Instructional Program

Policy Title Guidance Service Code No. 601

The guidance program will be organized under the direction of the administrative staff. It is organized to give systematic aid to students. The Guidance Director will hold the State Credential for Guidance Counselor. The Guidance Counselor will be responsible for the following:

(1) Preparing the high school schedule for classes each year.

(2) Providing pre-admission and orientation services.

(3) Providing a planned and comprehensive testing program.

(4) Providing vocational, economic, and social information.

(5) Counseling.

(6) Maintaining cumulative records on each student.

(7) Providing a display area for guidance information and materials.

(8) Providing scholarship information.

(9) Follow-ups of graduates and dropouts.

A specific job description for the high school counselor is on file at the district office.

Date of Adoption:

1979

Revised 3/9/92, 1/13/93

Policy Title: Curriculum Development, Alignment, and Assessment Code No.602.1

The Board is responsible for adopting a District Curriculum. The Board must approve all significant changes to the curriculum, including the adoption of new textbooks and new courses, before such changes are made. The superintendent is responsible for making curriculum recommendations. The curriculum shall be designed to accomplish the learning objectives and goals for excellence consistent with the state standards and the school district’s educational philosophy, mission statement, objectives and goals.

A written, sequential curriculum shall be developed for each subject area. The curricula shall align with the state standards to address learner goals, content and program area performance objectives, and school district’s education goals. The curricula shall be constructed to include such parts of education as content, skills, and thinking. A curriculum review cycle and time lines for curriculum development and evaluations shall be developed as well.

The staff and administration will suggest materials and resources (supplies, books, materials and equipment) necessary for development and implementation of the curriculum and assessment that are consistent with the goals of the education program.

In all program areas and at all levels, the District shall assess student progress toward achieving state standards, learner goals, and program performance objectives, which includes: the content and data; the accomplishment of appropriate skills; the development of critical thinking and reasoning; and student attitude.

Assessment tools may include, but are not limited to:

➢ Tests to measure achievement of state standards;

➢ Standardized tests;

➢ Criterion-referenced or grade-level tests;

➢ State adopted tests

➢ Teacher-made tests;

➢ Programmed learning tests;

➢ Ongoing classroom evaluation;

➢ Actual communication assessments such as writing, speaking, and listening assessments;

➢ Samples of student work and/or narrative reports passed from grade to grade;

➢ Samples of students’ creative and/or performance work; and

➢ Surveys of carry-over skills to other program areas and outside of school.

All courses of instruction shall comply with state statutes and the rules of the State Board of Education.

Date of Adoption: March 11, 2002 Legal Reference: (Idaho Code 33-512A, 33-16012 IDAPA 08.02.01

Policy Title High School Graduation Requirements Code No. 604

The Board shall award a regular high school diploma to every student enrolled in the District who meets the requirements of graduation established by the District. The official transcript will indicate the specific courses taken and level of achievement.

The Board shall establish graduation requirements which, as a minimum, satisfy those established by the State Board of Education. Generally, any change in graduation requirements promulgated by the Board will become effective for the next class to enter 9th grade. Exceptions to this general rule may be made where it is determined by the Board that the proposed change in graduation requirements will not have a negative effect on students already in grades 9 through 12. The Board shall consider and vote on whether to approve graduation requirements as recommended by the Superintendent.

A student who possesses a disabling condition shall satisfy those competency requirements which are incorporated into the Individualized Education Program (“IEP”). Satisfactory completion of the objectives incorporated into the IEP shall serve as the basis for determining completion of a course.

A student may be denied participation in graduation ceremonies. Such exclusion shall be regarded as a school suspension. In such instances, the diploma will be awarded after the official ceremony has been held.

Cross Reference: Policy 604.1 High School Graduation Requirements

Legal Reference: I.C. § 33-4601, et seq. Advanced Opportunities

I.D.A.P.A. 08.02.01.250.02 Required Attendance

I.D.A.P.A. 08.02.01.350 Early Graduation

I.D.A.P.A. 08.02.03.105 High School Graduation Requirements

Date of Adoption: 1979 Reference: State Board of Education

Revised 3/9/92, 1/13/93, 9/11/00, 6/8/15, 7/31/17

Policy Title Alternative Graduation Requirements Code No. 604.2

The Fruitland School District School Board adopted the following policy regarding Alternative Graduation Requirements based on recommendations from the Idaho State Board of Education.

Students who do not demonstrate mastery of the state standards by passing any portion of the ISAT at the end of the 10th grade year may exhibit mastery through the following process:

1. Juniors who have not reached proficiency will be enrolled in the PLATO-based ISAT preparation program. The focus of this program will be to improve skills, in order to reach proficiency on the ISAT during the four testing opportunities during the junior year. When a student demonstrates proficiency on the ISAT, he/she may leave the preparation program.

2. A student who has not demonstrated proficiency by the beginning of the senior year may seek an alternative method of demonstrating mastery of the state standards. The senior will be required to submit documentation that he/she has taken advantage of the opportunity to build skills through the PLATO program, and has taken the ISAT on all possible test dates during the junior year. The student will also continue to take the ISAT on all possible test occasions during the senior year.

3. A student who is approved by the board of trustees for alternate assessment will be required to submit a portfolio for any subject area in which the student has not reached proficiency as measured on the ISAT. This portfolio will consist of documentation that at least 75% of the state power standards for that subject area have been mastered at the 10th grade level, as completed in the PLATO learning program.

Rationale

The RIT score required for proficiency on the ISAT is approximately 75% of the highest possible RIT score for each subject area.

The PLATO curriculum has been aligned to Idaho state standards; it has undergone determination of validity and reliability; it includes instruction, assessment, and record keeping components; and it is based 100% on academic proficiency and performance.

Submitted to Fruitland Board of Trustees February 14, 2005

Submitted to State Board of Education, February 16, 2005

Re-submitted with revisions to Office of State Board of Education, April 11, 2005

Date of Adoption: 7/12/2005 Reference: State Board of Education Rules & Regulations

Policy Title School Records and Reports Code No. 610

Cumulative records will be kept for each student in the office of the principal. A copy of student records will be kept in the fireproof vault.

Teachers shall make reports to parents in the form and manner provided by the district. Report cards, adapted to the various grade levels, are used to report pupil achievement.

Personal conferences of parents and teacher supplement the more formal type of reporting. Records of pupil achievement are to be kept by all teachers, and evidence accumulated to determine and substantiate the period markings. Parents are invited and encouraged to visit school. When they come, teachers are to do everything possible to make the visit pleasant and profitable, both to the parent and the school.

Any student who drops a course or is removed from a course after two (2) weeks into any semester may receive an "F" on his/her permanent record.

A School Accountability Report Card is on file at the district office.

Date of Adoption:

August 19, 1972

Revised 7/9/79, 2/15/91, 3/9/92, 1/13/93

Policy Title Extended School Year Guidelines Code No. 611.1

DEFINITION

"Extended School Year" (ESY) is considered to be required educational or support services for special education students, provided by the local school district during breaks in instruction.

The need for ESY shall be dictated by the student's IEP and is based on the determination that without extended school year services, the student would regress to such an extent and have such limited recooupment ability that he/she would be unable to benefit from his/her special education program.

Extended school year programs are at no cost to parents for every eligible student.

DEVELOPMENT

To clearly separate ESY services from those provided during the regular year, a new ESY specific IEP shall be developed.

The deadline for generation of ESY / IEP's shall be May 15th.

However, the district reserves the right to remain flexible in granting consideration for ESY programs after the determined deadline date.

ELIGIBILITY

To receive ESY services, the student must be identified as handicapped and currently receiving special education and/or related services as defined by an IEP.

The ESY IEP shall be effective only for the immediate period of interruption. The provision of ESY for the immediate period of interruption does not imply that ESY will be required for subsequent periods.

Determination of the need for ESY for each pupil shall be made by the Child Study Team based on one or more of the following:

1. Empirical data maintained on the child, including IEP data.

2. Educational, medical, and/or psychological records of the student.

3. Reports provided by parents, teachers, therapists and others who have worked with the child.

4. Few, if any, gains during the regular school year, and it is believed that with an ESY program services the student could make reasonable gains.

5. Failure to maintain an acquired critical skill that leads to independence or decreased dependence on caregivers. In this case, programming shall be designed to provide for maintenance of existing critical skills.

6. Circumstances which result in the loss or a severe limitation of the pupil's capacity and potential to acquire a critical skill; i.e., hospitalization, additional trauma or acceleration of a degenerative condition. In this case, ESY provides for the continued development or acquisition of a critical skill to prevent the anticipated loss or limitation.

ASSESSMENT

Recommended sources for information for determining whether a handicapped student requires extended school year services shall include one or more of the following:

1. Assessment information maintained on the student, including pretest and post-test data;

2. Current IEP and pertinent curricula information;

3. Progress reports maintained by teacher, therapist and others having direct contact with the student before and after breaks in educational programming;

4. Educational, medical or psychological records of the student from public and private sources;

5. Prognosis or opinions of educators, medical personnel, parents and others who work with the student;

6. Achievement of goals on successive IEP's;

7. Reports by parents of negative changes in adaptive behaviors over extended break periods;

8. Progress reports of teachers contrasting present and previous levels of achievement;

9. Medical and other agency reports indicating degenerative type difficulties which become exacerbated during breaks in educational programming.

MODEL

The type and length of the ESY program which a student requires shall be decided on an individualized basis.

For additional information, see Extended School Year Guidelines May 1989, State of Idaho Department of Education.

Date of Adoption:

February 15, 1991

Revised 3/9/92, 1/13/93

Policy Title Bomb Threat Procedure Code No. 613

Being responsible for the safety of the large number of students, teachers and other staff personnel, it is incumbent upon school administrators to do all that is prudent and possible in the event of imminent danger. Therefore, we must regard any bomb threat as a real danger to the lives and safety of all persons in a building which receives a bomb threat.

It is the greatest importance that each staff member cooperate to the best of his/her ability in the event of a bomb threat.

The following procedures will go into effect as soon as it is known that a bomb or lethal explosive device exists or is reported to exist in our building.

(1) The secretary or any other person taking the telephone call will attempt to gain all possible information from the caller. This information would include the site of the bomb and when it will explode, the sex, approximate age, voice tone, and the exact threat of the caller.

(2) Immediately upon receiving a call and obtaining all of the information you can, hang up the phone, then pick it up, get a dial tone on that same line, and press *57. (The * is right under the 7 key.) A recording will tell you if the call has been traced. Contact Farmer's Mutual Telephone Company at 452-4241. If the recording says that the call cannot be traced, contact the telephone company to find out what town the call came from.

(3) This information should be given immediately to the building principal. The superintendent of schools is also to be notified at this time.

(4) The building principal or the one in charge will ensure a final check of all areas of the building to make certain that all persons have been notified and have left the building.

(5) Staff members will take roll call and make certain that no student reenters the building for any reason. Names of missing students will be given to the building principal.

(6) Teachers and other staff members will quickly check their own teaching stations or areas (while the students are exiting) for any strange-looking items, such as brief bags, boxes or packages which have not been normally located within their area of responsibility.

(7) The building principal and custodian on duty will meet with the investigative officers when they arrive in order to clarify search procedures.

(8) If a dismissal decision is made, buses will be called and the students of the threatened school will be taken to their homes.

(9) Building searches for bomb or explosives will be conducted by the building principal, the custodians on duty, and investigating officers who have been called to the school.

Date of Adoption:

1979

Revised 3/9/92, 1/13/93, 12/12/94

Policy Title Driver Training Policy Code No. 615

The Driver’s Education Program policy is to take the oldest students who sign up for the program. As there are a large number of students who are in need of this extra-curricular service, a sign-up sheet is posted in the High School two weeks prior to the program’s start. As each session can only accommodate 30 students, the list is used as the basis of filling the class list. Student’s names are not taken on a first-come-first-served basis, but on an oldest in age priority. Students who may be older, but fail to sign up within that time frame will have to wait until the next session. Students in school will be notified by means of the announcements. Those home schooled students living in the school district will need to check with the school for sign-up times. Out of district students will not be considered. NO exceptions to the age priority will be made.

Students are advised NOT TO PURCHASE A DRIVER TRAINING PERMIT OR PAY THE CLASS FEE UNTIL THEY HAVE BEEN NOTIFIED THAT THEY HAVE BEEN ACCEPTED INTO THE CLASS. A list of students accepted into the program will be posted in the High School prior to the program beginning. A letter will be sent to advise the students of the procedures, requirements and deadlines for the purchase of permits and the payment of fees.

The Driver Education Program conforms to all the Fruitland District and State of Idaho requirements for Driver’s Education/Traffic Safety Education. This program is run as a service to the community. IT IS NOT A REQUIREMENT OF THE STATE BOARD OF EDUCATION THAT IT BE OFFERED TO ANY STUDENT AT ANY TIME AS A PART OF THE REGULAR EDUCATIONAL CURRICULUM. Driver’s training is offered to those who meet the requirements within the scheduled time frame.

Because the Idaho State requirements for Driver Education include a minimum of 30 classroom hours, 6 hours behind-the-wheel time and 6+ hours of observation time, ATTENDANCE IS MANDATORY. Failure to attend class or driving will constitute failure of the class. The instructor must give the student a classroom grade, a driving skills grade and an attitude grade. Failure in any of these three areas will constitute failure of the class. Missing one (1) class without prior notification to the instructor or missing two (2) classes with notification to the instructor or four (4) tardies will constitute failure of the class. Vehicles are rented and returned within a specified time slot, therefore, failure to complete the driving within the specified time frame will constitute failure for the class.

There needs to be a clear and solid commitment of both parent and student in order for the student to finish the class. There will be no refund of class fees after the first day of class. All students and their parents MUST be firmly committed to arranging their schedules to be able to complete this program. If you CANNOT make this commitment, DO NOT sign up for the class. In order to successfully complete this class, ALL students must drive both during the week and on some weekends. ALL students must be flexible in their time scheduling. We would like to accommodate everyone and their needs, but you must be willing to cancel other interests, if necessary, to finish the class. There are some areas which may be flexible, but by law, we cannot disallow any part of the program. If my schedule will allow it, I will make up missed drives, but YOU will pay a fee of $24.00 for a lesson. If you miss a drive and are not able to schedule another time, you will not pass the class and will have to take the whole class again.

As you can see, it is absolutely essential that both students and parents make a solid commitment to this program.

Date of Adoption: Legal Reference: (Code of Idaho)

March 10, 1997

Policy Title Fruitland School District Policy Regarding Senior Transfers Code No. 617

In order to receive a Fruitland High School diploma and/or participate in the commencement ceremony, a student transferring from a public school must meet the following requirements:

1. Meet all Idaho graduation requirements.

2. Be in attendance at Fruitland High School for at least the second semester of the senior year(extenuating circumstances may be approved by school board action).

3. Meet Fruitland High School attendance requirements.

4. Complete the Fruitland High School senior project for English IV and Government.

Date of Adoption:

April 12, 1997

Revised: 6/12/2000

Policy Title: Section 504 Procedures for Students with Disabilities Code No. 621

It is the responsibility of this district to identify and evaluate students in need of special services or programs in order that such students may receive the required free appropriate education pursuant to the provisions of Section 504 of the Rehabilitation Act of 1973.

For the purposes of this policy, a student who may need special services or programs pursuant to Section 504 is one who has a physical or mental impairment that substantially limits the student’s ability to participate in or benefit from the district’s educational programs.

Students may be eligible for services under the provisions of Section 504 even though they do not require services pursuant to the Individuals with Disabilities Education Act (IDEA). Students who are identified as individuals with exceptional needs, according to IDEA criteria, are not addressed under this policy. The needs of such students are provided for under district policy and under state and federal laws and regulations.

Each qualified person within the district who is eligible to receive regular or special education or related aids or services, regardless of the nature or severity of the condition necessitating such programs or services, shall receive a free appropriate education in the district.

IDENTIFICATION AND REFERRAL PROCEDURES

Any student who needs or is believed to need special education or related aids and services not available through existing programs in order to receive a free appropriate public education may be referred by a parent, teacher, or other certificated school employee to the Multi-disciplinary team (MDT) for identification and evaluation of the student’s individual education needs.

The MDT will be composed of persons knowledgeable about the student, the student’s school history, the student’s individual needs, the meaning of evaluation data, and the placement options. Each building principal will monitor the composition of the MDT to ensure that qualified personnel participate.

The MDT will consider the referral and, based upon a review of the student’s existing records, including academic, social, and behavioral records, make a decision as to whether an evaluation under this procedure is appropriate. If a request for evaluation is denied, the MDT will inform the parents or guardian of this decision and of their procedural rights.

EVALUATION

Evaluation of the student and formulation of a plan of services will be carried out by the MDT according to the following procedures:

1. The MDT will evaluate the nature of the student’s disability and the impact of the disability upon the student’s ability to participate in or benefit from the district’s educational programs. This evaluation will include consideration of any behaviors that interfere with regular participation of a student who otherwise meets the criteria (such as age) for participation in the educational program and/or activities.

2. The MDT shall consider all relevant information on the student to determine whether he or she is disabled under Section 504. Information may include reports from physicians, observations from parents, teachers, and/or school personnel, results of standardized aptitude and achievement tests, comprehensive assessments conducted by this district’s professional staff and other relevant evaluation material, as appropriate. The information will also include consideration of the student’s behavior.

In order to ensure that the MDT’s interpretation of evaluation data and placement decision is consistent with federal law, the MDT shall:

1. draw upon information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive behavior;

2. document that the information obtained from all sources is carefully considered;

3. ensure that the MDT team’s placement decision is made by a group of persons, including persons knowledgeable about the student, the meaning of the evaluation data, and the placement options; and

4. ensure that the placement decision provides appropriate academic and nonacademic settings.

No final determination of whether the student will or will not be identified as a disabled individual within the meaning of Section 504 will be made by the MDT without first inviting the parent or guardian of the student to participate in a meeting concerning such determination.

A final decision will be made by the MDT in writing, and the parents or guardian of the student shall be notified of the Section 504 procedural safeguards available to them, including the right to an impartial hearing and review.

WRITTEN PLAN FOR SERVICES

For a student who has been identified as disabled within the meaning of Section 504 and in need of special education or related aids and services, the MDT shall be responsible for determining what is needed. In making such determination, the MDT shall consider all available relevant information, drawing upon a variety of sources, as set forth in the Evaluation section of this policy.

The parents or guardian shall be invited to participate in MDT meetings where services for the student will be determined, and shall be given an opportunity to examine all relevant records.

The MDT will develop a written plan describing the disability and the special education or related aids and services needed. The plan will specify how the regular or special education and related aids and services will be provided, and by whom.

The team may also determine that no special education or related aids and services are appropriate. If so, the record of the MDT proceedings will reflect the identification of the student as a disabled person and the basis for the decision that no special services are presently needed.

A disabled student shall be placed in the regular educational environment of the district, with the use of the supplementary aids and services, unless the district demonstrates that such placement cannot be achieved satisfactorily. The disabled student shall be educated with those who are not disabled to the maximum extent appropriate to the individual needs of the student.

The MDT shall notify the parent or guardian in writing of its final decision concerning the services to be provided.

All teachers of students with disabilities shall be provided with information in sufficient detail to address the individual needs of each student with a disability.

REVIEW OF THE STUDENT’S PROGRESS

The MDT will monitor the progress of the disabled student and the effectiveness of the student’s education plan annually to determine whether special education or related aids and services are appropriate and necessary, and that the disabled student’s needs are being met as adequately as the needs of non-disabled students.

Prior to any subsequent significant change in placement, a comprehensive reevaluation of the student’s needs will be conducted.

PROCEDURAL SAFEGUARDS

The parents or guardians shall be notified in writing of all MDT decisions concerning the identification, evaluation, or educational placement of students made under this policy.

The parents or guardian shall be notified that they may examine relevant records.

As to such decisions by the MDT, the parents or guardian shall have the right to an impartial hearing, with the opportunity for participation by the parents or guardian and their counsel.

The request for a hearing shall be made in writing and addressed to:

Fruitland School District No. 373

Section 504 Compliance Officer

P. O. Box A/303 SW 3rd St.

Fruitland, ID 83619

Phone: (208) 452-3595

Fax: (208) 452-6430

The hearing will be held in accord with district policy.

Adopted: Legal Reference:

9-13-10 34 CFR Part 104

Revised: