Policy I – Instructional Programs

I:  Instruction
Section I contains policies on the instructional programs.  This section covers basic programs, special programs, instructional resources and academic achievement.  It also includes policies about the school year, school day, graduation requirements, home schooling, school library and media center, textbook selection and adoption and challenges.

IA (IX. – 3.)
Instructional Philosophy
IC (I. – 7.)
Length of School Day and Year
ICA (1. – 5.)
School Calendar
ICB
Secondary Passing Time / Elementary Recess
IG (IX. – 14.)
Curriculum Review and Revision
IGA (III. – 13.) (III. – 14.) (III. – 15.) (III. – 16.) (III. – 17.)
Curriculum Development 
IHA
Basic Instructional Program
IHA-R
Basic Instructional Program
IHAM
Health Education
IHAM-R
Health Education
IHAMA (IX. – 17.)
Illicit Drug, Alcohol, and Tobacco Education
IHAMB
Family Life/Sex Education
IHAMB-R
Family Life/Sex Education
IHAMC
HIV/AIDS Education
IHAMC-R
HIV/AIDS Education
IHBD (IX. – 16.)
Title I Compliance
IHBG
Home Schooling

IHBG (X. – 5.)
Grade Placement WhenTransferring from Home School
IHCDA (IX. – 18.)
Post Secondary Options  and Fast Track Program
IIB (IX. – 4.)
Class Size
IICA (X. – 14.)
Field Trips and Overnight Activities
IJJ (IX. – 12.)
Textbook Adoption
IJL ( IX. – 11.)
Media Center Materials Selection Policy
IKE
Retention of a Student at Level
IKF (IX. – 5.)
High School Curriculum and Graduation Requirements
IKFA (IX. – 7.)
Early Graduation
IKFB (IX. – 6.)
Special Education Student Graduation Requirements
IL (IX. – 8.)
Testing and Counseling
ILBB
State Program Assessments
IMDB
Flag Display

Policy Code: IA (IX. – 3.)
Policy Name: Instructional Philosophy
Adoption: November, 1995
Revised:   September 25, 2006
Reviewed:December 2008

The Board of Education has adopted a standards-based system of education with content standards specific courses of study. Content standards are a compilation of specific statements of what a student should know or be able to do relative to a particular academic area and grade level.  Administrators, teachers, or other employees of the school are to concentrate their efforts for improved educational opportunities for all students and increased student achievement.

The Superintendent shall have overall responsibility for implementing content standards into the instructional program for all District schools.  Learning methods used by teachers shall logically connect with the relevant content standards and appropriate assessments.

Implementation of standards-based education involves a continuous process of:

Revising curriculum and programs of instruction to align them with the District’s adopted content standards to provide students with the educational experiences needed to achieve the District’s standards.

Developing assessments or adapting or customizing already developed assessments which will adequately measure each student’s progress toward achievement of the content standards.

Addressing the different learning styles and needs of students of various backgrounds and abilities and eliminating barriers to equity.

Policy Code:  IC (I. – 7.)
Policy Name:  Length of School Day and Year
Adoption: November, 1995
Revised:
Reviewed:January, 2009  

The length of the school day and year shall be set by the Board upon recommendation of the administration and shall meet or exceed the hours required in the minimum school year by the Colorado Board of Education and state statute.

Legal Reference:
C.R.S. 22-1-112

Policy Code: ICA (1. – 5.)
Policy Name: School Calendar
Adoption: November, 1995
Revised: March, 2005
Reviewed: January, 2009

Beginning in 2005, each Spring the Board shall adopt a one year calendar for the school year two years in the future.  As a result, the District shall always have a two year sequencce of approved school calendars.

Legal Reference:
C.R.S. 22-1-112
C.R.S. 22-32-109 (l) (h)
C.R.S. 22-33-102 (l)
C.R.S. 22-33-104 (l

Policy Code:  ICB
Policy Name: Secondary Passing Time / Elementary Recess
Adoption:  August, 2006
Reviewed: January 2009

The Manitou Springs School District 14 Board of Education defines passing time and the “advisory block” as components of instructional time and as part of the education process.

Passing time and advisory:
Stimulate positive student development through formal and informal interaction with teachers and peers.
Provide opportunity for significant one-on-one instruction and assistance.
Provide opportunity for students to complete assignments and projects with teacher assistance.
Provide time for the Advisee Program, assemblies, and special student initiated school-wide projects.

The Manitou Springs School District 14 Board of Education also defines recess for the elementary schools as an integral part of the learning process and curriculum.   Our district has a long-standing history of support for the whole-child, including but not limited to health and wellness, and physical education/ activity.   Children, while at recess, are engaging in rigorous activity that promotes learning.

Legal Reference:

State Board of Education Rule 1 CCR 301-12, amended 1993

 

Policy Code:  IG (IX. – 14.)
Policy Name: Curriculum Review and Revision
Adoption: November, 1995
Revised:  September 25, 2006
Reviewed: January 2009

In order to maintain and systematically update a comprehensive program of studies for Kindergarten through grade twelve, Manitou Springs School District 14 will utilize the following procedure for curriculum review and revision:

1. Curriculum development in the core subject areas of language arts, science, mathematics, and social studies will be conducted by K-12 curriculum committees. This will ensure proper sequence and articulation throughout the District.

2. All other subject areas will be reviewed and revised by curriculum committees which include appropriate grade level instructors.

3. The curriculum development plan for any given year shall be coordinated with the District’s scheduled curriculum review rotation cycle, with particular attention given to the priorities, both curricular and non-curricular, for the current school year.  All instructional areas will be reviewed within a 5-year
period.

4. Ongoing curriculum study will be monitored by the District Accountability Advisory Committee.  The Committee will receive and react to curriculum reports throughout the year.

5. Curriculum development progress reports will be presented regularly  to the Board of Education, who will hear regular reports on District programs as well as of the ongoing work of curriculum committees.  Completed curriculum revision reports will be presented to the Board of Education.

6.  The Board expects its faculty and administration to regularly evaluate the education program and to recommend modifications of practice and changes in curriculum content, as well as the addition of new courses to the instructional program.

Legal Reference:
ICCR 301 – I Rules 2202 – R- 3.13 (5)

Policy Code: IGA (III. – 13.) (III. – 14.) (III. – 15.) (III. – 16.) (III. – 17.)
Policy Name: Curriculum Development                                                           
Adoption: November, 1995
Revised: September 25, 2006
Reviewed:January 2009

Curriculum adaptation and development of the curriculum is necessary if the District is to meet the academic needs of the students in its schools.  The curriculum shall provide a program of instruction based on and designed to enable students to meet or exceed State and District content standards for student performance.  In order to meet the needs of all students, a variety of educational programs and instructional strategies should be offered.

The Assistant Superintendent for Instruction shall work directly under the Superintendent as the chief assistant in curricular and instructional matters that specificially include:

initiating studies of new materials and methods in coordination with the building principals and District curriculum committees and reporting to the Board of Education and District Achievement Accountability Committee any major changes in the courses of study and textbooks used in the system;

forming any other needed committees of parents, students and school staff to study any aspect of curriculum or the instructional process and presenting their recommendations to the Superintendent.

The Assistant Superintendent for Instruction and the Director of Special Programs, in consultation with the Assistant Superintendent for Business Services, shall direct all federally financed programs within the District.

Legal Reference:
C.R.S. 22 – 32 – 109 (l) (t)

Policy Code: IHA
Policy Name: Basic Instructional Program
Date Adopted: January 24, 2011
Date Reviewed:

The educational program shall provide formal studies to meet the general academic needs of all students to enable them to meet or exceed state and district content standards.  To the extent possible, opportunities for individual students to develop specific talents and interests in more specialized fields shall also be provided.
An atmosphere shall prevail in which healthy growth is fostered, in which ability is recognized and excellence encouraged, and in which a productive life is held before students as a model to emulate.

The various instructional programs shall be developed with the view toward maintaining balanced, integrated and sequentially articulated curricula which will serve the educational needs of all students in the district.

Elementary program
At the elementary level, schools will provide yearly instruction and assessment in content standards in English language arts, mathematics, science, history, economics, geography, civics, music, visual arts, and physical education.  Schools will provide interventions to prepare students for middle level education.  In addition, as part of building citizenship skills, the elementary schools will instruct students about, and expect students to adhere to, the student code of conduct.

Junior high or middle school program
At the middle level, schools will continue to provide instruction and assessment in content standards.  This instruction shall include a minimum of two years of English language arts, two years of mathematics, two years of science, and two years of social studies, including instruction in civics, geography, history, and economics.  Middle schools with grades six through eight will provide three years of instruction in English language arts, mathematics, science, and social studies.  Students will also have the opportunity to expand their talents and interests through an exploratory/electives program that provides instruction in content standards.  As determined by each middle school, this exploratory/electives program may include any combination of the following courses: visual arts, music, technical education, world languages, physical education, health, consumer and family studies, computer/keyboarding/business, and other appropriate middle level course offerings.  Schools will provide interventions to prepare students for high school.  In addition, the middle schools will instruct students about, and expect students to adhere to, the student code of conduct.

Senior high school program
The high school has been designed to serve the needs of students in grades nine through twelve.  High school will balance core academic expectations for all students in the achievement of content standards while serving the diverse talents and interests of our students.  It is the joint responsibility of staff, students, and parents/guardians to ensure that students meet the core academic expectations and develop those talents and interests over the four years of high school.
High school will provide students with the academic skills to pursue further education and to be a competent member of the workforce.  In addition, students will be instructed about, and be expected to be, participating citizens.  Students will adhere to the student code of conduct up to and including the day of graduation.  Graduation shall be the culminating event for students after they have met the requirements for a high school diploma.

Preparation for postsecondary opportunities
Students are encouraged to plan for postsecondary opportunities so they will be adequately prepared upon graduation from high school.  Each student who enrolls in the sixth grade, on the day of enrollment, will be encouraged to register with the state-provided, free online college planning and preparation resource, commonly referred to as “College In Colorado.”
The Colorado Commission on Higher Education (CCHE) will provide information to the parents/guardians of eighth grade students about the admission requirements for institutions of higher education in Colorado.  In addition, the district will make information available to these same parents/guardians about the courses the district offers that meet the CCHE admission requirements.  This information will be made available to parents/guardians prior to the student’s enrollment in his or her ninth grade courses.
Beginning in ninth grade, district personnel shall assist students to develop and maintain individual career and academic plans. [NOTE: State law requires the district to assist students with the development of individual career and academic plans beginning in ninth grade.  The district may choose, however, to require development of ICAPs in any grade prior to ninth grade.  C.R.S. 22-32-109(1)(nn).] The student’s career and academic plan will be designed to assist the student and the student’s parent/guardian in exploring the postsecondary career and educational opportunities available to the student, aligning course work and curriculum, applying to postsecondary education institutions, securing financial aid and ultimately entering the workforce.

LEGAL REFS.:  C.R.S. 22-1-104 (teaching of history, culture and civil government)
C.R.S. 22-1-108 through 22-1-110 (instruction on the federal constitution and the effect of use of alcohol and controlled substances)
C.R.S. 22-25-101 et seq. (Colorado Comprehensive Health Education Act)
C.R.S. 22-32-109 (1)(ff) (notice of courses that satisfy higher education admission guidelines)
C.R.S. 22-32-109 (1)(nn) (career and academic planning for students beginning in ninth grade)
C.R.S. 22-35-101 et seq. (Concurrent Enrollment Programs Act)
1 CCR 301-81 (rules governing standards for individual career and academic plans)
CROSS REFS.:  IKF, Graduation Requirements
JIC, Student Conduct, and Subcodes
[Revised July 2010]

Policy Code: IHA-R
Policy Name: Basic Instructional Program
Date Adopted: January 24, 2011
Date Reviewed:

In accordance with state law and the timeline prescribed by applicable State Board of Education rules (Rules), the district shall create a plan for the development and implementation of student individual career and academic plans (ICAP).

At a minimum, the district’s ICAP plan shall address:

1.  How the district will ensure that all students, beginning in the 9th grade, have access to and assistance in the development of an ICAP.

2.  The roles and responsibilities of the student, parents and district staff in creating and updating an ICAP for the student.

3.  The activities that will be addressed at each grade level of a student’s ICAP.

4.  How students’ ICAPs will be stored.

5.  If possible, the professional development that will be provided to appropriate district staff regarding ICAPs and the staff’s role in implementing the district’s ICAP plan.

6.  The method that will be used to evaluate the implementation and effectiveness of the district’s ICAP plan.

NOTE:  Comprehensive career guidance resources and ICAP support, including sample ICAP implementation plans, can be found on the Colorado Community College System’s website, www.coloradostateplan.com/counselors.htm, College In Colorado’s website, www.collegeincolorado.org, and College In Colorado Partner Network’s website, www.cicpartnernetwork.org

Policy Code: IHAM
Policy Name: Health Education
Date Adopted: January 24, 2011
Date Reviewed:

The Board is committed to a comprehensive health education and health service program as an integral part of each student’s general education. The health education program should emphasize a contemporary approach to health information and the skills and knowledge necessary for students to understand and appreciate the functioning and proper care of the human body.
In addition, the student shall be presented with information regarding complex social, physical and mental health problems which will be encountered in society. In health education, students should examine the potential health hazards of social, physical and mental situations which exist in the broad school-community environment and learn to make intelligent, viable choices on alternatives of serious personal consequence.

The Board believes that the greatest opportunity for effective health education lies within the public schools because of the opportunity to reach almost all children at an age where positive, lifelong health habits may be engendered and the availability of qualified personnel to conduct health education programs and health services. Good health is a dynamic, not a static, quality and therefore depends upon continuous, lifelong attention to scientific advances and acquisition of new knowledge.
In addition to the requirements listed below, the customary policies and regulations concerning the approval of new curriculum content, units and materials shall apply to any comprehensive health education courses offered by the district:

1. Instructional materials to be used in comprehensive health education courses shall be available for inspection by the public during school hours. A public meeting shall be scheduled to receive public comments.

2. Parents/guardians of all students shall be notified that such courses have been scheduled and that they may request that their child be exempt without penalty from a specific portion of the comprehensive health program on the grounds that it is contrary to their religious beliefs. If the request for the exemption is from a specific portion of the health education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.

3. The notice to parents shall include a detailed, substantive outline of the topics and materials to be presented in the portion of the planned curriculum that concerns human sexuality.

4. The Board shall approve an exemption procedure. If a student is granted an exemption, an alternate educational assignment shall be arranged.

5. Teachers who provide instruction in comprehensive health education shall have professional preparation in the subject area, either at the preservice or inservice level.

LEGAL REFS.: 20 U.S.C. 7906 (prohibition against the use of Title I Funds to operate aprogram of contraception in the schools contained in the No Child Left Behind Act of 2001)
C.R.S. 22-1-110.5 / C.R.S. 22-25-105 / C.R.S. 22-25-106 (4) / C.R.S. 22-25-110 (2)
CROSS REFS.: IGA, Curriculum Development / IGD, Curriculum Adoption / IHACA*, Law-Related Education / IHAMB, Family Life/Sex Education / JLC, Student Health Services and Requirements, and subcodes

NOTE 1: The Comprehensive Health Education Act of 1990, specifically C.R.S. 22-25-104(6), provides:

Any curriculum and materials developed and used in teaching sexuality and human reproduction shall include values and responsibility and shall give primary emphasis to abstinence by school-aged children. School officials shall receive prior written approval from a parent or guardian before his or her child may participate in any program discussing or teaching sexuality and human reproduction. Parents must receive, with the written permission slip, an overview of the topics and materials to be presented in the curriculum. 
This amendment applies only to the programs funded through state grant dollars for Comprehensive Health Education. Therefore, if a funded program uses grant money to teach sex education, prior written approval from a parent or guardian is required. The written permission slip must be accompanied by an overview of the topics and materials to be presented in the curriculum. Prior written approval is not required for other classes addressing human reproduction such as biology or science unless such classes are part of a Comprehensive Health Education program.

NOTE 2: 20 U.S.C.7906 of the No Child Left Behind Act of 2001 states that no Title I funds may be used to:

 Develop or distribute materials or operate programs or courses of instruction directed at youth that are designed to promote or encourage sexual activity, whether homosexual or heterosexual

 Distribute or aid in the distribution by any organization of legally obscene materials to minors on school grounds

 Provide education or HIV prevention education in schools unless that instruction is age appropriate and includes the health benefits of abstinence

 Operate a program of contraceptive distribution in the schools

NOTE 3: There are three different exemption procedures in state law for health education programs and curriculum that includes a discussion of human sexuality. See Note 1 for the “opt in” provisions for comprehensive health education programs funded through state grant dollars. Another statute authorizes districts to restrict exemptions from health education programs to instances where the parent/guardian objects that the instruction is contrary to religious beliefs or teachings. See C.R.S. 22-25-106(4). The third exemption reference is a new law which requires districts to provide an exemption when the district offers a planned curriculum that includes the discussion of or instruction concerning human sexuality upon the written request of the parent. C.R.S. 22-1-110.5. This sample policy and exemption procedure that accompanies it are written to address these three approaches. To eliminate some of the confusion, districts can modify opportunities to “opt out” so they are consistent. This approach would allow a parent/guardian to request an exemption from any portion of the health education curriculum that is objectionable without having to state a particular reason for the exemption. The sample policy and regulation would have to be modified to allow parents/guardians to “opt out” from any portion of the curriculum without having to state a reason.

NOTE 4: School districts are encouraged to establish a local student wellness program that includes or is otherwise coordinated with health education. C.R.S. 22-25-106(1)(b). School districts may then seek state funding for their local student wellness programs pursuant to the Comprehensive Health Education Act of 1990. C.R.S. 22-25-105(1).

Policy Code: IHAM-R
Policy Name: Health Education
Date Adopted: January 24, 2011
Date Reviewed:

1. Exemption will be granted from a specific portion of the health education curriculum upon the request of the student’s parent/guardian.
2. A request for exemption must be submitted in writing to the principal at least 15 school days in advance of instruction in that portion of the curriculum for which the exemption is requested.
3. The principal will confer with the teacher to determine the length of time a student will be exempt. The teacher will develop an alternative activity for which the student will receive credit.
4. The principal or teacher will inform the parent/guardian of disposition of the request within 5 school days of receipt of the request.

Policy Code:  IHAMA (IX. – 17.)
Policy Name:  Illicit Drug, Alcohol, and Tobacco Education
Adoption: November, 1995
Revised:
Reviewed: January, 2009

In accordance with state and federal law, the district shall provide age appropriate, developmentally based illicit drug, alcohol, and tobacco education and prevention programs in grades K-12.

The illicit drug and alcohol education program which is to be part of the K-12 health curriculum shall address the legal, social and health consequences of illicit drug, alcohol, or tobacco use. It shall include special instruction as to the effects upon the human system; the emotional, psychological and social dangers of such use with emphasis on nonuse by school-age children, and information about effective techniques for resisting peer pressure to use illicit drugs, alcohol, or tobacco.

The objectives of the program, as stated below, are rooted in the Board’s belief that prevention requires education and that the most important aspect of the policies and guidelines of the district should be the education of each individual to the dangers of illicit drugs, alcohol and tobacco.

1. To create an awareness of the total illicit drug, alcohol, and tobacco problem including prevention, education, treatment, rehabilitation and law                                                           enforcement on the local, state and national and international levels,

2. To relate the use of Illicit drugs, alcohol, and tobacco to physical, mental, social and emotional practices,

3. To encourage the individual to adopt an appropriate attitude toward pain, stress and discomfort,

4. To develop the student’s ability to make intelligent choices based on facts and to develop the courage to stand by one’s own convictions,

5. To understand the need for seeking professional advise in dealing with problems related to physical and mental health,

6. To understand the personal, social and economic problems associated with the misuse of drugs, alcohol, and tobacco
7. To develop an interest in preventing illegal use of drugs, alcohol, and tobacco in the community.

The curriculum, instructional materials and strategies used in the program shall be recommended by the superintendent and approved by the Board.

Legal Reference:

20 U.S.C. 3224a, Drug Free School and Communities Act of 1986
C.R.S. 12-22-303 (7)
C.R.S. 22-1-110

Policy Code: IHAMB
Policy Name: Family Life/Sex Education
Date Adopted: January 24, 2011
Date Reviewed:

The Board believes that the purpose of family life and sex education is to help students acquire factual knowledge, skills and attitudes which will result in behavior that contributes to the well-being of the individual, the family and society.

Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation. Parents have the prime responsibility to assist their children in developing moral values. The schools should support and supplement parents’ efforts in these areas by offering students factual information and opportunities to discuss concerns, issues and attitudes inherent in family life and sexual behavior including inquiring into traditional moral values.

The school district shall teach about family life and sex education in regular courses on anatomy, physiology, health, home economics, science and so on. If a separate family life or sex education program is developed, it shall be a non-required, noncredit course. Any planned curriculum that includes instruction concerning human sexuality shall be based on scientifically-researched content standards in accordance with state law.

In addition to the requirements listed below, the customary policies and regulations concerning the approval of new curriculum content, units and materials shall apply to any course(s) dealing with family life and sex education offered by the district.

1. Instructional materials to be used in family life/sex education shall be available for inspection by the public during school hours. A public meeting shall be scheduled to receive public comments.

2. Parents/guardians of all students shall be notified that such courses have been scheduled and that they may request that their child be exempt without penalty from a specific portion of the program on the grounds that it is contrary to their religious beliefs. If the request for the exemption is from a specific portion of the family life/sex education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.

3. The notice to parents shall include a detailed, substantive outline of the topics and materials to be presented in the portion of the planned curriculum that concerns human sexuality.

4. The Board shall approve an exemption procedure. If a student is granted an exemption, an alternate educational assignment shall be arranged. Exemptions shall be implemented in a manner that does not draw undue attention to or cause undue embarrassment for students.

5. Teachers who provide instruction in family life/sex education shall have professional preparation in the subject area, either at the pre-service or inservice level.

LEGAL REFS.: C.R.S. 22-1-110.5 / C.R.S. 22-25-104(6) / C.R.S. 22-25-106(4) / C.R.S. 22-25-110(2)
20 U.S.C. 7906 (No Child Left Behind Act of 2001)
CROSS REFS.: IGA, Curriculum Development / IGD, Curriculum Adoption / IHAM, Health Education

NOTE 1: The Comprehensive Health Education Act of 1990, specifically C.R.S. 22-25-104(6), provides:

Any curriculum and materials developed and used in teaching sexuality and human reproduction shall include values and responsibility and shall give primary emphasis to abstinence by school-aged children. School officials shall receive prior written approval from a parent or guardian before his or her child may participate in any program discussing or teaching sexuality and human reproduction. Parents must receive, with the written permission slip, an overview of the topics and materials to be presented in the curriculum.

This amendment applies only to the programs funded through state grant dollars for Comprehensive Health Education. Therefore, if a funded program uses grant money to teach sex education, prior written approval from a parent or guardian is required. The written permission slip must be accompanied by an overview of the topics and materials to be presented in the curriculum.

Prior written approval is not required for other classes addressing human reproduction such as biology or science unless such classes are part of a Comprehensive Health Education program.

NOTE 2: 20 U.S.C.7906 of the No Child Left Behind Act of 2001 states that no Title I funds may be used to:

 Develop or distribute materials or operate programs or courses of instruction directed at youth that are designed to promote or encourage sexual activity, whether homosexual or heterosexual

 Distribute or aid in the distribution by any organization of legally obscene materials to minors on school grounds

 Provide education or HIV prevention education in schools unless that instruction is age appropriate and includes the health benefits of abstinence

 Operate a program of contraceptive distribution in the schools

NOTE 3: There are three different exemption procedures in state law for health education programs and curriculum that includes a discussion of human sexuality. See Note 1 for the opt in provisions for comprehensive health education programs funded through state grant dollars. Another statute authorizes districts to restrict exemptions from health education programs to instances where the parent/guardian objects that the instruction is contrary to religious beliefs or teachings. See C.R.S. 22-25-106(4). The third exemption reference is a new law which requires districts to provide an exemption when the district offers a planned curriculum that includes the discussion of or instruction concerning human sexuality upon the written request of the parent. C.R.S. 22-1-110.5. This sample policy and exemption procedure that accompanies it are written to address these three approaches. To eliminate some of the confusion, districts can modify opportunities to opt out so they are consistent. This approach would allow a parent/guardian to request an exemption from any portion of the health education curriculum that is objectionable without having to state a particular reason for the exemption. The sample policy and regulation would have to be modified to allow parents/guardians to opt out from any portion of the curriculum without having to state a reason.

Policy Code: IHAMB-R
Policy Name: Family Life/Sex Education
Date Adopted: January 24, 2011
Date Reviewed:

1. Exemption will be granted from a specific portion of the health education curriculum upon the request of the student’s parent/guardian.
2. A request for exemption must be submitted in writing to the principal at least 15 school days in advance of instruction in that portion of the curriculum for which the exemption is requested.
3. The principal will confer with the teacher to determine the length of time a student will be exempt. The teacher will develop an alternative activity for which the student will receive credit.
4. The principal or teacher will inform the parent/guardian of disposition of the request within 5 school days of receipt of the request.

Policy Code: IHAMC
Policy Name: HIV/AIDS Education
Date Adopted: January 24, 2011
Date Reviewed:

The goal of human immunodeficiency virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) prevention education is to promote healthful living and discourage behaviors that put people at risk of acquiring HIV/AIDS. At the present time, society’s most effective weapon against this deadly disease is public education.

In the course of living their daily lives, students will come in contact with people who are both HIV infected (asymptomatic) and at the later stages of AIDS. Therefore the district’s health education program shall include factual information regarding HIV infection and how the virus is transmitted. Students shall be told what voluntary behaviors put them at risk of infection and also shall be motivated to prevent infection by making wise decisions in their daily lives. Students shall also be taught that the risk of transmitting HIV/AIDS in a school setting is low when preventative procedures are followed.

The Board believes that HIV/AIDS instruction is most effective when integrated into a comprehensive health education program. Instruction shall be developmentally appropriate to the grade level of the students and shall occur in a systematic manner. The Board particularly desires that students receive proper education about HIV before they reach the age when they may adopt behaviors which put them at risk of contracting the disease.

In order for education about HIV to be most effective, the superintendent or designee shall ensure that faculty members who present this instruction receive continuing inservice training which includes appropriate teaching strategies and techniques. Other staff members not involved in direct instruction but who have contact with students shall receive basic information about HIV/AIDS and instruction in the use of universal precautions when dealing with body fluids.

School faculty, parents, community members including physicians, and students as appropriate shall be involved in the development of HIV education. In accordance with Board policy, parents/guardians shall have an opportunity to review the HIV education program before it is presented to students.
Parents/guardians of all students shall be notified when HIV/AIDS instruction is scheduled so they may request that their child be exempt on the grounds that it is contrary to their religious beliefs. If the request for the exemption is from a specific portion of the HIV/AIDS curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.

LEGAL REFS.: C.R.S. 22-1-110.5
C.R.S. 22-25-101et seq.(Comprehensive Health Education Act)
20 U.S.C. 7906(No Child Left Behind Act of 2001)
CROSS REFS.: EBBA, Prevention of Disease/Infection Transmission
IHAM, Health Education
IHAMB, Family Life/Sex Education

NOTE 1: The Comprehensive Health Education Act of 1990, specifically, C.R.S. 22-25-104(6) provides:

Any curriculum and materials developed and used in teaching sexuality and human reproduction shall include values and responsibility and shall give primary emphasis to abstinence by school-aged children. School officials shall receive prior written approval from a parent or guardian before his or her child may participate in any program discussing or teaching sexuality and human reproduction. Parents must receive, with the written permission slip, an overview of the topics and materials to be presented in the curriculum.

This amendment applies only to the programs funded through state grant dollars for Comprehensive Health Education. Therefore, if a funded program uses grant money to teach sex education, prior written approval from a parent or guardian is required. The written permission slip must be accompanied by an overview of the topics and materials to be presented in the curriculum.

Prior written approval is not required for other classes addressing human reproduction such as biology or science unless such classes are part of a Comprehensive Health Education program.

NOTE 2: 20 U.S.C. 7906 of the No Child Left Behind Act of 2001 states that no Title I funds may be used to:

 Develop or distribute materials or operate programs or courses of instruction directed at youth that are designed to promote or encourage sexual activity, whether homosexual or heterosexual

 Distribute or aid in the distribution by any organization of legally obscene materials to minors on school grounds

 Provide education or HIV prevention education in schools unless that instruction is age appropriate and includes the health benefits of abstinence

 Operate a program of contraceptive distribution in the schools

NOTE 3: There are three different exemption procedures in state law for health education programs and curriculum that includes a discussion of human sexuality. See Note 1 for the “opt in” provisions for comprehensive health education programs funded through state grant dollars. Another statute authorizes districts to restrict exemptions from health education programs to instances where the parent/guardian objects that the instruction is contrary to religious beliefs or teachings. See C.R.S. 22-25-106(4). The third exemption reference is a new law which requires districts to provide an exemption when the district offers a planned curriculum that includes the discussion of or instruction concerning human sexuality upon the written request of the parent. C.R.S. 22-1-110.5. This sample policy and exemption procedure that accompanies it are written to address these three approaches. To eliminate some of the confusion, districts can modify opportunities to “opt out” so they are consistent. This approach would allow a parent/guardian to request an exemption from any portion of the health education curriculum that is objectionable without having to state a particular reason for the exemption. The sample policy and regulation would have to be modified to allow parents/guardians to “opt out” from any portion of the curriculum without having to state a reason.

Policy Code: IHAMC-R
Policy Name: HIV/AIDS Education
Date Adopted: January 24, 2011
Date Reviewed:

1. Exemption will be granted from a specific portion of the health education curriculum upon the request of the student’s parent/guardian.
2. A request for exemption must be submitted in writing to the principal at least 15 school days in advance of instruction for which the exemption is requested.
3. The principal will confer with the teacher to determine the length of time a student will be exempt. The teacher will develop an alternative activity for which the student will receive credit.
4. The principal or teacher will inform the parent/guardian of disposition of the request within 5 school days of receipt of the request.

Policy Code:  IHBD (IX. – 16.)
Policy Name: Title I Compliance
Adoption: November, 1995
Revised:                       
Reviewed:  January, 2009

Parents shall be involved in the planning, design and implementation of the Title I program.

The goals of parental involvement shall be to:

1. inform parents of the reasons their children are participating in the program and of the specific instructional objectives and methods.

2. support the efforts of parents to work on the instructional objectives of the program at home and to understand the program requirements.

3. train parents, teachers and principals to build a partnership between home and school.

4. train all staff involved with Title I to work effectively with parents.

Parents shall be informed annually of the Title I parental involvement requirements and responsibilities. District personnel shall work to insure opportunities for all parents to participate, including full participation of patents who lack literacy skills or who do not speak English.

The district annually shall assess in consultation with parents the effectiveness of the parental involvement program to determine what action if any needs to be taken to increase parental participation.

Legal Reference:
20 U.S.C. 2228 (c) (d)
34 C.R.F. 200.43

 

IHBDPolicy Code: IHBG
Policy Name: Home Schooling
Date Adopted: June 2015
Revised: December 2015

When a parent/guardian of a student who has attained the age of seven years and is below the age of 16 wants to establish a home-based educational program for his/her child, the following procedures shall be followed in accordance with law:

  1. The parent/guardian must submit on an annual basis written notification of establishment of the home-based program to the district’s director of student services. The initial written notification shall be submitted at least 14 days before the program is established.
  2. The parent/guardian must certify in writing the name, age, place of residence and number of hours of attendance of each of his/her children enrolled in the program.
  3. The superintendent shall give the parent 14 days written notice to produce records required by law if there is probable cause to believe the program is not in compliance with the law.
  4. Each student in a home-based program shall be evaluated when the student is in the third, fifth, seventh, ninth and 11th grades. The student’s academic progress shall be evaluated either by giving a nationally standardized achievement test or by submitting an evaluation of the student conducted by a qualified person as defined in state law.

The student’s test or evaluation results shall be submitted to the district or to an independent or parochial school in Colorado. If the test or evaluation results are submitted to an independent or parochial school, the name of the school shall be provided to the district.

  1. If the student’s composite score on the test is above the 13th percentile, the student shall continue to be eligible for the home-based educational program and exempt from compulsory attendance. If the score is at or below the 13th percentile, the parent/guardian shall be given the opportunity to have the student re-tested using an alternate version of the same test or a different nationally standardized test selected by the parent/guardian from a list supplied by the State Board of Education.
  2. If the evaluation conducted by a qualified person indicates that the student is making sufficient academic progress according to ability, the student shall continue to be exempt from compulsory attendance.
  3. If the composite score on a retest continues to be at or below the 13th percentile or if the evaluation conducted by a qualified person indicates that the student is not making sufficient academic progress, the district shall take steps to require the parent/guardian to enroll the student in a public, independent or parochial school.

Extracurricular and interscholastic activities

Students participating in home-based educational programs have the same rights as district students to participate in district extracurricular and interscholastic activities. Such participation is subject to the same rules of any interscholastic organization or association of which the district is a member, applicable law and the district’s eligibility requirements.

If a student withdraws from the school district more than 15 days after the start of the school year and enters a home-based educational program, the school district shall remain the child’s district of attendance for purposes of extracurricular and interscholastic activities. If the child was eligible to participate in extracurricular or interscholastic activities when he or she withdrew from the public school, the child remains eligible to participate at that school for the remainder of the academic year.

Habitually truant students

Any student who has been declared habitually truant at any time during the last six months of attending public school before the proposed enrollment in a home-based educational program may not be enrolled unless the parent/guardian first submits a written description of the curricula to be used along with the written notification required in paragraph #1 above.

Re-entering district schools

A student from a home-based program may re-enter the district’s schools at any time. With the consent of the student’s parent/guardian, the district shall place the student at the grade level deemed most appropriate by the district. All students from home-based programs must demonstrate proficiency in the district’s academic standards at their appropriate placement level. The district may test the student to determine placement.

The district shall accept the transcripts from a home-based educational program. In order to determine whether the courses and grades earned are consistent with district requirements and the district’s academic standards, the district shall require submission of the student’s work or other proof of academic performance for each course for which credit toward graduation is sought. In addition, the district may administer testing to the student to verify the accuracy of the student’s transcripts. The district may reject any transcripts that cannot be verified through such testing. See policy IKF.

 

Partial enrollment in MSSD 14 of students from a home-based program

A student from a home-based program may attend classes in Manitou Springs School District 14 (MSSD 14) if that student enrolls in at least 90 hours of instruction each semester.  Enrollment will be denied unless the 90 hour stipulation is met.  All enrollment of students from a home-based program will be subject to district availability of space and resources.  The home-schooled student who enrolls in the district on a part-time basis and is included in the district’s pupil count is not required to take any state assessment administered pursuant to C.R.S. 22-7-1006.3. See, C.R.S. 22-7-1006.3 (3)(b).

LEGAL REFS.:  C.R.S. 22-7-1006.3 (3)(b) (home school students not required to take state assessments, even when the student attends a district school for a portion of the school day and is included in the district’s pupil count

C.R.S. 22-32-116.5 (extracurricular and interscholastic activities)

C.R.S. 22-33-104.5 (home-based education law)

C.R.S. 22-33-104.5 (3)(f) (scores on nationally standardized tests or evaluations are not considered when measuring school performance and determining accreditation)

C.R.S. 22-33-107 (compulsory attendance law)

CROSS REFS.:  JGA, Assignment of New Students to Classes and Grade Levels

JHB, Truancy

JJJ, Extracurricular Activity Eligibility

[Revised November 2015]

COLORADO SAMPLE POLICY 1994©

 
Policy Code:  IHBG (X. – 5.)
Policy Name:  Grade Placement When Transferring from Home School
Adoption: November, 1995
Revised:
Reviewed:January 2009

A student entering the elementary or middle school who has been on a home schooling program will be placed at his/her age equivalent grade. The student’s progress will be closely monitored, and the principal may recommend a change of placement to the parent. In addition, specific subject area testing may be required for proper placement.

A student entering high school who has been on a home schooling program without a transcript or other records indicating credits earned will be given the Stanford Achievement Test. If the student’s composite score is at or above the 50th percentile for his/her age equivalent grade using national norms, the student will be placed at his/her age equivalent grade level. If not, the student will be placed at the appropriate grade level as determined by the building principal.

Once a placement level is determined, the student will be expected to earn a specified number of credits for graduation. No student, however, who enters with previous credits will be placed higher than a first term junior (grade 11).

In addition, specific subject area tests may be required to qualify for placement in upper division academic courses.

The student’s permanent record will note that the student entered without official transcripts and that the student was tested and placed accordingly. The transcript will reflect those credits earned at Manitou Springs High School.

Policy Code:  IHCDA (IX. – 18.)
Policy Name:  Post Secondary Options  and Fast Track Program
Adoption: November, 1995
Revised:
Reviewed:  January, 2009

Recognizing that state statues have provided opportunities for high school students to pursue college level work while in high school, The Board of Education sets forth the following policy to implement this legislation.

Post-secondary Program

Any 11th or 12th grade student who is under the age of 21 and who has given two months’ written notice to the school district is eligible to apply to the University of Colorado at Colorado Springs, Pikes Peak Community College, Colorado College or Regis College for either part-time or full-time enrollment through the post-secondary options program. The program is not available for summer school.

The school district and the participating institution of higher education shall enter into an agreement which shall include but not be limited to academic credit and payment of tuition.

Academic credit granted for course work successfully completed by a student under this program may qualify as high school credit or credit at the institution of higher education or both. An appeal procedure is provided in the event a student is denied high school credit. A student participating in this program shall still be considered as enrolled in the district and eligible for all high school activities.

Payment of tuition shall depend on the formula established in state law, State Board of Education rules and the cooperative agreement. Students shall not be required to pay tuition for courses accepted for high school credit. The maximum amount of tuition to be paid to either Colorado College or Regis College shall be the average of the tuition paid to  Pikes Peak Community College or the University of Colorado at Colorado Springs for the same number of hours of credit. The school district shall not provide or pay for transportation to the institution of higher education.

Fast Track Program

Any student who has completed the requirements for graduation may take one or more higher education courses during his/her senior year. He/she shall remain eligible for sanctioned high school activities if he/she meets the academic and residency qualifications.

Tuition for up to two higher education courses shall be paid by the district after successful completion accordance with the formula in law. The district shall not be responsible for the costs of transportation, room and board, fees, books or equipment.

Legal Reference:
C.R.S. 22 – 34 – 101

Policy Code:  IIB (IX. – 4.)
Policy Name: Class Size
Adoption: November, 1995           
Revised:
Reviewed: July, 2006
Reviewed:January 2009

Classroom enrollment should not exceed 30 students. When the enrollment of a class exceeds 30 students the administration is directed to take reasonable action to provide additional adult assistance in the classroom or to transfer students to other classrooms to reduce and balance class sizes within the grade level.

Legal Reference:
C.R.S. 22-53-102 (4)

Policy Code:   IICA (X. – 14.)
Policy Name: Field Trips and Overnight Activities
Adoption: November, 1995           
Revised: October, 1998
Reviewed: January, 2009

It is the desire of the Board to encourage and support the involvement of students in activities as part of and directly related to the total school program. Some of these activities may require the students to travel distances which necessitates staying overnight.

Specific guidelines and appropriate administrative procedures shall be developed to screen, approve and evaluate trips and to ensure that all reasonable steps are taken for the safety of the participants. These guidelines and procedures shall assure that all trips have the approval of the principal and overnight trips have the approval of the superintendent.

Parents, adult volunteers, students and staff members will adhere to all District policies and procedures while involved with District sponsored activities. Those policies and procedures include the use of drugs, alcohol, tobacco and weapons in addition to appropriate conduct.

Student activities that are out of the country, out of state or considered a high risk activity must have prior Board approval.

Legal Reference:
18-13-121
22-32-109 (I) (bb)
25-14-103.5

Policy Code:  IJJ (IX. – 12.)
Policy Name: Textbook Adoption
Adoption: November, 1995
Revised:
Reviewed: January, 2009

The Board of Education shall officially adopt textbooks for use in the district schools upon recommendation of the superintendent.

Responsibility for the review and selection of textbooks to be recommended shall rest with the textbook and/or curriculum committees as appointed by the superintendent or his/her designee. Membership on such committees shall include a representation of teachers who  will use the texts, principals, the Assistant Superintendent for Instruction, and other staff members as appropriate. Students and parents may also be asked to assist.

Textbooks under consideration should:

1. advance the educational objectives of the district and relate to the particular
objectives of the course or program.

2. contribute toward the continuity, integration, and articulation of the curriculum,

3. provide a general frame work for the particular course or program,

4. present content of a quality and literary style commensurate with the grade level
and/or subject matter,

5. provide for the needs of all learners, including exceptional children,

6. present ethnic materials in a manner which conveys the multi-ethnic nature of our
pluralistic society,

7. present materials which do not stereotype sex roles,

8. be physically attractive and feature durability and construction commensurate with
the cost,

9. be of recent copyright unless circumstances direct otherwise,

10. present materials with validity, accuracy and objectivity, and

11. be designed with a readability and comprehensibility appropriate for the grade
level and/or subject matter.

Legal Reference:
22 – 32-109 (l) (t)

Policy Code:  IJL ( IX. – 11.)
Policy Name: Media Center Materials Selection Policy
Adoption: November, 1995
Revised:
Reviewed: January, 2009

The collections of Manitou Springs School District 14 media centers are developed with two major purposes. They are to support and enrich the curriculum and to provide for personal interests and recreational reading. The Board of Education hereby states that it is the policy of Manitou Springs School District to provide a wide range of instructional materials in its media centers on all levels of difficulty, with diversity of appeal, and the presentation of different points of view. It will allow the review of alleged inappropriate media center materials through its established procedures.

Furthermore, the school district endorses the American Library Association Library Bill of Rights and the American Association of School Librarians School Library Bill of Rights for School Library Media Programs, and all media center materials, both print and non print, will be selected in accordance with the philosophies of these two documents.

Definitions

For purposes of this policy, a school media center is defined as an area or areas in the school where a full range of information sources, associated equipment, and services from media staff are accessible to students and school personnel.

Selection is defined as the decision which must be made to add materials to the media center collection.

Media Center Materials are defined as both print and non print materials purchased by or housed in the school media centers.

Related Documents

American Library Association Library Bill of Rights
American Association of School Librarians School Library Bill of Rights

Administrative Rules for Selection and Reconsideration of Materials

1. Responsibility for selection of materials:

a. Although the Manitou Springs Board of Education is legally responsible for  all matters relating to the operation of the school district, it delegates the  responsibility for selection of media center materials to the certificated media personnel employed by the district.

b. Although the Director of Media Services encourages and coordinates the recommendations for selection of media center materials made by teachers, administrators, and students, the final responsibility for the selection decision will rest with the Director.

2. Criteria for selection:

a. Manitou Springs School District supports the view that all students shall be provided access to a current balanced collection of books, basic reference materials, texts, periodicals, electronic data bases, and audiovisual materials which depict in an accurate and unbiased way the cultural diversity and pluralistic nature of American society.

b. Print and non print materials will be evaluated by the following criteria as they apply. Materials shall:

(1). support and be consistent with the general educational goals of the district,

(2). support and be consistent with the objectives of specific courses,

(3). be relevant to today’s world,

(4). have aesthetic, literary, or social value,

(5). be appropriate for the subject area and for the age, emotional development, ability level, and social development of those for whom  the materials are selected,

(6). be created by competent and qualified authors and producers,

(7). be chosen to foster respect for and to gain an understanding of the contributions made to our civilization by minority and ethnic groups,

(8). realistically represent our pluralistic society,

(9). provide a stimulus to creativity and learning,
(10). represent differing viewpoints on controversial subjects with the goal of providing a balanced collection,

(11). have a physical format and appearance suitable for their intended use,

(12). be of acceptable technical quality with adequate documentation.

c. Although the Board of Education recognizes that any item may offend some patrons, selection of materials on controversial topics will not be made on the basis of anticipated approval or disapproval but rather on the merits of the  material and its value to the collection and to patrons.

3. The Process of Selection:

a. During the selection process, the Director of Media Services will evaluate the existing collections and assess curricular and recreational needs. Reputable professionally prepared selection tools and other appropriate sources will be consulted.

b. recommendations for purchase will be solicited from school personnel and students.

c. To insure proper quality in content and technical aspects, all audiovisual materials will be ordered for preview before purchase.

d. the school media program accepts gifts with the understanding that only  those materials which meet regular selection criteria will be added to the  collection.

e. Selection is an ongoing process which should include the removal of materials no longer appropriate or accurate and the replacement of lost and worn materials still of educational value.

(1). Criteria for removal may include materials:
– having inaccurate or outdated information,
– depicting negative role stereotypes,
– no longer useful for curricular support or recreational reading
– not circulated for a number of years, or
– in poor physical condition.

(2). After the deselection process is over, all withdrawn materials will be considered essentially valueless and removed from the collection.

Legal Reference:
C.R.S. 22-32-110 (l) (r)

Policy Code:   IKE
Policy Name: Retention of a Student at Level
Adoption: June, 2005
Review: January, 2009

School District 14 is dedicated to the total and continuous development of each student and the District recognizes the unique academic, social, and physical growth and development of each student.  In consideration of this unique development, the principal may recommend retention for a student after following the procedures and guidelines detailed in the District’s “Student Placement Manual.”  The retention recommendation shall be made in a timely manner after consultation with the child’s parents or guardians and appropriate school personnel.

The first time a principal makes a recommendation for retention, the final decision shall rest with the parent or guardian.  In subsequent years, should a principal recommend retention, the final decision shall rest with the principal.

Policy Code: IKF (IX. – 5.)
Policy Name: High School Curriculum and Graduation Requirements
Adoption:  November, 1995                                      
Revised:
Reviewed: January, 2009

The high school curriculum and graduation requirements shall be listed in the attachments of this policy and will be approved by the Board of Education as they are modified. (See attachments for copy of up-to-date curriculum and graduation requirements.)

Policy Code:   IKFA (IX. – 7.)
Policy Name:  Early Graduation
Adoption:  November, 1995
Revised: January 24, 2000           
Reviewed: January, 2009

Students who wish to apply for early graduation from Manitou Springs High School  and have met the requirements for graduation must follow  the following procedures:

1. A letter must be submitted to one of the counselors requesting
consideration for early graduation. This letter should be written and
signed  by the student and parent(s). Included in this letter should be
an explanation of the reasons why the student desires an early
graduation.

2. The letter requesting early graduation must be submitted to the
counselor’s office prior to the end of the first term of the year the
student requests to graduate. Exceptions will be made for senior
students who transfer into Manitou Springs High School during the first
term.

3. After the first term, the principal will hold a conference to consider the request of early graduation. This conference must be attended by the student, the student’s parent(s), the student’s counselor, the principal, the superintendent and one teacher of the student’s choice (optional).
At this time, the request letter will be reviewed along with the student’s grades and credits.  The student must meet the requirement  of 5 credits and have a Grade Point Average of 3.0 or higher.  A decision  will be made during this conference on the early graduation request. The Superintendent may for good cause approve a student’s request who does not meet the 3.0 GPA for early graduation.
If a student does choose to graduate early, at the end of the second term,  he  or she may not participate as a student in any third or fourth term activities  other than the graduation ceremony. The student’s diploma will be issued during the regular graduation ceremony.

If the student needs verification of graduation, a letter will be written by the counseling department stating the student has met the requirements for graduation. The student will decide at the time of the principal conference whether to participate in the formal graduation or have the diploma mailed.

Policy Code:IKFB (IX. – 6.)
Policy Name:  Special Education Student Graduation Requirements
Adoption:  November, 1995
Revised:
Reviewed: January, 2009

Special Education students who are capable of completing the graduation requirements established by the school district will receive a regular diploma.

Special Education students unable to complete the district’s graduation requirements will receive a regular diploma upon completion of an Individualized Education Plan (IEP) which outlines the modifications necessary because of the handicapping condition(s).

Upon completion of an IEP, Special Education students placed in out-of-district schools or facilities will receive a regular Manitou Springs  High School diploma or District 14 will recognize the diploma or certificate issued by such school or facility.

Policy Code: IL (IX. – 8.)
Policy Name:  Testing and Counseling
Adoption:  November, 1995
Revised:
Reviewed: January, 2009
Testing and counseling are an essential part of the educational program. All standardized testing and counseling will be under the direction of the counseling department and the principals.

Policy Code: ILBB
Policy Name: State Program Assessments
Date Adopted:
Date Reviewed:

The district shall participate in statewide performance assessment programs and in the Colorado Student Assessment Program if schools, classes or students from the district are selected for a statewide sample and when students within a grade or grades are being assessed.
Students who have participated in the English Language Proficiency Program pursuant to state law for more than three years shall be ineligible to take state assessments in a language other than English.
Pursuant to state law, statewide assessments will be administered during the period between the second Monday in March through the third Monday in April each year.
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.  This information shall be included in each student’s individual student record.  Appropriate school personnel shall explain a student’s statewide assessment results and longitudinal academic growth information to the student’s parent/guardian.
Except for the college entrance exam, results of the assessment shall be included on each student’s final report card for that school year and made part of the student’s permanent academic record.  Results of the college entrance exam shall be included on each student’s transcript.  However, if a student retakes the exam at a later time at the student’s expense, the student may request that the later results be placed on the transcript in place of the earlier results.

LEGAL REFS.:  C.R.S. 18-1.3-407 (3.4)(c) (students receiving educational services or diplomas from the district under an agreement between the Colorado Department of Corrections and the district shall not be included in computing the district’s performance on statewide assessments or the district’s levels of attainment on the performance indicators)
C.R.S. 22-7-406 (state assessment development schedule)
C.R.S. 22-7-409 (state assessment implementation schedule)
C.R.S. 22-7-409 (1.2)(d)(II) (assignment of scores on statewide assessments for students with disabilities)
C.R.S. 22-11-101 et seq. (Education Accountability Act of 2009)
C.R.S. 22-11-504 (3) (policy required to ensure explanation of student assessment results and longitudinal growth information)
CROSS REFS.: AE, Accountability/Commitment to Accomplishment
AEA, Standards-Based Education  AED*, Accreditation  ILBA, District Program Assessments
JLDAC, Screening/Testing of Students  LC, Relations with Education Research Agencies

NOTE: The Education Accountability Act of 2009, C.R.S. 22-11-101 et seq. (the Act) requires the Colorado Department of Education to develop and maintain an Internet-based electronic data delivery system to provide education accountability data to the public.  C.R.S. 22-11-502.   This electronic data system, called SchoolViewä, www.schoolview.org, provides helpful information to assist schools in explaining a student’s assessment results and longitudinal growth information to the student’s parent/guardian.
Policy Code: IMDB
Policy Name: Flag Display
Adoption: July, 2009
Revised:  
Reviewed: January 2009  

The superintendent or building principal shall see that the United States flag is prominently and permanently displayed in each academic classroom when classes are in session.  The flag displayed shall measure no less than either 12 x 18 inches if in a frame or 2 x 3 feet if on a flagstaff.

The United States and Colorado flags shall be displayed on a flagpole on the administration building or on the administration building grounds (or if none, on a flagpole on the principal school building or on that building’s grounds) at all times during days while school is in session except during inclement weather.  The flag displayed shall measure no less than 3 x 5 feet in size.

Traditional customs and practices of displaying the flags of the United States and of Colorado shall be observed.  Flags shall be handled with respect at all times.

The United States flag or any depiction or representation of the flag displayed for public view and permanently attached to any part of school buildings or grounds shall conform with federal laws regarding flag displays and use.  However, temporary displays of instructional or historical materials or student work products used as part of a lesson that includes the flag shall be allowed even if they do not conform with federal law as long as they are not permanently affixed or attached.

District employees and students have the right to reasonably display the flag of the United States on their own person, personal property, and/or property under their temporary control, such as a desk or locker provided such dispay does not disrupt the educational process or cause a safety concern or damage school property.

LEGAL REFS.:
Tinker v. Des Moines Indep. Comm. Sch. Dist., 393 U.S. 503 (1968)
C.R.S. 22-32-109 (1)(s)(flag displays at administration buildings)
C.R.S. 22-32-109 (1)(ii) (duty to adopt policy regarding reasonable display of U.S. flag by students and school district employees)
C.R.S. 27-2-108 (2)(c)(3) and (4)(duty to display U.S. flag in classrooms)
C.R.S. 27-2-108.5 (personal display of flag)
4 U.S.C. Section 7 (position and manner of display)
JJC, School Displays
JK and subcodes, Student Discipline
KI, Visitors to Schools

Superintendent’s Corner

longfieldWelcome to Manitou Springs School District 14 — where children receive a world-class education in a small public school setting. In fact, we are the last small public school system in the Colorado Springs metropolitan area. Our mission is to establish deep, meaningful relationships with our students, their parents, and our community.

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Manitou Springs School District