discuss their writing, receive construction feedback for revision, and comment on other students’ work. Throughout the course, rubrics help students remember what is expected of them and help them produce their best work. Course Length: Two semesters Prerequisites: None
English I In this introductory English course, students study a variety of literary genres and continue to develop their composition and grammar skills. The course begins with a diagnostic writing assignment to help students identify their strengths and discover what they need to work on. Course content includes language conventions, grammar and punctuation particulars, and research techniques; students have multiple opportunities to practice these skills. They explore several literary genres, including a novel they choose themselves, and review the characteristics of each type of literature. Writing assignments consist of journal entries, poetry, formal papers, and an autobiography. Students participate in threaded online discussions with their peers, which encourage higher level thinking and expose students to multiple perspectives. Course Length: Two semesters Materials: The Night Thoreau Spent in Jail by Jerome Lawrence and Robert E. Lee; Computer must be equipped with a microphone and audio recording software Prerequisites: None
English II Students survey world literature and work on their composition skills by producing more complex written assignments in this intermediate English course. The course builds on concepts covered in English I as students continue to learn about literary terms and genres. Reading selections reflect a range of time periods, cultures and social circumstances throughout the world. Students synthesize and respond to these works by participating in threaded online discussions with their peers and completing writing assignments. They learn about types of sources, the validity of these sources, and how to format sources according to APA style. Students then use their composition skills to write a persuasive essay, a short story, a short play, and a research paper. Course Length: Two semesters Materials: The House on Mango Street by Sandra Cisneros; The Metamorphosis by Franz Kafka; Computer must be equipped with a microphone and audio recording software Prerequisites: English I (or equivalent)
English III In this course, students use an online literary anthology to study American literature and explore the pursuit of the American dream. Examining classic American themes and ideals helps students deepen their awareness of the political and social influences that have shaped American culture. Students hone their reading, writing, speaking, listening, and critical thinking skills as they read and discuss a wide variety of literary works. Genres covered in the course include nonfiction, short stories, novels, plays, journals, biographies, poetry, and speeches from diverse sources. Students apply analytic skills to interpret these works by participating in online discussions with their peers and completing writing assignments. They receive additional instruction on the research process, including how to organize information, how to format citations and references according to MLA style, and how to avoid plagiarism. Course Length: Two semesters Materials: The Crucible by Arthur Miller; The Sweet Hereafter by Russell Banks; Computer must be equipped with a microphone and audio recording software Prerequisites: English II (or equivalent)
English IV This course helps students develop the reading comprehension, writing, and analytic skills they need to be successful in college. Students begin by taking a diagnostic writing assessment to identify their strengths and detect areas to work on. They read from a wide variety of sources and acquire effective reading
comprehension and note-taking strategies. Course content includes grammar and usage particulars, such as parts of speech, sentence structure, and how the elements of language influence an author’s intent. Throughout the course, students use writing as a tool for reflection, learning, problem solving, and personal growth. They do various types of writing, including literary analysis, and use the writing process to refine their skills. Rubrics and threaded discussions help students remain proactive as they prepare for post-secondary level coursework. Course Length: Two semesters Materials: King Lear by William Shakespeare; There Will Come Soft Rains by Sara Teasdale (available online); The Kite Runner by Khaled Hosseini; Computer must be equipped with a microphone and audio recording software Prerequisites: English III (or equivalent)
AP English Language This course prepares students for the Advanced Placement exam in English Language and Composition. The literary component of the course covers a range of genres, including nonfiction, fiction, drama, and poetry. While analyzing these works, students consider style (a language-based approach to exploring meaning in a piece of writing through tone, diction, and syntax) and rhetoric (the examination of the argument and structure of a piece of writing by considering aspects of the author’s credibility, irony, and use of logic). Writing assignments cover both expository and argumentative aspects of writing. Prior coursework in English through the high school sophomore level is required for enrollment in AP English Language. Course Length: Two semesters Materials: The Great Gatsby by F. Scott Fitzgerald; Meno by Plato (available online); The Spirit Catches You and You Fall Down by Ann Fadiman Prerequisites: English II (or equivalent) and teacher/school counselor recommendation
AP English Literature AP English Literature prepares students for the Advanced Placement exam in English Literature and Composition. In this course, students acquire the reading and critical thinking skills necessary to understand challenging material, analyze that material to deduce meaning, and apply what they learn. They also acquire the composition skills needed to communicate their understanding effectively to a variety of audiences. Students read and analyze classic works of literature that contain literary qualities that merit study and provoke deep thought. Students also read modern and contemporary works as they examine a variety of literary genres, including plays, short stories, poetry, essays, and novels. Prior coursework in English through the high school junior level is required for enrollment in this course. Course Length: Two semesters Materials: The Odyssey by Homer; Arms and the Man by Bernard Shaw; Civil Disobedience by Henry David Thoreau; Self Reliance by Ralph Waldo Emerson; The Importance of Being Ernest by Oscar Wilde; The Oedipus Cycle: Oedipus Rex, Oedipus at Colonus, Antigone by Sophocles; Letter from Birmingham Jail by Martin Luther King (available online); Caesar and Cleopatra by Bernard Shaw; Cyrano De Bergerac by Edmond Rostand; Hamlet by William Shakespeare Prerequisites: English III (or equivalent) and teacher/school counselor recommendation.
Creative Writing Students create original essays, poems, and short stories in this course, which uses two textbooks and focuses on the four-step-process writing model. They read professionally written forms of creative writing as models and then integrate their impressions of these works with their personal life experiences as they compose their own writing projects. Students are encouraged to write about topics they find engaging as they practice writing on the following themes: narration, definition, process analysis, cause and effect, and
comparison/contrast. After students turn in each assignment, the teacher supplies detailed suggestions for revision. This feedback helps students learn how to improve their self-expression and self-editing skills. Course Length: Two semesters Prerequisites: None
Journalism In this course, students produce news stories, editorials, features, and sports articles as they learn the basics of journalism. The course uses a textbook and covers laws and ethics, freedom of the press, and the principles of journalistic writing. Students learn how to generate ideas and conduct interviews. They improve their writing skills by concentrating on properly organizing their ideas and using correct grammar and vocabulary as they compose their articles and assignments. In the process, they learn how to think critically about the main ideas, points of view and bias, validity of sources, and the relevance of the various topics they write about. Course Length: One semester Materials: Introduction to Journalism, McDougal Littell Prerequisites: None
Public Speaking Students are introduced to public speaking as an important component of their academic, work, and social lives. They develop skills as public speakers by planning, organizing, writing, and delivering speeches on topics of their choosing. They learn to be fair and critical listeners, give and respond to feedback, and incorporate visual and multimedia aids. They also learn about the ethics of public speaking and techniques for managing communication anxiety. Course Length: One semester Materials: Student must provide a webcam and recording software Prerequisites: None
MATH
Math Foundations I (Remediation) Students build and reinforce foundational math skills—typically found in third through fifth grade—for which they have not achieved mastery. They progress through carefully paced, guided instruction and engaging interactive practice. Formative assessments identify areas of weakness and prescribe lessons to improve performance. Summative assessments track progress and skill development. If needed, students can move on to Math Foundations II (addressing skills typically found in sixth through eighth grade) to further develop the computational skills and conceptual understanding needed to undertake high school math courses with confidence. Course Length: Two semesters Prerequisites: Teacher/school counselor recommendation
Math Foundations II (Remediation) Students build and reinforce foundational math skills typically found in sixth through eighth grade, achieving the computational skills and conceptual understanding needed to undertake high school math courses with confidence. Carefully paced, guided instruction is accompanied by interactive practice that is engaging and accessible. Formative assessments identify areas of weakness and prescribe lessons to improve performance. Summative assessments track progress and skill development. This course is appropriate for use as remediation at the high school level or as a bridge to high school. Course Length: Two semesters Prerequisites: Teacher/school counselor recommendation; Math Foundations I is not required
Pre-Algebra This course builds on essential arithmetic skills to provide a foundation for the algebraic concepts students need to succeed in Algebra I and higher-level math courses. Pre-Algebra course content includes real numbers and linear equations, linear inequalities, factoring, fractions, graphing, and elements of geometry. Students study these topics in a self-paced environment that includes a series of randomly generated math problems to help them practice and apply the content they are learning. Students receive immediate feedback on their answers to these math problems. Lessons are supplemented with practice activities, homework, and quizzes; problems in these supplemental elements are formatted alike to help reinforce the content and help students develop their problem-solving skills. Course Length: Two semesters Prerequisites: None
Algebra I Like Pre-Algebra, Algebra I is structured as a self-paced course that focuses on the presentation of content followed by practice problems. Students begin the course by completing several prerequisite activities to test their algebra readiness. They then progress through topics such as numbers and expressions, functions and linear equations, polynomials and factoring, quadratic functions and radicals, and rational expressions. Students also explore basic statistics and learn about different types of graphs. Narrated slideshows help them grasp and absorb the more challenging concepts introduced in this course. Games and exercises give students opportunities to practice what they’ve learned before turning in graded homework assignments and taking quizzes. Course Length: Two semesters Prerequisites: None
Geometry Geometry builds on students’ prior knowledge by helping them make a connection to the concepts they learned in Algebra I. In this course, they are introduced to the basic elements of geometry and then move on to proofs, parallel and perpendicular lines, the coordinate plane, triangles, quadrilaterals, polygons, circles, congruence and similarity, surface area, volume, and transformations. Content is accompanied by numerous graphics and illustrations in this very visual course. Narrated slideshows make it easier for students to understand the more challenging concepts presented. Lessons are supplemented with interactive problems that let students practice what they’ve learned before they do homework assignments and take assessments. Course Length: Two semesters Prerequisites: Algebra I
Algebra II Content covered in Algebra II includes functions, radical functions, rational functions, exponential and logarithmic functions, trigonometry, geometry, conic sections, systems of equations, probability, and statistics. As students study the progressively more challenging topics in this course, they need more practice and feedback. To meet this need, Algebra II introduces the use of a Math Tutorial Lab, which gives students an open forum to discuss concepts with other students and to get teacher input. The course includes custom animations and flash tutorials to help explain the content. Students learn how to apply the concepts and skills taught in this course to real-world scenarios. Course Length: Two semesters Prerequisites: Algebra I
Trigonometry After students complete this one-semester course, they will have an understanding of how trigonometry is used in daily life and how it relates to other mathematical topics. The course begins with an introduction to trigonometry, including functions and relations, domain and range, composition of functions, performing operations on functions, and graphing functions. Lessons go on to cover trigonometric ratios, graphing trigonometric functions, and trigonometric laws and identities. Like Geometry, Trigonometry is a very visual course; much of the content is accompanied with graphics and illustrations. There are custom self-checks throughout this course that pose problems in a “What do you think?” format. After completing the problems, students can check their answers as well as their problem-solving procedures. Course Length: One semester Prerequisites: Algebra II
Pre-Calculus This one-semester course, which covers advanced algebraic and introductory calculus topics, prepares students to take Calculus. Content includes polynomial functions, polar coordinates, complex numbers, conic sections, exponential functions, logarithmic functions, sequences, and series. The course presents the more challenging concepts through custom flash tutorials and provides lots of opportunities for students to practice their problem- solving skills. Lessons are supplemented with narrated example problems that reinforce the concepts taught and help students apply these concepts as they complete their homework assignments. Pre-Calculus helps students understand how major pre-calculus topics relate to real-world situations and how it is used within the greater context of mathematics. Course Length: One semester Prerequisites: Trigonometry
Calculus This course provides a comprehensive survey of differential and integral calculus concepts, including limits, derivative and integral computation, linearization, Riemann sums, the fundamental theorem of calculus, and differential equations. Content is presented across ten units and covers various applications, including graph analysis, linear motion, average value, area, volume, and growth and decay models. In this course, students use an online textbook, which supplements the instruction they receive and provides additional opportunities to practice using the content they’ve learned. Students will use an embedded graphing calculator applet (GCalc) for their work on this course; the software for the applet can be downloaded at no charge. Course Length: Two semesters Prerequisites: Pre-Calculus
Consumer Math In Consumer Math, students study and review arithmetic skills they can apply in their personal lives and in their future careers. The first semester of the course begins with a focus on occupational topics; it includes details on jobs, wages, deductions, taxes, insurance, recreation and spending, and transportation. In the second semester, students learn about personal finances, checking and savings accounts, loans and buying on credit, automobile expenses, and housing expenses. Narrated slideshows help illustrate some of the more difficult content. Throughout the course, students participate in online discussions with each other and their teacher. Course Length: Two semesters Prerequisites: None
AP Calculus AB AP Calculus AB is a college-level course that introduces limits, differentiation, and integration of functions. Students find and evaluate finite and infinite limits graphically, numerically, and analytically. They find derivatives using a variety of methods, including the chain rule and implicit differentiation. They use the first derivative test and the second derivative test to analyze and sketch functions. Each unit of this course includes exam-preparation content for the Advanced Placement Calculus AB examination. Students enrolling in the AP Calculus AB course must have knowledge of algebra, geometry, trigonometry, analytic geometry, and elementary functions. Course Length: Two semesters Materials: A graphing calculator Prerequisites: Knowledge of algebra, geometry, trigonometry, analytic geometry, and elementary functions and teacher/school counselor recommendation
AP Statisitics Statistics concerns the collection, organization, and interpretation of data. In AP Statistics, students interpret the output generated by statistical software programs. This two-semester course presents the following topics, among others: organizing data, examining relationships, producing data, probability, random variables, binomial and geometric distributions, sampling distributions, and inference. This course prepares students to take the Advanced Placement Statistics exam. Students who enroll in AP Statistics must have access to a computer equipped with software capable of doing data analysis. In addition, one of the following Texas Instruments calculators is required: TI-83, TI-83+, TI-84, TI-84+, or TI-89. Course Length: Two semesters Materials: The Practice of Statistics: TI-83/89 Graphing Calculator Enhanced, 2nd Edition, Dan Yates, David S. Moore, Daren S. Starnes Prerequisites: Two years of high school Algebra and teacher/school counselor recommendation
Integrated Math This course helps students develop mathematical skills that enable them to solve problems and use reason and logic in math courses. Integrated Math gives them an overview of the many mathematical disciplines; topics include number sense, operations, algebraic sense, introduction to probability, geometric figures, geometric movement, measurement, and a more in-depth look at probability (including permutations and combination). Content is expressed in everyday mathematical language and notations to help students learn to apply the skills in a variety of applications. Instruction is supplemented with self-check quizzes, audio tutorials, web quests, and interactive games that engage students in the content they are learning. Course Length: Two semesters Prerequisites: Algebra I
SCIENCE
Physical Science Physical Science is an introductory high school science course that prepares students to take Biology, Chemistry, and Physics. This course introduces students to scientific processes, the scientific method, and scientific inquiry. Content includes safety in the lab and the field, principles for conducting experiments, and the need for scientific communication. The course also covers the atomic nature of matter, classification of the elements, the periodic table, acids, and bases. Next, students explore energy, learn about Newton’s laws of motion, and have the opportunity to design their own machine using the basic principles of physics. They finish the course with a survey of the universe, the life cycles of stars, and space exploration. Course Length: Two semesters Prerequisites: None
Earth Science In this course, students learn about the history of life on Earth and the development of the geologic time scale. The course includes instruction on how to carry out scientific investigations both in the lab and in the field. Students explore the earth’s terrestrial, atmospheric, and marine ecosystems and discover how human activities affect them. They analyze maps to describe geologic features and meteorological data. Content covers the properties of rocks and minerals, the theory of plate tectonics, the processes of weathering and erosion, and climate patterns. The course concludes with a unit on the structure and composition of the solar system. Course Length: Two semesters Prerequisites: None
Biology Students receive an introduction to general biology in this course, with an emphasis on the processes of scientific inquiry and logical thinking. Instruction covers the fundamental principles of living organisms, including the physical and chemical properties of life, and cellular organization and function. Over the span of two semesters, students gain an understanding of the transfer of energy through metabolic systems, cellular reproduction, the classification of living things, and the six kingdoms of life. This course presents information in an understandable and straightforward way that captures students’ interest while introducing them to up-to-date scientific concepts and procedures. Course Length: Two semesters Prerequisites: None
AP Biology This comprehensive general biology course covers biochemistry, molecular biology, genetics, mechanisms of evolution, the evolutionary history of biological diversity, plant and animal form and function, and ecology. The textbook used, range and depth of topics covered, concepts presented, topics discussed, and labs completed in this course are designed to be equivalent to a college-level introductory biology course that biology majors or premedical students would take during their first year. In AP Biology, students acquire investigative and laboratory skills needed for the study of biology and are equipped and prepared for the Advanced Placement Biology examination. Chemistry is a prerequisite for enrollment in AP Biology. Course Length: Two semesters Prerequisites: Successful completion of Biology and Chemistry and teacher/school counselor recommendation
Chemistry This course enhances inquiry-based learning activities while adhering closely to standards for teaching chemistry. Instruction emphasizes the mathematical, theoretical, and experimental basis of modern chemistry. Students learn fundamentals such as the periodic table, ionic compounds, chemical reactions, different states of matter, thermodynamics, and nuclear chemistry. Throughout this course, students actively engage in exploration and analysis that will improve their ability to explain and predict phenomena using scientific skills. An optional hands-on lab kit is available for purchase with this course. Chemistry is a course for grades 11 or 12 requiring the successful completion of lower-level science courses and math skills from Algebra I or above. Course Length: Two semesters Prerequisites: This grade 11–12 course requires successful completion of lower level science courses and math skills equal at least to Algebra I
AP Chemistry This two-semester course is equivalent to a full-year introductory college course in general chemistry. Topics presented in AP Chemistry include components of matter, stoichiometry of formulas and equations, chemical reactions, kinetic-molecular theory, thermochemistry, electron configuration, chemical bonding, intermolecular forces, properties of mixtures, periodic patterns, organic compounds, equilibrium, and thermodynamics. Students learn fundamental analytical skills to logically assess and solve chemical problems. They develop the skills necessary to arrive at conclusions based on informed judgment, using mathematical formulation principles, chemical calculation, and laboratory experiments. Students learn to present evidence in clear and persuasive essays and prepare for the Advanced Placement Chemistry exam. The course uses a textbook, and a chemistry lab kit is required. Course Length: Two semesters Materials: AP Chemistry: The Molecular Nature of Change, 5th Edition; AP Chemistry Lab Prerequisites: Successful completion of Chemistry and teacher/school counselor recommendation
Physics In this course, students learn the fundamentals of physics and gain an understanding of how this branch of science is interconnected with the everyday world. Students explore the concepts of motion, force, gravitation, thermodynamics, the behavior of light and sound waves, and the relationship between electricity and magnetism. They are encouraged to use critical thinking and scientific problem solving to make informed decisions and reach logical conclusions. Approximately forty percent of the course involves virtual laboratory investigations. Some activities require ordinary household items, such as rulers, meter sticks, balls or marbles, string, paper, and pencils. Course Length: Two semesters Prerequisites: Successful completion of Algebra II; Geometry also recommended
AP Physics B AP Physics B surveys the algebra-based major areas of physics—mechanics, fluids, waves, optics, electricity, magnetism, and modern physics (atomic and nuclear). Students learn to think like scientists: they make predictions based on observation, write hypotheses, design and complete experiments, and reach conclusions based on the analysis of resulting data. They apply the concepts of physics to their everyday experiences, current events, and issues in science and engineering. AP Physics B provides opportunities for guided inquiry and student-centered learning that build critical thinking skills. This course prepares students for the Advanced Placement Physics B exam. Course Length: Two semesters Materials: Physics: Principles with Applications, Giancoli, Douglas; AP Physics Lab Kit
Prerequisites: Successful completion of Algebra II and Trigonometry with one year of Physics highly recommended and teacher/school counselor recommendation
Environmental Science Environmental Science is a multidisciplinary field that draws from the physical sciences in addition to other fields. This course teaches the connection between all living organisms within an ecosystem. It helps students better understand the impact humans have on the world around them and ways in which individuals can influence the environment through their actions. Environmental Science explains the concept of biome as a region defined by a specific climate, plant life, and animal community. Content highlights the critical value of clean water, the impact of pollution, agricultural and population issues, and various types of existing and future energy resources and technologies. Course Length: Two semesters Materials: Environmental Science, Karen Arms, 2006, Holt, Rinehart and Winston Prerequisites: None
AP Environmental Science Students examine the natural world’s interrelationships in AP Environmental Science. During this two- semester course, they identify and analyze environmental problems and their effects and evaluate the effectiveness of proposed solutions. They learn to think like environmental scientists as they make predictions based on observation, write hypotheses, design and complete field studies and experiments, and reach conclusions based on the analysis of resulting data. Students apply the concepts of environmental science to their everyday experiences, current events, and issues in science, politics, and society. The course provides opportunities for guided inquiry and student- centered learning that build critical thinking skills. Prerequisites for enrollment include two years of prior coursework in laboratory sciences (Biology, Chemistry, Earth Science, or Physics). Course Length: Two semesters Materials: Living in the Environment - 16th Edition; AP Environmental Science Lab Kit Prerequisites: Two years of laboratory sciences, usually biology/life science and either Chemistry or Physics; Algebra; Earth Science is desirable and teacher/school counselor recommendation
Forensic Science This course surveys key topics in forensic science, including the application of the scientific process to forensic analysis, procedures and principles of crime scene investigation, physical and trace evidence, and the law and courtroom procedures from the perspective of the forensic scientist. Through online lessons, virtual and hands-on labs, and analysis of fictional crime scenarios, students learn about forensic tools, technical resources, forming and testing hypotheses, proper data collection, and responsible conclusions. Course Length: One semester Prerequisites: Successful completion of at least two years of high school science including Biology (or equivalent); Chemistry is highly recommended
SOCIAL STUDIES
Geography This course explores world geography on a region-by-region basis and covers a broad range of geographical perspectives. Each unit covers one continent or other major geographical region of the world. Units include North America, Central America, South America, Western Europe, Eastern Europe and Russia, East Asia, Southeast Asia and the Pacific Cultures, Africa, India, and the Middle East. Students first learn about each region’s landforms, climate, and population. They then examine that region’s cultural, economic, and political institutions. Each unit is presented in a parallel format to facilitate interregional comparisons and allow students more clearly to see the similarities and differences between the regions. Course Length: Two semesters Prerequisites: None
World History This World History course examines human development from the dawn of civilization to the present day. Students learn about the socioeconomic conditions, political institutions, and ideological attitudes that have marked various time periods throughout history. Using primary and secondary sources, students conduct inquiry-based research to examine historical events, cultural developments, and social and family structures. They also participate in interactive discussions and analyze statistics and data from maps, charts, and graphs. Students are encouraged to use their critical thinking and problem-solving skills to evaluate the achievements of civilizations in the fields of science, technology, and the arts. Course Length: Two semesters Prerequisites: None
AP World History AP World History covers the history of the world from 600 CE to the present and includes an introduction unit on the period from 8,000 BCE to 600 CE. The course emphasizes patterns of change and the connections between the various world cultures throughout the time period studied in the course. Students gain an understanding of the global experiences of humanity and can apply that knowledge to their growth and development as world citizens. This two-semester course prepares students to take the AP World History exam. It also provides them with an understanding of why the world developed the way it did. This course uses a textbook. Course Length: Two semesters Prerequisites: Success in previous history course and teacher/school counselor recommendation
American History The instructional content of this course spans the length and breadth of American history from the origins of the nation’s democratic principles through the contemporary domestic and foreign issues affecting America’s security and prosperity. Students analyze key documents and events that that have shaped the nation’s development. They also identify and examine political leaders and other individuals who have played a major role in U.S. history. This course is organized into ten units, which cover settling America, forming the republic, the Civil War, a growing nation, America as a world power, the Twenties, World War II and beyond, the Sixties, the road to the modern era, and charting a new course. Course Length: Two semesters Prerequisites: None
AP U.S. History AP U.S. History focuses on the development of analytical skills to enable students to critically interpret the nation’s history. In this course, students assess historical primary and secondary sources, weighing the evidence presented, to arrive at informed conclusions. They learn to think like historians as they evaluate sources and interpretations, develop thesis statements, support interpretations with evidence, and communicate their conclusions. In the process, they gain an appreciation for how historic events have shaped modern political, social, cultural, and economic life. The course provides opportunities for guided inquiry and student-centered learning that build critical thinking skills. Prior coursework in Social Studies or History is a prerequisite for enrollment in this course. Course Length: Two semesters Materials: The American Pageant, 14th Edition, David Kennedy, Lizabeth Cohen Prerequisites: Successful completion of Honors or advanced high school social studies or history course and teacher/school counselor recommendation
American Government This course covers the historical background, guiding principles, and political institutions that together constitute the government of the United States. Students examine the structure, function, and power of government at the local, state, and national levels. They gain an understanding of the principles of popular sovereignty, separation of powers, checks and balances, republicanism, federalism, individual rights, and the roles of individuals and groups in the American political system. Instructional material for this one- semester course is presented in seven units, including introduction to government and politics, roots of the American constitution, principles of American government, the federal system, civil rights and liberties, participation in a democracy, and institutions of government. Course Length: One semester Prerequisites: None
AP U.S. Government This course presents an analytic perspective on American politics, covering the ideals, institutions, and processes that direct the daily operations of government and shape public policy. In AP U.S. Government, students examine the constitutional structure of government, participatory politics, the formal institutions of power, and the extra- constitutional influences on government institutions. They interpret and analyze the political landscape to develop an understanding of the strengths and weaknesses of the U.S. system of government. This one-semester course addresses the following topics, among others: American political culture, the Constitution, federalism, civil liberties, civil rights, public opinion, media, political parties, campaigns and elections, interest groups, Congress, the presidency, the federal bureaucracy, and the federal courts. Course Length: One semester Materials: Government in America: People, Politics, and Policy, 14th Edition, Edwards, Wattenberg, & Lineberry, 2009, Longman Prerequisites: Success in American History (or equivalent) and teacher/school counselor recommendation Civics Civics is the study of citizenship and government. This one-semester course provides students with a basic understanding of civic life, politics, and government, and a short history of government’s foundation and development in this country. Students learn how power and responsibility are shared and limited by government, the impact American politics has on world affairs, the place of law in the American constitutional system, and which rights the American government guarantees its citizens. Students also examine how the world is organized politically and how civic participation in the American political system compares to that in other societies around the world today. Course Length: One semester Prerequisites: None
Economics This one-semester course provides students with an introduction to basic economic principles, such as how governments use limited resources to best satisfy people’s wants and needs. Key topics include the law of supply and demand; allocation of goods and services; monetary and fiscal policy, saving, borrowing, and spending; the Federal Reserve System and the money supply; unemployment; and inflation. Students learn about the important roles that competition, scarcity, incentives, profit, interest rates, trade, and government regulation play in an open free market economy, and how fundamental decisions about the four factors of production (land, labor, capital, and entrepreneurship) are made. Course Length: One semester Prerequisites: None
AP Macroeconomics Macroeconomics is the study of how economic systems work as a whole. In this one-semester course, students learn how the economy is measured by indicators such as gross domestic product (GDP), among others. They examine concepts such as inflation, unemployment, world trade patterns, and the role of the Federal Reserve Bank. Students engage in decision making to create an environment in which high employment rates and higher living standards can be achieved by using fiscal and monetary policy. Topics presented in the course include measuring economic performance; aggregate demand and aggregate supply; money, monetary policy and economic stability; monetary and fiscal policy; and international economics. This course prepares students for the AP Macroeconomics exam. Course Length: One semester Materials: Macroeconomics, 17th Edition, McConnell et al., (McGraw Hill 2008); AP Macroeconomics: Student Activities Prerequisites: Success in Algebra II (or equivalent) and teacher/school counselor recommendation
AP Microeconomics Microeconomics is the study of economics on the level of individual areas of activity and how individuals make choices with limited resources. In AP Microeconomics, students examine concepts such as supply and demand, factors of production, roles of labor and management, the relationship between the environment and the economy, and the effect of government on individual decision making. Students study the stock market as an investment option and trace various stocks throughout the semester, using the Wall Street Journal and the Internet as resources. Topics presented include the nature and functions of product markets, theory of the firm, factor markets, and role of government. This course prepares students for the AP Microeconomics exam. Course Length: One semester Materials: Microeconomics, 17th Edition, McConnell et al., (McGraw Hill 2008); AP Microeconomics Student Activities Prerequisites: Success in Algebra II (or equivalent) and teacher/school counselor recommendation AP European History This course surveys the social, economic, cultural, intellectual, political, and diplomatic history of modern Europe and its place in the history of the world—from the fall of Constantinople to the fall of the Berlin Wall and collapse of the Soviet Union. The course is equivalent to a college freshman or sophomore modern European history course. Students develop an understanding of the major periods, ideas, movements, trends, and themes that characterize European history from approximately 1450 to the present. They also develop the ability to analyze historical evidence and express their understanding and analysis in writing. This course prepares students for the Advanced Placement European History exam. Course Length: Two semesters Materials: The Western Heritage: Since 1300, Donald Kagan, Steven Ozment, and Frank M. Turner Prerequisites: Success in previous history course and teacher/school counselor recommendation
Anthropology Anthropologists research the characteristics and origins of the cultural, social, and physical development of humans and consider why some cultures change and others come to an end. In this course, students are introduced to the five main branches of anthropology: physical, cultural, linguistic, social, and archeological. Through instruction and their own investigation and analysis, students explore these topics, considering their relationship to other social sciences such as history, geography, sociology, economics, political science, and psychology. Emulating professional Anthropologists, students apply their knowledge and observational skills to the real-life study of cultures in the United States and around the world. The content in this course meets or exceeds the standards of the National Council for the Social Studies (NCSS). Course Length: One semester Prerequisites: World History (or equivalent) recommended as a prerequisite or co-requisite, but not required
Psychology In this course, students investigate why human beings think and act the way they do. This is an introductory course that broadly covers several areas of psychology. Instructional material presents theories and current research for students to critically evaluate and understand. Each unit introduces terminology, theories, and research that are critical to the understanding of psychology and includes tutorials and interactive exercises. Students learn how to define and use key terms of psychology and how to apply psychological principles to their own lives. Unit topics in this one-semester course include methods of study, biological basis for behavior, learning and memory, development and individual differences, and psychological disorders. Course Length: One semester Prerequisites: None
AP Psychology This one-semester course surveys the major topics in the field of psychology as well as terminology, methodology, and the historical and current understanding of human behavior and thought processes. Concepts, terminology, and research findings are presented at the level of an introductory college psychology course. Students learn how psychologists analyze human experiences and apply what they have learned. Organized in seven units, the course presents the following topics: introduction to psychology, the biological basis of behavior, human development and awareness, human cognition, human motivation and emotion, human interaction, and course review. The course prepares students to take the Advanced Placement Psychology exam. Prior coursework in Biology is suggested. This course uses a textbook. Course Length: One semester Materials: Psychology in Modules, 9th Edition, David Myers Prerequisites: Prior coursework in Biology is suggested and teacher/school counselor recommendation
Sociology Through this two-semester course, students explore human relationships in society. Instructional materials emphasize culture, social structure, the individual in society, institutions, and social inequality. Unit topics for the first semester include society and culture, what is sociology, the nature of culture, conformity and deviance, social structure, roles, relationships and groups, and social stratification. In the second semester, students learn about social institutions, the family, religion and education, government and economic systems, the individual in society, the early years, adolescence, the adult years, continuity and change, communities and change, social movements and collective behavior, social problems, minorities and discrimination, poverty, crime, and problems of mass society.
Students use a textbook for the course. Course Length: Two semesters Materials: Sociology: Study of Human Relationships, W. LaVerne Thomas Prerequisites: None
Contemporary World Issues Students analyze governments, economies, peoples, and cultures from around the world in this course. Instruction emphasizes the structures and policies of the United States and how they compare to other systems in the international community. Students apply critical thinking and research skills to examine current events and contemporary issues, including human rights, the strengths and weaknesses of globalization, America’s role in the international economy, the severe environmental threats facing many regions around the world today, how religion is often used to facilitate and justify violence, and America’s “War on Terror” and its impact on the Middle East and Islamic culture. Course Length: Two semesters Prerequisites: None
Family and Consumer Science In this course, students develop skills and knowledge to help them transition into adult roles within the family. They learn to make wise consumer choices, prepare nutritious meals, contribute effectively as part of a team, manage a household budget, and balance roles of work and family. They gain an appreciation for the responsibilities of family members throughout the life span and the contributions to the well-being of the family and the community. Course Length: One semester Prerequisites: None
WORLD LANGUAGES
French I Students receive a thorough grounding in the basics of the French language in this introductory, two- semester course. French I has been designed to meet the standards of the American Council on the Teaching of Foreign Languages (ACTFL). These standards call for a method of teaching that focuses on successful communication through speaking, listening, reading, and writing. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multimedia presentations, self- checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Learning activities in each unit are focused on a specific theme. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: None
French II French II continues the learning process that began with French I and adheres to the standards of the American Council on the Teaching of Foreign Languages (ACTFL). Instructional material introduces students to new grammar and vocabulary and allows them to build conversational and reading skills to cover many common situations in daily life. Unit topics include daily routine, animals, entertainment, body parts, rooms and furniture, shopping and clothing, meals, sports and recreation, and transportation. Unit activities blend different forms of communication and culture to ensure that standards are met. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: French I
French III This course builds on knowledge that students acquired in the beginning-level courses, French I and II, and aligns with national ACTFL standards. Students learn to express themselves using present, past, future, and conditional tense verbs in increasingly complex grammatical constructions. They become familiar with idiomatic expressions common to daily French speaking and build vocabulary in order to be able to converse on a wider variety of themes in French. Instruction includes more material on French culture, geography, and history than in earlier courses, giving students the opportunity to learn about France and other francophone countries around the world. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: French II
French IV Students complete their high school French language education with this two-semester course that, like all of its predecessors, conforms to the national standards of the ACTFL. The instructional material in French IV enables students to use the conditional and subjunctive tenses, and talk about the past with increasing ease, distinguishing which tense to use and when. It also helps students hone their listening skills to enhance their understanding of native speech patterns on familiar topics. Students expand their knowledge of French-speaking countries’ culture, history, and geography and learn about francophone contributions in the arts. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: French III
AP French Language In AP French Language, students apply their knowledge of French grammar and vocabulary and their listening, reading, speaking, and writing skills to a variety of real-world contexts. They learn to speak fluently and accurately, write complex compositions, and comprehend native speakers’ conversation. In addition, they explore French culture in both contemporary and historical contexts to develop an appreciation of cultural products, practices, and perspectives. The equivalent of a college-level language course, this course is taught in French and prepares students for the Advanced Placement exam as well as for further study of French language, culture, and literature. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: French III and teacher/school counselor recommendation
German I German I provides an introduction to the basics of the German language and the German-speaking world. This two-semester course has been constructed to meet the standards of the American Council on the Teaching of Foreign Languages (ACTFL). These standards dictate a pedagogical method that focuses on successful communication through speaking, listening, reading, and writing. Unit topics consist of the alphabet and numbers; greetings; introductions; the calendar (days, months, and seasons); weather; time; colors; familiar objects and places; family; food; pastimes; and school objects and routine. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multimedia presentations, self-checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: None
German II Instructional content in German II introduces students to new grammar and vocabulary and allows them to build conversational and reading skills to cover many common situations in daily life. Like German I, this follow-up course adheres to the standards of the American Council on the Teaching of Foreign Languages (ACTFL). Learning activities in each unit are focused on a specific theme. The units for both semesters cover a broad range of useful everyday subjects, including daily routine, animals, entertainment, body parts, rooms and furniture, shopping and clothing, meals, sports and recreation, and transportation. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: German I
German III This course expands the scope of concepts and information that students mastered in the German I and II courses and aligns with national ACTFL standards. Students learn increasingly complex grammatical constructions, such as present, imperfect, perfect, and future tenses; reflexive and modal verbs; prepositions; conjunctions; relative pronouns; and adjective endings. Unit themes in this two-semester course include vacations, travel, leisure time, healthy living, body parts and ailments, family members, rights and responsibilities, household chores, university study, military service, personal relationships, the importance of appearance, emotions, fairy tales, and animals. Unit activities blend different forms of communication and culture. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: German II
German IV German IV builds on the foundation of the first three courses. Students continue to sharpen their speaking, listening, reading, and writing skills while also learning to express themselves on topics relevant to German culture. Authentic texts, current culture, and literature from Germany, Austria, and Switzerland all form part of the instructional material for this course. Each unit focuses on a particular region or city and includes such themes as culture, tourism, and current events. These units cover topics such as contemporary and classical music, expressing opinion, German history, transportation, family weekend travel, shopping, free-time activities, technology, multiculturalism, education, and careers. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: German III
Japanese I Students become familiar with the fundamental concepts and constructions of the Japanese language as well as the rich and ancient world of Japanese culture in this two-semester course. Japanese I has been designed to meet the standards of the American Council on the Teaching of Foreign Languages (ACTFL). Unit topics consist of the alphabet and numbers; greetings; introductions; the calendar (days, months, and seasons); weather; time; colors; familiar objects and places; family; food; pastimes; and school objects and routine. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multimedia presentations, self-checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: None
Japanese II In Japanese II, course content blends different forms of communication and culture via unit activities to ensure that students meet all standards of the American Council on the Teaching of Foreign Languages (ACTFL). These standards call for a focus on successful oral and written communication as well as a through grounding in Japanese culture. Unit themes for both semesters cover a broad range of useful everyday subjects, including daily routine, animals, entertainment, body parts, rooms and furniture, shopping and clothing, meals, sports and recreation, and transportation. Students must successfully complete Japanese I in order to enroll in this course. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: Japanese I
Latin I This two-semester course provides an introduction to the fundamentals of Latin grammar. Students develop the skills necessary to translate basic sentences from Latin into English and from English into Latin, and to read simple connected passages of Latin prose and poetry. In the process, students learn how verb conjugations and noun declensions work in a highly inflected language and how to analyze the structure of Latin sentences. The course includes a cross-cultural component, introducing students to the world of ancient Rome by allowing them to acquire knowledge—through word study—of Roman institutions, practices, religious beliefs, and ideological ways of thought. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: None
Latin II Latin II builds on the foundation in Latin grammar provided by the Latin I course and also includes an in- depth study of Roman mythology and history. Students expand their use of declensions, adjectives, adverbs, and cases. These skills enable them to translate longer Latin texts into English that require a more complex knowledge of grammar rather than just vocabulary. To practice oral Latin skills, students engage in conversations, seek and give items of information, express feelings and emotions, and exchange opinions. Latin II also takes students on a tour of the ancient classical world, including literature, historical workers, and the lives of famous and influential Romans. Course Length: Two semesters Materials: The Odyssey by Homer; Computer must be equipped with a microphone and audio recording software Prerequisites: Latin I
Mandarin (Chinese) I Mandarin (Chinese) I introduces students to the study of the Chinese language. Students learn listening, speaking, reading, and writing skills through activities that are based on pedagogically proven methods of world language instruction. Instructional material introduces simple grammatical concepts in innovative ways and provides practice activities with a variety of learning styles in mind. This two-semester course sprinkles culture throughout the units to help students focus on the Chinese-speaking world, its culture, people, geographical locations, and history. Unit themes include greetings, numbers, family members, school life, clothing, daily routine, shopping, and restaurant menus. The course is aligned with national ACTFL (American Council on the Teaching of Foreign Languages) standards. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: None
Mandarin (Chinese) II This two-semester course is a continuation of the introductory-level Mandarin (Chinese) I course. It presents students with new, more complicated areas of Chinese language learning. Units cover a variety of material that is useful to students learning everyday conversational arts. Themes include daily routine, animals, hobbies, the body, descriptions, home life, shopping, entertainment, sports, and travel. Throughout the course, students learn to express themselves using an ever increasing vocabulary of present tense verbs, articles, and adjectives. They gain the skills and confidence necessary to talk about daily activities, leisure-time pursuits and hobbies, body parts and their function, and people and culture. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: Mandarin (Chinese) I Spanish I Spanish I gives students an introduction to the basics of the Spanish language and the Spanish-speaking world. This two-semester course aligns with the national standards of the American Council on the Teaching of Foreign Languages (ACTFL), which dictate a pedagogical method that focuses on successful communication through speaking, listening, reading, and writing. Course unit topics include the alphabet and numbers; greetings; introductions; the calendar (days, months, and seasons); weather; time; colors; familiar objects and places; family; food; pastimes; and school objects and routine. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multimedia presentations, self-checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: None
Spanish II Students receive additional grounding in grammar and vocabulary in this two-semester course. Instructional material encourages students to build conversational and reading skills to cover many common situations in daily life. Like Spanish I, this follow-up course adheres to the standards of the American Council on the Teaching of Foreign Languages (ACTFL). Learning activities in each unit are focused on a specific theme. The units for both semesters cover a broad range of useful everyday subjects, including daily routine, animals, entertainment, body parts, rooms and furniture, shopping and clothing, meals, sports and recreation, and transportation. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: Spanish I
Spanish III This course builds on the grammatical concepts and vocabulary that students mastered while completing the Spanish I and II courses. Spanish III fully aligns with national ACTFL standards. Students learn increasingly complex grammatical constructions, such as present, imperfect, perfect, and future tenses; reflexive and modal verbs; prepositions; conjunctions; relative pronouns; and adjective endings. Unit themes in this two-semester course include chores, directions, feelings, future plans and travel, geography, countries and nationalities, health, household items, measurements, occupations, and personal history. Unit activities blend different forms of communication and culture. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: Spanish II
Spanish IV Fourth-year Spanish expands on the foundation of Spanish grammar and vocabulary that students acquired in the first three courses. As with all the earlier offerings, this culminating-level Spanish language course conforms to the standards of the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to sharpen their speaking, listening, reading and writing skills while also learning to express themselves on topics relevant to Spanish culture. The two-semester course is divided into ten units whose themes include people, achievements, wishes and desires, activities, celebrations, possibilities, the past, the arts, current events, and wrap up and review. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: Spanish III
AP Spanish Language AP Spanish Language students practice their Spanish speaking, listening, reading, and writing skills. They study vocabulary and grammar and then apply what they’ve learned in extensive written and spoken exercises. Students develop an expansive vocabulary and a solid knowledge of all verb forms and tenses. Culture is an important aspect of the course; students explore culture in both contemporary and historical contexts to develop an appreciation of cultural products, practices, and perspectives. The equivalent of a college-level language course, AP Spanish Language prepares students for the Advanced Placement exam as well as for further study of Spanish language, culture, and literature. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: Spanish III and teacher/school counselor recommendation
TECHNOLOGY
AP Computer Science A AP Computer Science A is the equivalent of a first-semester, college-level course in computer science. The course emphasizes object-oriented programming methodology with a concentration on problem solving and algorithm development. It also includes the study of data structures, design, and abstraction. Students enrolling in AP Computer Science A should have knowledge of mathematics at the Algebra II level as well as some previous programming experience, a basic understanding of networks, and knowledge of the responsible use of computer systems (including system reliability, privacy, legal issues, intellectual property, and the social and ethical ramifications of computer use). To take this course, students need regular access to a computer system with recent technology. Course Length: Two semesters Materials: Java; at least 128 MB of memory Prerequisites: Success in Algebra II (or equivalent); previous programming experience, such as an introductory course in C++, Pascal, Visual Basic, or Java; basic understanding of networks; and teacher/school counselor recommendation
Computer Fundamentals In this two-semester introductory course, students learn how to use word processing, spread sheeting, and presentation tools to create, analyze, edit, share, and publish information for a variety of audiences and purposes. Through step-by-step tutorials and a project-based approach to learning, students become familiar with the key concepts and basic skills of today’s information technology sector. The course is organized in units that cover the following topics: Documents, Spreadsheets, Presentations, Internet basics, and E-mail Basics. Course Length: Two semesters Materials: Microsoft Office or Open Office Prerequisites: None
Digital Photography In this one-semester course, students will learn the basics of photographic composition and lighting, develop an understanding of using a digital camera and the basics of preparing a digital darkroom. Students will also learn basic color theory and the fundamentals of image processing. Software skills are taught through practical, hands-on activities that get students involved in the learning process and help them retain the content. By the conclusion of this course, students are capable of producing their own unique and highly personalized images. This course is designed for the student who has no background in photography. Course Length: One semester Materials: Student must provide a digital camera Prerequisites: None
Game Design Game Design introduces students to the basic skills necessary for game design. Instructional materials highlight the various games in the industry and analyze their approach in terms of design and development. Students explore both the artistic and technical processes of developing game elements such as story, levels, sound, and user interfaces. They merge all these elements into a functional prototype to demonstrate their understanding of the game design process. Unit topics in this one-semester course include history, player elements, genres, elements of game play, setting goals, platform, game generations, and player modes.
Course Length: One semester Materials: Multimedia Fusion 2 (standard), Blender (freeware), TrackMania Nations (freeware), and Multimedia Fusion Developer (demo) Prerequisites: None
Programming I —VB.NET Students learn basic programming and the essential concepts of VisualBasic.net ( VB.NET ) in this one- semester course. As an introduction to VB.NET, students are taught the basic uses of the programming language, its similarities to the English language and others, its architecture, program flow, and its flexibility as a programming language. The course helps participants understand the processes involved in software development and object-oriented programming. This is an introductory course that could lead to careers such as software engineer, developer, or game designer. Prior coursework in computer fundamentals is a prerequisite. Course Length: One semester Materials: Visual Studio 2008 Express Edition Prerequisites: Knowledge of computer fundamentals
Programming II—JAVA* This introductory-level, one-semester course is designed for people who have very little programming experience. In Java Programming, students gain an understanding of Java platforms and learn how to build a stand-alone application, such as a countdown clock or leap year indicator. Students also learn the techniques of Java and how Java can be used in cross-platform programming. At the end of the course, students are able to write basic programs using Java and are prepared to pursue further instruction in any programming language. Course Length: One semester Materials: JDK 1.5 or a higher version Java application Prerequisites: Basic computer fundamentals; VB.NET Programming I or a solid understanding of version control and general software development
Web Design This one-semester course introduces students to the mechanics and elements of web design and HTML, the concepts of planning and organizing websites, and the documentation and copyright issues associated with website design. Students engage in a variety of project-based assessments to evaluate their understanding and progress. After completing the course, students are able to understand the planning and organization of a website, the elements of design and HTML, and the copyright and fair use doctrines that apply to website creation. Students also learn how to use a WYSIWIG editor and other online tools to create a website. Course Length: One semester Materials: NVu software package Prerequisites: None
C++ Programming In this introductory course, students learn basic programming concepts through a series of hands-on projects. They also learn about software development careers, the software development process, and industry best practices. Using Microsoft Visual C++ 2008, students master the building blocks of programming: functions, variables, loops, arrays, and classes. Course Length: One semester Prerequisites: None
3D Art I—Modeling This course introduces students to 3D modeling tools and concepts. Using Blender, the popular open- source 3D modeling package, students will learn the basics of creating shapes, adding textures and lighting, and rendering. By the end of the course, students will have produced a series of increasingly sophisticated projects for their 3D portfolios. This course is suitable for students with no prior experience with 3D game design or digital media authoring tools. Course Length: One semester Prerequisites: None
3D Art II—Animation In this advanced course, students build on the skills they developed in 3D Art I to learn 3D animation techniques. Using Blender, a powerful open-source modeling tool, they master the basics of animation— rigging, bones, and movement— while learning how to apply traditional animation techniques to their 3D models. They also learn about jobs in the industry. Course Length: One semester Prerequisites: 3D Art I—Modeling (or equivalent)
Audio Engineering In this introductory course, students learn about the physics of sound and the history of recording technologies. They learn about the four stages of professional music recording projects: recording, editing, mixing, and mastering. Using Audacity, an open-source recording and mixing program, they practice the techniques used by sound engineers to produce multi-track recordings. Through a series of engaging hands-on projects, they learn the fundamental concepts of audio engineering. Course Length: One semester Prerequisites: None
Green Design and Technology This course examines the impact of human activities on sustainability while exploring the basic principles and technologies that support sustainable design. Students learn about the potential for emerging energy technologies such as water, wind, and solar power. They find out how today’s businesses are adapting to the increased demand for sustainable products and services. In this course, students develop a comprehensive understanding of this fast-growing field. Course Length: One semester Prerequisites: None
Digital Arts I In this exploratory course, students learn the elements and principles of design, as well as foundational concepts of visual communication. While surveying a variety of media and art, students use image editing, animation, and digital drawing to put into practice the art principles they’ve learned. They explore career opportunities in the design, production, display, and presentation of digital artwork. They respond to the artwork of others and learn how to combine artistic elements to create finished pieces that effectively communicate their ideas. Course Length: One semester Prerequisites: None
Digital Arts II Students build on the skills and concepts they learned in Digital Arts I as they develop their vocabulary of digital design elements. By the end of the course, they will have created a collection of digital art projects for their digital design portfolio. Course Length: One semester Prerequisites: Digital Arts I (or equivalent)
Computer Science This course introduces students to computer science concepts such as computer architecture, networks, and the Internet. Students use object-oriented programming, event-driven processes, modular computer programming, and data manipulation algorithms to produce finished software programs. They use the design process to create many programs by determining specifications, designing the software, and testing and improving the product until it meets the specifications. By the end of this course, students will have a solid foundation for further study in this subject. Course Length: One semester Prerequisites: None
Engineering Design/CAD* Computer-aided design systems are used by designers and manufacturers in virtually every industry to create engineering design solutions. In this course, students are introduced to engineering, learning the basics of CAD software: creating points, lines, other geometric forms, isometric drawings, and 3D models. They learn how to translate initial concepts into functional designs and 3D walkthroughs and explore career options in this hands-on, introductory-level course. Course Length: One semester Prerequisites: None
ELECTIVES
AP Art History This course is designed to broaden students’ knowledge of architecture, sculpture, painting, and other art forms within various historical and cultural contexts. In AP Art History, students identify and classify artworks from prehistory through the twentieth century, formally analyze artworks by placing them in the historical context within which they were created, consider the visual traditions of the cultures that created artworks, and understand interdisciplinary and cultural influences on works of art. In addition to visual analysis, the course considers issues such as patronage, gender, and the functions and effects of artworks. This course uses a textbook. Course Length: Two semesters Prerequisites: Teacher/school counselor recommendation; Prior art training is not required
Accounting Through this course, students gain a foundation in the skills needed for college accounting courses, office work, and managing their own small businesses. This introduction to accounting gives students who have never had prior accounting training an overview of the three forms of accounting: financial, cost, and management accounting. The course helps build an appreciation for the role of accounting in managing a profitable business. Instructional material covers the basic concepts, conventions, and rules of the double entry system and includes techniques for analyzing ratios from a balance sheet. The concept of ethics, integrity, confidentiality, and rigor are woven through all the units. Course Length: Two semesters Prerequisites: None
Art Appreciation This one-semester course introduces students to various forms of the visual arts, such as painting, sculpture, and film. Students learn how to critically examine a work of art in historical, social, and cultural contexts; identify and compare key characteristics in artworks; and understand the role art has played throughout history. Through hands-on activities, virtual museum tours, discussion, and research, students develop the ability to explain the significance of artworks in Western and non-Western cultures; identify the medium and technique used to create works of art; and analyze formal elements, principles of design, and stylistic characteristics found in artworks from various art historical periods. Course Length: One semester Prerequisites: None
Career Planning Students use an informative interactive process to explore career and life options in this one-semester elective. They begin with a thorough examination of their own interests, aptitudes, achievements, and personality styles. Instructional material then helps them match job market information, interview techniques, training requirements, and educational paths to potential careers that suit their strengths and personal priorities. Successfully completing this course gives students the ability to identify and describe their personal interests, aptitudes, and lifestyle goals; locate and evaluate information about different careers; identify the skills and knowledge needed for careers of interest and how to obtain them; and create an entrepreneurial business plan. Course Length: One semester Prerequisites: None
Driver Education Driver Education can provide a foundation for a lifetime of responsible driving. Instructional material in this course emphasizes the mechanics of driving operations and the rules of safe driving. Among other topics, students learn how to assess and manage risk, handle social pressures, understand signs and signals, comprehend the rules of the road, and start, steer, stop, turn, and park a car. They also learn how to contend with driving environments including light and weather conditions, share the roadway, respond to an emergency, buy and maintain a car, plan a trip, take a state driving test, and partner with their parents or guardians to promote safety on the road. Students use a textbook for this one-semester course. Course Length: One semester Materials: Responsible Driving, 2006, Glencoe McGraw-Hill; Street Smarts (DVD) Prerequisites: None
Health This high school course helps students develop the knowledge and skills they need to make healthy decisions that allow them to stay active, safe, and informed. Students learn about the components of a healthy lifestyle and learn strategies for making healthy choices. Instructional material introduces students to the concepts of mental health, emotional health, social health, consumer health, and physical health. It presents opportunities for students to apply their value systems to decisions concerning their own health. Students develop communication skills in this one- semester course that allow them to demonstrate healthy choices with respect for self, family, and others. Course Length: One semester Prerequisites: None
Life Skills This one-semester elective is designed to increase students’ knowledge of and ability in using the skills necessary for everyday living. Life Skills emphasizes defining personal values, goal setting and planning, and solving problems. Instructional material focuses on dealing with media and peer pressure, communication and relationships, working with others, avoiding and/or resolving conflict, decision making, wellness and personal safety, aspects of good citizenship, environmental awareness, and how students can contribute to their own community. The course is organized in six units, which cover the following topics: course introduction, thinking about yourself, thinking for yourself, taking care of yourself, caring for your relationships, and caring about your world. Course Length: One semester Prerequisites: None
Music Appreciation Students receive an introduction to the elements, instrumentation, and history of music in this one- semester course. Instructional materials emphasize the significance of surroundings and time periods and how they influenced the music of the day. Students listen to and evaluate several types of music and are assessed on their comprehension through projects, presentations, and exams. After completing the course, students have the skills to identify basic musical elements, compare and contrast elements in difference musical genres, identify key musical time periods and their characteristics, identify significant composers and musicians from different time periods, describe different instrumentations in music, and develop critiques of musical pieces based on information in the course. Course Length: One semester Prerequisites: None
Nutrition and Wellness This one-semester elective course provides students with an overview of good nutrition principles that are necessary for physical and mental wellness and a long, healthy life. Instructional materials include discussions of digestion, basic nutrients, weight management, sports and fitness, and life-span nutrition. The Nutrition and Wellness course emphasizes an understanding of today’s food and eating trends and gives students the capacity to intelligently evaluate all available sources of nutrition information and make informed decisions. Unit topics include a course introduction, wellness and food choices in today’s world, digestion and major nutrients, and body size and weight management. Course Length: One semester Prerequisites: None
Personal Finance Understanding financial management concepts is an important life skill that forms the crux of the one- semester Personal Finance course. Students learn to understand the consequences of their financial choices, from credit and debt to insurance, taxes, investments, and discretionary spending. Instructional material surveys typical personal financial needs and emphasizes the basics of budgeting. Through activities and projects with practical applications, students taking this course learn to better prepare for and secure their financial futures. Unit topics in this elective course include money management (personal financial planning and checking), financial security (savings, investments, and risks), credit management, risk management, and taxes and employment forms. Course Length: One semester Prerequisites: None
Physical Education This high school course focuses on the fundamental components and principles of fitness. Physical Education examines safety guidelines, proper technique, and exercise principles such as FITT: Frequency (how often you exercise), Intensity (how hard you work during exercise), Time (how long you exercise), and Type (what type of activity you do). Students assess their current level of fitness in relation to the five components of physical fitness: flexibility, cardiovascular health, muscular strength, muscular endurance, and body composition. This two-semester course equips students with strategies to help them begin, design, and maintain an exercise program to keep them fit for life. Course Length: Two semesters Prerequisites: None
Introduction to Entrepreneurship I In this introductory business course, students learn the basics of planning and launching their own successful business. Whether they want to start their own money-making business or create a non-profit to help others, this course helps students develop the core skills they need to be successful. They learn how to come up with new business ideas, attract investors, market their business, and manage expenses. Students hear inspirational stories of teen entrepreneurs who have turned their ideas into reality, and then they plan and execute their own business. Course Length: One semester Prerequisites: None
Introduction to Entrepreneurship II Students build on the business concepts they learned in Introduction to Entrepreneurship I. They learn about sales methods, financing and credit, accounting, pricing, and government regulations. They refine their technology and communication skills in speaking, writing, networking, negotiating, and listening. They enhance their employability skills by preparing job-related documents, developing interviewing
skills, and learning about hiring, firing, and managing employees. Students develop a complete business plan and a presentation for potential investors. Course Length: One semester Prerequisites: Introduction to Entrepreneurship I (or equivalent)
Introduction to Marketing I Students find out what it takes to market a product or service in today’s fast-paced business environment. They learn the fundamentals of marketing using real-world business examples. They learn about buyer behavior, marketing research principles, demand analysis, distribution, financing, pricing, and product management. Course Length: One semester Prerequisites: None
Introduction to Marketing II Students build on the skills and concepts learned in Introduction to Marketing I to develop a basic understanding of marketing principles and techniques. By the end of the course, they will have developed their own comprehensive marketing plan for a new business. Course Length: One semester Prerequisites: Introduction to Marketing I (or equivalent)
Service Learning This project may be used in a variety of ways—as a stand-alone project, in conjunction with another course, or as a foundation around which to base a one-semester course. An introductory unit presents instruction on the nature of service learning. Students are taught how to identify community needs, select projects that are meaningful to themselves, apply practical skills, reflect on their learning experience, and behave responsibly in a service setting. Students then move on to design and conduct service learning experiences of their own, according to the requirements of their projects. Documents to support teachers in guiding students through the project are included. Project Length: Varies Prerequisites: None
Reaching Your Academic Potential Students learn essential academic skills within the context of their learning style, individual learning environment, and long-term goals. This course helps students develop habits for more successful reading, writing, studying, communication, collaboration, time management, and concentration. It also provides insights into how the brain works when they are learning, and ways to maximize its potential. Course Length: One semester Prerequisites: None
Achieving Your Career and College Goals Students explore their options for life after high school and implement plans to achieve their goals. They identify their aptitudes, skills, and preferences, and explore a wide range of potential careers. They investigate the training and education required for the career of their choice, and create a plan to be sure that their work in high school is preparing them for the next step. They also receive practical experience in essential skills such as searching and applying for college, securing financial aid, writing a resume and cover letter, and interviewing for a job. This course is geared toward 11th and 12th graders. Course Length: One semester Prerequisites: None
FOUNDATIONS COURSES
Algebra I In this two-semester course, students work with and evaluate mathematical expressions, equations, and graphs. Topics include real numbers, simplifying real number expressions with and without variables, solving linear equations and inequalities, solving quadratic equations, graphing linear and quadratic equations, polynomials, factoring, linear patterns, linear systems of equality and inequality, simple matrices, sequences, and radicals. Students learn to work effectively with ratios and direct and inverse variation, understand basic statistics, and solve systems of linear equations and inequalities. Assessments consist of multiple-choice, short-answer, and extended-response questions that measure students’ progress. The course also includes self-check quizzes, audio tutorials, and interactive games. Course Length: Two semesters Prerequisites: None
American History Students gain a basic understanding of American history in this two-semester course. Instructional content focuses on the origins of the nation’s democratic principles and continues through present-day domestic and foreign issues that affect American society. Students use critical thinking and problem-solving skills as they complete a variety of assignments. They become well versed in the origins of the United States. By the end of the course, they can identify and analyze key events, documents, and individuals in America’s development as well as issues that still affect the nation both home and abroad. They can also discuss the characteristics that define the United States as a world power. Course Length: Two semesters Prerequisites: None
Biology Biology is a two-semester course that introduces students to general biology principles and the processes of scientific inquiry and thinking. Instructional material covers the fundamentals of living organisms, including physical and chemical properties of life, cellular organization and function, the transfer of energy through metabolic systems, cellular reproduction, the classification of living things, and the six kingdoms of life. The course focuses on presenting biological information on up-to-date principles and concepts in an understandable and straightforward way that helps capture students’ interest. Unit topics include biological principles, chemical and molecular basis of life, cells, genetics, evolution, microorganisms, plants, animals, and human biology and populations. Course Length: Two semesters Prerequisites: None
Earth Science This introductory course incorporates knowledge and facts accumulated from people’s observations of the earth around them and the skies above them. Earth Science includes several different branches of study: geology, hydrology, oceanography, meteorology, and astronomy. Students become familiar with the properties of rocks and minerals and their significance as resources. They discuss the theory of plate tectonics and its impact on the continents, and they learn to analyze maps to describe geologic features and meteorological data. Completing this course gives students the knowledge and skills to describe and demonstrate the nature of earth science and design investigations to research and explain the unique features of our planet. Course Length: Two semesters Prerequisites: None
English I In this introductory language arts course, students concentrate on multiple types of mass media as they sharpen their reading and writing skills. The course begins with a diagnostic writing assignment and a reading pre-assessment to help students identify their strengths and discover what they need to work on. Course content includes literary elements; students study poetry, short stories, and a novel. They participate in online threaded discussions and receive detailed instruction on the writing process, including note taking, generating a thesis, and writing a research paper. Throughout the course, self-check interactive activities let students check their understanding before they take quizzes and tests. Course Length: Two semesters Materials: The Secret Life of Bees by Sue Monk Kidd; Romeo & Juliet by William Shakespeare; The Night Thoreau Spent in Jail by Jerome Lawrence and Robert E. Lee; Computer must be equipped with a microphone and audio recording software Prerequisites: None
English II In this course, students develop critical reading, writing, listening, and speaking skills while they explore classic and modern world literature. They begin by taking a diagnostic writing assignment and a reading pre-assessment to help them identify their strengths and find out what they need to work on. The course covers literary elements, the writing process, understanding and using media, and best practices for giving an oral presentation. It also provides instruction on vocabulary and grammar with a focus on the often- confusing aspects of English usage. Each unit includes a checklist to help students manage their time and keep track of their assignments. Course Length: Two semesters Materials: A Raisin in the Sun by Lorraine Hansberry; A Raisin In The Sun – 1961 version (DVD); All Quiet on the Western Front by Erich Maria Remarque; Computer must be equipped with a microphone and audio recording software Prerequisites: English I
English III Students study American literature and continue to develop their reading, writing, listening, and speaking skills in this intermediate-level course. The lessons feature in-depth tutorials with avatars to help students understand the practical aspects of communicating messages effectively in both academic and work- related scenarios. Assignments include creating oral presentations and conducting an independent project. As they complete these assignments, students synthesize information from the course and create products that will prepare them for upcoming courses in high school and college as well as future careers. Interactive games and questions help reinforce new material for students before they take tests on the content. Study guides and rubrics throughout the house help students be proactive learners. Course Length: Two semesters Materials: Of Mice and Men by John Steinbeck; Computer must be equipped with a microphone and audio recording software Prerequisites: English II
English IV This course, which is a shortened version of the standard English IV course, can be used in contexts in which instructional time and teacher time may be limited. In English IV Foundations, students read and analyze classic, modern, and contemporary works of literature. They explore several genres, including plays, short stories, poetry, essays, and novels. The course includes a variety of learning activities; students do a lot of close reading, learn how to paraphrase material, and participate in online, threaded discussions. Assignments are diverse, too: students complete essays and research papers, maintain reflective journals, and create oral presentations. They learn about the validity of sources and hone their writing skills as they complete their projects Course Length: Two semesters Materials: The Kite Runner by Khaled Hosseini, Penguin, 2004; Computer must be equipped with a microphone and audio recording software Prerequisites: English III
Geography Geography examines a broad range of geographical perspectives covering the major regions of the world. Each region is reviewed in a similar structure so students can clearly see the similarities and differences between each one. The course continues with a look at the regions from cultural, economic, and political perspectives, closely examining the human impact on each region. Students explore each region’s location globally and its physical characteristics, including absolute and relative location, climate, and significant geographical features. Unit topics include an introduction to geography, North America, Central America, South America, Western Europe, Eastern Europe and Russia, and East Asia. Course Length: Two semesters Prerequisites: None
Geometry In this two-semester course, students review geometric terms and processes, explore logic, and develop problem- solving skills. The course includes topics such as parallel lines and planes, congruent triangles, inequalities, quadrilaterals, and various forms of proofs. Students hone their reasoning, and problem- solving skills as they study similarity, areas, volume, circles, and coordinate geometry. At the end of the course, they have the ability to identify and apply the properties of rays, angles, triangles, quadrilaterals, polygons, circles, and parallel and perpendicular lines. They can also write conditional statements and proofs, graph linear functions, prove that certain figures are congruent or similar, and apply transformations to various figures. Course Length: Two semesters Prerequisites: Algebra I
Health This one-semester course presents a range of topics and instructional material that is designed to help students develop strategies for making healthy choices, staying safe, being active, and remaining informed about health issues. Among other topics, students explore factors of psychological health, aspects of social and consumer health, details about nutrition, types of infectious and noninfectious diseases and the prevention of disease, first aid and CPR, human sexuality, and drug and alcohol awareness. They learn about the components of a healthy lifestyle and learn decision making and communication skills to help them protect their health and demonstrate respect for family members and others in their lives. Course Length: One semester Prerequisites: None
Physical Science Physical Science serves as an introductory course that prepares students for high school Biology, Chemistry, and Physics courses. In this course, students learn about the nature of science, including scientific processes, the scientific method, and scientific inquiry. The course covers safety in the lab and the field, principles for conducting experiments, and the need for scientific communication. Instructional content includes the atomic nature of matter, classification of the elements, the periodic table, acids, and bases. Students explore the various forms of energy and energy transformations and discuss the production of electricity. The course concludes with a unit on the composition and structure of the universe, the life cycles of stars, and space exploration. Course Length: Two semesters Prerequisites: None
World History This two-semester core course explores world history from prehistoric to contemporary times. Students learn about the socioeconomic, political, and ideological conditions of various time periods. They use primary and secondary sources, critical thinking, and problem-solving skills to study historical events and cultural achievements of world regions and to complete assignments that help them establish real-world connections to the course content. They learn to interpret statistical data from maps, charts, and graphs. They summarize the achievements of civilizations, particularly in the fields of science, technology, and the arts. Instructional content encourages students to articulate the relationship between historical and current events and predict how contemporary issues will affect future generations. Course Length: Two semesters Prerequisites: None
ORIENTATION
ORN010: ONLINE LEARNING The Online Learning course explains to students how the high school program works, and provides tips on successful online learning. Students are introduced to the online tools they will use during their high school experience, including the Learning Management System that delivers course assignments. Students take part in online discussions and practice submitting computer-scored assessments and other assignments to teachers. Lifelong learning skills such as time management and study habits are also covered. By the end of the course, students will be fully prepared to begin their high school courses. Course Length: 6–8 hours Prerequisites: None
ORN100: FINDING YOUR PATH I ORN200: FINDING YOUR PATH II ORN300: FINDING YOUR PATH III ORN400: FINDING YOUR PATH IV Students begin each school year with a course specifically targeted to the unique concerns of freshmen, sophomores, juniors, and seniors. This 10-hour orientation course is unique for each student, as school counselors, advisors, and other staff guide students through an in-depth exploration of their interests, abilities, and skills. Students explore their education and career interests, define goals, and create a path through high school that will get them there. In addition, this course serves as a “home base” where students and school counselors can address topics that are critical to ensuring success in high school and beyond. Course Length: 10 hours Prerequisites: None
CREDIT RECOVERY COURSES
LANGUAGE ARTS
English I (E) In this credit recovery course, students learn about modern forms of communication and the media, with a focus on the Internet. They also explore elements of fiction and expository texts, build their vocabulary, and develop their language skills through reading and writing assignments. Vocabulary lists and definitions are provided in both English and Spanish. Tools to improve study skills are embedded throughout the course; threaded discussions, rubrics, and study guides help students absorb and proactively respond to the course content. Because the course is designed specifically for credit recovery students, content is appropriately grouped into smaller topics to increase retention and expand opportunities for assessment. Course Length: Two semesters Materials: The Secret Life of Bees by Sue Monk Kidd; Romeo & Juliet by William Shakespeare; Computer must be equipped with microphone and audio recording software Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
English II (E) In English II Credit Recovery, students conduct an in-depth survey of literature. They read literary works from a variety of genres and cultures and examine both classic and modern periods. In the process, students learn about literary techniques and the effectiveness and purposes of common literary devices. The course stresses critical thinking skills; assignments include speaking and writing projects to help students develop these skills. Students continue to build their vocabulary in this course; as in English I (E), vocabulary lists and definitions are provided in English and Spanish. Interactive questions and games allow students to check their understanding before taking assessments. Course Length: Two semesters Materials: The Alchemist by Paulo Coelho; Raisin in the Sun by Lorraine Hansberry; Computer must be equipped with microphone and audio recording software Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
English III (E) This credit recovery course helps students understand how the reading, writing, listening, and speaking skills they have been developing in high school can be applied to work they may do it college courses and in their future careers. In English III, students use an online literature anthology to continue their study of literature. Course content progresses chronologically through the periods of American literature, from Native American oral traditions through contemporary works of poetry, fiction, drama, and nonfiction. Each unit focuses on a literary movement through the lens of an overlying theme. Students continue to work on their vocabulary skills and supplement their learning with multiple-choice games, self-check activities, and writing projects. Course Length: Two semesters Materials: The Crucible by Arthur Miller; The Sweet Hereafter by Russell Banks; Computer must be equipped with microphone and audio recording software Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
English IV (E) English IV Credit Recovery is a condensed version of the English IV Foundations course. Its format and length makes it great fit for summer programs and other contexts in which instructional time and teacher time may be limited. In this course, students read and analyze classic, modern, and contemporary literary works. Reading selections, which are contained in an online literary anthology, include plays, short stories, poetry, essays, and novels. Students think critically about the complex issues posed in the readings and express their interpretations of these issues in essays, research papers, journals, and oral presentations. Students learn about the validity of sources as they complete their writing assignments. Course Length: Two semesters Materials: The Kite Runner by Khaled Hosseini; Computer must be equipped with microphone and audio recording software Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
MATH
Algebra I (E) This credit recovery course is designed to allow students to gain mastery in working with and evaluating mathematical expressions, equations, and graphs and performing other algebraic tasks. In Algebra I, students learn about real numbers, simplifying real number expressions with and without variables, solving linear equations and inequalities, solving quadratic equations, graphing linear and quadratic equations, polynomials, factoring, linear patterns, linear systems of quality and inequality, simple matrices, sequences, and radicals. They also learn about basic statistics, including measures of central tendencies and box plots. Organized in nine units, the instructional material includes auditory readings to help auditory learners engage with the content. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Algebra II (E) Algebra II Credit Recovery expands on the mathematical content of Algebra I and Geometry and serves as a foundation for the material presented in subsequent mathematics courses (for example, Trigonometry and Calculus). In this course, the emphasis is on functions and using algebraic solutions to solve various types of problems. Students are encouraged to develop their abstract thinking skills as well as their computational skills. The two-semester course covers the following topics: linear and quadratic functions, radical functions, rational functions, exponential and logarithmic functions, trigonometric functions, systems of equality, geometry, conic sections, statistics and probability. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Geometry (E) Geometry Credit Recovery is a comprehensive course featuring geometric terms and processes, logic, and problem solving. The course begins by giving students an immediate connection to the content and concepts they have learned in their Algebra courses. (Building on prior knowledge helps students absorb new content.) Students go on to learn about parallel line and planes; rays and angles; congruent triangles; inequalities; quadrilaterals; circles; polygons; perimeter, area, and volume; inductive and deductive reasoning; and translations,
reflections, and rotations. They study various forms of proofs and develop their reasoning and problem- solving skills by studying similarity, areas, volumes, circles, and coordinate geometry. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
SCIENCE
Biology (E) This credit recovery course is an introduction to biology, which is the branch of knowledge that deals with living organisms and vital processes. In Biology, students learn about the processes of scientific inquiry (the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work). They also learn about the fundamental principles of living organisms, including physical and chemical properties of life, cellular organization and function, and the transfer of energy. The course also addresses cellular reproduction, the classification of living things, and the six kingdoms of life. Students explore ecology and ecosystems and conclude the course with a unit on human biology and populations. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Earth Science (E) Earth Science is the study of the body of knowledge and facts accumulated over time from people’s observations of the earth and the skies. This credit recovery course begins with an in-depth study of geology (the study of the history of the earth and the life forms that populate it, especially as recorded in fossilized rock). It continues with units on hydrology and oceanography (the study of the earth’s waters), meteorology (the study of the earth’s atmosphere), and astronomy (the study of the universe beyond earth). Using careful observation and experimentation, students learn to analyze and evaluate the earth’s natural phenomena and their causes as well as the earth’s relationship to the universe. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Physical Science (E) This credit recovery course is an introductory course to high school science courses. In Physical Science (E), students expand on their middle school science experiences to prepare for subsequent courses in Biology, Chemistry, and Physics. The course emphasizes scientific thinking as a way of understanding the natural phenomena that surround us. It includes real and virtual lab exercises and gives students the skills to discuss a number of scientific topics, understand how science is used in their daily lives, and become comfortable with solving simple algebraic expressions that support scientific laws. Built with the credit recovery student in mind, the course content is grouped into smaller topics to increase retention and expand opportunities for assessment. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
SOCIAL STUDIES
American Government (E) This one-semester credit recovery course covers the historical backgrounds, governing principles, and institutions of the government of the United States. The focus is on the principles and beliefs that the United States was founded on and on the structure, functions, and powers of government at the national, state, and local levels. In American Government, students examine the principles of popular sovereignty, separation of powers, checks and balances, republicanism, federalism, and individual rights. They also learn about the roles of individuals and groups in the American political system. Students compare the American system of government with other modern systems and assess the strengths and problems associated with the American version. Course Length: One semester Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
American History (E) This credit recovery course gives students a basic understanding of American history. The course begins with the settling of America and continues through present-day domestic and foreign issues that affect American society. In this course, students analyze influential documents and learn about significant individuals who contributed to the nation’s development. They study the causes and effects of the various wars in which Americans have fought, and they use critical thinking and problem-solving skills as they take part in interactive discussions and complete a variety of assignments. By the end of the course, students have the knowledge to discuss the characteristics that define the United States as a world power. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Economics (E) In this one-semester credit recovery course, students gain a basic understanding of economics. The course uses real-world economic applications to help students better grasp a range of economic concepts, including macro- and microeconomic concepts. The course covers the American free enterprise system and addresses how this system affects the global economy. Students learn how to think like economists as they study economic principles and different economic systems. They analyze and interpret data to understand the laws of supply and demand. Examining the world of business, money, banking, and finance helps students understand how economics is applied both domestically and globally. Course Length: One semester Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Geography (E) Designed for credit recovery students, this course examines a broad range of geographical perspectives covering all of the major regions of the world. Each region is reviewed in a similar structure so that students can clearly see the similarities and differences between regions. Specifically, the course explores where each region is located, along with its physical characteristics, including absolute and relative location, climate, and significant geographical features. The course then examines each region from a cultural, economic, and political perspective, closely examining the human impact on the region from these perspectives as well as how human activities affect the environments of the region. Course Length: Two semesters
Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
World History (E) World History Credit Recovery is a survey of world history from prehistoric to contemporary times. Students learn about the socioeconomic, political, and ideological conditions of various time periods as they study historical events, cultural achievements, and world regions. Using primary and secondary sources, they employ critical thinking and problem-solving skills as they conduct inquiry-based research, participate in interactive discussions, and complete assignments establishing real-world connections. By the end of the course, students can articulate the relationship between historical occurrences and contemporary situations. They can also predict how contemporary issues will affect future generations, based on historical evidence. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
ELECTIVES
Health (E) This one-semester credit recovery course provides students with information that will help them live a more healthy and productive life. The emphasis is on making healthy personal decisions and in getting the information needed to make those choices. The course addresses both mental and physical health. Students learn about nutrition, including food guidelines and types of food; eating disorders are also covered. Students learn about first aid and CPR, substance abuse, and human sexuality. The course also covers consumer health resources, including government resources, nonprofit resources, and health insurance. Students learn how technology is influencing health care, and they examine the benefits of frequent physical exercise. Course Length: One semester Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Physical Education Through this one-semester credit recovery course, students learn a wide variety of fitness concepts that they will be able to use in their everyday life. The course addresses the fundamentals of physical fitness, including goal setting and target heart rate. Students learn about how their body works by studying static and dynamic balance, linear and rotary motion, anatomy, and biomechanics. They are introduced to a variety of lifetime activities, including tennis, golf, Frisbee, and orienteering. They also learn about activities to promote cardiorespiratory fitness, including kickboxing, hip hop dance, fitness walking, and cycling. Pilates, yoga, and breathing exercises that help promote physical and emotional wellness are addressed as well. Course Length: Two semesters Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Spanish I This credit recovery course provides students with instruction in the basics of learning the language of Spanish. Content includes topics such as greetings, time, dates, colors, clothing, numbers, weather, family, houses, sports, food and drink, and school. The course also introduces basic and stem-changing verbs and their formation and use in the present tense. Students also learn about interrogatives, question
formation, and adjectives and their form and use, in addition to possessives, prepositions, and other grammatical structures. Finally, students become acquainted with the Spanish-speaking countries of the world and their cultures, and they learn practical information, such as restaurant vocabulary and expressions of invitation. Course Length: Two semesters Materials: Computer must be equipped with a microphone and audio recording software Prerequisites: Student previously took the course or its equivalent but did not receive credit; Teacher/school counselor recommendation
Appendix I Colorado Online Academy Family Handbook 2017-18
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Table of Contents
Vision…………………………………………………………………………………………….4 Mission…………………………………………………………………………………………...4 School Calendar…………………………………………………………………………………4 Admission.……………………………………………………………………………………….4 Open Enrollment………………………………………………………………………...4 Age Restriction…………………………………………………………………………..5 Residency Requirement…………………………………………………………………5 Academics………………………………………………………………………………………..5 Grading Policies………………………………………………………………………….5 Grading Scale…………………………………………………………………………….5 Course Credit…………………………………………………………………………….5 Grade Point Average…………………………………………………………………….6 Course Failure and Repeat Credit……………………………………………………...6 Graduation Requirements……………………………………………………………….6 Family Responsibilities…………………………………………………………………………..7 Student Attendance………………………………………………………………………7 Communication…………………………………………………………………………..8 Student Use of the Internet and Electronic Communication...... ……………………...9 Code of Conduct………………………………………………………………………………...13 Academic Integrity……………………………………………………………………...13 Plagiarism……………………………………………………………………………….13 Cheating…………………………………………………………………………………13 Source Citation………………………………………………………………………….13 Privacy and Protection of Confidential Student Information……………………………….13 Assessments……………………………………………………………………………………..15 Report Cards……………………………………………………………………………15 Parent Teacher Conferences……………...……………………………………………15 State Testing…………………………………………………………………………….16 iReady…………………………………………………………………………………...16 Interventions…………………………………………………………………………………….16 Gifted and Talented…………………………………………………………………….16 Response to Intervention……………………………………………………………….16 Special Education……………………………………………………………………….17 504………………………………………………………………………………………..17 English Language Learning……………………………………………………………17
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Letter from the Principal Coming soon…
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VISION The academy will implement an academically rigorous, inquiry-based, college preparatory program through a personalized learning approach, developing leadership skills in each student, as well as a thorough understanding of democracy, citizenship, and civic responsibility.
MISSION The mission of the academy is to create future leaders passionate about making a positive contribution to their local and global communities in the areas of science, technology, arts, engineering, and mathematics.
SCHOOL CALENDAR The school academic requirements are based on a minimum of 180 days. Although the school observes a traditional Monday-Friday school week, students have 24/7 access to their courses so as to extend them the flexibility that online education provides. Therefore, students may complete assignments on weekends, holidays, or in-service days if they choose to do so. The 2017-2018 School Calendar will be published on the school website.
ADMISSION Open Enrollment Students who currently reside in the State of Colorado may apply for enrollment in Colorado Online Academy. Approval for enrollment is dependent on the student meeting Colorado Online Academy’s admissions criteria.
Colorado Online Academy may reject an application for the following reasons: School does not have appropriate programs or is not equipped with the necessary facilities to meet the special needs of the student. The student does not meet the established criteria for participation in the school or program including but not limited to age requirement and residency status. The student has been expelled, or is in the process of being expelled from another school. The student has engaged in behavior in another school district during the preceding twelve months that is detrimental to the welfare or safety of other pupils or school personnel. The student has graduated from the 12th grade or already received any document evidencing completion of the equivalent of a secondary curriculum. The student does not meet immunization requirements mandated by state law. Colorado Online Academy, the student must complete a new and separate application for enrollment if he/she wishes to be considered for admission.
Age Restriction - To be eligible to enroll in Colorado Online Academy a student must be 5 years old prior to October 1st of the school year for which the student intends to begin attending the school and the student must not turn 21 prior to October 1st.
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Residency Requirement - To be eligible to enroll in Colorado Online Academy a student must provide evidence of legal residency in the state of Colorado. Families must provide a written Affidavit of Residency using the form provided by Colorado Online Academy that is signed by the student’s parent/guardian or the student if 18 years of age or older.
ACADEMICS K-5 Grading Policies Elementary students are assessed using the following marks. At the end of each semester, one of the following grades will be assigned to each course:
M: Mastered. An “M” grade indicates that the student has completed the course with the highest possible level of mastery. To receive an “M,” students must have mastered 80% or more of the course material.
C: Completed. A “C” grade indicates that the student has mastered enough of the course to move on to the next course in the subject sequence. “C” grades do not apply in math or language arts, as these courses must be mastered before the student can move on to the next course in the sequence.
I: Incomplete. An “I” grade indicates that the student has not yet completed the course. An “I” does not have any negative connotations; it simply implies that the student has not yet finished enough of the course to move on to the next course in the sequence.
Grades 6-12 Grading Scale Student grades will be determined by dividing the total points earned for the course by the total points possible. This percentage will represent the final grade for the course.
Grading Scale 90-100% A 80-89% B 70-79% C 60-69% D Below 60% F
Course Credit High school credit is earned on a semester basis. In order for students to move to the next course level, full course credit must be earned. Although course credits are earned on a semester basis, grade-level promotions take place once a year except when a student is eligible to move from 11th to 12th grade. Actual percentages earned rather than letter grades will be used in the calculation to determine final grades.
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Grade Point Average Grade point averages are determined by dividing the number of quality points achieved by the number of credits received. GPAs are determined on a semester-basis only. The cumulative (composite) GPA is determined using the semester averages beginning with the first semester of the freshman year.
Course Failure and Repeat Credit Our approach to course failure and repeat credit aligns with our approach to systematic mastery learning. It is important that students understand content offered in courses so that they excel at the next phase of career and education.
Students are permitted to retake failed classes.
Failed courses will be recorded as an “F” on the student’s transcript, and a zero will be computed for the course in determining the GPA.
Courses required for graduation must be retaken and passed.
Credit will be removed from the lower (failing) grade, and the passing letter grade will replace the failure on the student’s transcript.
Graduation Requirements (DRAFT)
Colorado Online Academy Minimum Colorado HEAR* Minimum Academic Area Requirements Requirements English 4.0 4.0 Mathematics (Must include Algebra I, Geometry, Algebra II or equivalents) 4.0 4.0 Natural/Physical Sciences (two units must be lab-based) 3.0 3.0 Social Sciences (at least one unit of U.S. or world history) 3.0 3.0 Physical Education 1.0 World/Foreign Language 2.0 1.0 Academic Electives 7.0 2.0 Total to Graduate 24 Credits
*Colorado Higher Education Admissions Requirements
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Family Responsibilities
STUDENT ATTENDANCE Colorado law requires attendance of all children between the ages of 6 and 17. Truancy is defined for online students as not regularly participating in lessons as prescribed by their teachers and/or non-communication. Colorado state Statute 22-30.7-105(2)(a) states “A student who is participating in an on-line program shall be subject to compulsory school attendance as provided in article 33 of this title and shall be deemed to comply with the compulsory attendance requirements through participation in the on-line program.”
Flexibility Colorado Online Academy recognizes that the reason many families choose online schooling is for the flexibility that it provides and this is represented in our attendance policy. Flexibility means that students have 24/7 access to their courses and students have the freedom to work at their own pace so long as it does not cause the student to get behind in his/her courses. Flexibility DOES NOT mean that students can choose whether or not they wish to participate in school at all or that they can decide to participate only to a minimal degree.
Bell Schedule Equivalency Courses are paced out according to a traditional bell schedule equivalency, meaning that if a student were taking the course in a traditional school environment they would be scheduled for a certain number of instructional minutes per day, usually around 60 minutes. However, in the online environment it may take each individual student more or less time to complete a day’s worth of coursework. Therefore, we recommend that students in grades 1-12 spend approximately 5-6 hours working in their online courses each day. If families need to create a non-traditional school schedule for their student(s) we recommend that they keep the weekly hours of instruction expectations in the figure below in mind.
Figure 1 - Minimum Annual Hours of Instruction Required by the State of Colorado
Grade Level Yearly Weekly Daily Kindergarten 450 hrs 13 hrs 2.5 hrs 1st-5th Grade 990 hrs 28 hrs 5.5 hrs 6th-12th Grade 1068 hrs 30 hours 6 hrs
Performance Based Above all, attendance at Colorado Online Academy is performance based. Students who are doing well academically, progressing in, and on pace in their courses are considered to be in good standing. To be counted present each week students are required to submit 70% of their coursework or more. If they submit less than 70% of their coursework absences will be accrued as follows -
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<69% of assigned work is turned in for the week = full attendance 56%-69% of assigned work is turned in for the week = 1 absence 42%-55% of assigned work is turned in for the week = 2 absence 28%-41% of assigned work is turned in for the week = 3 absence 14%-27% of assigned work is turned in for the week = 4 absence 0%-13% of assigned work is turned in for the week = 5 absence
COMMUNICATION It is very important that the communication between you and the school is a continuous process. Please make sure your home, work, and cell phone numbers are current so that the school can contact you during the day.
Our primary method of communicating with families is via email, telephone and virtual classroom. If your family does not have access to email, it is important that you let us know so that we can provide you with printed information. Translations will be provided to all families who need them.
In order to ensure the peaceable operation of the school without disruption or distraction, the safety of all students, compliance with applicable laws and policies, and a more streamlined communications system, flyers, notices, solicitations or other materials may be distributed to students or their parents via email or online announcements. All school-related notices (e.g., requests for volunteers, information about community events, etc.) can be submitted to the Principal for inclusion in the school’s monthly email blast to families or, as needed, distributed to students via virtual announcement.
Similarly, parents are asked to use discretion in sending “email blasts” to families at school. If you have a question or concern about any incident, problem, or practice concerning the school, please bring that to the attention of the Principal. It is inappropriate and disruptive to the school if persons post complaints or gripes about an incident on yahoo groups or other listserv-type websites. Questions and concerns about school operations should be directed as follows:
The Principal is available to address any parent, student, staff or volunteer questions or concerns, particularly regarding individual students or staff.
The School Board, as the governing body of the school, is the ultimate overseer of operations. Each Board meeting includes a public comment period, during which time any member of the public may speak briefly.
At all times, the adults in our community are expected to model the positive communication behaviors we ask of our students and ensure that communications with faculty, staff and parents are respectful. All members of our school community are also asked to respect the privacy and confidentiality of our individual students, faculty and staff and to attempt to resolve any conflicts via the steps outlined in this Handbook. If at any time any member of this school community – student, teacher, staff, parent, volunteer – has a conflict with another member of the school community that they believe cannot be resolved directly in a one-on-one conversation, the individual should speak with the Principal about his/her concerns.
To Contact Teachers If you would like to speak with your child’s teacher, please email or call your teacher directly. Contact Page | 8
information is posted in every course.
To Contact Administration Call or e-mail to get information, ask questions or make suggestions. Whenever possible, an administrator will meet with you to discuss your immediate concerns. When schedules do not permit an immediate conference, please leave a message so that the appropriate administrator can call or, when appropriate, set up an appointment to meet.
Parent Concerns About Staff or Program At Colorado Online Academy, teachers and support staff are available to discuss any concerns that a parent has regarding their teaching style or content, disciplinary measures, or personal interaction with a child. Questions regarding Colorado Online Academy curriculum, school rules or the professional conduct of any school employee can be addressed by making an appointment with the Principal.
Procedure for Resolving Parent Conflicts Colorado Online Academy recognize its responsibility for ensuring compliance with applicable state and federal laws and regulations governing educational programs. Parents/guardians understand that Colorado Online Academy is a school of the West End School District RE-2 and is governed by the West End School District Board of Education. Therefore, parents/guardians agree to follow the procedures below to resolve conflicts in a timely manner:
Step 1: First, the parent will make an appointment and meet with the Principal.
Step 2: If the conflict is not resolved, the parent will meet with the Superintendent and the Principal.
Step 3: If the previous two steps fail to arrive at a resolution, the parent may submit his/her concern in writing to the School Board. The Board will discuss the issue and render a decision. All decisions made by the Board are final.
STUDENT USE OF THE INTERNET AND ELECTRONIC COMMUNICATIONS The Internet and electronic communications (email, chat rooms and other forms of electronic communication) have vast potential to support curriculum and student learning. The Board of Education believes they should be used in schools as a learning resource to educate and to inform.
Use of the Internet and electronic communications require students to think critically, analyze information, write clearly, use problem solving skills and hone computer and research skills that employers demand. Use of these tools also encourages an attitude of lifelong learning and offers an opportunity for students to participate in distance learning activities, ask questions of and consult with experts, communicate with other students and individuals and locate material to meet educational and personal information needs.
The Internet and electronic communications are fluid environments in which students may access Page | 9
materials and information from many sources, including some that may be harmful to students. While it is impossible to predict with certainty what information students might locate or come into contact with, the online school shall take reasonable steps to protect students from accessing material and information that is obscene, child pornography or otherwise harmful to minors, as defined by the Board. Students shall take responsibility for their own use of school technology devices to avoid contact with material or information that may be harmful to minors. For purposes of this policy, "school technology device" means any school owned computer, hardware, software, or other technology that is used for learning purposes and has access to the Internet.
Blocking or filtering obscene, pornographic and harmful information Technology that blocks or filters material and information that is obscene, child pornography or otherwise harmful to minors, as defined by the Board, shall be installed on all school computers having Internet or electronic communications access. Students shall report access to material and information that is inappropriate, offensive or otherwise in violation of this policy to the supervising staff member. If a student becomes aware of other students accessing such material or information, he or she shall report it to the supervising staff member.
No expectation of privacy School technology devices are owned by the school and are intended for educational purposes at all times. Students shall have no expectation of privacy when using school technology devices. The school reserves the right to monitor, inspect, copy, review and store (at any time and without prior notice) all usage of school technology devices, including all Internet and electronic communications access and transmission/receipt of materials and information. All material and information accessed/received through school technology devices shall remain the property of the school district.
Unauthorized and unacceptable uses Students shall use school technology devices in a responsible, efficient, ethical and legal manner.
Because technology and ways of using technology are constantly evolving, every unacceptable use of school technology devices cannot be specifically described in policy. Therefore, examples of unacceptable uses include, but are not limited to, the following. [Note: The Board has discretion to determine which uses are unacceptable. The following list provides examples the Board may wish to consider.]
No student shall access, create, transmit, retransmit or forward material or information: that promotes violence or advocates destruction of property including, but not limited to, access to information concerning the manufacturing or purchasing of destructive devices or weapons that is not related to school education objectives that contains pornographic, obscene or other sexually oriented materials, either as pictures or writings, that are intended to stimulate erotic feelings or appeal to prurient interests in nudity, sex or excretion
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that harasses, threatens, demeans, or promotes violence or hatred against another person or group of persons in violation of the district's nondiscrimination policies for personal profit, financial gain, advertising, commercial transaction or political purposes that plagiarizes the work of another without express consent that uses inappropriate or profane language likely to be offensive to others in the school community that is knowingly false or could be construed as intending to purposely damage another person's reputation in violation of any federal or state law or school policy, including but not limited to copyrighted material and material protected by trade secret that contains personal information about themselves or others, including information protected by confidentiality laws using another individual's Internet or electronic communications account without written permission from that individual that impersonates another or transmits through an anonymous remailer that accesses fee services without specific permission from the system administrator
Security Security on school technology devices is a high priority. Students who identify a security problem while using school technology devices must immediately notify a system administrator. Students should not demonstrate the problem to other users. Logging on to the Internet or electronic communications as a system administrator is prohibited.
Students shall not: use another person's password or any other identifier gain or attempt to gain unauthorized access to school technology devices read, alter, delete or copy, or attempt to do so, electronic communications of other system users
Any user identified as a security risk, or as having a history of problems with technology, may be denied access to the Internet, electronic communications and/or school technology devices.
Safety In the interest of student safety and security, the school shall educate students [Optional language: and parents] about appropriate online behavior, including cyberbullying awareness and response; and interacting on social networking sites, in chat rooms, and other forms of direct electronic communications.
Students shall not reveal personal information, such as home address or phone number, while using the Internet or electronic communications. Without first obtaining permission of the supervising staff member, students shall not use their last name or any other information that might allow another person to locate him or her. Students shall not arrange facetoface meetings with persons met on the Internet or through electronic communications.
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Vandalism Vandalism will result in cancellation of privileges and may result in legal action and/or disciplinary action, including suspension and/or expulsion, in accordance with Board policy concerning suspension, expulsion and other disciplinary interventions. Vandalism is defined as any malicious or intentional attempt to harm, destroy, modify, abuse or disrupt operation of any network within the school or any network connected to the Internet, operation of any form of electronic communications, the data contained on any network or electronic communications, the data of another user, usage by another user, or school technology device. This includes, but is not limited to, the uploading or creation of computer viruses and the use of encryption software.
Unauthorized content Students are prohibited from using or possessing any software applications, mobile apps or other content that has been downloaded or is otherwise in the user's possession without appropriate registration and payment of any fees.
Assigning student projects and monitoring student use The school will make reasonable efforts to see that the Internet and electronic communications are used responsibly by students. Administrators, teachers and staff have a professional responsibility to work together to monitor students' use of the Internet and electronic communications, help students develop the intellectual skills needed to discriminate among information sources, to identify information appropriate to their age and developmental levels, and to evaluate and use information to meet their educational goals. Students shall have specifically defined objectives and search strategies prior to accessing material and information on the Internet and through electronic communications.
Opportunities shall be made available on a regular basis for parents to observe student use of the Internet and electronic communications in schools.
All students shall be supervised by staff while using the Internet or electronic communications at a ratio of at least one staff member to each __[insert number]__ students. Staff members assigned to supervise student use shall have received training in Internet and electronic communications safety and monitoring student use.
Student use is a privilege Use of the Internet and electronic communications demands personal responsibility and an understanding of the acceptable and unacceptable uses of such tools. Student use of the Internet, electronic communications and school technology devices is a privilege, not a right. Failure to follow the use procedures contained in this policy shall result in the loss of the privilege to use these tools and restitution for costs associated with damages, and may result in legal action and/or disciplinary action, including suspension and/or expulsion, in accordance with Board policy concerning suspension, expulsion and other disciplinary interventions. The school may deny, revoke or suspend access to school technology or close accounts at any time.
Students and parents/guardians shall be required to sign the district's Acceptable Use Agreement
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annually before Internet or electronic communications accounts shall be issued or access shall be allowed.
School makes no warranties The school makes no warranties of any kind, whether express or implied, related to the use of school technology devices, including access to the Internet and electronic communications services. Providing access to these services does not imply endorsement by the school of the content, nor does the school make any guarantee as to the accuracy or quality of information received. The school shall not be responsible for any damages, losses or costs a student suffers in using the Internet and electronic communications. This includes loss of data and service interruptions. Use of any information obtained via the Internet and electronic communications is at the student's own risk.
CODE OF CONDUCT Academic Integrity All work submitted is to be completed only by the student who submits the work. Students are responsible for observing the standards on plagiarism, cheating, and properly crediting all sources used during the composition of work. Failure to abide by these standards is reported to the school administration and may result in a conference with the parent, loss of credit for high school courses, revoked access to course(s), and suspension or expulsion from the school.
Plagiarism Plagiarism is defined as the act(s) of copying the words, ideas, images, sounds, signs/symbols and thoughts of another writer and presenting them as your own.
Cheating Cheating involves the act(s) of using, accepting, or distributing test answers, answer keys, or presenting another person’s work as your own. Any student found cheating is in violation of the school’s Academic Integrity policy.
Source Citation Many courses require written work in which students need to cite sources. Any direct quotations from a textbook can simply be cited as (Author, Page Number). Any quotations from outside sources require full citations, including author, title, publisher, date of publication, and page number. If a student cites information found on a website, he/she must provide the complete Web page or site title, URL, author if known, page number if applicable, publication date of the site, if available, and date of access.
PRIVACY AND PROTECTION OF CONFIDENTIAL STUDENT INFORMATION The Board is committed to protecting the confidentiality of student information obtained, created and/or maintained by the district. Student privacy and the district's use of confidential student information are protected by federal and state law, including the Family Educational Rights and Privacy Act (FERPA) and the Student Data Transparency and Security Act (the Act). The Board Page | 13
directs school staff to manage its student data privacy, protection and security obligations in accordance with this policy and applicable law.
Definitions
"Student education records" are those records that relate directly to a student. Student education records may contain, but not necessarily be limited to, the following information: identifying data; academic work completed; level of achievement (grades, standardized achievement test scores); attendance data; scores on standardized intelligence, aptitude and psychological tests; interest inventory results; health and medical information; family background information; teacher or counselor ratings and observations; reports of serious or recurrent behavior patterns and any Individualized Education Program (IEP).
"Student personally identifiable information" or "student PII" means information that, alone or in combination, personally identifies an individual student or the student's parent or family, and that is collected, maintained, generated, or inferred by the district, either directly or through a school service, or by a school service contract provider or school service on demand provider.
NOTE: The Act's definition of "student PII" as defined above is broader than FERPA's definition of "student PII." The use of the terms "student education records" and "student PII" is purposeful in this policy and reflects the legal obligations imposed upon school districts by the Act and FERPA.
"Security breach" means the unauthorized disclosure of student education records or student PII by a third party. The following terms used in this policy shall be as defined by the Act: "school service," "school service contract provider" and "school service on demand provider."
Access, collection and sharing within the district The district shall follow applicable law and Board policy in the district's access to, collection and sharing of student education records. District employees shall ensure that confidential information in student education records is disclosed within the district only to officials who have a legitimate educational interest, in accordance with applicable law and Board policy.
Outsourcing and disclosure to third parties District employees shall ensure that student education records are disclosed to persons and organizations outside the district only as authorized by applicable law and Board policy. The term" organizations outside the district" includes school service on demand providers and school service contract providers. Any contract between the district and a school service contract provider shall include the provisions required by the Act, including provisions that require the school service contract provider to safeguard the privacy and security of student PII and impose penalties on the school service contract provider for noncompliance with the contract. In accordance with the Act, the district shall post the following on its website: a list of the school service contract providers that it contracts with and a copy of each Page | 14
contract; and to the extent practicable, a list of the school service on demand providers that the district uses.
Privacy and security standards The security of student education records maintained by the district is a high priority. The district shall maintain an authentication and authorization process to track and periodically audit the security and safeguarding of student education records.
Security breach or other unauthorized disclosure Employees who disclose student education records in a manner inconsistent with applicable law and Board policy may be subject to disciplinary action, up to and including termination from employment. Any discipline imposed shall be in accordance with applicable law and Board policy.
Employee concerns about a possible security breach shall be reported immediately to the superintendent. If the superintendent is the person alleged to be responsible for the security breach, the staff member shall report the concern to the Board President
When the district determines that a school service contract provider has committed a material breach of its contract with the district, and that such material breach involves the misuse or unauthorized release of student PII, the district shall follow this policy's accompanying regulation in addressing the material breach.
Nothing in this policy or its accompanying regulation shall prohibit or restrict the district from terminating its contract with the school service contract provider, as deemed appropriate by the district and in accordance with the contract and the Act.
Data retention and destruction The district shall retain and destroy student education records in accordance with applicable law and Board policy.
Staff training The district shall provide periodic in-service trainings to appropriate district employees to inform them of their obligations under applicable law and Board policy concerning the confidentiality of student education records.
ASSESSMENTS Report Cards Reports showing your child’s progress in school will be issued at the end of each semester. These reports can take the form of but are not limited to, narrative reports, progress reports, and report card format. Multiple measures of assessments are developed for each grade level and are used to monitor each child’s overall progress. If you have any questions regarding the Page | 15
information contained in these reports, please contact your child’s teacher.
Parent–Teacher Conferences Parent-teacher conferences will be schedule at the midpoint of each semester. The conferences are designed to give teachers the opportunity to discuss your child’s overall progress in school and to give you an opportunity to ask questions. Additional parent-teacher conferences will be schedules as needed to deal with student attendance and behavioral problems.
Standardized Testing Colorado Online Academy administers all standardized testing required by the State of Colorado for public schools. The results of testing helps to guide individual and school-wide instruction. The PARCC and CMAS assessments, given to students in grades 3-11, are taken each Spring. the PARCC and CMASS assessments are used to track and evaluate student mastery of grade- level academic content standards (the standards detail what students in each grade level are expected to know) in English Language Arts, Math, and in select grade levels, science and social science. Qualifying students with special needs or those who speak Spanish are offered alternative standardized tests. iReady - Colorado Online Academy students will utilize i-Ready assessments in the areas of Math and Reading to gather information on student performance, measure student growth, and predict performance on state assessments. i-Ready is a computer adaptive, diagnostic assessment that was built for and is aligned to Common Core Standards in Math and Reading. It is able to pinpoint student needs down to the sub-skill level. After completing their diagnostic assessments students will have access to targeted, individualized, computer-based instruction that is designed to address areas of weakness.
INTERVENTIONS Gifted and Talented When a student enrolls in Colorado Online Academy, student records will be requested from the student’s previous school. Parents will be asked in the application for enrollment if the student had an Advanced Learning Plan (ALP) or other special plan. If a transfer student has an ALP, the school will review it with the family and determine the best strategy to address and support the student’s area of giftedness. If the student does not have an ALP but a referral is made or the student demonstrates exceptional academic performance, the school will monitor the student’s academic performance and will apply interventions as necessary. The student may also be asked to submit to an evaluation using the Cognitive Abilities Test (CogAT) and an interview to determine areas of giftedness. Programming for that student will be determined by a collaborative process involving the parent, student and teachers and administrators.
Multi-Tiered Student Support System Response to Intervention (RTI) - RTI is a multi-tiered intervention strategy used to enable early identification and intervention for students at academic or behavioral risk. RTI allows educators to identify and address academic and behavioral difficulties prior to student failure. Page | 16
Monitoring student response to a series of increasingly intense interventions strategies provides data that may guide eligibility decisions for learning disabilities. There are three tiers to MTSS: Tier 1- Universal Level: All students receive research-based, high quality general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations are taught, reinforced, and monitored in all settings by all adults. Student performance data informs the design of interventions that are preventative and proactive. Interventions may include, but are not limited to, the following; group tutoring, private tutoring, re-teaching activities, on- demand videos, podcasts, prescriptive software programs, developing schedules, using time management strategies and other tasks and tools. All Instructional Team members engage in regular meetings to identify student academic concerns and collaboratively develop and monitor interventions.
Tier 2-Targeted Level: Interventions are provided to students identified as at-risk of academic challenges and/or students identified as underachieving who require specific supports to make sufficient progress in general education. A plan for Intervention that prescribes a complete program to ensure student success may include possible assessments or referral to the school administration.
Tier 3- Intensive Level: Interventions are provided to students with intensive/chronic academic and/or behavior needs based on ongoing progress monitoring and/or diagnostic assessment. Referral will be made to the mentor, counselor, or administrator, and possibly to special education.
Individualized Education Programs (IEPs) In the case where Colorado Online Academy determines that academic or behavioral issues suggest professional evaluation, the parents/guardians will be asked to sign an assessment plan that could include health screening, achievement testing, a psycho-educational evaluation, a behavioral assessment, a speech and language evaluation or testing by an occupational therapist. Parents/guardians may also request an evaluation after all interventions have been attempted. Students with identified disabilities may be determined to be eligible for special education services according to a written Individualized Education Program signed by the parents. By law, students are entitled to receive these appropriate services in the least restrictive environment. Parents/guardians will be given brochures that outline special education procedures and parent/student rights. Colorado Online Academy will employ a Resource Specialist that is available to provide services to qualifying students. Colorado Online Academy will contract with additional special education providers as needed.
504 Plans Students with temporary or permanent physical and/ or mental disabilities that affect their life functioning (walking, seeing, hearing, breathing) are eligible for special accommodations under Section 504 that protect them from discrimination and safeguard their rights to equal access of educational programs. Pamphlets describing a student’s right to access a Section 504 plan are
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distributed to all Colorado Online Academy families.
English Language Acquisition Services When parents enroll their students in Colorado Online Academy they are required to complete and submit a Home Language Survey. If the family indicates that a language other than English is spoken in the home, that student is required to participate in the WIDA-APT placement assessment to determine the extent to which support, if any, is required, unless the student has previously tested out of an ELL program. Once the student’s level of proficiency is identified, the family will be notified what services are available to him/her within the academic program and an English Language Learner (ELL) Plan will be developed to identify any ELL Coordinator will develop, monitor, and communicate with families about the plan. Each year in January, students receiving ELL services will be required to participate in WIDA ACCESS testing to measure their progress toward their goals in the areas of speaking, listening, reading, and writing as related to social and academic language acquisition.
*Questions about the GT, RTI, IEP, 504, or ELL processes, or specific concerns about your child’s progress should be directed to the Principal.
Acknowledgment Page Page | 18
By signing this document you are acknowledging that you have received a copy of the Colorado Online Academy Family Handbook and that you understand and agree with the policies and procedures within it.
Parent Name:______
Parent Signature: ______Date: ______
Student Name: ______
Student Signature: ______Date: ______
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Appendix J Privacy and Protection of Confidential Student Information
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File: JRCB*
NOTE: Colorado school districts are required by law to adopt a policy on this subject and the law contains some specific direction as to the content or language. This sample contains the content/language that CASB believes best meets the intent of the law. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Privacy and Protection of Confidential Student Information
The Board is committed to protecting the confidentiality of student information obtained, created and/or maintained by the district. Student privacy and the district's use of confidential student information are protected by federal and state law, including the Family Educational Rights and Privacy Act (FERPA) and the Student Data Transparency and Security Act (the Act). The Board directs district staff to manage its student data privacy, protection and security obligations in accordance with this policy and applicable law.
Definitions
"Student education records" are those records that relate directly to a student. Student education records may contain, but not necessarily be limited to, the following information: identifying data; academic work completed; level of achievement (grades, standardized achievement test scores); attendance data; scores on standardized intelligence, aptitude and psychological tests; interest inventory results; health and medical information; family background information; teacher or counselor ratings and observations; reports of serious or recurrent behavior patterns and any Individualized Education Program (IEP).
"Student personally identifiable information" or "student PII" means information that, alone or in combination, personally identifies an individual student or the student's parent or family, and that is collected, maintained, generated, or inferred by the district, either directly or through a school service, or by a school service contract provider or school service ondemand provider.
NOTE: The Act's definition of "student PII" as defined above is broader than FERPA's definition of "student PII." The use of the terms "student education records" and "student PII" is purposeful in this policy and reflects the legal obligations imposed upon school districts by the Act and FERPA.
"Security breach" means the unauthorized disclosure of student education records or student PII by a third party.
The following terms used in this policy shall be as defined by the Act: "school service," "school service contract provider" and "school service ondemand provider."
Access, collection and sharing within the district
The district shall follow applicable law and Board policy in the district's access to, collection and sharing of student education records.
District employees shall ensure that confidential information in student education records is disclosed within the district only to officials who have a legitimate educational interest, in accordance with applicable law and Board policy.
Outsourcing and disclosure to third parties
District employees shall ensure that student education records are disclosed to persons and organizations outside the district only as authorized by applicable law and Board policy. The term "organizations outside the district" includes school service ondemand providers and school service contract providers. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 1/4 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Any contract between the district and a school service contract provider shall include the provisions required by the Act, including provisions that require the school service contract provider to safeguard the privacy and security of student PII and impose penalties on the school service contract provider for noncompliance with the contract.
In accordance with the Act, the district shall post the following on its website:
a list of the school service contract providers that it contracts with and a copy of each contract; and
to the extent practicable, a list of the school service ondemand providers that the district uses.
Privacy and security standards
The security of student education records maintained by the district is a high priority. The district shall maintain an authentication and authorization process to track and periodically audit the security and safeguarding of student education records.
Security breach or other unauthorized disclosure
Employees who disclose student education records in a manner inconsistent with applicable law and Board policy may be subject to disciplinary action, up to and including termination from employment. Any discipline imposed shall be in accordance with applicable law and Board policy.
Employee concerns about a possible security breach shall be reported immediately to the superintendent. If the superintendent is the person alleged to be responsible for the security breach, the staff member shall report the concern to the Board President
When the district determines that a school service contract provider has committed a material breach of its contract with the district, and that such material breach involves the misuse or unauthorized release of student PII, the district shall follow this policy's accompanying regulation in addressing the material breach.
Nothing in this policy or its accompanying regulation shall prohibit or restrict the district from terminating its contract with the school service contract provider, as deemed appropriate by the district and in accordance with the contract and the Act.
Data retention and destruction
The district shall retain and destroy student education records in accordance with applicable law and Board policy.
Staff training
The district shall provide periodic inservice trainings to appropriate district employees to inform them of their obligations under applicable law and Board policy concerning the confidentiality of student education records.
NOTE: State law provides that the Colorado Department of Education (CDE) shall provide resources that the district may use in training employees regarding student information security and privacy. C.R.S. 2216106 (4). In addition, CDE staff shall provide training related to student information security and privacy at the district's request. Id.
Parent/guardian complaints
In accordance with this policy's accompanying regulation, a parent/guardian of a district student may file a written complaint with the district if the parent/guardian believes the district has failed to comply http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2/4 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 with the Act.
Parent/guardian requests to amend student education records
Parent/guardian requests to amend his or her child's education records shall be in accordance with the district's procedures governing access to and amendment of student education records under FERPA, applicable state law and Board policy.
Oversight, audits and review
The shall be responsible for ensuring compliance with this policy and its required privacy and security standards.
The district's practices with respect to student data privacy and the implementation of this policy shall be periodically audited by the superintendent or designee.
A privacy and security audit shall be performed by the district on an annual basis. Such audit shall include a review of existing user access to and the security of student education records and student PII.
The superintendent or designee shall annually review this policy and accompanying regulation to ensure it remains current and adequate to protect the confidentiality of student education records in light of advances in data technology and dissemination. The superintendent shall recommend revisions to this policy and/or accompanying regulation as deemed appropriate or necessary.
Compliance with governing law and Board policy
The district shall comply with FERPA and its regulations, the Act, and other state and federal laws governing the confidentiality of student education records. The district shall be entitled to take all actions and exercise all options authorized under the law.
In the event this policy or accompanying regulation does not address a provision in applicable state or federal law, or is inconsistent with or in conflict with applicable state or federal law, the provisions of applicable state or federal law shall control. First Reading: February 21, 2017
Adoption: March 21, 2017
LEGAL REFS.: 15 U.S.C. 6501 et seq. (Children's Online Privacy Protection Act)
20 U.S.C. 1232g (Family Educational Rights and Privacy Act)
20 U.S.C. 1232h (Protection of Pupil Rights Amendment)
20 U.S.C. 1415 (IDEIA procedural safeguards, including parent right to access student records)
20 U.S.C. 8025 (access to student information by military recruiters)
34 C.F.R. 99.1 et seq. (FERPA regulations)
34 C.F.R. 300.610 et seq. (IDEIA regulations concerning confidentiality of student education records)
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 3/4 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 C.R.S. 191303 and 304 (records and information sharing under Colorado Children's Code)
C.R.S. 221123 (district shall comply with FERPA and federal law on protection of pupil rights)
C.R.S. 2216101 et seq. (Student Data Transparency and Security Act)
C.R.S. 2216107 (2)(a) (policy required regarding public hearing to discuss a material breach of contract by school service contract provider)
C.R.S. 2216107 (4) (policy required regarding student information privacy and protection)
C.R.S. 2216112 (2)(a) (policy required concerning parent complaints and opportunity for hearing)
C.R.S. 2472204 (3)(a)(VI) (schools cannot disclose student address and phone number without consent)
C.R.S. 2472204 (3)(d) (information to military recruiters)
C.R.S. 2472204 (3)(e)(I) (certain FERPA provisions enacted into Colorado Law)
C.R.S. 2472204 (3)(e)(II) (disclosure by staff of information gained through personal knowledge or observation)
C.R.S. 2480101 et seq. (State Archives and Public Records Act)
C.R.S. 25.51116 (confidentiality of HCPF records)
CROSS REFS.: BEDH, Public Participation at School Board Meetings
EHB, Records Retention
GBEB, Staff Conduct (and Responsibilities)
GBEE*, Staff Use of the Internet and Electronic Communications
JLDAC, Screening/Testing of Students (and Treatment of Mental Disorders)
JRA/JRC, Student Records/Release of Information on Students
JRCA*, Sharing of Student Records/Information between School District and State Agencies
JS*, Student Use of the Internet and Electronic Communications
KLMA, Relations with Military Recruiters, Postsecondary Institutions and Prospective Employers
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Appendix K Student Use of the Internet Policy 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0
File: JS
NOTE: Colorado school boards are required by law to adopt a policy on this subject and the law contains some specific direction as to the policy content or language. This sample policy contains the content/language that CASB believes best meets the intent of the law. However, the board should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Student Use of the Internet and Electronic Communications
The Internet and electronic communications (email, chat rooms and other forms of electronic communication) have vast potential to support curriculum and student learning. The Board of Education believes they should be used in schools as a learning resource to educate and to inform.
Use of the Internet and electronic communications require students to think critically, analyze information, write clearly, use problemsolving skills and hone computer and research skills that employers demand. Use of these tools also encourages an attitude of lifelong learning and offers an opportunity for students to participate in distance learning activities, ask questions of and consult with experts, communicate with other students and individuals and locate material to meet educational and personal information needs.
The Internet and electronic communications are fluid environments in which students may access materials and information from many sources, including some that may be harmful to students. While it is impossible to predict with certainty what information students might locate or come into contact with, the district shall take reasonable steps to protect students from accessing material and information that is obscene, child pornography or otherwise harmful to minors, as defined by the Board. Students shall take responsibility for their own use of district technology devices to avoid contact with material or information that may be harmful to minors. For purposes of this policy, "district technology device" means any districtowned computer, hardware, software, or other technology that is used for learning purposes and has access to the Internet.
Blocking or filtering obscene, pornographic and harmful information
Technology that blocks or filters material and information that is obscene, child pornography or otherwise harmful to minors, as defined by the Board, shall be installed on all district computers having Internet or electronic communications access. Students shall report access to material and information that is inappropriate, offensive or otherwise in violation of this policy to the supervising staff member. If a student becomes aware of other students accessing such material or information, he or she shall report it to the supervising staff member.
No expectation of privacy
District technology devices are owned by the district and are intended for educational purposes at all times. Students shall have no expectation of privacy when using district technology devices. The district reserves the right to monitor, inspect, copy, review and store (at any time and without prior notice) all usage of district technology devices, including all Internet and electronic communications access and transmission/receipt of materials and information. All material and information accessed/received through district technology devices shall remain the property of the school district.
Unauthorized and unacceptable uses
Students shall use district technology devices in a responsible, efficient, ethical and legal manner.
Because technology and ways of using technology are constantly evolving, every unacceptable use of district technology devices cannot be specifically described in policy. Therefore, examples of unacceptable uses include, but are not limited to, the following. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 1/4 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 [Note: The Board has discretion to determine which uses are unacceptable. The following list provides examples the Board may wish to consider.]
No student shall access, create, transmit, retransmit or forward material or information:
that promotes violence or advocates destruction of property including, but not limited to, access to information concerning the manufacturing or purchasing of destructive devices or weapons
that is not related to district education objectives
that contains pornographic, obscene or other sexually oriented materials, either as pictures or writings, that are intended to stimulate erotic feelings or appeal to prurient interests in nudity, sex or excretion
that harasses, threatens, demeans, or promotes violence or hatred against another person or group of persons in violation of the district's nondiscrimination policies
for personal profit, financial gain, advertising, commercial transaction or political purposes
that plagiarizes the work of another without express consent
that uses inappropriate or profane language likely to be offensive to others in the school community
that is knowingly false or could be construed as intending to purposely damage another person's reputation
in violation of any federal or state law or district policy, including but not limited to copyrighted material and material protected by trade secret
that contains personal information about themselves or others, including information protected by confidentiality laws
using another individual's Internet or electronic communications account without written permission from that individual
that impersonates another or transmits through an anonymous remailer
that accesses fee services without specific permission from the system administrator
Security
Security on district technology devices is a high priority. Students who identify a security problem while using district technology devices must immediately notify a system administrator. Students should not demonstrate the problem to other users. Logging on to the Internet or electronic communications as a system administrator is prohibited.
Students shall not:
use another person's password or any other identifier
gain or attempt to gain unauthorized access to district technology devices
read, alter, delete or copy, or attempt to do so, electronic communications of other system users
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2/4 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Any user identified as a security risk, or as having a history of problems with technology, may be denied access to the Internet, electronic communications and/or district technology devices.
Safety
In the interest of student safety and security, the district shall educate students [Optional language: and parents] about appropriate online behavior, including cyberbullying awareness and response; and interacting on social networking sites, in chat rooms, and other forms of direct electronic communications.
Students shall not reveal personal information, such as home address or phone number, while using the Internet or electronic communications. Without first obtaining permission of the supervising staff member, students shall not use their last name or any other information that might allow another person to locate him or her. Students shall not arrange facetoface meetings with persons met on the Internet or through electronic communications.
Vandalism
Vandalism will result in cancellation of privileges and may result in legal action and/or disciplinary action, including suspension and/or expulsion, in accordance with Board policy concerning suspension, expulsion and other disciplinary interventions. Vandalism is defined as any malicious or intentional attempt to harm, destroy, modify, abuse or disrupt operation of any network within the school district or any network connected to the Internet, operation of any form of electronic communications, the data contained on any network or electronic communications, the data of another user, usage by another user, or district technology device. This includes, but is not limited to, the uploading or creation of computer viruses and the use of encryption software.
Unauthorized content
Students are prohibited from using or possessing any software applications, mobile apps or other content that has been downloaded or is otherwise in the user's possession without appropriate registration and payment of any fees.
Assigning student projects and monitoring student use
The district will make reasonable efforts to see that the Internet and electronic communications are used responsibly by students. Administrators, teachers and staff have a professional responsibility to work together to monitor students' use of the Internet and electronic communications, help students develop the intellectual skills needed to discriminate among information sources, to identify information appropriate to their age and developmental levels, and to evaluate and use information to meet their educational goals. Students shall have specifically defined objectives and search strategies prior to accessing material and information on the Internet and through electronic communications.
Opportunities shall be made available on a regular basis for parents to observe student use of the Internet and electronic communications in schools.
All students shall be supervised by staff while using the Internet or electronic communications at a ratio of at least one staff member to each __[insert number]__ students. Staff members assigned to supervise student use shall have received training in Internet and electronic communications safety and monitoring student use.
Student use is a privilege
Use of the Internet and electronic communications demands personal responsibility and an understanding of the acceptable and unacceptable uses of such tools. Student use of the Internet, http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 3/4 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 electronic communications and district technology devices is a privilege, not a right. Failure to follow the use procedures contained in this policy shall result in the loss of the privilege to use these tools and restitution for costs associated with damages, and may result in legal action and/or disciplinary action, including suspension and/or expulsion, in accordance with Board policy concerning suspension, expulsion and other disciplinary interventions. The school district may deny, revoke or suspend access to district technology or close accounts at any time.
Students and parents/guardians shall be required to sign the district's Acceptable Use Agreement annually before Internet or electronic communications accounts shall be issued or access shall be allowed.
School district makes no warranties
The school district makes no warranties of any kind, whether express or implied, related to the use of district technology devices, including access to the Internet and electronic communications services. Providing access to these services does not imply endorsement by the district of the content, nor does the district make any guarantee as to the accuracy or quality of information received. The district shall not be responsible for any damages, losses or costs a student suffers in using the Internet and electronic communications. This includes loss of data and service interruptions. Use of any information obtained via the Internet and electronic communications is at the student's own risk. Adopted: October 14, 2003
Revised: November 18, 2014
LEGAL REFS.: 20 U.S.C. 6751et seq. (Enhancing Education Through Technology Act of 2001)
47 U.S.C. 254(h) (Children's Internet Protection Act of 2000)
47 C.F.R. Part 54, Subpart F (Universal Support for Schools and Libraries)
C.R.S. 2287101 et seq. (Children's Internet Protection Act)
CROSS REFS.: AC, Nondiscrimination/Equal Opportunity
EGAEA, Electronic Communication
JB, Equal Educational Opportunities
JKD/JKE, Suspension/Expulsion of Students
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Appendix L District Policies on School Board Governance and Operations 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0
File: BBBA
NOTE: While Colorado school districts are not required by law to adopt a policy on this subject, this policy reflects legal requirements school districts must follow. This sample policy contains the content/language that CASB believes best meets the intent of the law. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Board Member Qualifications
A candidate for the office of school director shall be:
a resident of the school district and a registered voter, as shown on the books of the county clerk and recorder, for at least 12 consecutive months prior to the election
18 years or older by the date of the election
a citizen of the United States
If the school district has a director district plan of representation or a combined director district and at large plan of representation, the candidate must be a resident of the director district in which he or she is a candidate.
No candidate may run representing a political party.
In addition, any person who has been convicted of, plead guilty or nolo contendere to, or received a deferred judgment or sentence for commission of a sexual offense against a child is ineligible for election to a school district board of education. Similarly, any board member who is convicted of, pleads guilty or nolo contendere to, or receives a deferred judgment for a sexual offense against a child while serving on a board shall become ineligible to serve and a vacancy shall be created. Any person who is the subject of a pending charge of commission of a sexual offense against a child at the time of election is ineligible for election to a school district board of education.
It is important that the candidate be sincerely and honestly interested in serving the whole school district for the best interests of all children. Board members shall be nonpartisan in dealing with school matters. The Board does not wish to subordinate the education of children and youth to any partisan principle, group interest or personal ambition. Adopted: September 18, 2001
LEGAL REFS.: C.R.S. 2231107 (qualifications and nomination of candidates for school director)
C.R.S. 12101,102 (qualification and registration of elections)
C.R.S. 14803 (petitions for nominating school directors)
[Revised April 2000]
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File: BCB
NOTE: Colorado school boards are required by state law to adopt a policy on this subject, however the specifics of the policy are not set forth in state law. Colorado school districts that receive federal funds are required by federal law to have "written standards of conduct covering conflicts of interest" applicable to board members and the selection, award and administration of federally funded contracts. This sample contains the content/language that CASB believes best meets the intent of the law. However, the board should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. School Board Member Conflict of Interest
Public office is a trust created in the interest of the common good and for the benefit of the people. A conflict of interest can arise when a public officer is unable to devote himself/herself with complete loyalty and singleness of purpose to the general public interest.
It is the intent of this policy to protect the public trust placed in directors of this school district. For purposes of this policy, the Board declares that a conflict of interest is a personal, pecuniary interest that is immediate, definite and demonstrable and which is or may be in conflict with the public interest.
A Board member who has a personal or private interest in a matter proposed or pending before the Board shall disclose such interest to the Board, shall not vote on it and shall not attempt to influence the decisions of other Board members in voting on the matter.
However, if a Board member has complied with statutory disclosure requirements by notifying the secretary of state of an interest in the matter, the member may vote if participation is necessary to obtain a quorum or otherwise enable the Board to act. If a member votes under these circumstances, that member shall state for the record the fact and summary nature of the potential conflict of interest.
The written disclosure to the secretary of state shall list as applicable the amount of the member's financial interest, the purpose and duration of any services rendered, compensation received for services or such other information necessary to describe the interest.
NOTE: The Colorado Supreme Court has held that a local board of education has the authority to adopt a conflict of interest policy prohibiting district employment while serving on the Board. Montrose County Sch. Dist. RE1J v. Lambert, 826 P.2d 349 (Colo. 1992). Accordingly, the following paragraph is optional language which may be included at the Board's discretion.
The Board considers it a conflict of interest for a Board member to also be employed by the district. Therefore, the Board shall not hire any of its members as an employee of the district nor shall the Board approve any compensation for a member for services rendered to the district as an employee except for services rendered to the Board as provided by law. [State law allows the Board to compensate certain officers of the Board for services rendered in the course of their official Board duties, including the Board secretary, assistant secretary, treasurer and assistant treasurer.] Therefore, an employee elected to the Board shall be required to relinquish employment with the district prior to taking office. Employees are encouraged to consider this prior to running for the Board.
Members may be reimbursed for authorized expenses in carrying out Board duties as provided by law.
The Board shall not enter into any contract with any of its members or with a firm or corporation in which a member has a financial interest unless one or more of the following apply:
1. The contract is awarded to the lowest responsible bidder based on competitive bidding procedures.
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2. The merchandise is sold to the highest bidder at a public auction.
3. The transaction involves investing or depositing money in a financial institution which is in the business of loaning money or receiving money.
4. If, because of geographic restrictions, the district could not otherwise reasonably afford the contract because the additional cost to the district would be greater than 10 percent of the contract with the interested member or if the contract is for services that must be performed within a limited time period and no other contractor can perform the services.
5. If the contract is one in which the Board member has disclosed a personal interest and is one on which the member has not voted or has voted as allowed in state law following disclosure to the secretary of state and to the Board.
Except as described above, a Board member shall not be a purchaser at any sale or a vendor for any district purchase made with nonfederal funds.
NOTE: Federal law requires districts that receive federal funds to have "written standards of conduct covering conflicts of interest" applicable to Board members and the selection, award and administration of federally funded contracts. 2 C.F.R. 300.18(c). Thus, if the district receives federal funds, we recommend including the following section to meet this requirement.
Conflict of interest federally funded transactions
Separate from state law and the Board's policies concerning the Board's standards of conduct and conflict of interest, federal law imposes restrictions on the conduct of Board members whenever the transaction in question is supported by federal funds subject to the Uniform Grant Guidance (UGG).
Under the UGG, a Board member shall not participate in the selection, award or administration of a contract supported by a federal award if the Board member has a conflict of interest as defined by the UGG.
A conflict of interest arises under the UGG when the Board member, any member of his or her immediate family, his or her business partner, or an organization which employs or is about to employ any of the aforementioned parties has a substantial financial or other interest in or would obtain a substantial tangible personal benefit from a firm considered for a contract.
In addition, the UGG prohibits Board members from soliciting or accepting gratuities, favors, or anything of monetary value from contractors or parties to subcontracts that are federally funded, unless the gift is an unsolicited item of nominal value.
For purposes of this policy section only, "immediate family" means the Board member's spouse, partner in a civil union, children and parents. In determining whether a financial or other interest is "substantial," or whether anything solicited or accepted for private benefit is of "nominal value," the Board shall follow the standards of conduct and corresponding definitions applicable to local public officials under state law.
These minimum federal requirements are not waivable in connection with any transaction or contract to which they apply.
A Board member who violates the standards of conduct set forth in this policy's section may be subject to censure or other disciplinary action, in accordance with the Board's authority and state law. Adopted: November 15, 1994
Revised: September 16, 2014 http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 3/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 February 21, 2017
LEGAL REFS.: 2 C.F.R. 200.318 (c) (Uniform Grant Guidance written standards of conduct covering conflicts of interest required concerning the selection, award and administration of contracts supported by federal funds)
Colorado Constitution, Article X, Section 13
C.R.S. 2232109 (1)(y) (duty of board to adopt bylaws on conflicts of interest)
C.R.S. 2418109 (government rules of conduct)
C.R.S. 2418110 (voluntary disclosure)
C.R.S. 2418201 (standards of conduct interests in contracts)
C.R.S. 2418202 (standards of conduct interests in sales)
CROSS REFS.: BC, School Board Member Conduct
BCAE1, Code of Ethics for School Board Member
BEDF, Voting Method
BID/BIE, School Board Member Compensation/Insurance/Expenses/Liability
DJE, Bidding Procedures
DKC, Expense Authorization/Reimbursement (Mileage and Travel)
NOTE: C.R.S. 2232109 (1)(y) which was enacted in 1984 provided that a board of education would be exempt from C.R.S. 188308 (1), the criminal law pertaining to failure to disclose a conflict of interest, if the board filed a copy of its conflict of interest policy with the Colorado Department of Education and received an acknowledgment of receipt of the policy. Although C.R.S. 2232109 (1)(y) was not repealed by H.B. 1209 in 1988, for all practical purposes it has been superseded by the new statutory provisions. However, CASB recommends that a board continue to file its conflict of interest policy with the Department of Education to be absolutely certain that the exemption from the criminal statute will continue.
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File: BDA Board Organizational Meeting
Within 15 days after the school district receives the official abstract of votes, the Board shall meet in an organizational session at a regular or special meeting for the purpose of selecting officers.
The incumbent president of the Board shall preside until a successor is elected, whereupon the successor will assume the chair.
Following the swearing in of the newlyelected Board member or members, the following officers, in order, shall be elected or appointed: president, vice president, secretary and treasurer.
Nominations for president and vice president shall be made from the floor and voting shall be by roll call or secret ballot. Should no nominee receive a majority vote of Board members, the election shall be declared null and void, further nominations may be made and the roll call or secret ballot vote shall be retaken.
The president and vice president shall serve twoyear terms and shall hold office until their successors are elected.
The Board shall then appoint a secretary and treasurer who may or may not be members of the Board. The secretary and treasurer shall hold their offices for terms at the pleasure of the Board.
Following election and appointment of the officers, the Board shall appoint the staff members who will fill the offices of secretary to the Board and assistant treasurer.
Then such other items of business shall be considered by the Board as are scheduled on the agenda.
Officer resignation
Should one or more officers of the Board resign, the Board shall select another member or members to fill the vacant office or offices as provided by law, using the procedures described above. A newly selected officer shall assume the duties immediately upon selection. Inasmuch as the selection of a new officer on a fourofficer, five member board frequently requires a shifting of officers it shall be permissible for a member to be nominated for another office without resigning the current office. Upon acceptance of the nomination and election to the new office, the former office shall be declared vacant and another member elected to fill that position. Approved Revision: 10/11/06
LEGAL REFS.: C.R.S. 2231104 (3) (biennial school elections)
C.R.S. 2232104 (1),(2),(3),(4) (organization of the board)
C.R.S. 2232108 (6) (meetings of the board — voting procedure)
NOTE: The law permits the election of the president and vice president by secret ballot.
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File: BDFB* VOCATIONAL ADVISORY COUNCIL
(AND VOCATIONAL PROGRAM ADVISORY COMMITTEES)
The Board of Education, or the designee, shall appoint a vocational advisory council which shall assist the Board and administration in overall promotion, planning, coordination and evaluation of all district vocational education programs. The council shall study issues, offer advice and make recommendations regarding:
1. Current job needs
2. Relevance of current training programs
3. Reduction, deletion or expansion of programs
4. Initiation of new programs
5. Financial and legislative support
6. Promotion of vocational education in the schools and in the community
The advisory council shall provide for input from vocational program advisory committees.
The council shall represent a crosssection of the community in terms of sex, race, age, occupation, socioeconomic status, geographical location and other appropriate factors. The district accountability committee may fulfill this function.
The Board, or the designee, also shall appoint an advisory committee for each vocational education program provided by the district. Program advisory committees shall assist vocational instructors and administrators in establishing, operating and evaluating programs to serve the needs of students, business and industry and shall provide expertise pertaining to technological change.
Each program advisory committee shall be representative of the occupations in the community for which training is provided. The vocational instructor shall serve as an ex office member of the committee. Adopted: November 15, 1994
LEGAL REFS.: C.R.S. 238103 (2)(c)
C.R.S. 2360303
Rules for Administering State Assistance for Vocational Education, 1984, Section IV
CROSS REFS.: AE, Accountability/Commitment to Accomplishment
IHAI, VocationalTechnical Education
Note: Council and committee bylaws or operational procedures should follow as regulations under this coding.
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File: BDFC*
NOTE: For districts with FULLDAY KINDERGARTEN funded through the Colorado school Programchange the terns preschool" to preschool/kindergarten throughout policy. The state funded program is now called the "Colorado Preschool and Kindergarten Program." This sample policy will continue to refer to the preschool gram unless the context requires otherwise. Preschool Council
The superintendent shall appoint an advisory council that provides assistance and makes recommendations in implementing and coordinating a preschool program funded through the Colorado Preschool and Kindergarten Program Act.
Membership
Membership on the advisory council will include but not be limited to the following:
1. The superintendent or designee
2. Two parents of children in the preschool and kindergarten program appointed by the superintendent
3. Two members of the business community appointed by the superintendent
4. Representatives from the following agencies:
a. (County or District) Department of Health
b. (County or District) Department of Social Services
c. (The county agency involved in job services and training)
d. (Publicly funded early childhood education agencies located in the school district)
e. (Privately funded child care centers located in the school district)
Appointed members will serve for twoyear terms. Any vacancy among the appointed members will be filled by appointment by the superintendent for the unexpired term.
Officers
Members of the council will elect a chairman for a oneyear term, who may be elected to a second term.
Duties
In accordance with law, the council will:
1. Assist the district in the implementation of the preschool program.
2. Develop and recommend to the Board of Education plans for coordinating the preschool program with:
a. Extended day services for children participating in the program and their families in order to achieve an increased efficiency in the services provided.
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 7/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 b. Family support services for children participating in the program and their families.
a. A program to train parents to provide teaching activities in the home prior to the entrance of their children in the preschool program.
3. Define any additional student eligibility criteria.
3. Develop a preschool program evaluation.
4. Develop a training program for preschool program staff using all available community resources. The district may request ongoing training of personnel from the Colorado Department of Education as needed in order to promote successful implementation of the preschool program.
5. Recommend to the Board a plan for the annual evaluation of the preschool program.
6. Provide any other appropriate assistance to the school district in the implementation of the preschool program.
7. At least once every two years, assess whether alternative community providers are available in order to ensure the highest quality service delivery at the lowest cost.
No action taken by the council will be final until approved by the Board of Education.
Meetings
The council will meet a minimum of six times per year.
In addition, members of the council will make at least two onsite visits per year to all Head Start agencies and public and private child care facilities with which the district has contracted to monitor overall program compliance and make recommendations for needed improvements. Revised: September 18, 2007
LEGAL REFS.:
C.R.S. 2228105 (preschool and kindergarten program council duties)
C.R.S. 2228107 (ongoing training available from CDE)
CROSS REF.: IHBIB, Primary/Pre primary Education
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File: BDFC*R PRESCHOOL COUNCIL
Membership
Membership on the preschool program council will include but not be limited to the following:
1. The superintendent or designee
2. Two parents of children in the preschool program.
3. Two members of the business community.
4. Representatives from the following agencies:
a. Montrose County Department of Health
b. Montrose County Depart of Social Services
c. District Health Nurse.
Officers
Members of the council will elect a chairman for a oneyear term, who may be elected to a second term.
Duties
In accordance with law, the council will:
1. Assist the district in the implementation of the preschool program
2. Develop and recommend to the Board of Education plans for coordinating the preschool program with:
a. Extended day services for children participating in the program and their families in order to achieve an increased efficiency in the services provided
b. Family support services for children participating in the program and their families
c. A program to train parents to provide teaching activities in the home prior to the entrance of their children in the preschool program
3. Define any additional student eligibility criteria
4. Develop a preschool program evaluation
5. Develop a training program for preschool program staff using all available community resources
6. Recommend to the Board a plan for the annual evaluation of the preschool program
7. Provide any other appropriate assistance to the school district in the implementation of the preschool program.
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 9/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 No action taken by the council will be final until approved by the Board of Education. Adopted: November 15, 1994 LEGAL REF.: C.R.S. 2228105
CROSS REF.: BIB, Primary/Preprimary Education
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File: BDFD* DISTRICT DRUG ABUSE EDUCATION AND PREVENTION ADVISORY COUNCIL
In accordance with federal law and as a recipient of funding under the DrugFree Schools and Communities Act, the Board of Education shall appoint a district drug abuse and education advisory council. As a minimum, the council shall consist of one individual representing each of the following groups: parents, state and local government officers, medical professionals, local law enforcement agencies, communitybased organizations, and other groups with interest and expertise in the field of drug abuse education. One individual may represent more than one of these groups.
The council also may include students and senior citizens. The district accountability may fulfill this function.
The council may provide advice to the Board in the planning, implementation and evaluation of schoolbased programs and may help coordinate such programs with related community efforts and resources. Adopted: November 15, 1994
LEGAL REFS.: 20 U.S.C. 3221 (defines drug abuse education and prevention)
20 U.S.C. 3224a, DrugFree Schools and Communities Act of 1986, as amended in 1989
CROSS REFS.: GBEC, DrugFree Workplace (Drug and Alcohol Use by Staff Members)
IHAMA, Teaching about Drugs, Alcohol and Tobacco
JICH, Drug and Alcohol Use by Students
Organizational guidelines or bylaws for the council should follow as regulations under this title and code.
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File: BE
NOTE: Colorado school boards are required by law to adopt a policy on this subject and the law contains some specific direction as to the content or language. This sample contains the content/language that CASB believes best meets the intent of the law. However, the board should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. School Board Meetings
All meetings of three or more members of the Board at which any public business may be discussed or any formal action taken shall be open to the public at all times except for periods in which the Board is in executive session. All such meetings will be properly noticed and minutes will be taken and recorded as required by law.
No business may be conducted unless a quorum is present. A quorum shall consist of a simple majority (more than half) of the members serving on the Board.
A recording shall be made of regular and special meetings as required by law and at a minimum, shall be an audio recording. Recordings shall be maintained for 90 days.
Regular meetings
Regular meetings of the Board of Education shall be held in the Library of Nucla High School, 225 West 4th Ave, Nucla, CO.
Meetings of the Board shall be held on the third Tuesday of each month at 7:00 p.m. unless otherwise established by the Board.
Special meetings
Special meetings of the Board may be called by the Board president at any time and shall be called by the president upon the written request of a majority of the members.
The secretary of the Board shall be responsible for giving a written notice of any special meeting to each Board member at least 72 hours in advance of the meeting if mailed and 24 hours in advance if delivered. The notice must contain time, place and purpose of the meeting and names of the members requesting the meeting.
Any member may waive notice of a special meeting at any time before, during or after such meeting, and attendance at a special meeting shall be deemed to be a waiver.
No business other than that stated in the notice of the meeting shall be transacted unless the item is reasonably related to the subject matter on the notice or an exigency exists. In addition, all members must be present and cast an unanimous vote to amend the agenda.
Work sessions and retreats
The Board, as a decisionmaking body, is confronted with a continuing flow of problems, issues and needs which require action. While the Board is determined to expedite its business, it is also mindful of the importance of planning, brainstorming and thoughtful discussion without action. Therefore, from time to time the Board may schedule work sessions or retreats, which shall be open to the public. No action shall be taken during such sessions. Public notice of the session, including the topics for discussion and study, shall be provided. Adopted: November 15, 1994 http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 12/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Revised: September 20, 2005
Revised: September 16, 2014
Revised: December 14, 2015
LEGAL REFS.: C.R.S. 2232108 (board meetings)
C.R.S. 246401 et seq. (open meetings law)
CROSS REFS.: BEAA*, Electronic Participation in School Board Meetings
BEC, Executive Sessions
BEDA, Notification of School Board Meetings
NOTE 1: The Board is not required to take minutes if through its notice and agenda it has not retained the option to take formal action. The Board must make a recording of each regular and special meeting of the Board at which votes are taken and recorded and shall make the recording available to the public. The Board, at its discretion, shall use appropriate technology available at the time the recording is made and shall, at a minimum, make an audio recording. Such recordings must be maintained for a minimum of 90 days.
NOTE 2: The Board is required to electronically record executive sessions, which shall include the specific statutory citation to the executive session law that allows the Board to meet in executive session. However, if the executive session is held to discuss an individual student matter, the Board is not required to make an electronic or written record of the executive session. If the executive session is held to receive legal advice from an attorney on a particular matter, an electronic record must be made of the statutory citation to the executive session law that allows the Board to meet in executive session to receive legal advice, but the Board is not required to make an electronic or written record of the discussion that occurs in executive session, on the basis that it constitutes privileged attorneyclient communication.
NOTE 3: A quorum is defined as a simple majority (more than half) of the members serving on a Board, as follows:
for a 5member board a quorum is 3 for a 6member board a quorum is 4 for a 7member board a quorum is 4
NOTE 4: State law specifically permits "rural" districts with 6,500 students or less to utilize electronic mail to notify board members of a special meeting, if such email is "delivered" at least 24 hours prior to the meeting. C.R.S. 2232108 (2)(b). Arguably, however, school districts that are not considered rural and enroll more than 6,500 students may also provide notification of special board meetings by email at least 24 hours in advance of the meeting, so long as the board member agrees to receive meeting notifications by email or waives the required notification. C.R.S. 2232108 (3).
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File: BEC
NOTE: While Colorado school districts are not required by law to adopt a policy on this subject, some content in this sample reflects legal requirements school districts must follow. This sample contains the content/language that CASB believes best meets the intent of the law. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Executive Sessions
All meetings of the Board shall be open to the public except that at any regular or special meeting the Board may proceed into executive session upon affirmative vote of twothirds of the quorum present.
The Board shall not make final policy decisions nor shall any resolution, policy or regulation be adopted or approved nor shall any formal action of any kind be taken during any executive session.
Prior to convening in executive session, the Board shall announce the topic of the executive session which shall be reflected in the minutes. The Board shall include the specific citation to statute authorizing it to meet in executive session when it announces the session and identify the particular matter to be discussed in as much detail as possible without compromising the purpose for which the executive session is authorized.
NOTE: As stated in the above paragraph, the Board must refer to the specific citation to statute authorizing it to meet when it announces the session. The following numbered paragraphs list the permissible executive session topics with the legal citation for each. Each topic is a subsection of C.R.S. 246402 (4). The Board may choose not to include these legal citations in this policy and instead simply list the topics.
The Board may hold an executive session for the sole purpose of considering any of the following matters:
1. Purchase, acquisition, lease, transfer or sale of any real, personal or other property. However, no executive session shall be held to conceal the fact that a member of the Board has a personal interest in such property transaction. C.R.S. 246402 (4)(a).
2. Conferences with an attorney for the purpose of receiving legal advice on specific legal questions. C.R.S. 246402 (4)(b). The mere presence or participation of an attorney at an executive session shall not be sufficient to satisfy this requirement.
3. Matters required to be kept confidential by federal or state law or regulations. C.R.S. 246402 (4)(c). An announcement will be made indicating the specific citation to state or federal law which is the reason the matter must remain confidential.
4. Specialized details of security arrangements or investigations. C.R.S. 246402 (4)(d).
5. Determination of positions relative to matters that may be subject to negotiations, development of strategy for negotiations and instruction of negotiators. C.R.S. 246402 (4)(e).
6. Personnel matters except if an employee who is the subject of an executive session requests an open meeting. C.R.S. 246402 (4)(f). If the personnel matter involves more than one employee, all of the employees must request an open meeting. Discussion of personnel policies that do not require discussion of matters specific to particular employees are not considered "personnel matters."
The Teacher Employment, Compensation and Dismissal Act shall prevail in teacher dismissal hearings. (It provides that a dismissal hearing shall be open unless either the administration or employee requests that the hearing be closed.) http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 14/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Discussions concerning a member of the Board, any elected official or the appointment of a Board member are not considered "personnel matters."
7. Consideration of any documents protected under the mandatory nondisclosure provision of the Open Records Act, except that consideration of work product documents and documents subject to the governmental or deliberative process privilege must occur in a public meeting, unless an executive session is otherwise allowed. C.R.S. 246402 (4)(g).
8. Discussion of individual students where public disclosure would adversely affect the person or persons involved. C.R.S. 246402 (4)(h).
Only those persons invited by the Board may be present during any executive session regardless of the topic of the session (including personnel matters).
The Board shall cause an electronic recording to be made of the executive session in accordance with applicable law. Such record shall be retained by the Board for 90 days following the session. Adopted: September 18, 2001
Revised: September 20, 2005
June 20, 2006
August 19, 2014
LEGAL REFS.: C.R.S. 2232108 (5) (meetings of the board)
C.R.S. 2232108 (5)(d) (executive session minutes)
C.R.S. 246402 (open meetings law)
CROSS REFS.: BEDG, Minutes
KDB, Public's Right to Know/Freedom of Information
NOTE 1: School districts must make an "electronic recording" of any executive session, which shall include the specific statutory citation to the executive session law that allows the Board to meet in executive session. However, if the executive session is held to discuss an individual student matter, the Board is not required to make an electronic or written record of the executive session. If the executive session is held to receive legal advice from an attorney on a particular matter, an electronic record must be made of the statutory citation to the executive session law that allows the Board to meet in executive session to receive legal advice, but the Board is not required to make an electronic or written record of the discussion that occurs in the executive session, on the basis that it constitutes privileged attorneyclient communication. If no electronic recording is made because the discussion constitutes a privileged attorneyclient communication, this must be stated on the electronic recording, or the attorney representing the board must provide a signed statement attesting that the portion of the executive session that was not recorded constituted a privileged attorneyclient communication. The board should put a procedure in place to assure that the record of any executive session is routinely destroyed once the 90day deadline expires.
NOTE 2: Each school board member is required to sign an affidavit stating the board member is aware of and will comply with the confidentiality requirements and restrictions applicable to executive sessions of the board, as described in C.R.S. 246402. The affidavit shall be signed at the board's organizational meeting called pursuant to C.R.S. 2232104 (1). The affidavits shall be kept with the minutes of the board meeting. C.R.S. 2232108 (5)(a).
NOTE 3: State law requires the minutes of any Board meeting at which the Board convenes in executive session to be posted on the Board's website not later than 10 business days following the meeting at which the minutes are approved by the Board. C.R.S. 2232108 (5)(d). If the Board does not maintain a website, the minutes "must be published in the same manner as the [B]oard regularly provides public notice." Id. The law doesn't specify the length of time that the minutes must remain "posted" or "published." At a minimum, CASB http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 15/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 suggests keeping the minutes posted/published for at least 90 days following the meeting at which the executive session occurred. This way, the timeline for posting/publishing is the same as the statutory timeline for the retention of electronic recordings of executive sessions. See, C.R.S. 2232108 (5)(d); 2246402(2)(d.5) (II)(E).
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File: BEDA Notification of School Board Meetings
The Board shall give full and timely notice to the public of any meeting of three or more Board members at which public business may be discussed or any formal action taken, including special, regular and work session meetings and retreats.
Dates of regular meetings of the Board shall be provided in annual announcements and made available in printed form to the news media and public. At its first regular meeting of the calendar year, the Board shall designate the public place or places at which notice of all Board meetings shall be posted. In the event such action is not taken annually, the designated public places used in the previous year shall continue as the official posting sites.
At a minimum, the Board shall cause notice of regular and special meetings and work sessions to be posted at the designated public place no less than 24 hours prior to the meeting. This notice shall include specific agenda information where possible.
Copies of the agenda shall be available to representatives of the community and staff and others at the District Administrative Office upon publication and dissemination to the Board.
The district shall maintain a list of persons who, within the previous two years, have requested notification of all meetings or of meetings when certain specified policies will be discussed. These individuals will be provided reasonable advance notification of Board meetings unless the meeting is a special meeting and there is insufficient time prior to the meeting to mail notice to persons on the list.
Notice to the Board
The superintendent shall mail the agenda, together with meeting materials and the minutes of the last regular meeting, to Board members no later than 72 hours before the next regular meeting. Adopted:: September 18, 1996 Revised: September 20, 2005
LEGAL REFS.: C.R.S. 2232108 (2),(3) (meetings of the board)
C.R.S. 246402 (2)(c) (open meeting law)
CROSS REF.: BE, School Board Meetings.
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File: BEDB AGENDA FORMAT
The order of business for the regular meeting of the month shall be:
I CALL TO ORDER
II PLEDGE OF ALLEGIANCE
III APPROVE AGENDA
IV OPPORTUNITY FOR CITIZENS TO ADDRESS BOARD
Citizens are asked to sign in prior to the start of the meeting and asked to try to keep comments to five minutes. No action will be taken at this time.
V APPROVAL OF MINUTES
VI INFORMATION ITEMS
VII REPORTS
VIII SUPERINTENDENT'S REPORT
IX PRINCIPALS' REPORTS
X COMMUNICATION ITEMS FROM BOARD MEMBERS
XI OPPORTUNITY FOR BLANKET MOTION
XII BUSINESS ITEMS ACTIONS REQUIRED
XIII DISCUSSION
XIV EXECUTIVE SESSION
XV ADJOURN
All action items must be received at the District Office on the Wednesday prior to the board meeting no later than Noon. The superintendent shall be authorized to submit addendum to the agenda only if there is a clear need for immediate action.
Revised/Approved: October 12, 2004
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File: BEDG
NOTE: While Colorado school districts are not required by law to adopt a policy on this subject, some content in this sample reflects legal requirements school districts must follow. This sample contains the content/language that CASB believes best meets the intent of the law. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Minutes
Minutes of any Board meeting at which the adoption of any policy or formal action occurs or could occur shall be taken and promptly recorded. Such records shall be open to public inspection.
Official minutes of the meetings of the Board of Education constitute the written record of all proceedings of the Board. Therefore, the minutes shall include:
1. The nature of the meeting, whether regular or special; time and place; members present; approval of the minutes of the preceding meeting or meetings.
2. A record of all actions taken by the Board, the motion, the name of the member making the motion and seconding it; the record of the vote, with the vote of each member recorded. If a vote is taken by secret ballot, the outcome of the vote shall be recorded contemporaneously in the minutes. Reports and documents related to a formal motion may be omitted if they are referred to by title and date.
3. A record of all business that comes before the Board through reports of the superintendent and others and through communications from the staff and the public.
4. The names of all persons who speak before the Board and the topic of their remarks.
5. A record that an executive session was held (if the Board convened in executive session), including the names of those present and the topic of discussion, unless including names of individuals would reveal information that should remain confidential, the specific citation to the statute that authorizes the Board to meet in executive session, and the amount of time the topic was discussed.
6. The record of adjournment.
The official minutes shall be signed by the secretary. Following their approval, the official copy also shall be signed by the president of the Board of Education.
The official minutes shall be in the custody of the District Administrative Assistant and shall be made available to the public in accordance with the requirements of applicable state law. Adopted: September 18, 1996
Revised: August 19, 2014
LEGAL REFS.: C.R.S. 2232106 (duties of the secretary)
C.R.S. 2232108 (5)(d) (board meetings executive session minutes)
C.R.S. 2232109 (1)(e) (specific duties of the board)
C.R.S. 246402 (2)(d)(II) (open meetings law minutes)
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 19/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 C.R.S. 246402 (2)(d)(IV) (outcome of a secret ballot vote must be recorded contemporaneously in the minutes)
NOTE: State law requires the minutes of any Board meeting at which the Board convenes in executive session to be posted on the Board's website not later than 10 business days following the meeting at which the minutes are approved by the Board. C.R.S. 2232108 (5)(d). If the Board does not maintain a website, the minutes "must be published in the same manner as the [B]oard regularly provides public notice." Id. The law doesn't specify the length of time that the minutes must remain "posted" or "published." At a minimum, CASB suggests keeping the minutes posted/published for at least 90 days following the meeting at which the executive session occurred. This way, the timeline for posting/publishing is the same as the statutory timeline for the retention of electronic recordings of executive sessions. See, C.R.S. 2232108 (5)(d); 246402 (2)(d.5) (II)(E).
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File: BG
NOTE: Colorado school districts are not required by law to adopt a policy on this subject nor does Colorado law proscribe any particular policy adoption process. We recommend that each school board give thought to an effective process that involves community engagement and emphasizes community engagement. This sample policy was substantially reorganized and revised to reflect a greater emphasis on goal setting and community engagement, as well as a clearer policy development process. School Board Policy Process
The Board considers policy development its chief responsibility. The Board strives to reflect the community's values in its policies and commits itself to an ongoing effort to engage the community regarding policylevel concerns. The Board develops policies and puts them in writing to provide for the successful, consistent and efficient operation of the district's schools and the high achievement of district students. Policy development shall be aimed primarily toward the continual formation and evaluation of goals and desired end results for students, rather than toward daily district operations.
The Board uses the policy development and codification system of the National Education Policy Network/National School Boards Association (NEPN/NSBA), as recommended by the Colorado Association of School Boards.
This system, while it may be modified to meet needs, is to serve as a general guideline for such tasks as policy research, drafting of preliminary policy proposals, reviewing policy drafts with concerned groups, presenting new and revised policies to the Board for consideration and action, policy dissemination, policy evaluation and the continuous maintenance of the Board policy manual.
The policies of the Board are framed and meant to be interpreted in terms of state and federal laws and regulations.
Policy adoption
Adoption of new policies or the revision or repeal of existing policies is solely the responsibility of the Board of Education. However, proposals regarding policies may originate with a member of the Board, the superintendent, staff members, parents, students, consultants, civic groups or other residents of the district. A careful and orderly process shall be used in examining such proposals prior to action upon them by the Board.
The Board shall adhere to the following procedure in formally considering and adopting policy proposals to ensure thoughtful examination of the issues prior to final adoption.
1. First meeting—the proposal shall be presented as an information item
2. Second meeting—the proposal shall be presented for a first reading, discussion and first vote.
3. Third meeting—the proposal shall be presented for a second reading, discussion and final vote.
During discussion of a policy proposal, the Board shall seek out the views of the community and staff. The Board shall take action only after hearing recommendations of the superintendent and viewpoints of persons and groups affected by the policy.
Amendments may be proposed by Board members. An amendment shall not require that the policy go through an additional reading except when the Board determines that further study is needed or that an additional reading would be helpful.
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 21/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Under unusual circumstances, the Board may temporarily approve a policy to meet emergency conditions. However, the above procedure is required before the policy shall be considered permanent.
The Board shall establish procedures to waive policies to facilitate attainment of schoollevel goals.
Policy revision and review
In an effort to keep its written policies uptodate, the Board shall review its policies on a continuing basis.
The superintendent is given the continuing responsibility of calling to the Board's attention all policies that are out of date or for other reasons appear to need revision. Policy revision shall be accomplished in the same manner as policy adoption, except that revisions mandated by changes in law shall not require a second reading and may be adopted upon final vote at the second meeting.
The Board directs the superintendent to recall all policy and regulation manuals periodically for administrative updating and Board review.
Board review of regulations
The Board reserves the right to review regulations issued by the administration at its discretion, but it shall revise or veto such regulations only when, in the Board's judgment, they are inconsistent with policies and regulations adopted by the Board. The Board shall be provided with copies of all district wide regulations issued by the administration.
Regulations shall be officially approved by the Board when required by state or federal law or when strong community, staff or student attitudes make it advisable.
Before issuance, regulations shall be properly titled and coded. Policy communication
The superintendent is directed to establish and maintain an orderly plan for preserving and disseminating district policies and regulations. Staff will be informed of policy changes on a regular basis.
All policy manuals shall remain the property of the district and shall be considered as "on loan" to anyone or any organization in whose possession they might be at any time. They are subject to recall at any time for updating.
The Board's policy manual is a public record and shall be open for inspection at the administrative offices of the district.
Monitoring policy implementation
The Board of Education shall continuously monitor the implementation of its policies to ensure that reasonable progress is being made toward achieving the Board's goals and that operation of the school district is consistent with district policies.
Suspension/repeal of policy
In the event of special circumstances, the operation of any Board policy, including those governing its own operating procedures, may be temporarily suspended by a majority vote of Board members present at any regular or special meeting. This, however, does not apply to any Board policy established by law or by contract.
Policy repeal shall be accomplished in the same manner as policy adoption. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 22/25 4/1/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Adopted:: September 18, 2001
LEGAL REFS.: C.R.S. 2232109
C.R.S. 2232109 plan)
C.R.S. 2233104(1)(ac),(w),(y)(1) (specific duties of board)
1 (specific duties of boards in relation to safe schools
(4) (compulsory school attendance)
NOTE: This policy has been written for boards that meet twice a month. A twostep process may be more feasible for boards that meet once a month. [Revised June 2001]
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File: BGBR POLICY ADOPTION
(Waiver Requests)
Schoollevel accountability committees may request a waiver of Board policy to facilitate attainment of a schoollevel goal by submitting a written application to the Board of Education. The request for waiver or renewal of an existing waiver must be supported by a majority of committee members and the building principal.
Waivers will be good for two years and may be renewed without limit for additional twoyear periods after review by the Board.
The waiver or waiver renewal request must include:
1. Coding and title of the policy to be waived
2. Specific documentation demonstrating how the policy prohibits the school from achieving a school goal
3. Expected outcome of the waiver or waiver renewal
4. Duration requested for the waiver or waiver renewal
5. Explanation of how the waiver or waiver renewal would assist the school in reaching its goal
6. Financial impact of the waiver
The written request for a waiver or waiver renewal must be received by the Board at least 60 days prior to proposed implementation.
The waiver or waiver renewal will be granted if the Board determines that the school has clearly demonstrated that the waiver or waiver renewal will result in the school's accomplishing its goal.
The Board will provide a written response to the waiver or waiver renewal request within 30 days of receipt of the request. Adopted: November 15, 1994
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Appendix M District Policies on Facilities, Safety and Security
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File: ADD
NOTE: Colorado school boards are required by law to adopt a policy on this subject and the law contains some specific direction as to the content or language. This sample contains the content/language that CASB believes best meets the intent of the law. However, the board should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. (Also see notes on page 3.) Safe Schools
The Board of Education recognizes that effective learning and teaching takes place in a safe, secure and welcoming environment and that safe schools contribute to improved attendance, increased student achievement and community support. To that end, the Board directs the superintendent to develop and maintain a safe schools plan that includes:
1. Procedures that address the supervision and security of school buildings and grounds.
2. Procedures that address the safety and supervision of students during school hours and schoolsponsored activities.
3. Procedures that address persons visiting school buildings and attending schoolsponsored activities.
4. Training programs for staff and students in crisis prevention and management.
5. Training programs for staff and students in emergency response procedures that include practice drills.
6. Training programs for staff and students in how to recognize and respond to behavior or other information that may indicate impending violence or other safety problems.
7. Training and support for students that aims to relieve the fear, embarrassment and peer pressure associated with reporting behavior that may indicate impending violence or other safety problems.
8. Procedures for safe, confidential reporting of security and safety concerns at each school building.
9. Procedures for regular assessments by school security/safety professionals and law enforcement officers to evaluate the security needs of each school building and to provide recommendations for improvements if necessary.
10. Procedures for regular assessments by school climate professionals to determine whether students feel safe and to provide recommendations for improvements in school climate at each district building.
11. Procedures to provide for regular communications between district officials, law enforcement officers, fire department officials, city and county officials and local medical personnel to discuss crisis prevention and management strategies, including involvement by these parties in the development and revision of crisis prevention and management plans.
12. Training programs for staff and students in safety precautions and procedures related to fire prevention, natural disaster response, accident prevention, public health, traffic, bicycle and pedestrian safety, environmental hazards, civil defense, classroom and occupational safety, and special hazards associated with athletics and other extracurricular activities.
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14. [Optional: A child sexual abuse and assault prevention plan, including comprehensive, age appropriate curricula regarding child sexual abuse and assault awareness and prevention and professional development for school personnel and parents in preventing, identifying, and responding to child sexual abuse and assault.]
Each building principal shall be responsible for the supervision and implementation of the safe school program at his or her school. The principal shall submit annually, in the manner and by the date specified by the State Board of Education, a written report to the Board of Education concerning the learning environment in the school during that school year. The report shall contain, at a minimum, the information required by law.
The annual safety reports from every school in the district shall be compiled and submitted to the state department of education in a format specified by the State Board of Education. The report shall be made available to the public. Revised: December 14, 2015
Revised: August 20, 2011
July 17, 2012
September 16, 2014
LEGAL REFS.: C.R.S. 91101 through 91106 (construction requirements, fire escapes, etc.)
C.R.S. 223101 through 223104 (eye protective devices)
C.R.S. 2232109.1 (1)(b.5) (definition of "community partners" that board may wish to consult with in developing and implementing its safe school plan)
C.R.S. 2232109.1 (2) (safe school plan)
C.R.S. 2232109.1 (2)(b) (detailing information required in annual principal reports on the learning environment)
C.R.S. 2232109.1 (2.5) (districts are "encouraged" to adopt a child sexual abuse and assault prevention plan as part of a safe school plan)
C.R.S. 2232110 (1)(k) (board authority to adopt policies related to employee safety and official conduct)
C.R.S. 2232124 (2), (3) (building inspections)
C.R.S. 2410106.5 (duty of care)
CROSS REFS.: ECA/ECAB, Security/Access to Buildings
GBGAA*, Staff Training in Crisis Prevention and Management
KDE, Crisis Management (Safety, Readiness and Incident Management Planning)
KI, Visitors to Schools
NOTE 1: Boards are strongly encouraged to consult with their legal counsel when adopting or revising the district's safe school plan and/or applicable board policies, given that the district may be liable for incidents of http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2/14 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 school violence. C.R.S. 2410106.3.
NOTE: Many specific policies are required as part of the district's safe school plan (see CASB's list of legally required policies). In developing the district's safe school plan, state law requires the district to consult with "the school district accountability committee and school accountability committees, parents, teachers, administrators, students, student councils where available, and, where appropriate, the community at large." C.R.S. 2232109.1 (2). Local boards may also consult with victims advocacy organizations, school psychologists, local law enforcement agencies and "community partners" in adopting and implementing its safe school plan. State law defines "community partners" as collectively, local fire departments, state and local law enforcement agencies, local 911 agencies, interoperable communications providers, the Safe2Tell Program, local emergency medical service personnel, local mental health organizations, local public health agencies, local emergency management personnel, local or regional homeland security personnel and school resource officers. C.R.S. 2232109.1 (1)(b.5).
NOTE: State law also requires a general safe schools policy and this policy (ADD) serves that purpose. The only specific legal requirement is that the policy require the annual inspection of schools to remove hazards, vandalism and other barriers to safety and supervision. C.R.S. 2232109.1(5). That requirement is reflected in paragraphs one and nine of this policy. The remaining provisions of this policy are suggested best practices for the superintendent and board to consider when creating a general safe schools policy. However, paragraph 14 is optional, as state law "encourages" a school district to adopt a child sexual abuse and assault prevention plan as part of its safe school plan. C.R.S. 2232109.1 (2.5).
NOTE: State law "encourages" school districts to provide a comprehensive, ageappropriate curriculum that teaches safety in working and interacting on the Internet as part of the board's safe school plan. C.R.S. 2232 109.1 (2)(c). Districts are encouraged to incorporate the Internet safety topics into the teaching of the regular classroom curricula, rather than isolating the topics as a separate class. If the district develops a comprehensive curriculum or other approach to teach safety in use of the Internet, then appropriate language could be added to this policy.
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File: ADDE Safe Schools
Pursuant to C.R.S. 2232109.1(2)(b), the following information shall be included in the annual safe schools report from the principal to the Board of Education for the preceding school year:
1. total enrollment for the school
2. average daily attendance rate at the school
3. dropout rates for grades seven though twelve, if such grades are taught at the school
4. average class size for each public elementary, middle school or junior high school, and senior high school calculated as the total number of students enrolled in the school divided by the number of fulltime teachers in the school
"Fulltime" teacher means a person who is licensed or authorized by a letter of authorization to teach, and is primarily engaged in teaching during a substantial majority of the instructional minutes per school day.
5. number of conduct and discipline code violations, which shall be reported only in the most serious category applicable to each violation, including but not limited to specific information on the number of and the action taken with respect to each of the following types of violations:
a. carrying, bringing, using, or possessing a dangerous weapon on school grounds, in school vehicles, at school activities, or sanctioned school events without the authorization of the school or the school district
b. use or possession of alcohol on school grounds, in school vehicles, or at school activities or sanctioned events
c. use, possession, or sale of a drug or controlled substance on school grounds, in school vehicles, or at school activities or sanctioned events
d. use or possession of tobacco products on school grounds, in school vehicles, or at school activities or sanctioned events
e. being willfully disobedient, openly and persistently defiant, or repeatedly interfering with the school's ability to provide educational opportunities to and a safe environment for other students
f. commission of an act on school grounds that if committed by an adult would be considered first or second degree assault or vehicular assault
g. behavior on school property that is detrimental to the welfare or safety of other students or school personnel, including behavior that creates a threat of physical harm to the student or to other students
h. willful destruction or defacement of school property
i. commission of an act on school grounds that, if committed by an adult, would be considered third degree assault or disorderly conduct
j. commission of an act on school grounds that, if committed by an adult, would be considered robbery
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For purposes of the report, "action taken" means the specific type of discipline, including but not limited to the following categories of discipline:
inschool suspension
outofschool suspension
classroom removal in accordance with board policy
expulsion
referral to a law enforcement agency
any other form of discipline, which shall be officially identified as part of a board policy.
The report shall specifically identify each conduct and discipline code violation and each action taken with respect to the violation by a student with a disability. Approved revision: 10/12/06
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File: EB ENVIRONMENTAL AND SAFETY PROGRAM
It shall be the policy of the Board to guard against accidents by taking reasonable precautions to protect the safety of all students, employees, visitors and others present on district property or at schoolsponsored events.
The Board shall insist that its staff adhere to recommended safety practices as these pertain to the school plant, special areas of instruction, student transportation, school sports, occupational safety, etc.
The practice of safety also shall be considered a facet of the instructional program of the district schools, and instruction in accident prevention as well as fire prevention; emergency procedures; traffic, bicycle and pedestrian safety, and driver education shall be provided in the appropriate grades and classes.
Every principal shall be responsible for the supervision of a safety program for his school. The superintendent shall have overall responsibility for the safety program of the district. It shall be the responsibility of the superintendent to see that appropriate staff members are kept informed of current state and local requirements relating to fire prevention, civil defense, sanitation, public health and occupational safety. Adopted: November 15, 1994
LEGAL REFS.: C.R.S. 91101 through 91106 (construction requirements, fire escapes, etc.)
C.R.S. 223101 through 223104 (eye protective devices)
C.R.S. 2232109 (1)(w)
C.R.S. 2232110 (k)
C.R.S. 2232124 (2),(3) (building inspections)
C.R.S. 2410106.5 (duty of care)
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File: EBB
NUCLA HIGH SCHOOL EMERGENCY CONTINGENCY PLAN
First and foremost, the health and wellbeing of the student athlete is our main objective. All action taken by this staff will be in the best interest of the student athlete.
IN THE CASE OF A STUDENT ATHLETE RECEIVING A MINOR INJURY WHICH DOES NOT REQUIRE EMERGENCY TRANSPORT.
A. If the trainer is present he will:
1. Assess the injury of the student athlete.
2. Determine if immediate action is necessary.
3. If no immediate action is necessary, he will treat the injury and assess lithe student athlete should continue to practice or play.
4. At the earliest possible time, contact the parent/legal guardian and apprise of the injury and any precautions to be taken at home.
B. If the trainer is not present, the coaching staff will accomplish the above items.
C. If the trainer is present:
1. He will assess the student athlete and determine the nature of the emergency.
2. He will activate the Emergency Medical System by radio or by sending a member of the coaching staff, or another student athlete to call 911.
3. He will ensure the safety and well being of the student athlete until the arrival of the ambulance, and assist the ambulance crew until their departure from the playing field.
4. He will notify the parent/legal guardian immediately or at the most appropriate time.
D. If the trainer is not present, the coaching staff will accomplish the above items.
IN CASE OF SERIOUS INJURY, THE TRAINER OR COACHING STAFF WILL NOTIFY THE SENIOR ADMINISTRATOR OF THE SITUATION. IF THE SENIOR ADMINISTRATOR IS UNAVAILABLE THEY WILL NOTIFY THE HIGHEST RANKING SCHOOL OFFICIAL THAT CAN BE LOCATED. THE TRAINER OR CIACHING STAFF MEMBER WILL ALWAYS ACCOMPANY AN INJURED STUDENT ATHLETE UNLESS A PARENT IS IN ATTENDANCE. AMBULANCES WORK UNDER THE COLROADO REVISED STATUTES AND TRANSPORTS WILL BE MADE UNDER THE IMPLIED COSENT LAW.
Adopted: September 20, 1994
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File: EBCB FIRE DRILLS
Each building Principal shall be responsible for conducting one fire drill per month for September, October, November, December and two fire drills sometime during January to May. Adopted: January 1974
Revised to conform with practice: January 22, 1985
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File: EBCBR FIRE DRILLS
Fire drill practice is a necessary precaution against the day the school population will have to evacuate because of an actual situation. For this reason all personnel shall exit the building quietly and in a single line.
1. Classes will exit the building during the signal and proceed to the designated areas.
2. Rooms shall have all windows and doors closed and lights turned off.
3. Teachers will take the class record with them.
4. Teachers shall account for all students when outside the building.
5. An allclear bell shall sound before students and staff are permitted to return to the building.
Emergency exits will be clearly marked with an EXIT sign. Emergency classroom procedures will be reviewed with each student quarterly by an assigned teacher. ' Adopted: May 8, 1979
Revised to conform with practice: January 22, 1985
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File: EBCC BOMB THREATS
The Board acknowledges its basic responsibility to ensure the safety of the students under its care. At the same time, it wishes to deal firmly with the bomb threats and to discourage this type of unwarranted disruption, which poses a danger to everyone in the schools even when It is merely a nuisance.
Therefore, the Board requires that procedures for dealing with bomb threats shall:
1. Aim first toward assuring the safety of students and personnel.
2. Aim also toward identification of the person or persons making the threat.
3. Require immediate reporting of any incident to the superintendent's and sheriff's offices.
4. Not require evacuation of the threatened building. The principal will make the decision to evacuate, complying with any direction given by the superintendent or any order given for evacuation given by the police.
5. Establish staff responsibilities for searching the building forUTO's (unidentified threatening objects). The request of an employee to refuse to participate in a search shall be honored.
6. Provide that students shall not be dismissed from school until the end of the school day. Instead, if evacuated, they shall remain in designated areas until the principal and the police are satisfied that no danger exists. Teachers shall remain with their students and be responsible for them.
The personnel of the district shall cooperate fully with the police in planning and carrying out procedures for dealing with bomb threats. All personnel, including office and switchboard staff and custodians, shall be given instructions for carrying out their responsibilities in the event of such situations. First Reading January 30, 1990
Second Reading February 20, 1990
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File: EBCE EMERGENCY CLOSINGS
The Superintendent is empowered to close the schools or to dismiss them early in the event of hazardous weather or other emergencies which threaten the safety, health, or welfare of students or staff members. It is understood that the superintendent will take such action only after consultation with appropriate authorities. The Board shall ratify the closing at its next regular meeting. Current practice codified 1978
Adopted: date of manual adoption.
LEGAL REFS.: 1973 C.R.S. 2233104 (1) 1973
C.R.S. 2250103 (3).
CROSS REF.: IC/ICA, School Year/School Calendar
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File: EBCER. EMERGENCY CLOSINGS
PROCEDURE:
1. 1.Superintendent or his/her designee determines if weather conditions warrant closing schools. Call Dispatch at 8647333; State Patrol at 2494392; or State Road Conditions at 1877315 7623..
2. Alert the following if schools are going to be closed:.
Shari Nelson, Transportation Director 8647638(hm) 8647350 (wk)
Stephen Bollinger, Naturita Elementary Principal – 4282295 (c)
Tom Taucher, Nucla High School Principal 4282294.
3. Principals will contact their secretaries and activate the parent "phone tree" and alert staff..
4. Superintendent/Designee will call radio station KUBC/KKXK, direct line to D.J. 2495800, and have him/her announce the closing of schools..
Transportation Director will notify bus drivers.
Shirley Barnes 8647978
Gwen Lane 3274390
Rhonda Richardson 8642374
Ernie Williams (Mechanic) 970/6772831 Dale Osborn Maintenance) 8642310
5. Call the Administration Office (8647350) to alert personnel that schools will be closed, or call the following home numbers:.
Deana Williams 8597220 Dale Osborn 8642320
Shari Nelson 8647638 Ernie Williams 6772831
Adopted: 10/92 Revised: 8/05/03
Revised: 2/8/95 Revised: 8/18/03
Revised: 8/16/96 Revised: 7/25/05
Revised: 8/13/97 Revised: 7/20/06
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File: ECA/ECAB
NOTE: Colorado school districts are required by law to adopt a poky on this subject and the law contains some specific direction as to the content or language. Ha sample contains the content/language that CASB believes best meets the intent of the law. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Security/Access to Buildings
Security for district buildings and grounds (during regular school hours as well as nonschool hours) contributes to the well being and safety of students and staff as well as to that of the sites themselves.
Each school building shall be inspected annually to address removal of hazards and vandalism and any other barriers to safety and supervision.
During regular school hours, flow of traffic into and out of buildings shall be closely monitored and limited to certain doors. Access to school buildings and grounds outside of regular school hours shall be limited to district personnel whose work requires it and to sponsors of approved student activities.
An adequate key control system shall be established which shall limit access to buildings to authorized district personnel and shall safeguard against entrance to buildings by persons unauthorized to have keys.
"Security" means not only keeping buildings locked and secure but also providing protection against physical hazards and acts of violence. It also includes having available floor plans of buildings and site plans showing campus boundaries and access points. The Board requires and encourages close cooperation with local police, fire and sheriffs departments and insurance company inspectors.
Alarm systems and other devices that protect buildings against illegal entry and vandalism shall be installed where appropriate. Employment of security personnel may be approved by the Board in situations where special risks are involved. First Reading: December 14, 2010
Second Reading and Adoption: January 18, 2011
LEGAL REFS.: C.R.S. 189112 (definition of loitering)
C.R.S. 189117 (unlawful conduct on public property)
C.R.S. 2232109.1 (5) (Board must adopt safety and security policy)
CROSS REF.: KI, visitors to School
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Appendix N Acceptable Use Agreement 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0
File: EHC*E Item: Student Use of the Internet (Acceptable Use Agreement)
Terms and Conditions
All computers having Internet access must be used in a responsible, efficient, ethical and legal manner. Failure to adhere to this Agreement will result in revocation of access privileges.
1. Acceptable use: The use of your Internet account must be consistent with the educational objectives of the West End Public School District. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to:
a. copyrighted material
b. threatening or obscene material
c. material protected by trade secret
2. Privilege: The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The system administrator(s) will deem what is inappropriate use and that decision is final. The system administrator(s) may close an account at any time, as required. The administration, faculty and staff may request the system administrator to deny, revoke or suspend specific user accounts.
3. No warranty: The West End Public School District makes no warranties of any kind, whether expressed or implied, for the service it is providing. The West End Public School District will not be responsible for any damages you suffer in using the Internet. This includes loss of data resulting from delays, nondeliveries, misdeliveries or service interruptions. Use of any information obtained via the Internet is at your own risk. The West End Public School District specifically denies any responsibility for the accuracy or quality of information obtained through this service.
4. Security: Security on any computer system is a high priority, especially when the system involves many users. If you feel you can identify a security problem on the Internet, you must notify a system administrator. Do not demonstrate the problem to other users. Do not use another individual's account without written permission from that individual. Attempts to log on to the Internet as a system administrator will result in cancellation of user privileges. Any user identified as a security risk, or as having a history of problems with other computer systems, may be denied access to the internet.
5. Vandalism: Vandalism will result in cancellation of privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, the Internet, or any agencies or other networks that are connected to the Internet. This includes, but is not limited to, the uploading or creation of computer viruses.
______
I understand and will abide by the above Agreement. I further understand that a violation of the regulations above is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked, school disciplinary action and/or appropriate legal action may be taken.
Your signature on the Acceptable Use Agreement is legally binding and indicates that the party (parties) who signed has (have) read the terms and conditions carefully and understand(s) their http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 1/3 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 significance.
Student's signature ______Date______
Parent or Guardian
If the user is under 18 years of age, a parent or guardian also must sign this Agreement.
As the parent or guardian of this student, I have read the Acceptable Use Agreement. I understand that this access is designed for educational purposes and that the West End Public School District has taken precautions to eliminate controversial material. I also recognize, however, that it is impossible for the West End Public School District to restrict access to all controversial materials and I will not hold the District responsible for materials acquired on the network. Further, I accept full responsibility for supervision if and when my child's use is not in a school setting.
I hereby give permission to issue an account for my child and certify that the information contained on this form is true and correct.
Parent/guardian: ______
(Please Print)
Parent/guardian: ______Date:______Adopted: August 21, 2012
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Appendix O District Policies on Recruiting and Hiring 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0
File: GCE/GCF
NOTE: Colorado school boards are required by law to adopt a policy that requires screening of new and current employees for criminal activities. The screening provisions have been included in this sample policy. However, the board should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Professional Staff Recruiting/Hiring
Recruiting
The Board desires the superintendent to develop and maintain a recruitment program designed to attract and hold the best possible personnel, who are highly qualified as defined by the federal No Child Left Behind Act of 2001 (NCLB), in the district's schools.
It is the responsibility of the superintendent, with the assistance of other administrators, to determine the personnel needs of the district in general and of each individual school and to locate suitable candidates to recommend to the Board for employment. The search for good teachers and other professional personnel shall extend to a wide variety of educational institutions and geographical areas. It shall take into consideration the diverse characteristics of the school system and the need for staff members of various backgrounds.
Recruitment procedures shall not overlook the talents and potential of individuals already employed in the district's schools. Any present employee of the district may apply for a position for which he or she is licensed, highly qualified, and meets other stated requirements.
Background checks
Prior to hiring any person, in accordance with state law the district shall conduct background checks with the Colorado Department of Education and previous employers regarding the applicant's fitness for employment. In all cases where credit information or reports are used in the hiring process, the district shall comply with the Fair Credit Reporting Act and applicable state law.
Hiring
There shall be no discrimination in the hiring process on the basis of race, color, creed, sex, sexual orientation, genetic information, religion, national origin, ancestry, age, marital status or disability.
All candidates shall be considered on the basis of their merits, qualifications and the needs of the school district. The Board directs that recruitment procedures will give preference to candidates who meet the NCLB definition of highly qualified.
All interviewing and selection procedures shall ensure that the administrator directly responsible for the work of a staff member has an opportunity to aid in the selection and that, where applicable, the school principal has an opportunity to consent. Unless otherwise required by law, the final selection for nomination shall be made only by the superintendent.
Appointment of candidates
Nominations shall be made at meetings of the Board of Education. Nominations of candidates who are not highly qualified, as defined by the NCLB, will be accompanied with an explanation as to why a highly qualified candidate was not hired for the position. The vote of a majority of the Board shall be necessary to approve the appointment of teachers, administrators or any other employee of the school district. If there is a negative vote by the Board, the superintendent shall submit a new recommendation to the Board for approval. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 1/6 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Upon the hiring of any employee, information required by federal and state child support laws will be timely forwarded by the district to the appropriate state agency. Adopted: October 11, 2005
Revised: October 21, 2014
LEGAL REFS.: 15 U.S.C. 1681 et seq. (Fair Credit Reporting Act)
20 U.S.C. 6319 (teacher requirements under No Child Left Behind Act of 2001)
42 U.S.C. 653 (a) (Personal Responsibility and Work Opportunity Reconciliation Act)
34 C.F.R. 200.55 (federal regulations regarding highly qualified teachers)
C.R.S. 82126 (limits employers' use of consumer credit information)
C.R.S. 1380103.9 (liability for failure to perform an education employment required background check)
C.R.S. 1414111.5 (Child Support Enforcement procedures)
C.R.S. 222119 (inquiries prior to hiring)
C.R.S. 2232109 (1)(f) (Board duty to employ personnel)
C.R.S. 2232109.7 (duty to make inquiries prior to hiring)
C.R.S. 2232126 (principal's role in hiring and assignment)
C.R.S. 2260.5114 (3) (State Board can waive some requirements for initial license applicants upon request of school district)
C.R.S. 2260.5201 (types of teacher licenses issued)
C.R.S. 2261101 (prohibiting discrimination)
C.R.S. 2261103 (requirement for teacher's oath)
C.R.S. 2263201 (licensure required)
C.R.S. 2263202 (employment contracts and mutual consent placement)
C.R.S. 2263206 (transfers)
C.R.S. 245101 (effect of criminal conviction on employment)
C.R.S. 2434402 (1) (discriminatory and unfair employment practices)
C.R.S. 2472202 (4.5) (definition of personnel file in open records law)
CROSS REFS.: GBA, Open Hiring/Equal Employment Opportunity
GCKAA*, Teacher Displacement
NOTE: Specific procedures for background checks need to follow as a regulation. The regulations might also include specific procedures for making applications, for screening and for selection of candidates to be http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2/6 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 recommended to the Board.
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File: GDE/GDFR
Support Staff Recruiting/Hiring Background checks
Prior to hiring, the personnel office will:
1. Check with the Colorado Department of Education to determine if there is any information on record indicating the applicant has been convicted of a felony or misdemeanor crime involving unlawful sexual behavior or unlawful behavior involving children or a misdemeanor crime that involves domestic violence.
The department's records will indicate if the applicant has been convicted of, pled nolo contendere to or received a deferred sentence for such crimes. The department also will provide any available information to indicate whether the applicant has been dismissed by or resigned from a school district as a result of an allegation of unlawful behavior involving a child, including unlawful sexual behavior which was supported by a preponderance of evidence according to information provided to the department by a school district and confirmed by the department in accordance with state law.
Information of this type that is learned from a different source shall be reported by the district to the department.
The department will not disclose any information reported by a school district unless and until the department confirms that the allegation resulted in the person's name being placed on the state central registry of child protection.
2. Contact previous employers of the applicant to obtain information or recommendations relevant to the applicant's fitness for employment.
Fingerprinting
1. All applicants selected for employment in a support staff position must submit a complete set of fingerprints taken by a qualified law enforcement agency or an authorized district employee and a notarized, completed form (described in 2 below) as required by state law.
2. On the form the applicant must certify either that he or she has never been convicted of a felony or misdemeanor charge, not including any misdemeanor traffic offense, or that he or she has been convicted of a felony or misdemeanor charge (not including any misdemeanor traffic offense). The form must specify the felony or misdemeanor, the date of conviction and the court entering judgment.
3. The school district will release the fingerprints to the Colorado Bureau of Investigation for the purpose of conducting a state and national fingerprintbased criminal history record check utilizing the records of the Colorado Bureau of Investigation and the Federal Bureau of Investigation.
4. Although an applicant may be conditionally employed prior to receiving the results, he or she may be terminated if the results are inconsistent with the information provided on the form. The district will notify the district attorney of such inconsistent results for action or possible prosecution.
Information report to state
1. In accordance with federal and state law, the personnel office will report the name, address and social security number of every new employee to Child Support Enforcement, 1375 Sherman http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 4/6 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Street, Denver, Colorado 80203.
2 This report, due within 20 days of the date of the hire or on the first payroll after the 20 days have expired, shall be submitted even if the employee quits or is terminated before the report is due. Upon termination, the
employee's last known address and the fact of the termination shall be reported to the applicable court or agency.
3. Upon receiving a Notice of Wage assignment, the district shall remit the designated payment within 7 days of withholding the income according to instructions contained in the Notice. Child support withholding takes priority over other legal actions against the same wages.
[NOTE: The following section should be included if the district receives Title I funds.]
Title I paraprofessionals
Prior to hiring paraprofessionals to work in Title I Schoolwide or Targeted Assistance Programs, the personnel office shall determine whether the applicant meets the qualifications required under federal law and regulations. Revised: 10/12/04
NOTE: District personnel shall submit the name, date of birth and social security number for each non licensed employee to the Colorado Department of Education (CDE) as required by state law. The district shall notify CDE at the beginning of each semester about non licensed persons who are no longer employed by the district. The purpose of this reporting requirement is to keep a central database at CDE so the Colorado Bureau of Investigation (CBI) can communicate with the district about any criminal activity involving school district employees whose fingerprints are on file with the CBI.
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Appendix P Teacher Evaluation Process and Procedures
Teacher Evaluation Process and Procedures
1 Scorecard Principal provides copy of the teacher scorecard and reviews scorecard with the teacher. Teacher asks questions about the score card, and clarifies their role with the principal.
2 Observation/ Evaluation A3 schedules all teacher observations during the third week Weeks of October, and the first week of May.
3 Evaluation form to be One week prior to the scheduled evaluation, the principal completed by teacher provides a copy of the evaluation form to the teacher. The form is also found in the faculty handbook. The teacher is to complete the form prior to the observation, and review it with the principal.
4 Evaluation form to be The principal shall complete the teacher evaluation form completed by principal within one day of evaluation, and schedule a time to review it with the teacher. The evaluation is discussed verbally and shared with the teacher in writing.
5 Frequency of Teacher performance is evaluated 2-3 times per year Observations depending on the support needed by the teacher. The first observation is scheduled during fall semester, the second during spring semester. If the teacher receives a rubric score of 1 or 2 in one or more categories of evaluation, then another evaluation must be offered within two weeks of the prior evaluation.
6 Third party observation Should the principal and teacher disagree on any evaluation offered to the teacher, it is preferable that the teacher and principal resolve the issue. If this is not possible, the teacher and/ or principal may invite the Director of Online Learning to evaluate teacher performance.
7 Purpose of the evaluation The purpose of the teacher evaluation process is to build process capacity in teachers through thoughtful documentation, discussion and reflection on areas for accountability, strength and areas for growth. Areas for strength are celebrated and shared with other teachers as best practices; areas for growth are supported in ways the help the teacher improve in said area. The purpose is always constructive in that feedback given through evaluation is actionable, reasonable and addresses appropriately the role of the teacher.
Appendix Q Principal Evaluation Process and Procedures
Principal Evaluation Process and Procedures
1 Scorecard DOL provides copy of the principal scorecard and reviews scorecard with the teacher. The principal asks questions about the score card, and clarifies their role with the principal.
2 Observation/ Evaluation A3 schedules all evaluations during the third week of Weeks October, and the first week of May.
3 Evaluation form to be One week prior to the scheduled evaluation, the DOL completed by teacher provides a copy of the evaluation form to the principal. The form is also found in the faculty handbook. The principal is to complete the form prior to the observation, and review it with the principal.
4 Evaluation form to be The DOL shall complete the principal evaluation form within completed by principal one day of evaluation, and schedule a time to review it with the teacher. The evaluation is discussed verbally and shared with the principal in writing.
5 Frequency of Principal performance is evaluated 2-3 times per year Observations depending on the support needed by the principal. The first observation is scheduled during fall semester, the second during spring semester. If the principal receives a rubric score of 1 or 2 in one or more categories of evaluation, then another evaluation must be offered within two weeks of the prior evaluation.
6 Third party observation Should the DOL and principal disagree on any evaluation offered to the principal, it is preferable that the principal and DOL resolve the issue. If this is not possible, the DOL and/ or principal may invite a relevant member of the executive team to evaluate principal performance.
7 Purpose of the evaluation The purpose of the principal evaluation process is to build process capacity in principals through thoughtful documentation, discussion and reflection on areas for accountability, strength and areas for growth. Areas for strength are celebrated and shared with other mentors as best practices; areas for growth are supported in ways the help the principal improve in said area. The purpose is always constructive in that feedback given through evaluation is actionable, reasonable and addresses appropriately the role of the principal.
Appendix R Crisis Management Plan- A3 2016-17 Crisis Management Plan A3 Education Virtual Schools
Updated forAY 2016-17
CRISIS MANAGEMENT HANDBOOK 1 Function 6 Training Model 6 School Administration Level Training for Crisis 6 Components of Faculty/Staff Training 6 Procedures for General Crisis Intervention 7 Documentation 7 Immediately Following Notification of Crisis 7 Following the Verification of Crisis 8 The Staff Meeting 9 Crisis Prevention 10 Our Roles in Prevention 10 Intervention 11 Crisis Intervention Team Support Flowchart 12 Crisis Intervention Team Roles, Functions, and Contact Information 13 Postvention 14 Debrief/After Support with Staff 15 Student Memorials 15 Crisis Intervention Sample Letters and Memos 16 Sample Faculty/Staff Memo-Gravely Ill Student 17 Suicide Attempts 21 Suicidal Threats 22 Staff Response to Suicidal Concerns 23 Suicide/Crisis Hotlines in California by County 23 DOs and DON'Ts Related to Suicidal Threats 24 Warning Signs & Risk Factors of Suicide 26 Crises Requiring Limited School Involvement 27 Crises Occurring During Summer or School Breaks 27
CRISIS MANAGEMENT HANDBOOK 2 Suicide and Youth: Basic Information about Suicide 28 Other Crisis Situations 31 Death/Loss of Housing/Natural Disaster/Violence: 31 Runaway or Missing Students 31 Mandatory Reporting 31 Prohibition of Bullying, Intimidation, and Harassment Procedure 32 Reporting 33 Investigation 33 A3 Education Crisis Management Plan 35 Communication 37 Emergency Contact Numbers 37 Evacuation Checklist 37 Reverse Evacuation 38 Bomb Threat and Explosion Procedure 39 Bomb Threat Call Checklist 40 Fire 41 Gas Leak 41 General Emergency 42 Weather 42 Chemical/Biological/Radiological (CBR) 43 Hazardous Materials Incident (Level II or Level III) 43 Hazardous Materials Threat Action Steps: 43 In-Building Chemical Hazards: 44 Earthquake Procedure 44 Utility Emergency Procedures 44 Crime Reporting Procedures (Against Person or Property) 44 Student Disturbance Procedures 46
CRISIS MANAGEMENT HANDBOOK 3 Campus Intruder (Level I) 46 Active Shooter 47 Student Runaway or Abduction (Level I or Level II) 48 Possession of Weapon at School Event 48 Serious Injury on Campus, While on Outing, or “Meet-Up” 48 Hostage Situation Procedures 49 Accident/Serious Injury/Illness Procedures 49 Guideline for the Release of Students 50 Evacuation Staging Area for Disabled Persons 50 Evacuation, Lockdown, and Shelter in Place 51
CRISIS MANAGEMENT HANDBOOK 4 CRISIS MANAGEMENT HANDBOOK 5 Function
CRT may be utilized when the emotional or physical safety of students of students or staff is threatened. Such situations may be:
1. Medical emergency or natural emergency. 2. Violence directly or indirectly affecting the student (from outsiders or student/staff). 3. Death of a student or staff member. 4. Suicide of a student or staff member. 5. Any situation that causes the emotional or physical safety of the students or staff is threatened.
The extent of the Crisis Response is determined by the impact the tragedy has had on the school and staff.
Tra i n i n g M o de l
Crisis Team Members- Administrative Level
Staff
Students Parents
School Administration Level Training for Crisis
Training is a critical element in establishing workable approaches to handling all crisis situations. Much of this training will be provided by the designation A3 Education crisis team. This does not exclude the use of other trained school personnel and/or outside professionals.
Components of Faculty/Staff Training
CRISIS MANAGEMENT HANDBOOK 6 1. Identify and interpret school policies or procedures regarding crisis response. 2. Identify and familiarize participants with the crisis team members and their functions. 3. Train faculty to identify at-risk students. 4. Prepare faculty to appropriately handle crisis contacts made by students after school hours. 5. Train teachers to lead constructive dialogue with their students following a crisis situation. 6. Train administrative staff and any other appropriate staff member in communication, crisis response, district policies, etc.
Procedures for General Crisis Intervention
Teachers or school staff members are often the first point of contact for many crisis and counseling issues. As a virtual school the crises and emergencies that we encounter are not normally building-based; but are focused more on each individual child and their environment. As a school, we generally gather our information directly from a student, their family, the community, or from the media. Our students are affected by things happening on a personal level in their own homes and in the community around them. We seek information for stories from the counties we know our students are living in and national stories that could have an impact on their families. We also take everything they write, speak, allude to, and sometimes hearsay as a serious situation to conduct an investigation.
In a blended learning setting, we have the added advantage of physically seeing our students. It is imperative that each blended learning site has an updated roster with updated contact information. In a crisis situation, the first priority is to ensure the safety of all students and to remain aware of where each student is located at all times.
In any crisis or mandatory reporting situation, you will be responsible for contacting both the school social worker and your direct administrator. You will find a chart for both in this manual. There is also an additional chart if a school representative needs to be present during a crisis. This is especially important for a crisis at a blended learning site where the presence of a school administrator or counselor/social worker is necessary. Note: Direct contact must be made with a school administrator or social worker during a crisis situation. An email or voice mail is not sufficient. Once a report is made, the administrator and/or social will decide if the Crisis Team will be assembled to decide on a course of action. Documentation
The first staff member that is made aware of any safety or emergency situation will be responsible for documenting an accurate accounting of events and their follow up actions. Support can be given by other qualified staff member as needed, but the initial documentation of the events should come in a first person document. Any issues involving mandatory reporting of child welfare issues should be handled according to the policy set forth in this manual. Documentation should also go in TVS and/or a FAST referral when appropriate. Immediately Following Notification of Crisis
The school crisis intervention lead or designee should implement the following procedures when the school is notified of a near-death or fatal crisis situation.
CRISIS MANAGEMENT HANDBOOK 7 1. Tell the person providing the information not to repeat it elsewhere in the school. Explain the school’s need to verify the information and have any announcement of the event come from the designated school administrator.
2. Tell office staff members NOT to repeat or give out any information within or outside of the school until specifically instructed to do so. Have them direct all inquiries to the crisis intervention lead or designee until told otherwise.
3. In cases of reported student death, verify the reported incident by using alternate resources. DO NOT DISTURB THE AFFECTED STUDENT’S FAMILY.
If the school is notified in the morning, all procedures should be implemented on the same day. If the school is notified during after school hours or on the weekend, continue with verification of information and general crisis intervention procedures but postpone staff notification until the following school day. Following the Verification of Crisis
Once verification of a crisis has occurred, the Crisis Intervention Lead or designee must do the following:
1. Notify the Principal of the event. Have that person notify the media liaison, if necessary.
2. Convene the Crisis Response Team.
3. If the affected student was in special education or other special program, notify the appropriate program coordinator.
4. Assign CRT members to locate, gather, and inform closest friends of the deceased/injured and provide support. This group can be pulled together before the general announcement is made. This may be done through BlackBoard Connect sessions. If significant others are not in attendance, assure that a knowledgeable, supportive adult gives the news to them.
5. Prepare a formal statement for the initial announcement to the entire school. Include minimum details and note that additional information will be forthcoming. Also, prepare statements for telephone inquiries.
6. Decide on a time for an emergency staff meeting and announce it. Invite outside professionals to join the meeting to help staff members process their own reactions to the situation.
7. Identify students, staff, and parents likely to be most affected by the news due to their relationship with the deceased/injured, recent or anticipated family loss, personal history with similar crisis, etc. These persons should be targeted for additional support.
8. Determine if additional resources are needed, or are needed on a stand-by basis, to effectively manage the crisis, and notify them as appropriate.
9. Assign team members to:
a. Provide grief support for students. This can be accomplished in a special assembly via ClassConnect sessions and provide breakout rooms for students if they need additional support. Have the adults carefully watch student and keep lists of students they are in contact with. Make sure parent/guardians of these students are notified regarding the impact of the events on their children.
CRISIS MANAGEMENT HANDBOOK 8 b. Review and distribute open ended questions to help teachers with classroom discussions. (See Appendix)
c. Stand in for any staff members unable or unwilling to deal with the situation during the announcement and subsequent discussions.
d. Distribute the developed list of community resources to all teachers/students. Employee Assistance Program information can be distributed to employees in need of additional support.
10. Once the announcement is made or statement is sent to students, assigned staff members will perform the following:
a. Monitor students’ chat messages and direct them to support services as needed. If unable to intercept, notify a family member expressing the school’s concern.
b. Notify parents of students closest to the deceased/injured.
c. Provide support to faculty and other staff members via BlackBoard Connect rooms or phone conference. Provide additional, private support to staff members closest to the deceased/ injured student.
d. Officially withdraw a deceased student from the school attendance rolls. The Staff Meeting
The school crisis intervention lead and designated staff should do the following at the first staff meeting during the crisis:
1. Pass around a photograph of the deceased/injured student to familiarize the staff with the student.
2. Review facts of the crisis and dispel rumors.
3. Help staff members process their responses to the situation.
4. Describe the feelings that students may experience and suggest how teachers might handle specific situations.
5. Provide guidelines for helping students who are upset. (See Appendix)
6. Encourage teachers to allow for expressions of grief, anger, etc., in the homeroom or class in which the announcement is received or in other classes throughout the day. Emphasize the acceptability and/or normalcy of a range of expressions. The guiding principle is to return to the normal routine as soon as possible within each class and within the school. The structure of routine provides security and comfort to all members of the school community.
7. Encourage staff to dispel rumors whenever possible and discourage any “glorification” of the event (especially in suicidal death).
8. Request the staff to meet the next school day morning to review procedures and debrief.
CRISIS MANAGEMENT HANDBOOK 9 Crisis Prevention What is Prevention?
The goal of mitigation and prevention is to decrease the need for response as opposed to simply increasing response capability. Identifying local hazards and determining major problems in your school can help reduce or eliminate risk.
Types of Crisis to Prepare for:
• Bullying • Suicide • Violence • Natural Disaster Unpreparedness • Loss of Parents (death in family or among friends)
The Benefits of Prevention
• Safety • Avoid traumatic events • Ensure safety and security is attained in their environment Our Roles in Prevention Protection
Staff assesses and responds to the level of risk for crisis situations and provide the appropriate preventive resources and services.
Who is Involved?
Counselors and social workers will be available to assist in explaining what prevention is and how it can be implemented.
Teachers review prevention procedures so that students are constantly exposed to prevention resources. Ensure that students and staff are aware of the support and resources available for those experiencing crisis (directly and indirectly).
Students can help and assist other students who may need guidance in some of the prevention tactics if an event occurs.
Our community is always willing to outreach to our students and to assist schools when needed.
How Prevention Affects us?
Prevention creates security and stability among students and staff. Students who understand how to prevent bullying, threats, harassment, suicide, and unpreparedness during natural disasters, etc. have a more positive outlook in life.
CRISIS MANAGEMENT HANDBOOK 10 Intervention What is Intervention?
Intervention is when staff intervenes when a crisis occurs using reasonable measures including support, safety, and education.
Guidelines for Intervening Support
• Communicating the availability of support services. • Providing support in an organized manner (See Flow Chart)
Safety
• Ensuring the safety of individuals involved in a crisis. • Reporting, when necessary, to parents/guardians, local police, and/or Department of Child and Family Services.
Education
• Educating students and staff on warning signs of a crisis • Education students and staff on prevention techniques. • Providing coping skills training to student and staff.
CRISIS MANAGEMENT HANDBOOK 11 Crisis Intervention Team Support Flowchart
Crisis Intervention Team Support Flowchart
CRT= Crisis Response Team
Crisis occurs and is reported to the designated CRT member
Principal Crisis Verified notified
Assess Situation
CRT Notified Faculty Phone Tree Activated Contact outside agencies for CRT Meets assistance and support Schedule Faculty Meeting
CRISIS MANAGEMENT HANDBOOK 12 Crisis Intervention Team Roles, Functions, and Contact Information Crisis Intervention Team Roles and Functions Role/Function Name(s) Contact Email Information Team Leader Sean McManus, CEO 310.464.7298 [email protected]
Staff Liaison Caroline Nuttall 310.436.5561 [email protected]
Media Liaison Jarrod Mayes 310.527.1492 [email protected] Counselor Josh Strong 562.676.7254 [email protected] Tanya Audish [email protected] School Psychologist Miranda Boe 415.218.6528 [email protected]
Team Member Damian Jenkins 424.202.1927 [email protected]
Team Leader
• Assesses the situation and engages appropriate crisis response protocol • Communicates with higher level administrators • Monitors implementation of the response plan • Implements crisis team phone tree to assemble the team • Serves as liaison with public safety and response agencies to coordinates responses in a unified command
Staff Liaison • Conducts staff meeting during crisis • Serves as main point of contact for staff questions and/or concerns • Initiates and verifies completion of crisis team phone tree
Media Liaison
• Works as the media contact for the district and/or school • Coordinates with the principal or site administrator for statements to the press, as needed • Briefs the media, if necessary • Reviews public information releases • Produce statement for release via social media sites, if appropriate.
Counselor/School Psychologist
• Chairs or co-chairs the school crisis team meetings • Facilitates or co-facilitates discussions and decision making with team
CRISIS MANAGEMENT HANDBOOK 13 • Provides expertise in linking team to the appropriate crisis response protocols and guidelines • Leads the development of the response and intervention plan to include physical and psychological interventions • Leads or provides the functions in the Operations section • Reviews effectiveness of response and interventions • Coordinates with planning and logistics coordinator to assure resources are available • Communicates with district and/or community level team(s) • Leads team in debriefing after a crisis occurs • Documents activities
Team Members • Duties as assigned by Team Leader or Head of Schools.
Postvention What is Postvention?
Postvention refers to the strategies, steps, and best practices taken to support and assist those affected by a crisis to reduce emotional suffering. This type of emotional suffering can include, but is not limited to, traumatic reactions such as Post Traumatic Stress Disorder (PTSD) as well as suicide contagion.
Purpose
The purpose of the postvention work group is to define and outline the best practices, steps, and strategies to use for helping staff, students, and families after a crisis situation has occurred. This would include messaging/communicating, providing counseling and support as needed, identifying resources, following up to try and present long term damage and effects from the crisis.
Under the direction of the Crisis Team Lead, the designated CRT members assist in classrooms, provide small group counseling, and large scale debriefings, and assists in other crisis response duties such as:
• Meet with A3 Education administrators and key staff to formulate an action plan. • Assist in the facilitation of staff meetings to provide information related to the crisis. • Support school staff. • Help teachers process information with students. • Work with students individually or in groups. • Be available for parents/community. • Provide factual information to parents.
CRISIS MANAGEMENT HANDBOOK 14 Debrief/After Support with Staff Questions to Consider/Discuss: • How did the situation play out? • Do the students understand what has happened through facts and not rumors? • What went well? • What did not go well? • How can we better the approach? • How can we improve from this situation? • Are we all on the same page in understanding what has happened? • Was everyone who was involved notified of extra help even after postvention/debriefing? • Hold an end of day staff and team debriefing and determine if staff needs additional support. • Discuss specific issues around event and on-going attention or action needed • Crisis team members should keep a log of students and staff contacts, including such items as if the contact was self-initiated or requested by a staff member, a brief overview of the discussion, parent/ guardian contacts made, and which individuals need further contact/follow-up by a crisis team member or building mental health provider.
Student Memorials
In the tragic and/or untimely event of the death of an A3 Education student, the following procedures will be permissible and the appropriate memorials will consist of the following:
• Formal letter sent to A3 Education staff stating the pertinent information regarding the situation. • A3 Education yearbook and website dedication to the deceased student, if permissible and applicable. • A3 Education online student assembly, if deemed appropriate. • Formal letter and/or card sent to the family by administration.
CRISIS MANAGEMENT HANDBOOK 15 Crisis Intervention Sample Letters and Memos
Sample Memo to All Staff - Suicide Aftermath Guidelines
This is an example of information that can be distributed to staff only. It is not to be sent to parents, given to the students, or the media.
To: All Staff
From:
Date:
Re: Guidelines in the Aftermath of a Suicide - Memorials/Counseling
The suicide of has profoundly affected many of our students. It is important to offer students as much support as possible during this difficult time. However, we need to help students to refrain from romanticizing and glorifying the event. We are particularly concerned about the possibility of imitation attempts.
Memorials:
Should students wish to do something in honor of the student, appropriate activities at school could be donations to the family, charity, suicide prevention efforts, or establishing support programs at school. All proposed activities must be approved by administration.
Counseling Services:
If you feel that a student in your class needs assistance, continue to send them to the crisis BbC room located in the where trained personnel can help them.
Also, any faculty or staff member who would like counseling in the aftermath of this tragic event, please feel free to contact the main office. If needed, class coverage can be provided. A member of the Crisis Team will be available in the office to assist adults. After school assistance will also be available.
There will be a brief faculty meeting after school today at in the ______.
If you have any questions concerning the above information, please consult your local crisis team.
CRISIS MANAGEMENT HANDBOOK 16 Sample Faculty/Staff Memo-Gravely Ill Student
CRISIS MANAGEMENT HANDBOOK 17 Memorandum
Date:
To: All Teachers and Staff
From: Principal cc: A3 Education Administrators
Re: Gravely Ill Student
It is with great sadness that we inform you that we have a A3 Education student who is gravely ill. As her medical status has worsened, it has become important to inform her teachers and establish a plan in the event of a medical crisis. In addition, we wish to provide emotional support for both staff and students.
As we are uncertain how students and staff may be impacted, we are providing some information on dealing with illness and loss that you may wish to read. There are also some suggestions on how to discuss the issues with students, should you be in the position to do so. We understand that this information will affect each of you in an individual way, depending on your own life experiences, recent losses and stress level. Please know that we are available to talk with you and support you in any way that we can.
We understand that this has been a difficult and stressful year for many and that this is another difficult issue to deal with. Should you become aware of any student or staff member who may need support, please notify administration and/or counseling. We will also schedule a group support meeting, if that is requested.Sample Memo to Staff Members
TO: School Staff
FROM: Crisis Team Member or Head of School
DATE:
RE: Crisis Event
ORGANIZATION FOR TODAY:
All students will report directly to first hour class.
Read the attached script (see Appendix) as close to the start of your school day as possible. Be prepared for tears, no tears, anger, laughter, and just about as many different emotions as are possible. Bring the focus back to the situation. If you feel you cannot handle this situation, one of the administrators or counselors will assist you.
Tell the students it is normal to feel bad or feel nothing at all. It is normal to show tears or not show tears. We all handle our emotions differently.
Tell the students that we have counselors available to meet with them if they would like to talk about the situation. Make a list of those students and send it to the office during first hour.
CRISIS MANAGEMENT HANDBOOK 18 IMPORTANT NOTE: Make an assessment of the student reactions. Even if students do not volunteer to see a counselor, but you feel they may need to see one, put their name on the list and circle it to denote that they did not volunteer, but you are recommending them.
Please take note of student reactions. Be conscious of remarks that may indicate that students feel guilty or responsible for the situation.
Group counseling will begin as soon as we have enough students to begin. We will have the following people available in the designated crisis rooms today for help:
CRISIS MANAGEMENT HANDBOOK 19 CRISIS MANAGEMENT HANDBOOK 20 Suicide Attempts
When a school becomes aware that a student or staff member attempted suicide, the school must protect that person's right to privacy. Should a parent or other family member notify the school of a student's suicide attempt, the family should be referred to appropriate community agencies for support services. Staff response should be focused on quelling the spread of rumors and minimizing the fears of fellow students and staff. As opposed to convening a CRT meeting and alerting the student body, any services provided to the person who attempted suicide must be kept confidential and coordinated with outside service providers, such as a suicide crisis counselor or hospital emergency team.
A suicide attempt becomes a crisis to be managed by the school staff only when one or more of the following conditions exist:
1. Rumors and myths are widespread and damaging. 2. Students witness police action or emergency response services. 3. A group of the attempt survivor’s friends are profoundly affected by the suicide attempt and request support.
When one or more of the above conditions exists, the following should be implemented:
1. Tell the person providing the information about the suicide attempt not to repeat it elsewhere in the school. 2. If the school office staff member heard the report, tell them not to repeat or give out any information within or outside the school unless they are specifically told to do so. 3. Designate a Crisis Response Team to talk to the most profoundly affected friends and determine the type of support needed. 4. Provide a BbC room for the identified peers to receive support services. 5. Provide the necessary passes to release these students from class to receive services.
School Reentry for a Student Who Has Attempted Suicide
Efforts to respond to suicide attempts and other traumas should be focused on making the student’s return to school a comfortable one.. Because families exposed to a suicide
CRISIS MANAGEMENT HANDBOOK 21 attempt experience considerable guilt and fear, they are more likely to disclose that a daughter or son has made an attempt if they know the school has a helpful, nonthreatening manner of dealing with suicide. Because a student who attempted suicide often is at greater risk for suicide in the months following the crisis, it is extremely important to closely monitor his or her reentry into the school and to maintain close contact with parents and mental health professionals working with that student.
Assuming the student will be absent from one to four weeks after a suicide attempt and possibly hospitalized in a treatment facility, the following steps will be followed:
1. Obtain a written release of information form signed by the parents. This makes it possible for confidential information to be shared between the school personnel and the treatment providers. 2. Inform the student’s teachers regarding the number of probably days of absence. 3. Instruct teachers to provide the student with assignments to be completed, if the circumstances are appropriate. 4. Maintain contact with the student to keep him/her informed of the latest developments in the school, if appropriate. 5. Seek recommendations for aftercare from the student’s therapist. 6. Relevant non-confidential information should be conveyed to appropriate school staff regarding the after school care. 7. Once the student returns, the appropriate CRT member should maintain regular contact with the student. 8. The school should maintain contact with the parents, provide progress reports and other appropriate information, and be kept informed of any changes in the aftercare plan.
Suicidal Threats
The risk of suicide is raised when any peer, teacher, or other school employee identifies someone as potentially suicidal because s/he has directly or indirectly expressed suicidal thoughts (ideation) or demonstrated other clues or warning signs.
Take any threat of self-harm seriously. Evaluation must be immediate to protect the child and/or others from injury or death. Take immediate Action. Any staff member should contact the Family Resource Coordinator and/or school counselor immediately to report situation. FRC will contact Principal and provide guidance.
CRISIS MANAGEMENT HANDBOOK 22 Staff Response to Suicidal Concerns
1. Do not leave the student unattended or remain in contact with student until situation is resolved. Escort the student to help if necessary, or designate one or more staff members to stay with and support the individual in crisis while help is being sought.
2. Contact Social Worker or School Counselor to assess status of student. If either social worker or school counselor is unavailable continue to talk and be an actively listener. Ask student if it is ok to get them assistance and dial the Local Suicide Hotlines. Have the student speak with a trained professional to assess the student’s status. o Conduct basic assessment with student as needed. The assessment should include: o Ask the student if they have a plan and what it is. o Ask the student do they have a method to carry out their plan (gun, knife, pills etc. on their person or accessible elsewhere). o If not on site, ask if there is any adult present and if you can speak with them. 3. Notify Parent/Legal Guardian. (Verify that Learning Coach is legal guardian before contacting) 4. Call the police when: o The student is in possession of lethal means. Lethal means include a gun, knife, etc. Secure the area and prevent other students from entering, if appropriate. Since lethal means must be removed without putting anyone in danger and remain least restrictive, immediately notify your local law enforcement agency. Law enforcement officers have special training to de- escalate a situation that can very quickly become dangerous. o The situation requires transportation to a hospital emergency department or crisis services. Law enforcement should be contacted to assess the situation and expedite the transition to the hospital. o Attempts to contact parent or legal guardian are unsuccessful.
Suicide/Crisis Hotlines in California by County
http://www.suicide.org/hotlines/california-suicide-hotlines.html
CRISIS MANAGEMENT HANDBOOK 23 DOs and DON'Ts Related to Suicidal Threats
These are things you can DO!
LISTEN to what the student is saying and take her/his suicidal threat seriously. Many times a student may be looking for just that assurance.
OBSERVE the student's nonverbal behavior. In children and adolescents, facial expressions, body language, and other concrete signs often are more telling than what the student says.
ASK whether the student is really thinking about suicide. If the answer is "yes," ask how she/he plans to do it and what steps have already been taken. This will convince the student of your attention and let you know how serious the threat is.
GET HELP by contacting an appropriate CRT member. Never attempt to handle a potential suicide by yourself.
STAY with the student. Take the student to a CRT member and stay with the student for a while.
CRISIS MANAGEMENT HANDBOOK 24 . Do NOT do the following when you are helping someone who may be suicidal!
DON'T leave the student alone for even a minute
Don’t act shocked or be sworn to secrecy
Don’t underestimate or brush aside a suicide threat ("You won't really do it; you're not the type"), or try to shock or challenge the student ("Go ahead. Do it.”). The student may already feel rejected and unnoticed and you should not add to that burden.
Don't let the student convince you that the crisis is over. The most dangerous time is precisely when the person seems to be feeling better. Sometimes, after a suicide method has been selected, the student may appear happy and relaxed. You should, therefore, stay involving until you can get help..
Don’t take too much upon yourself. Your responsibility to the student in a crisis is limited
CRISIS MANAGEMENT HANDBOOK 25 Warning Signs & Risk Factors of Suicide
Warning signs are important, but it is very important to include the risk factors. Coupling warning signs and risk factors give a clearer profile of risk! Teen suicide is the 3rd leading cause of death among young adults and adolescents 15 to 24 years of age, following unintentional injuries and homicide.
WARNING SIGNS RISK FACTORS • Abrupt changes in personality • Problems with school or the law • Giving away possessions • Breakup of a romance • Previous suicide attempt • Unexpected pregnancy • Use of drugs and/or alcohol • A stressful family life (having • Change in eating pattern - parents significant weight change who are depressed or substance • Change in sleeping pattern - abusers; or a family history of insomnia/oversleeping suicide) • Unwillingness or inability to • Loss of security… fear of communicate authority, peers, • Depression group or gang members • • Extreme or extended boredom Stress due to new situations, college, • Accident prone (carelessness) or relocating to a new community • Unusual sadness, • discouragement and loneliness. Failing in school or failing to pass an important test • Talk of wanting to die • Serious illness or injury to • Neglect of academic work and/or oneself personal appearance • Seriously injuring another person • Family disruptions - divorce, or trauma or losing a loved one causing another person's death • Running away from home or (example: automobile accident) truancy from school. • • Rebelliousness, reckless Major loss - a loved one, behavior a home, divorce in the family, • Withdrawal from people/activities a trauma, a relationship they love • Confusion - Inability to concentrate • Chronic Pain, Panic or Anxiety • Perfectionism • Restlessness
CRISIS MANAGEMENT HANDBOOK 26 Crises Requiring Limited School Involvement
In certain crisis situations, a schoolwide response would be excessive and unnecessarily impact students. In other instances, police involvement may limit the school's ability to respond to the incident.
When suicide risk is present, or when attempted suicide has occurred, a limited response by trained school staff and/or the CRT should be all that is necessary to contain potential panic and reduce further risks. While these situations do not, by themselves, constitute schoolwide crisis, inappropriate responses to these events can lead to chaos. In the case of a homicide, an immediate school based response may be limited due to law enforcement intervention. However, a general crisis response should follow due to the emotional trauma and stress such an event would cause.
Crises Occurring During Summer or School Breaks
If a school administrator or other CRT team member is notified of a crisis during the summer (or when affected students are on break), the response usually will be one of limited school involvement. In that case, the following steps should be taken:
1. Institute the phone tree to disseminate information to CRT team members
and request a meeting of all available members.
2. Identify close friends/staff most likely to be affected by the crisis. Keep the
list and recheck it when school reconvenes.
3. Notify staff or families of students identified in # 2 and recommend
community resources for support.
4. Notify general faculty/staff by letter or telephone with appropriate
information.
5. Schedule faculty meeting for an update the week before students return to
school.
6. Be alert for repercussions among students and staff. When school
reconvenes, recheck core group of friends and other at-risk students and
staff, and institute appropriate support mechanisms and referral procedures.
Crises that occur during vacation or breaks require fewer responses from the school.
CRISIS MANAGEMENT HANDBOOK 27 Suicide and Youth: Basic Information about Suicide Why Do People Commit Suicide? The suicidal person feels a tremendous sense of loneliness, isolation, helplessness, and hopelessness. For the young person, these feelings may be caused by family conflicts, a divorce or separation, the death of a parent, the breakup of a romance, the move to a new school, or pressure to succeed at school.
Suicidal people feel that they can no longer cope with their problems and that suicide may be the only way out. Most people think about suicide at some point in their life. Most people find that these thoughts are temporary and that things do get better. Suicide is a needless and permanent solution to short-term problems.
Major Life Crises of a Student • Death of a family member • The divorce or separation of parents • The adolescent's own pregnancy or illness • A change in residence • Breaking up with one's boyfriend or girlfriend • Loss of family social or financial status • Rejection by peers • Failure to achieve
Warning Signs One sign alone does not mean that a person is suicidal. Several signs at one time, however, may mean that the person is seeking help. A few of these signs are: • Depressed mood, pervasive sadness • Previous suicide attempts or gestures • Sudden withdrawal from social contacts, interest, activities • Recent loss of a loved one or even a pet • Sense of failure, feelings of shame or guilt • Significant decline in, or neglect of, school work frequently coupled with expressions helplessness and apathy. • Frequent references to death and dying; listening to mournful records; decline in fear of death • Purchase of the means of suicide; e.g., pills, rope, weapons • Changes in eating and sleeping patterns; e.g., insomnia, increased sleeping, loss of appetite, or over eating • Sudden mood changes or significant behavioral changes • Family disruptions such as divorce or other changes • Marked self-abuse through alcohol and/or other drug use • Giving away one's personal possessions; packing one's belongings • Self-mutilation or attempts to hurt oneself physically
CRISIS MANAGEMENT HANDBOOK 28 • Themes of death, depression, and suicide in art work and writing.
CRISIS MANAGEMENT HANDBOOK 29 What To Do When you suspect that a student may be suicidal, you may become nervous and anxious. This is a normal feeling. It may help if you remember the following: • Believe or trust your suspicions that the student may be self-destructive. Communicate your concern for the well-being of the student to the counselor, school psychologist, and/or school social worker. Be an active listener and show your support. • Be direct. Talk openly and freely and ask direct questions about the student's intentions. Try to determine if the student has a plan for suicide (how, where, when). The more detailed the plan, the greater the risk. • Get professional help. Encourage the student to seek help from a school counselor, school psychologist, school social worker, minister, or someone who can help solve the problems. If you believe that the student is in eminent danger of hurting themselves or others, you must notify the school counselor.
What Not To Do • Do not allow yourself to be sworn to secrecy by the suicidal student. You may lose the confidence of the student for a while, but you may save a life. • Do not leave the student alone if you believe the risk for suicide is immediate. • Do not act shocked at what the student tells you. • Do not debate whether suicide is right or wrong. This may make the student feel guilty about what they are thinking.
Myths and Facts about Suicide
Myth: Talking to someone about their suicidal feelings will cause them to commit suicide. Fact: Asking someone about their suicidal feelings may make the person feel relieved that someone finally recognized their emotional pain.
Myth: All suicidal people want to die and there is nothing that can be done about it. Fact: Most suicidal people are ambivalent, that is, part of them is saying, "I want to die," but part of them is saying, "I want to live."
Myth: There is a "typical" type of person who commits suicide. Fact: The potential for suicide exists in all of us. There is no "typical” type of suicidal person.
Myth: Suicide occurs without warning. Fact: Many people, including adolescents, give warnings of their suicidal intent.
A Positive Note
People have a will to live, a will that can once again become dominant. With proper guidance and treatment, the hopelessness disappears and the potential suicide victim can be restored to full, active,
CRISIS MANAGEMENT HANDBOOK 30 and happy living. Help is available. You may be an important of that help and a vital first link in assuring that professional assistance is obtained and that a life is saved. Other Crisis Situations There may be other situations that are critical and need to be escalated to the school social worker and administrators as soon as staff members are aware of these situations. Our goal is support our families in a timely manner. Maintaining confidentiality and using discretion when discussing these situations is essential. The main point of contact on any of these situations will be the Head of Schools and/or the school social worker.
These include, but are not limited to:
• Death of immediate family member • Loss of housing or change in living arrangement due to fire, flood, violence, financial difficulties etc. • Natural Disaster • Violence • Runaway or Missing Students • Suspected Abuse
Death/Loss of Housing/Natural Disaster/Violence: In the event that any of these occur, verify the information, if possible. Send a referral to your direct administrator and the school social worker immediately. Runaway or Missing Students In an event that one of our students is reported by their learning coach as a runaway or missing, verify that a police report was made. Send a referral to your direct administrator and social worker immediately. Mandatory Reporting All A3 Education staff are required to obtain Mandatory Reporter Training. Contact Human Resources IMMEDIATELY if you have not been trained, or need a refresher course. Teachers, counselors, administrators, and school staff are responsible to report suspected child abuse by law. All California residents are considered mandated reporters and required to make reports if abuse is suspected. School staff must follow up with the student’s school counselor/social worker and direct administrator. * Please note if the student is in immediate danger dial 911.
These are the only questions we are permitted to ask a student, but it is acceptable to restate the questions or to say, “Tell me more about that.” • What happened? • Who did it? • When did it happen? • Where did it happen?
CRISIS MANAGEMENT HANDBOOK 31 Steps for Reporting (if student is NOT in immediate danger):
If you have concerns, questions, or need support, please contact the school social worker assigned to the student. If the school social worker is not available, please contact your principal or administrator for assistance.
1. Call the appropriate DSS office according to the county the student resides. 2. Have student information in TotalView accessible. 3. Keep your notes of the report in a secure location. 4. Notify appropriate social worker and your administrator. 5. IMPORTANT: Document in TotalView exactly as stated below. Do not discuss with staff unrelated to this report.
Subject line: Referral to Social Worker Body of note: • Employee name who initiated referral. • Date and time of referral. • Name of principal/administrator and social worker notified.
Prohibition of Bullying, Intimidation, and Harassment Procedure All students have the right to learn in a safe, supportive school environment that is free from bullying, intimidation and harassment. Bullying, intimidation, or harassment disrupts both a student’s ability to learn and a school’s ability to educate its students in a safe environment. We are committed to providing a safe environment for all students.
Definition Bullying, intimidation and harassment include any gestures, written, verbal, or physical acts by an individual student or group of students that inflicts physical, verbal, emotional or mental suffering on another student or group of students. They are any behaviors which use improper power to intimidate, threaten, distress or hurt others. These include any behaviors that take place in Blackboard Collaborate, blended learning center, at a testing site, or at a school-sponsored function: • Are motivated by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or mental, physical or sensory disability; or by any other distinguishing characteristic. • A reasonable person should know, under the circumstances, that the act will have the effect of harming a student or damaging the student's property, placing a student in reasonable fear or harm to his/her person or damage his/her property. • Are sufficiently severe, persistent or pervasive that it creates an intimidating, threatening and or abusive educational environment for a student.
CRISIS MANAGEMENT HANDBOOK 32 • Have the effect of insulting or demeaning any student or group of students in a way as to cause substantial disruption in, or substantial interference with the orderly operation of the schools. • Acts of bullying, intimidation or harassment may also be a student exercising power and control over another student, in either isolated incidents or patterns of harassing or intimidating behavior.
Reporting All school employees are required to report alleged violations of this policy to the appropriate school principal. All other members of the school community including students, parents or legal guardians, volunteers and visitors are encouraged to report any act that may be a violation of this policy. Reporting parties are encouraged to submit an Incident Report Form to the appropriate principal, but oral reports will also be considered official reports. Reports may be made anonymously, but formal disciplinary action may not be based solely on the basis of an anonymous report. A school employee who promptly reports an incident of bullying, intimidation or harassment to the appropriate school official and who makes the report in compliance with the procedures in the policy is not liable for damages arising from any failure to remedy the situation.
Investigation The principal or his/her designee is responsible for determining whether an alleged act constitutes a violation of this policy. A prompt, thorough and complete investigation of the alleged incident shall be conducted. A record of each investigation regarding allegations of bullying, intimidation and harassment will be kept. Some acts of bullying, intimidation, or harassment may be isolated incidents requiring the school to respond appropriately to the individual(s) committing the acts. Other acts may be so serious or part of a larger pattern of bullying, intimidation, or harassment to require further action involving law enforcement. Consequences and appropriate remedial actions for students who commit an act of bullying, intimidation or harassment range from positive behavioral interventions, up to including suspension or expulsion. The administrator will consider the nature and circumstances of the act, the level of harm, the natures of the behavior, past incidences, past or continuing patterns of behavior, and the context in which the alleged incident(s) occurred. Reprisal or retaliation against a victim, witness or anyone with reliable information about an act of bullying, intimidation or harassment is prohibited. The consequence and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the school after consideration of the nature and circumstance of the act, in accordance with the case law, federal and state statutes and regulations and district policies and procedures.
CRISIS MANAGEMENT HANDBOOK 33 CRISIS MANAGEMENT HANDBOOK 34 A3 Education Crisis Management Plan
Natural disasters and man-made disasters are potential hazards for which we must be prepared. We must also prepare for crisis situations—which could include intruders, hostile individuals, weapons, and bomb threats. The objective of a School Crisis Management Plan is to provide a framework by which decisions can be made during such disasters or crises with the ultimate goal of safeguarding students, families and school personnel.
To meet this objective, students, families and staff will be instructed and prepared in the appropriate and safe procedures to follow in the event of a crisis through staff in-service and drills. The occurrence of a crisis will require prompt response from all personnel as they perform their specific assignments from this plan.
This plan is offered to provide a general framework of procedures and administrative structures to be used in the event of a crisis that involves our school. Since no two emergencies will be the same in nature, scope, or magnitude, it is necessary for the school’s plans to be basic, flexible, and subject to modifications as they are needed.
In the event of an emergency that occurs for any A3 Education School we believe that planning and preparation are the ways to mitigate further issues. As such, the following emergency plans have been developed by the administrative team.
The majority of the plans are drafted in a fashion for adults due to the nature of our virtual charter school – few students in the administrative office.
In discussing possible rental or lease of facilities for use in delivering State assessments, requests for evacuation plans and presence of emergency plans will be solicited. This request will allow us to ensure that our facility partners have devised and developed plans that we can follow in accordance with their already established protocol.
Accessibility of Phone Lines Parents are encouraged not to call the school in emergency situations to facilitate the phone lines remaining accessible for handling a crisis/emergency.
Basic Plan
A. SITUATION AND ASSUMPTIONS
1. Situation
a. The building is located at 3300 MacArthur Blvd. Suite 330, Newport Beach, CA 92660. The site consists of one office.
b. The Principal has the primary responsibility for developing and implementing the site Emergency Operations Plan. The Principal has the responsibility of executing the policies developed by the academy/program.
CRISIS MANAGEMENT HANDBOOK 35 c. Site personnel and/or local fire and law enforcement agencies will handle most emergencies on site.
2. Assumptions a. During an emergency, centralized direction and control is the most effective approach to management of emergency operations.
b. In case of an emergency that is beyond the capabilities of the site to handle, site personnel will coordinate with local emergency response agencies. This may include having a member or members act as liaison with responding agencies.
CRISIS MANAGEMENT HANDBOOK 36 Communication
1. Emergency Communications When an emergency condition exists, the Principal will notify the necessary personnel to respond to their pre- assigned area. The methods of communication listed below will be used. Notifications will be given in plain language. Code words shall not be used. a. Radio
b. Telephone
c. Runners
2. Media Relations The Principal will be prepared to deal with the media. A separate staging location will be pre-identified for media briefings.
Emergency Contact Numbers Public Safety Agencies Number General Emergency 911* Police/Sheriff/Fire 911* Poison Control 1-800-222-1222
California Police Station Phone Numbers by County can be found at: http://www.usacops.com/ca/pollist.html * Inform P.D. representative that you are calling in an emergency from outside the city in regards to an individual inside their jurisdiction.
Evacuation Checklist
1. Evacuation • Principal will issue evacuation procedures.
• Principal will determine if students and staff should be evacuated outside of the building.
• Principal will direct students and staff to follow evacuation drill procedures and route or to follow an alternate route if the normal route is too dangerous
• Principal will direct all staff to close windows
• Principal will direct all staff to turn off lights, electrical equipment, gas, water faucets, air conditioning and heating system.
• Principal will direct staff to lock doors.
LOCKDOWN/SHELTER-IN-PLACE
CRISIS MANAGEMENT HANDBOOK 37 Lock-down procedures may be issued in situations involving dangerous intruders or other incidents that may result in harm to persons inside the school building. • Principal will issue lock-down order by announcing a warning over the office phone system.
• Principal will direct all students, staff and visitors into secure rooms.
• Principal will lock office doors and direct staff to lock their doors.
• Principal will direct staff to cover all windows.
• Principal and staff will move all persons away from windows and doors.
• Principal and staff will have all persons get down on the floor.
• No one will be allowed outside of offices, meeting rooms, and classrooms until the Principal gives the all-clear signal.
*Will use a duress code to authenticate any all-clear signal* (This is a specific word or phrase that is used prior to giving the all clear signal that indicates to all staff that the person signaling the all clear is not being forced to do so by an intruder)
Reverse Evacuation
Reverse Evacuation/Shelter-in-place provides refuge for students, staff and any members of the public within buildings during an emergency. Shelters are located in areas that maximize the safety of inhabitants. Safe areas may change depending on the emergency. Be prepared to go into lockdown/shelter-in-place once inside.
• Principal will identify safe areas in each building.
• Principal warns students and staff to assemble in safe areas and bring all persons inside building(s).
• Principal and/or staff create a roster of all persons gathered.
• Principal directs staff to close all exterior doors and windows.
• Principal or directed staff will turn off any ventilation leading outdoors.
• If advised, Principal and staff will ask all persons to cover mouth and nose with handkerchief, cloth, paper towels or tissues.
• Teachers should account for all students after arriving in the safe area.
• Office personnel must contact each teacher/classroom for a headcount.
• All persons must remain in safe areas until notified by Head of School, Incident Commander or emergency responders.
CRISIS MANAGEMENT HANDBOOK 38 Bomb Threat and Explosion Procedure A person who communicates a threat or conveys false information, knowing the information to be false, concerning an attempt or alleged attempt of an explosive device is guilty of a felony and upon conviction must be imprisoned for not less than one year nor more than ten.
Action Steps for Bomb Threats:
• PORTABLE RADIOS AND CELLULAR PHONES SHOULD NOT BE USED IN THE IMMEDIATE VACINITY OF A SUSPECTED DEVICE DURING A BOMB THREAT INCIDENT.
• We must be able to maintain communications during a bomb threat incident. DO NOT transmit in the immediate vicinity of a suspected device. Move away from the area before using cell phones or radios.
• If a phone threat is made, obtain as many details as possible. Use the checklist that follows:
o COMPLETE THE PHONE CHECKLIST. USE CALLER ID FUNCTION UPON COMPLETION OF CALL.
o Call 911 to notify police, fire department, and emergency preparedness. Follow the steps of the Annoyance Call Tracing System.
• When the Principal decides to evacuate the building, the special code for a bomb threat must be announced prior to activating the fire alarm system. Normal fire alarm procedures should be followed after the fire alarm sounds.
• The building should be left as is. Students are requested to take their back packs/ book bags with them as they exit the building.
• Notify District’s Director of Special Services.
• Staff should be aware of unusual or suspicious boxes, packages, noises, devices, or disturbances in their classroom or in the hallway as they evacuate the building do not touch anything that looks suspicious. Report suspicious items to the Head of School.
• The school will be searched by school personnel with assistance from security personnel and law enforcement according to a plan developed by the school. The Head of School, law enforcement and security personnel will consider the time indicated by the caller to determine when the building will be searched.
• Stay in a safe designated area until the Principal indicates it is safe to return to the building. Students and staff should be faced away from the building and be prepared to drop to the ground in the event of an explosion. Teachers should check the assembly area for the possibility of secondary devices.
CRISIS MANAGEMENT HANDBOOK 39 • If an explosion occurs prior to evacuation, teachers should be prepared to move in a darkened, smoke filled and disruptive environment. Teachers should lead the way and students should physically grasp the student in front of them.
• Upon reaching the assembly area, Teachers should immediately account for all students and report any missing to staff and/or emergency personnel.
Bomb Threat Call Checklist 1. When is the bomb going to explode?
2. Where is the bomb going to explode?
3. What does the bomb look like?
4. What kind of bomb is it?
5. What will cause the bomb to explode?
6. Did you (the caller) place the bomb?
7. Why did you (the caller) place the bomb?
8. Did you (the caller) make the bomb?
9. What is your name?
10. Where do you live?
Caller information: Male / Female Age:_____ Race: ______Length of call: _
Caller’s Voice:
Calm Laughing Lisp Angry Crying Rasp Excited
Normal Deep Slow Distinct Ragged Rapid Slurred
Soft Clearing Throat Nasal Deep Breathing Loud
Stutter Cracking Voice Disguised Accent Familiar
If familiar, who did it sound like?
Background Sounds:
Street Noise House Noises Factory Machinery Crockery Motor Animal Noises
Voices Office Clear PA System Static Local
Long Distance Office Machinery Booth Other
CRISIS MANAGEMENT HANDBOOK 40 Threatening Language:
Well Spoken Foul Incoherent Irrational Taped
Remarks: Report call immediately. Fill form out completely. Note date and time.
Fire In the event a fire or smoke from a fire has been detected:
• The fire alarm will be activated.
• Students and staff will be evacuated to a safe distance outside of building.
• The normal fire drill route will be followed. An alternate route will be followed if the normal route is too dangerous.
• The teachers will take attendance and create a class roster.
• Principal will notify police and fire (call 9-911).
• Principal will report incident to Fire Marshal.
• No one may re-enter building(s) until entire building(s) is declared safe by fire or police personnel.
• Principal will notify students and staff of the termination of the emergency and normal operations will be resumed.
Gas Leak
If gas odor has been detected in the building: • Students and staff will be evacuated to a safe distance outside of building.
• The normal fire drill route will be followed. An alternate route will be followed if the normal route is too dangerous.
• Principal will notify police and fire (call 9-911).
• The teachers will take attendance and create a class roster.
• No one may re-enter building(s) until fire or police personnel declare entire building(s) safe.
• Principal will notify students and staff of the termination of the emergency and normal operations will be resumed.
CRISIS MANAGEMENT HANDBOOK 41 If gas odor has been detected outside the building: • Principal will notify police and fire department (call 9-911).
• Principal will report the incident to the Fire Marshal.
• Principal will determine whether to shelter in place or evacuate. Fire personnel will assist with decision.
• No one may re-enter building(s) until fire or police personnel declare the entire building(s) safe.
• Principal will notify students and staff of the termination of the emergency and normal operations will be resumed.
General Emergency
• Principal or appropriate staff will notify 9-911 (if necessary).
• Principal or appropriate staff will notify CPR/first aid certified persons in school building of medical emergencies, if necessary.
• Principal or appropriate staff will seal off the high-risk area.
• Principal or appropriate staff will take charge of area until incident is contained or relieved.
• The Principal will assemble the school Crisis Team as needed.
• The Principal will preserve evidence and keep detailed notes of the incident.
Weather
Severe Weather Watch has been issued in an area near school • Monitor Emergency Alert Stations (see EAS section) or NOAA Weather Stations (National Weather Service, Weather Channel).
• Bring all persons inside building(s).
• Close windows and blinds.
• Review severe weather drill procedures and location of safe areas. Severe weather safe areas are under desks and in hallways away from windows and large rooms.
• Review “drop, cover and hold” procedures with students.
Severe Weather Warning has been issued in an area near school or severe weather has been spotted near school.
CRISIS MANAGEMENT HANDBOOK 42 • Principal or directed staff will shut off gas.
• Principal or directed staff will move students and staff to safe areas.
• Principal will remind teachers to take attendance and note the class roster.
• Principal and directed staff will ensure that students are in “drop, cover and hold” position.
• Principal and directed staff will account for all students.
• Principal will direct staff and students to remain in a safe area until the warning expires or until emergency personnel have issued an all clear signal.
Chemical/Biological/Radiological (CBR)
With regard to concerns about a CBR attack, we would follow the procedures listed below in the event of an attack in our area:
• Go to lock down. Secure all doors and windows.
• If interior rooms are available, move to them.
• Air handling systems should be shut down on site or remotely by Support Services.
• Stand by for announcements from civil authorities. There are variables in these types of attacks and it will be best to shelter in place until we have better information. Parents should be advised not to come to the school to pick up their students until an all clear is given
Hazardous Materials Incident (Level II or Level III) Hazardous materials near the school or state testing sites could pose a serious threat to the safety of students and staff. Immediate communication with local emergency preparedness, fire, and police is necessary.
Signals:
A) Tell students/staff what is occurring and why; or
B) Notify to all staff outlining and explaining the emergency and whether school is to continue as usual or people are to evacuate to another location if necessary. Hazardous Materials Threat Action Steps: • Identify threat.
• Contact 911 Emergency Services to notify them about the incident. Provide appropriate details of the incident and chemical code number, if visible. Chemical codes are listed in the Emergency Response Guidebook available through the Emergency Preparedness Office.
CRISIS MANAGEMENT HANDBOOK 43 • Determine whether to maintain activity within the building or evacuate building.
Follow the directions of the Fire Department and emergency personnel as to appropriate steps in terms of evacuating the building.
In-Building Chemical Hazards: When hazardous chemical accidents occur in the building, personnel must follow the accident control procedures established in the plan for their school. These plans should be housed in each school’s office and be readily available. Earthquake Procedure Signals: Announcement on intercom system or radios to assume duck, cover and hold position.
Action Steps:
• Protect face and head from flying debris with arms, books, coats, etc. Duck, cover, and hold procedures should be used.
• Stay in this position until building tremors and/or flying debris ceases.
• If directed to evacuate the building, you should move to an area that is not located near gas and electrical lines that could pose a hazard if broken.
• Contact 911 and provide details of building damage and emergency needs.
*Plan for alternate routes to evacuate building during earthquake drills. *Do not light any matches or candles if an earthquake occurs. Utility Emergency Procedures If the building needs to be evacuated, follow fire drill procedures to include manually tripping the fire alarm. A visual check of all school areas will be conducted by Principal and other designated staff.
Action Steps: Gas Line Break - Call 911 - Inform of break and important details.
• Clear the area (evacuate the building, if necessary).
• Teachers should account for all students on their attendance rolls. Report missing students to the principal. Crime Reporting Procedures (Against Person or Property) These are enforcement procedures which are required by law, to be followed in the instance of suspected criminal conduct.
CRISIS MANAGEMENT HANDBOOK 44 When an administrator observes (or is notified of and verifies) an offense, the administrator will confer with the staff involved, effect the appropriate disciplinary action, and if appropriate, meet with the student. If warranted, the administrator should immediately remove the student from the school environment. The administrator will notify a parent/guardian as soon as possible.
• When appropriate, school officials should contact law enforcement authorities.
• If law enforcement is notified, the District’s Director of Special Services.
• Staff will follow established due process procedures when applicable.
• The administrator will keep a complete record of the procedures.
California State Law requires as follows:
“In addition to other provisions required by law or by regulation of the State Board of Education, school administrators must contact law enforcement authorities immediately upon notice that a person is engaging or has engaged in activities on school property or at a school-sanctioned or sponsored activity which may result or results in injury or serious threat of injury to the person or to another person or his property as defined in local board policy. Specifically, the actions which will result in the immediate contact of law enforcement include, but are not limited to the following:
• assault and battery
• extortion
• bomb threat
• possession and/or use of and/or transfer of a weapon, including a pistol, knife, blackjack, brass knuckles (to include multi-finger rings);
• possession of incendiary or explosive devices, including ammunition for a weapon, such as bullets, shotgun shells, etc.
• In addition, any item used to inflict physical harm on another person will be considered a weapon.
• sexual offenses
• vandalism (major property damage)
• theft, possession, or sale of stolen property
• arson
• furnishing or selling unauthorized substances, as defined by Board Policy.
CRISIS MANAGEMENT HANDBOOK 45 • distribution, sale, purchase, manufacture, use or unlawful possession of a controlled substance (a drug, substance, or an immediate precursor as defined in California Code of Laws
• threatening to take the life of or inflict bodily harm upon school personnel, school volunteers, or members of their immediate family
• possession, use, or transfer of “look-alike” weapons.
• disturbing the schools Student Disturbance Procedures Student Disturbances:
• If the misbehavior is not serious, attempt to have students return to their normal school routine.
• Call for law enforcement if the disruption continues or if injury occurs.
• If law enforcement is notified, the District’s Director of Special Services.
• If the behavior could result in injury or further disruption, try to get disruptive students or their leaders isolated from the general student body.
• Determine what disciplinary action to take, if any.
• Notify parents at an appropriate time.
• School Crisis Response Team members discern the basis for the problem and take action to address those concerns.
Student Walkout Procedures
• Assign administrative security.
• Advise Law Enforcement
• Activate the School Crisis Response team to discuss the problem and take action to address the situation. Campus Intruder (Level I) Definition: Individuals who do not receive permission to be on the school defined premises. General procedures - Staff should stop strangers and inquire as to their business in the building. Use phone, if appropriate, to notify teachers of unwanted intruder in the building.
Action Steps:
• If the intruder is in the hall, staff should use two-way intercom to report to office, if possible.
• Ask intruder if you may be of assistance and communicate in a non-threatening manner until help can be sent.
CRISIS MANAGEMENT HANDBOOK 46 • Ask unwanted intruder to report to designated school official. If the intruder refuses to the teacher should contact the designated school official or Principal and advise of the situation and give a description of the intruder.
• Staff should escort stranger off the site if determined to be non-threatening.
• If the intruder is hostile or threatening, call the Principal or local law enforcement for assistance.
• If shots are fired, the radio will be used to evacuate students to safest position away from intruder. Otherwise, students should be secured in designated location, to prevent entry by an intruder.
• Notify the Head of School.
Active Shooter
Action Steps:
• Door to the A3 office suite will be locked (Office Manager). • The administrative team will be alerted to enact student shield (Office Manager). • Law enforcement, through 9-1-1, will be alerted (Special Programs Director or Operations Manager). A secondary call and/or email will be sent to Trinity Partners as the proprietors of the leases space. • The administrative team will shepherd any present students into offices that can be locked and blinds to the windows will be closed (Academic Administrators, Head of School, Registrar). • All adults will move into locked offices, turn off the lights, and remain silent. • If all is well in that office, a green card will be placed behind the blinds indicating the room is safe. No cards will be slipped under the door into the hallway. • Everyone will stay in the secured position until notified by law enforcement officials.
Reminders:
• Schools have the right to search all individuals on a school designated sites.
• All visitors on the school campus must report to the designated school official to sign in.
• All visitors must be provided a visitor’s identification
CRISIS MANAGEMENT HANDBOOK 47 Student Runaway or Abduction (Level I or Level II) Definition: Student runs away from the school building during school hours, or student is abducted by a stranger or family member.
Action Steps:
• The teacher or staff member should notify the school office and provide a description of the student(s) and abductor(s) and as much information as possible about the incident.
• The school office personnel should call 911 for an abduction or for a runaway. Provide a description of the persons involved and as much information as possible about the incident.
• For a runaway, follow student if it seems appropriate.
• School office personnel should contact the parent or guardian.
• Have a description of student’s clothing worn that day and a picture of the student available for law enforcement personnel. Check with teachers to obtain clothing description and surveillance systems. Pictures may be available from files or yearbooks, but a picture of every student must be available! Possession of Weapon at School Event Whenever a student is observed or reported to have a weapon at a school event, the following precautions and procedures should be followed by the school administrators and/or staff:
• Any person found to be in possession of a weapon should be reported to the Head of School.
• Contact law enforcement for possession of a weapon. If there is a threat to life or property, call 911. Serious Injury on Campus, While on Outing, or “Meet-Up” Whenever a student, staff member, or visitor is at the school administrative office or at a school sponsored event is seriously injured, the following procedures should be followed:
• Determine injuries and provide first aid.
• If appropriate, restore calm and move students away from the scene.
• If at a school sponsored event, complete the necessary paper for that facility for an on-site injury.
• Assess extent of situation by determining who was involved or committed the act. Identify witnesses and remove them to a secure area.
• If appropriate, keep witnesses separated. Keep the scene a secure area. Do not disturb possible evidence or remove the victim if determined to be dead.
• Notify the District’s Director of Special Services.
CRISIS MANAGEMENT HANDBOOK 48 • Follow emergency procedures for communication of information to staff and students, evacuate (if necessary).
• Follow crisis response follow-up plan for necessary counseling or other trauma reduction activities. Hostage Situation Procedures If a situation should arise where one or more persons hold students or staff hostage, the following precautions and procedures should be considered:
• Call 911
• Move all people away from the hostage situation as rapidly and quietly as possible. Check any common areas to be sure they have been evacuated.
• Gather all facts regarding the situation for the police. Keep notes on times, any communications from the person holding the hostage, and other witness information.
• Designated first responder should meet law enforcement and emergency personnel as they arrive.
• Work with the district office and law enforcement to determine next steps. Law enforcement has total control of hostage scene
• Notify the District’s Director of Special Services.
* Note: No one, other than law enforcement, should initiate communication with the subject.
If communication is initiated by the subject, only one person should communicate with the subject. Accident/Serious Injury/Illness Procedures Definition: Emergency where one or many are sick or injured. Immediate concern is to aid the injured or sick student.
Action Steps:
• Teacher should contact school office and stay with injured/sick person.
• School office should contact 911 if individual’s injury or sickness is determined to be of a nature that should be treated immediately by a medical doctor. First priority is the safety and well-being of the individual.
• Fax or send medical emergency information to the hospital with victim.
• If a qualified individual is available to administer first aid, use him/her as appropriate until emergency personnel arrive on the scene.
• Contact the individual’s parent/guardian to notify him/her of the emergency, to advise of the decision to transport for emergency care and request the parent/guardian to go to the child’s location.
CRISIS MANAGEMENT HANDBOOK 49 • Notify the District’s Director of Special Services
Definitions
CODE RED : Evacuate building to assigned evacuation site. Take book bags and purses. Do not use walkie- talkies or cell phones in the immediate vicinity of a suspected device. Check evacuation site for secondary devices, face students away from the building, be prepared to drop and cover in the event of an explosion, take roll and hold up appropriate color card. Do not return until all clear is given.
CODE BLUE: Lock all doors and remain in room until all clear is given. CODE WHITE: Announce: “ERT please report to ______. CODE GREY: Listen for announcement and follow instructions. CODE BLACK: Students will assume DUCK AND COVER POSITIONS. Listen for further instructions. CODE ORANGE: Listen for announcement.
Guideline for the Release of Students In an Emergency Students will not be dismissed until the situation is considered safe. Students will be released to an adult whose name appears on school records or dismissed as appropriate. Evacuation Staging Area for Disabled Persons Disabled individuals may need evacuation assistance in an emergency. For example, if the fire alarm is pulled, elevators will likely no longer function. This may hinder the evacuation of individuals that are disabled or use a wheelchair. As a result, it is essential that disabled individuals proceed to an emergency Evacuation Staging Area for assistance by emergency responders. This plan must identify the route the individual will take in an emergency, as well as a buddy who will accompany the person with special needs. This plan may vary considerably from the evacuation route of other students and staff, or the individual may take the exact route as his/her peers. An Evacuation Staging Area is an area, close to an exit, where disabled individuals may receive further instructions or await evacuation assistance from rescue personnel. The Site Lead, in conjunction with the Fire Department, designates emergency Evacuation Staging Areas for individuals who need evacuation assistance. Site Administrators must identify Evacuation Staging Areas as needed, post signs to mark the locations, and assign a staff member to supervise disabled students needing evacuation assistance.
Site Lead Responsibilities
For the evacuation of individuals needing assistance, Site Leads must:
• Identify Evacuation Staging Areas on each floor of learning lab or outing location. • Post signs to mark the location of Evacuation Staging Areas. • Designate a staff member to supervise disabled students needing evacuation assistance. • Instruct the staff member buddy to locate the disabled student in the event of an emergency and ensure they receive evacuation assistance.
Parent Involvement Parents, legal guardians and relatives are essential partners in safety. Their responses during an emergency can either assist or hinder school personnel. For example, during a school lockdown parents should not be allowed to enter the school building under any circumstances. If parents understand this beforehand, they will
CRISIS MANAGEMENT HANDBOOK 50 not rush the school and they will know whom to contact for up-to-date information about their child. Parents are responsible for ensuring that emergency contact information is kept up-to date. In an emergency, students will be released only to parents or designated emergency contacts. Parents are asked to share the responsibility for advising their children what to do in an emergency. Parents should instruct children to follow the directions of school authorities. It is critical that students do not have instructions that are contrary to the District’s stated practice on retention at school and authorized release in the event of a serious emergency.
Review and Practice To be effective, even the best emergency plans must be practiced. It is essential that Site Administrators periodically review the school emergency plan with staff. Staff and students should periodically practice three key drills— Evacuation, Lockdown, and Shelter in Place • Site Leads must routinely practice evacuation drills as required by Fire Department directives. • Site Leads are also expected to perform one Lockdown drill (typically used to secure a building) at the beginning of each semester. • Site Leads are also expected to perform one Shelter-in-Place drill (typically used for weather emergencies) at the beginning of each semester.
CRISIS MANAGEMENT HANDBOOK 51
Appendix S District Policies on Grading, Assessment, and Student Achievement
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File: IKA
NOTE: Colorado school districts are required by law to adopt a policy on this subject, and the law contains some specific direction as to the content or language. This sample policy contains the content/language that CASB believes best meets the intent of these legal requirements, as follows: (1) policy on use of pencil and paper to complete any portion of a state assessment that students would otherwise complete on a computer; (2) policy to allow parents to excuse their children from participating in one or more state assessments; and (3) policy to ensure appropriate school personnel share with and explain student state assessment results and longitudinal growth information with the student's parent/guardian. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs.
This policy is intended to replace former policies IKAB, Report Cards/Progress Reports; ILBA, District Program Assessments; and ILBB, State Program Assessments. Grading/Assessment Systems
The Board believes that students will respond more positively to the opportunity for success than to the threat of failure. The district shall seek, therefore, in its instructional program to make achievement both recognizable and possible for students. It shall emphasize achievement in its processes of evaluating student performance.
State assessment system
State and federal law require district students to take standardized assessments in the instructional areas of English language arts, math and science. State law also requires students to take standardized assessments in the instructional area of social studies. Accordingly, the district shall administer standardized assessments pursuant to these state and federal legal requirements.
State law also requires the district to adopt policies and/or procedures concerning the use of pencil and paper on the computerized portion of state assessments; parent requests to excuse their children from taking state assessments; and the district's assessment calendar. This policy and its accompanying regulation represent the district's processes to address these requirements.
1. Pencil and paper testing option
The district may determine that a specific classroom or school within the district will use pencil and paper to complete the computerized portions of a state assessment. Factors that will be considered in making this determination include:
the technological capacity and resources of the particular school/classroom;
students' previous experience with computerized and written assessments;
whether the instructional methodology of the particular school/classroom is consistent with the use of computerized assessments or written assessments; and
the logistics of administering the state assessment in different formats at a particular school or schools.
Prior to making this determination, the superintendent or designee shall consult with the school principal(s) affected by this determination as well as parents/guardians of students enrolled in the district.
For students with disabilities, the use of pencil and paper instead of a computer to complete a state assessment shall be determined by the student's Individualized Education Program (IEP) team or Section 504 team, in accordance with applicable law. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 1/6 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2. Parent/guardian request for exemption
A parent/guardian who wishes to exempt his or her child from a particular state assessment or assessments shall make this request in accordance with this policy's accompanying regulation.
In accordance with state law, the district shall not impose a negative consequence upon a student whose parent/guardian has requested an exemption from a state assessment or assessments.
This policy's exemption process shall apply only to state assessments administered pursuant to C.R.S. 2271006.3 and shall not apply to district or classroom assessments.
3. Sharing of student state assessment results with parents/guardians
The Colorado Department of Education is required to provide diagnostic academic growth information for each student enrolled in the district and for each public school in the district based on the state assessment results for the preceding school years. Appropriate school personnel, including those who work directly with the student, shall have access to the student's state assessment results and longitudinal academic growth information and shall share with and explain that information to the student's parent/guardian.
NOTE: State law requires districts to include a student's state assessment results in each student's permanent academic record. C.R.S. 2271006.3 (7)(d). State assessment results must also be included on each student's final report card for the applicable school year, if the district has sufficient time to process the results after they are released. Id. Districts must also describe each student's "level of postsecondary and workforce readiness" on the student's final high school transcript by "indicating the student's level of performance on the readiness assessments administered to the student pursuant to C.R.S. 2271006.3 in high school." 2271016 (2)(b).
District assessment system
In addition to the state assessment system, the district has developed a comprehensive assessment system that:
challenges students to think critically, apply what they have learned and gives them the opportunity to demonstrate their skills and knowledge;
includes "early warning" features that allow problems to be diagnosed promptly to let students, teachers and parents/guardians know that extra effort is necessary;
provides reliable and valid information on student and school performance to educators, parents/guardians and employers; and
provides timely and useful data for instructional improvement and improved student learning, including feedback useful in determining whether the curriculum is aligned with the district's academic standards.
In accordance with applicable law, the district's assessment system shall accommodate students with disabilities and English language learners.
The district's assessment results, in combination with state assessment results, will be used as the measurement of student achievement. It is believed these results will provide reliable and valid information about student progress on the district's academic standards.
Additional assessment information for parents/guardians
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2/6 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 In accordance with state law and this policy's accompanying regulation, the district shall distribute an assessment calendar and related information to parents/guardians on an annual basis to inform them about the state and district assessments that the district plans to administer during the school year.
Classroom assessment system
Classroom assessment practices shall be aligned with the district's academic standards and assessment program. Assessment is an integral part of the teaching and learning process that should occur continuously in the classroom. The primary purpose of classroom assessment shall be to enable teachers to make instructional decisions for students on a continual basis.
Students are encouraged to engage in informal selfassessments as they study and attempt to solve problems, monitor their own progress and improve their learning.
Grading system
The administration and professional staff shall devise a grading system for evaluating and recording student progress and to measure student performance in conjunction with the district's academic standards. The records and reports of individual students shall be kept in a form meaningful to parents/guardians as well as teachers. The grading system shall be uniform districtwide at comparable grade levels. Peer grading of student assignments and classroom assessments is permissible. The intent of this practice is to teach material again in a new context and to show students how to assist and respect fellow students.
The Board shall approve the grading, reporting and assessment systems as developed by the professional staff, upon recommendation of the superintendent.
The Board recognizes that classroom grading and/or assessment systems, however effective, are subjective in nature but urges all professional staff members to conduct student evaluations as objectively as possible. Adopted Date: November 18, 2014
Revised: August 18, 2015
Revised: December 14, 2015
LEGAL REFS.: C.R.S. 2271006.3 (1) (state assessment implementation schedule)
C.R.S. 2271006.3 (1)(d) (district must report to CDE the number of students who will take the state assessment in a pencil and paper format)
C.R.S. 2271006.3 (7)(d) (state assessment results included on student report card if feasible)
C.R.S. 2271006.3 (8)(a) (policy required to ensure explanation of student state assessment results)
C.R.S. 2271013 (1) (district academic standards)
C.R.S. 2271013 (6) (policy required regarding the use of pencil and paper on state assessments)
C.R.S. 2271013 (7) (procedure required concerning distribution of assessment calendar to parents/guardians)
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 3/6 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 C.R.S. 2271013 (8) (policy and procedure required to allow parents to excuse their children from participation in state assessments)
C.R.S. 2271016 (2)(b) (results of state "readiness assessments" administered in high school must be included on high school student's final transcript)
C.R.S. 2211101 et seq. (Education Accountability Act of 2009)
C.R.S. 2211203 (2)(a) (principal required to provide educators access to their students' academic growth information "upon receipt" of that information)
C.R.S. 2211504 (3) (policy required to ensure explanation of student state assessment results and longitudinal growth information)
CROSS REFS.: AEA, Standards Based Education
AED*, Accreditation
IK, Academic Achievement
JRA/JRC, Student Records/Release of Information on Students
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File: IKE
Ensuring All Students Meet Standards
(Promotion, Retention and Acceleration of Students)
The Board believes that early identification of students who are not making adequate progress toward achieving standards and effective intervention are crucial. In accordance with the Board's policy on grading and assessment systems, teachers shall assess the teaching and learning process on a continual basis. Teachers shall identify students early in the school year who are not making adequate progress toward achieving the district's academic standards and may choose to implement an individual learning plan for each such student.
The plan shall be developed by the student's teacher and/or other appropriate school staff with input from the student's parents/guardians. The student's parents/guardians shall agree in writing to support the plan. Neglect by the parents/guardians with regard to participating in development of the plan or agreeing to support the plan shall not affect implementation of the plan.
The plan shall address the specific learning needs of the student. Strategies designed to address those needs may include tutoring programs, afterschool programs, summer school programs, other intensive programs and other proven strategies. Teachers are encouraged to collaborate on the development of such plans and to use a variety of strategies consistent with the student's learning style and needs.
Each semester, students with individual learning plans shall be reassessed in the content areas covered by the plan.
In order to provide the services necessary to support individual learning plans, the superintendent shall develop tutoring programs, afterschool programs, summer school programs and other intensive programs in the content areas covered by the district's academic standards. The Board shall commit resources in the budget to support these programs.
As determined by the principal and in accordance with applicable law, students not meeting applicable district academic standards may not be promoted to the next grade level or allowed to graduate. The procedure to retain a student in kindergarten, first, second or third grade due to the student's significant reading deficiency shall be in accordance with the regulation on early literacy and reading comprehension and applicable law.
When students are retained in the same grade level, the teacher shall evaluate the previous teaching and learning experiences of the student, including whether specific aspects of the individual learning plan were appropriate and effective. Based on this evaluation the teacher shall modify the plan to ensure that the student's needs will be met and that the student's educational experience from the previous year is not merely repeated.
Retention due to social, emotional or physical immaturity shall be used on a very limited basis. After consulting with the student's parents/guardians, teacher(s) and other professional staff and in accordance with applicable law, the principal shall determine whether it is in the best interests of the student to be retained for such reasons.
Acceleration, or advancing a student more than one grade level, shall be used sparingly when special circumstances warrant.
The district administration shall develop regulations to implement this policy, which shall include an appeals process concerning a decision to promote, retain or accelerate a student. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 5/6 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 Adopted: July 15, 2008
Revised: July 15, 2015
LEGAL REFS.: C.R.S. 2271013 (2.5) (recommended considerations for academic acceleration procedure)
C.R.S. 2232109 (1)(hh) (board duty to provide opportunity for an academic remediation plan upon request by student's parent/guardian)
CROSS REFS.: AE, Accountability/Commitment to Accomplishment
AEA, Standards Based Education
IK, Academic Achievement
IKA, Grading/Assessment Systems
ILBC and ILBCR, Early Literacy and Reading Comprehension
NOTE 1: Pursuant to C.R.S. 231119.2, the Colorado Commission on Higher Education (CCHE) must send an annual notice concerning college preparatory courses to the parent or legal guardian of any student who takes the ACT or precollegiate exam. The notice will give a detailed description of what constitutes an inadequate score in math, writing or reading based on the CCHE guidelines for admission to an institution of higher education. The notice will encourage students to take basic precollegiate courses while still in high school to avoid having to pay for remedial courses in college. The notice will also inform them that a student's parent or legal guardian may contact the school in which the student is enrolled and request that the school develop a plan for the student to address the coursework needed to meet CCHE's higher education admission guidelines. The district should be prepared to develop a plan for academic remediation if requested under these circumstances.
NOTE 2: A summer school grant program is available to provide intensive reading, writing or mathematics education to students entering the fifth through eighth grades who received an unsatisfactory proficiency level score in those subjects on the Colorado state assessment program. See C.R.S. 227801 for more information.
NOTE 3: Administrative procedures concerning the promotion, retention and acceleration of students should follow under this coding. Regarding the procedure for academic acceleration of students, state law requires districts to consider procedures "that may include, but need not be limited to," the following: 1) the process for referral for academic acceleration and procedures that ensure the fair, objective, and systematic evaluation of the students referred; 2) a decisionmaking process for accelerated placement that involves multiple persons, including a student's parents, rather than a sole decisionmaker; 3) guidelines for the practice of academic acceleration, including the categories, forms and types of academic acceleration and the award of credit; 4) guidelines for preventing nonacademic barriers to the use of acceleration as an educational intervention; and 5) an appeals process for decisions related to academic acceleration, as well as a process for evaluating the academic acceleration procedures and its effectiveness in successfully accelerating students. C.R.S. 227 1013(2.5)(a)(IV).
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Appendix T District Policies on Student Records
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File: JRA/JRC
NOTE: Colorado school boards are required by law to adopt a policy on this subject and the law contains some specific direction as to the content or language. The policy may not deny parents certain rights regarding student records and the district must have a policy or procedure that allows parents to inspect and review student records as well as challenge the accuracy of such records. This sample contains the content/language that CASB believes best meets the intent of the law. However, the board should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs.
Colorado school districts are also required by law to provide a notification on this subject and the law contains some specific direction as to the notification's content or language. This sample policy and accompanying regulation and exhibit contain the content/language that CASB believes best meets the intent of the law. Student Records/Release of Information on Students
In recognition of the confidential nature of student education records, no person or agency may access student education records without prior written consent from the student's parent/guardian or the eligible student, except as set forth in law and this policy.
The superintendent or designee shall provide for the proper administration of student records in accordance with law, including the implementation of safeguard measures or procedures regarding access to and disclosure of student education records.
Content and custody of student education records
The principal is the official custodian of records in his or her building.
Student education records in all formats and media, including photographic and electronic, are those records that relate directly to a student. Student education records may contain, but will not necessarily be limited to, the following information: identifying data; academic work completed; level of achievement (grades, standardized achievement test scores); attendance data; scores on standardized intelligence, aptitude and psychological tests; interest inventory results; health and medical information; family background information; teacher or counselor ratings and observations; reports of serious or recurrent behavior patterns and any Individualized Education Program (IEP).
Student education records do not include records maintained by a law enforcement unit of the school or school district that are created by that unit for the purpose of law enforcement.
Nothing in this policy shall prevent administrators, teachers or staff from disclosing information derived from personal knowledge or observation and not derived from a student's education records.
In accordance with applicable law, requests for inspection and review of student education records, requests for copies of such records, and disclosure of personally identifiable information therein shall be maintained as a part of each student's education record.
School personnel shall use reasonable methods to authenticate the identity of parents, students, school officials, and any other party to whom they disclose student education records. Authentication of identity prior to disclosure of electronic records through passwords or other security measures shall be required.
Access to student education records by parents and eligible students
A parent/guardian ("parent") has the right to inspect and review his or her child's education records, if the student is under 18 years of age. If a student is 18 years old or older ("eligible student"), the student may inspect or review his or her own education records and provide written consent for disclosure of such records and personally identifiable information therein. However, the parent is also http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 1/11 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 entitled to access his/her child's education records, despite the lack of written consent from the eligible student, if the eligible student is a dependent for federal income tax purposes or the disclosure is in connection with a health or safety emergency. Access to student education records by parents or eligible students shall be in accordance with the regulation accompanying this policy.
Request to amend student education records
A parent or eligible student may ask the district to amend a student education record they believe is inaccurate, misleading or otherwise violates the privacy rights of the student. Student grades cannot be challenged pursuant to this policy. Requests to amend a student education record shall be in accordance with the regulation accompanying this policy.
Disclosure with written consent
Whenever the district is required by law or policy to seek written consent prior to disclosing personally identifiable information from a student's education record, the notice provided to the parent or eligible student shall contain the following:
a. The specific records to be disclosed;
b. The specific reasons for such disclosure;
c. The specific identity of any person, agency or organization requesting such information and the intended uses of the information;
d. The method or manner by which the records will be disclosed; and
e. The right to review or receive a copy of the records to be disclosed.
The parent's or eligible student's consent shall only be valid for the specific instance for which it was given. Consent for a student to participate in any course, school activity, special education program or in any other school program shall not constitute the specific written consent required by this policy.
All signed consent forms shall be retained by the school district.
Disclosure without written consent
The district may disclose student education records or personally identifiable information contained therein without written consent of the parent or eligible student if the disclosure meets one of the following conditions:
1. The disclosure is to a school official having a legitimate educational interest in the student education record or the personally identifiable information contained therein. In accordance with law, only those school officials who have a legitimate educational interest as described in this policy shall be permitted access to specific student education records.
a. For purposes of this policy, a "school official" is a person employed by the district as an administrator, supervisor, teacher or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the Board of Education; a person or company with whom the district has outsourced services or functions it would otherwise use its own employees to perform (such as an attorney, auditor, consultant or therapist); a parent or student serving on an official committee, such as a disciplinary or grievance committee; or a parent, student or other volunteer assisting another school official in performing his or her tasks.
b. A school official has a "legitimate educational interest" if disclosure to the school official is: (1) necessary for that official to perform appropriate tasks that are specified in his or her position http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 2/11 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 description or by a contract agreement; (2) used within the context of official district business and not for purposes extraneous to the official's areas of responsibility; (3) relevant to the accomplishment of some task or to a determination about the student; and (4) consistent with the purposes for which the data are maintained.
2. The disclosure is to officials of another school, school system or postsecondary institution that has requested the records and in which the student seeks or intends to enroll, or has enrolled. Any records sent during the student's application or transfer period may be supplemented, updated or corrected as necessary.
3. The disclosure is to authorized representatives of the Comptroller General of the United States, the Attorney General of the United States, the Secretary of the U.S. Department of Education, or state and local educational authorities.
4. The disclosure is in connection with a student's application for, or receipt of, financial aid.
5. The disclosure is to state and local officials and concerns the juvenile justice system's ability to effectively serve, prior to adjudication, the student whose records are disclosed as provided under the Colorado Open Records Act and Colorado Children's Code. Such records and personally identifiable information shall only be disclosed upon written certification by the officials that the records and information will not be disclosed to any other party, except as specifically authorized or required by law, without the prior written consent of the parent or eligible student.
6. The disclosure is to organizations conducting studies for, or on behalf of, educational agencies or institutions to develop, validate or administer predictive tests; to administer student aid programs; or to improve instruction.
7. The disclosure is to accrediting organizations for accrediting functions.
8. The disclosure is to the parent of an eligible student and the student is a dependent for IRS tax purposes.
9. The disclosure is in connection with an emergency, if knowledge of the information is necessary to protect the health or safety of the student or others.
10. The disclosure is to comply with a judicial order or lawful subpoena. The district shall make a reasonable effort to notify the parent or eligible student prior to complying with the order or subpoena unless:
a. The court order or subpoena prohibits such notification; or
b. The parent is a party to a court proceeding involving child abuse and neglect or dependency matters and the court order is issued in the context of that proceeding.
11. The disclosure is to the Secretary of Agriculture, or authorized representative from the USDA Food and Nutrition Service or contractors acting on behalf of the USDA Food and Nutrition Service, for the purposes of conducting program monitoring, evaluations and performance measurements of state and local educational agencies receiving funding or providing benefits of program(s) authorized under the National School Lunch Act or Child Nutrition Act.
12. The disclosure is to an agency caseworker or other representative of a state or local child welfare agency or tribal organization who has the right to access the student's case plan because such agency or organization is legally responsible, in accordance with applicable state or tribal law, for the care and protection of the student.
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 3/11 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 13. The disclosure is of "directory information" as defined by this policy.
Disclosure of directory information
Directory information may also be disclosed without written consent of the parent or eligible student. "Directory information" means information contained in a student's education record that would not generally be considered harmful or an invasion of privacy if disclosed. Directory information which may be released includes but is not limited to the student's name, email address, photograph, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, grade level, enrollment status, degrees, honors and awards received, the most recent previous education agency or institution attended by the student, and other similar information. Directory information also includes a student identification number or other unique personal identifier displayed on a student ID badge or used by the student to access or communicate in electronic systems, but only if the identifier cannot be used to gain access to student education records except when used in conjunction with one or more factors that authenticate the user's identity, such as a password known only by the authorized user.
Student telephone numbers and addresses shall not be disclosed pursuant to this section.
NOTE: FERPA requires the district to notify parents and eligible students of their right to refuse disclosure of directory information. 34 C.F.R. 99.37 (a)(2). The district must specify a "period of time" for parents/eligible students to tell the district not to disclose directory information. 34 C.F.R. 99.37 (a) (3). The following paragraph meets this "period of time" requirement. The deadline for notification should be a reasonable amount of time (e.g. 23 weeks) after school starts to allow the parent/eligible student to determine whether directory information can be disclosed without prior written consent.
The parent or eligible student has the right to refuse to permit the designation of any or all of the categories of directory information if such refusal is received in writing in the office of the principal of the school where the student is in attendance no later than September 7th or the following Monday if September 7th is a Saturday or Sunday.
Disclosure of disciplinary information to school personnel
In accordance with state law, the principal or designee shall communicate disciplinary information concerning any student enrolled in the school to any teacher who has direct contact with the student in the classroom and to any counselor who has direct contact with the student. Any teacher or counselor to whom disciplinary information is reported shall maintain the confidentiality of the information and shall not communicate it to any other person.
State law requires the principal or designee to inform the student and the student's parent when disciplinary information is communicated and to provide a copy of the shared disciplinary information. The student and/or the student's parent may challenge the accuracy of such disciplinary information through the process outlined in this policy and accompanying regulation.
Disclosure to military recruiting officers
Names, addresses and home telephone numbers, as well as directory information, of secondary school students shall be released to military recruiting officers within 90 days of the request, unless a parent or student submits a written request that such information not be released. Reasonable and customary actual expenses directly incurred by the district in furnishing this information will be paid by the requesting service.
Disclosure to Medicaid
http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 4/11 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 In all cases in which a student is enrolled in the Colorado Medicaid program, the district shall release directory information consisting of the student's name, date of birth and gender to Health Care Policy and Financing (Colorado's Medicaid agency) to verify Medicaid eligibility of students. The district shall obtain written consent annually from a parent before the release of any nondirectory information required for billing. To accomplish this, the district shall:
Note: choose one or more of the following.
include a consent form with the "start of school" information each fall.
include a consent form with IEP packet materials.
include a consent provision on the Medical Emergency form.
Disclosure to the Colorado Commission on Higher Education (CCHE)
On or before December 31 of each school year, the school district shall disclose to the CCHE the names and mailing addresses of those students enrolled in the eighth grade for use in mailing the notice of postsecondary educational opportunities and higher education admission guidelines as required by state law.
Annual notification of rights
The district shall notify parents and eligible students of their rights pursuant to this policy at the beginning of each academic year. For notice to parents or eligible students who are disabled or whose primary or home language is other than English, the format or method of notice will be modified so it is reasonably likely to inform them of their rights.
A copy of the Family Educational Rights and Privacy Act, and this policy and accompanying regulation and exhibit may be obtained from the office of the superintendent during normal business hours.
Governing law
The district shall comply with the Family Educational Rights and Privacy Act (FERPA) and its regulations as well as state law governing the confidentiality of student education records. The district shall be entitled to take all actions and exercise all options authorized under the law.
In the event this policy or accompanying regulation does not address a provision in applicable state or federal law, or is inconsistent with or in conflict with applicable state or federal law, the provisions of applicable state or federal law shall control. Revised: September 18, 2007
Revised: December 14, 2010
Revised: November 18, 2014
LEGAL REFS.: 20 U.S.C. 1232g (Family Educational Rights and Privacy Act)
20 U.S.C. 7908 (military recruiter information contained in No Child Left Behind Act of 2001)
34 C.F.R. 99.1 et seq. (FERPA regulations)
C.R.S. 191303 and 304 (records and information sharing under Colorado Children's Code) http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 5/11 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 C.R.S. 221123 (district shall comply with FERPA)
C.R.S. 2232109 (1)(ff) (duty to establish policy on disclosing eighth grade students names and mailing addresses to the Colorado Commission on Higher Education)
C.R.S. 2232109.1 (6) (duty to establish policy on sharing information consistent with state and federal law in the interest of making schools safe)
C.R.S. 2232109.3 (2) (duty to share disciplinary and attendance information with criminal justice agencies)
C.R.S. 2233106.5 (court to notify of conviction of crime of violence and unlawful sexual behavior)
C.R.S. 2233107.5 (school district to notify of failure to attend school)
C.R.S. 2472204 (2)(e) (denial of inspection of materials received, made or kept by Safe2Tell Program)
C.R.S. 2472204 (3)(a)(VI) (schools cannot disclose address and phone number without consent)
C.R.S. 2472204 (3)(d) (information to military recruiters)
C.R.S. 2472204 (3)(e)(I) (certain FERPA provisions enacted into Colorado Law)
C.R.S. 2472204 (3)(e)(II) (disclosure by staff of information gained through personal knowledge or observation)
C.R.S. 2472205 (5) (fee for copying public record)
C.R.S. 25.51116 (confidentiality of HCPF records)
CROSS REFS.: GBG, Liability of School Personnel/Staff Protection
JK, Student Discipline
JLC, Student Health Services and Records
JRCA*, Sharing of Student Records/Information between School District and State Agencies
KLMA, Relations with Military Recruiters, Postsecondary Institutions and Prospective Employers
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File: JRA/JRCE1
Student Records/Release of Information on Students
(Notification to Parents and Students of RightsConcerning Student Education Records)
The Family Educational Rights and Privacy Act (FERPA) and Colorado law afford parents/guardians (parents) and students over 18 years of age (eligible students) certain rights with respect to the student's education records, as follows:
1. The right to inspect and review the student's education records within a reasonable time period after the request for access is made (not to exceed 45 days). See JRA/JRCR.
2. The right to request the amendment of the student's education records that the parent or eligible student believes are inaccurate, misleading or otherwise in violation of the student's privacy lights. See JRNJRCR.
3. The right to privacy of personally rectifiable information in the student's education records, except to the extent that FERPA and state law authorize disclosure without consent See JFtA/JRC.
4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the district to comply with the requirements of FERPA. The name and address of the office that administers FERPA is:
Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC 202028520.
5. The right to refuse to permit the designation of any or all of the categories of directory information. See JR/VJRC.
6. The right to request that information not be provided to military recruiting officers. See JRANJRC and JRNJRCE2.
NOTE This notice (JRA/JRCE1) and accompanying policy and regulation must be distributed to parents and students annually. Revised: September 18, 2007
Revised: December 14, 2010
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File: JRA/JRCR
NOTE: Colorado school districts are required bylaw to adopt a policy or procedure that allows parents to inspect and review student records as well as challenge the accuracy of such records. This sample contains the content/language that CASB believes best meets the intent of the law. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs.
Colorado school districts are also required by law to provide a notification on this subject and the law contains some specific direction as to the notification's content or language. This sample regulation and accompanying policy and exhibit contain the content/language that CASB believes best meets the intent of the law. Student Records/Release of Information on Students
(Review, amendment and hearing procedures)
In accordance with policy JRA/JRC, this regulation contains the procedures to follow when a parent or eligible student seeks to review or challenge the content of student education records.
Request to review student education records
1. The parent or eligible student shall submit a written request to the principal of the school attended by the student, asking to review the student's education records.
2. Upon receipt of the written request, the principal or designee shall set a date and time for inspection and review of the records (usually within three working days after the request has been made).
3. The parent or eligible student shall examine the student's education records in the presence of the principal and/or other person(s) designated by the principal. The record itself shall not be taken from the school building.
4. During inspection and review of student education records by a parent or eligible student and when requested by them, the principal will provide personnel necessary to give explanations and interpretations of the records.
5. Upon request, one copy of the record shall be provided within a reasonable time to the parent or eligible student at a cost of no charge per page. (NOTE: This may not exceed $0.25 per page.)
Request to amend student education records
1. The parent or eligible student shall submit a written request to the principal [or appropriate school official], clearly identifying the part of the record to be amended and specifying why the record is inaccurate, misleading or otherwise violates the student's privacy rights.
2. The written request to amend the students education records must be made in writing within 10 school days of the date the records were first examined by the parent or eligible student, unless additional time is granted by the district for good cause shown.
3. If the principal or school official denies the request to amend the student education record, the principal/school official shall notify the parent or eligible student of the decision and advise him or her of the right to a hearing to appeal the denial.
Request for a formal hearing
A request for a formal hearing must be made in writing and addressed to the superintendent of schools. The district's response to the request shall be mailed within 10 school days. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 8/11 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 The hearing shall be held in accordance with the following:
1. The hearing will be held within 25 school days after receipt of the request. Notice of the date, place and time of the hearing will be forwarded to the parent or eligible student by certified mail.
2. The hearing will be conducted by a principal or higher administrative official as designated in writing by the superintendent. The official conducting the hearing shall not be the principal who made the initial decision nor shall it be anyone with a direct interest in the outcome of the hearing.
2. Parents or eligible student shall be afforded a full and fair opportunity to present evidence relevant to the issues raised and may be assisted or represented by individuals of their choice at their own expense, including an attorney.
3. The official designated above shall make a decision in writing within 20 school days following the conclusion of the hearing and shall notify the parent or eligible student of that decision by certified mail.
4. The decision of the official shall be based upon the evidence presented at the hearing and shall include a summary of the evidence and the reason for the decision..
5. The decision shall include a statement informing the parents or eligible student of the right to place in the student education record a statement commenting upon the information in the records and/or setting forth any reason for disagreement. Any explanation placed in the records shall be maintained by the district. If the student education record is disclosed by the district to any other party, the explanation shall also be disclosed to that party. First Reading: December 14, 2010
Second Reading and Adoption: January 18, 2011
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File: JRCA*
NOTE: Colorado school districts are required by law to adopt a policy on this subject and the law contains some specific direction as to the content or language. This sample contains the content/language that CASB believes best meets the intent of the law. However, the district should consult with its own legal counsel to determine appropriate language that meets local circumstances and needs. Sharing of Student Records/Information between School District and State Agencies
It is the Board of Education's intention to utilize all avenues under state law to facilitate the sharing of relevant student records and information when necessary to protect the safety and welfare of school district staff, visitors, students, and the public and to protect property.
The superintendent is directed to develop procedures and a training program for staff consistent with this policy. The procedures shall direct school district personnel to provide and obtain student records and information to/from state agencies, including law enforcement and judicial department agencies, to the extent required or allowed by state and federal law.
Sharing of information by the school district
Disciplinary and attendance information shall only be shared with a criminal justice agency investigating a criminal matter concerning a student enrolled or who will enroll in the school district when necessary to effectively serve the student prior to adjudication. Such information shall only be shared upon written certification by the criminal justice agency that the information will not be disclosed to any other party, except as specifically authorized or required by law, without the prior written consent of the student's parent/guardian.
School personnel who share disciplinary and attendance information concerning a student pursuant to this policy are immune from civil and criminal liability if they act in good faith compliance with state law.
Nothing in this policy shall prevent administrators, teachers or staff from disclosing information derived from personal knowledge or observation and not derived from student's education records.
Information obtained from state agencies
Within the bounds of state law, school district personnel shall seek to obtain such information regarding students as is required to perform their legal duties and responsibilities, including to protect public safety and safety of the student. Such information may be obtained from the judicial department or any state agency that performs duties and functions under the Colorado Children's Code.
School district personnel receiving such information shall use it only in the performance of their legal duties and responsibilities and shall otherwise maintain the confidentiality of all information obtained. School personnel who knowingly violate this provision are subject to disciplinary action pursuant to Board policy and to a civil penalty of up to $1,000.
If such information is shared with another school or school district to which a student may be transferring, it shall only be shared in compliance with the requirements of federal law, including the Family Educational Rights and Privacy Act ("FERPA").
When a petition is filed in juvenile court or district court that alleges a student between the ages of 12 to 18 years has committed an offense that would constitute unlawful sexual behavior or a crime of violence if committed by an adult, basic identification information, as defined in state law, along with the details of the alleged delinquent act or offense, is required by law to be provided immediately to the school district in which the juvenile is enrolled. http://z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 10/11 4/3/2017 z2.ctspublish.com/casb/PrintViewer.jsp?printCollection=0 The information shall be used by the Board of Education to determine whether the student has exhibited behavior that is detrimental to the safety, welfare, and morals of the other students or school personnel and whether educating the student in the school may disrupt the learning environment in the school, provide a negative example for other students, or create a dangerous and unsafe environment for students, teachers, and other school personnel. The Board shall take appropriate disciplinary action, which may include suspension or expulsion, in accordance with the student code of conduct and related policies. Adopted: September 19, 2000
Revised: December 14, 2010
Revised: November 18, 2014
LEGAL REFS.: 20 U.S.C. §1232g (Family Educational Rights and Privacy Act) (FERPA)
34 C.F.R. §99.1 et seq. (FERPA regulations)
C.R.S. 191303 and 304 (records and information sharing under Colorado Children's Code)
C.R.S. 191304 (5.5) (duty of prosecuting attorney to provide juvenile delinquency records)
C.R.S. 192921 (7.5) (department of human services shall notify school district if student's parole conditions require school attendance)
C.R.S. 221123 (district shall comply with FERPA)
C.R.S. 222139 (7) (within confidentiality limits of state and federal law, information shall be shared to determine appropriate educational placement when a student is transferred to public school from day treatment facility, facility school or hospital)
C.R.S. 2232109.1 (6) (duty to establish policy on sharing information consistent with state and federal law in the interest of making schools safer)
C.R.S. 2232109.3 (2) (duty to share disciplinary and attendance information with criminal justice agencies)
C.R.S. 2233106.5 (court to notify of conviction of crime of violence and unlawful sexual behavior)
C.R.S. 2233107.5 (school district to notify of failure to attend school)
C.R.S. 2472204 (2)(e) (denial of inspection of materials received, made or kept by the Safe2Tell Program)
C.R.S. 2472204 (3)(e)(I) (certain FERPA provisions enacted into Colorado law)
C.R.S. 2472204 (3)(e)(II) (disclosure by staff of information gained through personal knowledge or observation)
CROSS REFS.: JKD/JKE, Suspension/Expulsion of Students
JRA/JRC, Student Records/Release of Information on Students
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Appendix U FY 2018-2019 Preliminary Budget Basic
FY 2018-2019 Preliminary Budget Basic
School District: West End School District Multi-District Online School: Colorado Online Academy Projected Online Pupil Count: 500
REVENUE Local Sources $ - Federal Sources $ - State Sources $ 3,396,240.00 Total Revenues $ 3,396,240.00
EXPENDITURES Make District Whole $ 869,777.06 Authorizer Oversight $ 50,943.60 Total Overhead Fees $ 920,720.66 Instruction Teacher Salaries K-5 $ 160,000.00 Teacher Salaries 6-12 $ 340,000.00 SPED Teacher $ 50,000.00 Counselor $ 50,000.00 Advisor $ 40,000.00 Support Staff $ 60,000.00 Purchased Services $ 200,000.00 Benefits $ 196,000.00 Supplies and Materials $ 26,250.00 Total Instruction $ 1,122,250.00
School Administration Salaries $ 120,000.00 Benefits $ 33,600.00 Purchased Services $ 200,000.00 Supplies and Materials $ 6,188.80 Total School Administration $ 353,600.00
Curriculum $ 619,201.24
Business Services $ 25,000.00
General Administration Purchased Services $ 205,468.10
Marketing Support $ 150,000.00
Total Expenditures $ 3,396,240.00