601 - School District Curriculum and Instruction Goals

POLICY #601

SCHOOL DISTRICT CURRICULUM AND INSTRUCTION GOALS

I. PURPOSE

The purpose of this policy is to establish broad curriculum parameters for the school district that encompass the Minnesota Graduation Standards and the federal ESSA, Every Student Succeeds Act, are aligned with creating the World’s Best Workforce.

II. GENERAL STATEMENT OF POLICY

The policy of the school district is to establish the “World’s Best Workforce” in which all learning in the school district should be directed and for which all school district learners should be held accountable.

III. DEFINITIONS

A. “Academic standard” means a summary description of student learning in a required content area or elective content area.

B. “Benchmark” means specific knowledge or skill that a student must master to complete part of an academic standard by the end of the grade level or grade band.

C. “Curriculum” means district or school adopted programs and written plans for providing students with learning experiences that lead to expected knowledge, skills, and career and college readiness.

D. “Instruction & Assessments” means methods of providing learning experiences that enable students to meet state and district academic standards and graduation requirements.

E. “Performance measures” are measures to determine school district and school site progress in striving to create

The World’s Best Workforce must include at least the following:

1. student performance on the National Assessment of Educational Progress where applicable;

2. the size of the academic achievement gap and rigorous course taking, including college-level advanced placement, international baccalaureate, postsecondary enrollment options including concurrent enrollment, other statutorily recognized courses of study or industry certification courses or programs and enrichment experiences by student subgroup;

3. student performance on the Minnesota Comprehensive Assessments and national assessments such as ACT Exam;

4. high school graduation rates; and

5. career and college readiness under Minn. Stat. § 120B.30, Subd. 1.

F. “World’s Best Workforce” means striving to: meet school readiness goals; have all third-grade students achieve grade-level literacy; close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and students not living in poverty; have all students attain career and college readiness before graduating from high school; and have all students graduate from high school.

G. “Experiential learning” means learning for students that includes career exploration through a specific class or course or through work-based experiences such as job shadowing, mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative work experience, youth apprenticeship, or employment at all levels including the Area Learning Center.

IV. LONG-TERM STRATEGIC PLAN

A. The school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the World’s Best Workforce and includes the following:

1. clearly defined school district and school site goals and benchmarks for instruction and student achievement for all nine student categories identified under the federal ESSA and two student gender categories of male and female;

2. a process for assessing and evaluating each student’s progress toward meeting state and local academic standards and identifying the strengths and weaknesses of instruction in pursuit of student and school success and curriculum affecting students’ progress and growth toward career and college readiness and leading to the World’s Best Workforce;

3. a system to periodically review and evaluate the effectiveness of all instruction and curriculum, taking into account strategies and best practices, student outcomes, principal evaluations under Minn. Stat. § 123B.147, Subd. 3, and teacher evaluations under Minn. Stat. § 122A.40, Subd. 8, or 122A.41, Subd. 5;

4. strategies for improving instruction, curriculum, and student achievement, including the English and, where practicable, the native language development and the academic achievement of English learners;

5. education effectiveness practices that integrate high-quality instruction, rigorous curriculum, technology, and a collaborative professional culture that develops and supports teacher quality, performance, and effectiveness; and;

6. an annual budget for continuing to implement the school district plan.

B. School district site and school site goals shall include the following:

1. All students will be required to demonstrate essential skills to effectively participate in lifelong learning. *These skills include the following:

[*Note: The criteria for acceptable performance in basic skills areas may need to be modified for students with unique learning needs. These modifications will be reflected in the Individualized Education Program (IEP) or Rehabilitation Act Section 504 Accommodation plan.]

a. reading, writing, speaking, listening, and viewing in the English language;

b. mathematical and scientific concepts;

c. locating, organizing, communicating, and evaluating information and developing methods of inquiry (i.e., problem solving);

d. creative and critical thinking, decision making, and study skills;

e. work readiness skills;

f. global and cultural understanding.

2. Each student will have the opportunity and will be expected to develop and apply essential knowledge that enables that student to:

a. live as a responsible, productive citizen and consumer within local, state, national, and global political, social, and economic systems;

b. bring many perspectives, including historical, to contemporary issues;

c. develop an appreciation and respect for democratic institutions;

d. communicate and relate effectively in languages and with cultures other than the student’s own;

e. practice stewardship of the land, natural resources, and environment;

f. use a variety of tools and technology to gather and use information, enhance learning, solve problems, and increase human productivity.

3. Students will have the opportunity to develop creativity and self-expression through visual and verbal images, music, literature, world languages, movement, and the performing arts.

4. School practices and instruction will be directed toward developing within each student a positive self-image and a sense of personal responsibility for:

a. establishing and achieving personal and career goals;

b. adapting to change;

c. leading a healthy and fulfilling life, both physically and mentally;

d. living a life that will contribute to the well-being of society;

e. becoming a self-directed learner;

f. exercising ethical behavior.

5. Students will be given the opportunity to acquire human relations skills necessary to:

a. appreciate, understand, and accept human diversity and interdependence;

b. address human problems through team effort;

c. resolve conflicts with and among others;

d. function constructively within a family unit;

e. promote a multicultural, gender-fair, transgender, disability-sensitive society.

 

Source: Cambridge-Isanti Schools

Legal References:

     Minn. Stat. § 120B.018 (Definitions)

     Minn. Stat. § 120B.02 (Educational Expectations for Minnesota Students)

     Minn. Stat. § 120B.11 (School District Process)

     Minn. Stat. § 120B.30, Subd. 1 (Statewide Testing and Reporting System)

     Minn. Stat. § 120B.35, Subd. 3 (Student Academic Achievement and Growth)

     Minn. Stat. § 122A.40, Subd. 8 (Employment; Contracts; Termination) 5

     Minn. Stat. § 122A.41, Subd. 5 (Teacher Tenure Act; Cities of the First Class; Definitions)

     Minn. Stat. § 123B.147, Subd. 3 (Principals)

     20 U.S.C. § 5801, et seq. (National Education Goals 2000)

     20 U.S.C. § 6301, et seq. (No Child Left Behind Act)

Cross References:

     Policy 104 (School District Mission Statement)

     Policy 613 (Graduation Requirements)

     Policy 614 (School District Testing Plan and Procedure)

     Policy 615 (Testing Accommodations, Modifications, and Exemptions for IEPs, Section 504 Plans, and LEP Students)

     Policy 616 (School District System Accountability)

     Policy 618 (Assessment of Student Achievement)

Reviewed: 10-18-01, 4-20-06, 7-22-10, 06-23-16

Approved: 11-15-01, 5-18-06, 7-22-10, 07-21-16

601.1 - New Teacher Mentor Program

POLICY #601.1

NEW TEACHER MENTOR PROGRAM



I. PURPOSE- 

The purpose of Cambridge-Isanti Schools Mentoring and Induction Program is to maintain and improve the quality of education for all students by supporting the preparation, induction, and ongoing professional development of the new teachers in the district.



II. GENERAL STATEMENT OF POLICY



The Cambridge-Isanti Schools Mentoring and Induction Program is provided for all new teachers in this district The one-year program will include orientation to the workplace and mentoring focused on standards of professional practice and continued professional growth.



III. RESPONSIBILITY



A. The Cambridge-Isanti Schools Mentoring and Induction Program is a component of the district professional development program.



B. This Cambridge-Isanti Schools Mentoring and Induction Program is under the administrative leadership of the Director of Teaching and Learning, Professional Development Committee and the Lead Curriculum Coordinator.



C. The Cambridge-Isanti Schools Mentoring and Induction Program shall be provided for all new teachers in this district.



D. The Director of Teaching and Learning shall be responsible for conducting an annual evaluation and improvement process for the Cambridge-Isanti Schools Mentoring and Induction Program.



Source: Cambridge-Isanti Schools



Reviewed: 8-22-02, 09-21-17



Approved: 7-15-74, 9-26-02, 10-12-17

601.2

601.3 - Student Teaching and Internship

POLICY #601.3

STUDENT TEACHING AND INTERNSHIP



I. PURPOSE- 

The student teaching and internship policy is designed to encourage the utilization 

of student teachers as interns through agreements between accredited teacher 

education institutions, and the district and/or the building principal. The teacher 

education institution programs shall be implemented in a manner consistent with 

the Cambridge-Isanti Schools educational goals.



II. GENERAL STATEMENT OF POLICY



a. This policy will provide that an applicant for a student teaching 

opportunity in the district shall meet all requirements of the cooperating 

teacher preparation institution for participation in its student teacher 

program.



b. The school district reserves the right to deny a student teaching 

opportunity to an applicant who is not qualified, or for whom there is no 

student teaching position available, or for whom no supervising teacher is 

available.



c. A student teaching opportunity may not be denied for an 

unconstitutionally, impermissible reason.



d. During the course of the student teaching experience, a student teacher 

shall be given as many teaching experiences, observation and participation 

as possible, including primary responsibility for meaningful classroom 

instruction.



e. A student teacher shall not act as a substitute teacher in the district. This 

provision shall not be construed to preclude a student teacher from 

performing teaching services alone in a classroom as a part of the student 

teaching experience so long as the student teacher remains under general supervision as described in section f.



f. A student teacher shall be under the direction of the Cambridge-Isanti 

Schools Superintendent and a fully qualified teacher or principal.



g. Supervising teachers shall be expected to mentor, orient, direct and assess 

the student teachers. The student teacher evaluation shall be submitted to 

the teacher education institution by the supervising teacher. Availability 

of the evaluation shall be determined by the teacher education institution.



h. A student teacher shall obey all school district and administrative policies 

and directives that include refraining from conduct which could 

reasonably be expected to substantially and materially disrupt or be 

deleterious to the education process. A student teacher’s academic 

freedom shall not be denied or abridged so long as it does not conflict with 

appropriate supervision directives. 

i. A student teacher may be suspended by the district immediately or after a written warning regarding the student teacher’s deficiency or conduct has been received by the student teacher and a representative of the teacher

education institution.



j. A student teacher shall be deemed an employee of the school district in 

which he or she is rendering services for purposes of workers 

compensation, liability insurance and legal counsel.



Source: Cambridge-Isanti Schools



Legal Reference: MN Statutes 122A.69; 123B.23, 123B.25



Reviewed: 2-20-03, 09-21-17



Approved: 3-17-03, 10-12-17