600 - Education Programs

The policies in category 600 pertain to the roles and functions education programs of the school district.

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

602 - Organization of School Calendar and School Day

603 - Curriculum Development

POLICY #603

CURRICULUM DEVELOPMENT

I. PURPOSE

The purpose of this policy is to provide direction for continuous review and improvement of the school curriculum.

II. GENERAL STATEMENT OF POLICY

Curriculum development shall be directed toward the fulfillment of the goals and objectives of the education program of the school district.

III. RESPONSIBILITY

A. The Director of Teaching and Learning shall be responsible for curriculum development and for determining the most effective way of conducting research on the school district’s curriculum needs and establishing a long range curriculum development program. Timelines shall be determined by the superintendent that will provide for periodic reviews of each curriculum area.

B. A district advisory committee shall provide assistance at the request of the Director of Teaching and Learning. The advisory committee membership shall be a reflection of the community and, to the extent possible, shall reflect the diversity of the district and its school sites, and shall include parent, teacher, support staff, student, community residents, and administration representation.

C. Within the ongoing process of curriculum development, the following needs shall be addressed:

1. Provide for articulation of courses of study from pre-kindergarten through grade twelve.

2. Identify minimum objectives for each course and at each elementary grade level.

3. Provide for continuing evaluation of programs for the purpose of attaining school district objectives.

4. Provide a program for ongoing monitoring of student progress.

5. Provide for specific, particular, and special needs of all members of the student community.

6. Integrate required and elective course standards in the scope and sequence of the district curriculum.

7. Meet all applicable requirements of the Minnesota Department of Education and the Every Student Succeeds Act (ESSA).

D. The superintendent shall be responsible for keeping the school board informed of all state-mandated curriculum changes, as well as recommended discretionary changes, and for periodically presenting recommended modifications for school board review and approval.

E. The superintendent shall have discretionary authority to develop guidelines and directives to implement school board policy relating to curriculum development.

Source: Cambridge-Isanti Schools

Legal References:

     Minn. Stat. § 120B.10 (Findings; Improving Instruction and Curriculum)

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

     Minn. Rules Part 3500.0550 (Inclusive Educational Program)

     Minn. Rules Parts 3501.0640-3501.0655 (Academic Standards for Language Arts)

     Minn. Rules Parts 3501.0700-3501.0745 (Academic Standards for Mathematics)

     Minn. Rules Parts 3501.0800-3501.0815 (Academic Standards for the Arts)

     Minn. Rules Parts 3501.0900-3501.0955 (Academic Standards in Science)

     Minn. Rules Parts 3501.1000-3501.1190 (Graduation-Required Assessment for Diploma) (repealed Minn. L. 2013, Ch. 116, Art. 2, § 22)

     Minn. Rules Parts 3501.1200-3501.1210 (Academic Standards for English Language Development)

     Minn. Rules Parts 3501.1300-3501.1345 (Academic Standards for Social Studies)

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

Cross References:

     Policy 604 (Instructional Curriculum)

     Policy 605 (Alternative Programs)

     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 617 (School District Ensurance of Preparatory and High School Standards)

     Policy 618 (Assessment of Student Achievement)

     Policy 619 (Staff Development for Standards)

     Policy 620 (Credit for Learning)

     Policy 623 (Mandatory Summer School Instruction

Reviewed: 10-18-01, 1-20-05, 7-22-10, 06-23-16

Approved: 11-15-01, 1-20-05, 7-22-10, 07-21-16

604 - Instructional Curriculum

605 - Alternative Programs

606 - Textbooks and Instructional Materials

607 - Organization of Grade Levels

608 - Instructional Services - Special Education

609 - Religion

610 - Field Trips

POLICY #610

FIELD TRIPS

I. PURPOSE

The purpose of this policy is to provide guidelines for student trips and to identify the general process to be followed for review and approval of trip requests.

II. GENERAL STATEMENT OF POLICY

The general expectation of the school board is that all student trips will be well planned, conducted in an orderly manner and safe environment, and will relate directly to the objectives of the class or activity for which the trip is requested. Student trips will be categorized within three general areas:

A. Instructional Trips

Trips that take place during the school day, relate directly to a course of study, and require student participation shall fall in this category. These trips shall be subject to review and approval of the building principal and shall be financed by school district funds within the constraints of the school building budget. Fees may not be assessed against students to defray direct costs of instructional trips. (Minn. Stat. § 123B.37, Prohibited Fees)

B. Supplementary Trips

This category pertains to those trips in which students voluntarily participate and which usually take place outside the regular school day. Examples of trips in this category involve student activities, clubs, and other special interest groups. These trips are subject to review and approval of the activities director and/or the building principal. Financial contributions by students may be requested. (Minn. Stat. § 123B.36, Authorized Fees)

C. Extended Trips

1. Trips that involve one or more overnight stops fall into this category. Extended trips may be instructional or supplementary and must be requested well in advance of the planned activity. Approval should be sought early in the planning stages, before public announcements, fund raising efforts, and travel arrangements are made. An extended trip request form must be completed and approved at each level: student, principal, superintendent, and school board. Exceptions to the approval policy may be granted or expedited to accommodate emergencies or contingencies (e.g., tournament competition).

2. The school board acknowledges and supports the efforts of booster clubs and similar organizations in providing extended trip opportunities for students.

III. REGULATIONS

  1. Rules of conduct and discipline for students and employees shall apply to all student trip activity.
  2. The school administration shall be responsible for providing more detailed procedures, including parental involvement, supervision, and such other factors deemed important and in the best interest of students.
  3. Transportation shall be furnished through a commercial carrier or school-owned vehicle.
  4. An employee may use a personal vehicle to transport staff or personal property for purposes of a field trip upon prior, written approval from administration.
  5. An employee must not use a personal vehicle to transport one or more students for purposes of a field trip.

1. If immediate transportation of a student is required due to an emergency or unforeseen circumstance, such as the illness or injury of a child, and the transportation does not constitute regular or scheduled transportation, a personal vehicle may be used. To the extent a personal vehicle is used, the vehicle must be properly registered and insured.

2. An employee must obtain preapproval by administration of student transportation by a personal vehicle, pursuant to Section III.E.1, if practicable. If preapproval by administration of use of a personal vehicle cannot be obtained in a reasonable time given the circumstances, an employee shall report the relevant facts and circumstances justifying the need for use of a personal vehicle to administration as soon as practicable. The relevant facts and circumstances for use of a personal vehicle shall be documented by administration.

IV. SCHOOL BOARD REVIEW

The superintendent shall at least annually report to the school board upon the utilization of trips under this policy.

Source: Cambridge-Isanti Schools

Legal References:

     Minn. Stat. § 123B.36 (Authorized Fees)

     Minn. Stat. § 123B.37 (Prohibited Fees)

     Minn. Stat. § 123B.49 (Co-curricular and Extracurricular Activities; Insurance)

     Minn. Stat. § 169.011, Subd. 71(a) (Definition of a School Bus)

     Minn. Stat. § 169.454, Subd. 13 (Type III Vehicle Standards – Exemption)

     Sonkowsky v. Board of Educ.for Indep. Sch. Dist. No. 721, 327 F.3d 675 (8th Cir. 2003)

     Lee v. Pine Bluff Sch. Dist., 472 F.3d 1026 (8th Cir. 2007)

Cross References:

     Policy 403 (Discipline, Suspension, and Dismissal of School District Employees)

     Policy 423 (Employee – Student Relationships)

     Policy 506 (Student Discipline)

     Policy 707 (Transportation of Public School Students)

     Policy 709 (Student Transportation Safety Policy)

     Policy 710 (Extracurricular Transportation

Reviewed: 11-15-01, 7-17-03, 5-22-08, 05-19-16

Approved: 11-18-74, 2-18-93, 12-20-01, 8-21-03, 5-22-08, 06-23-16

611 - Home Schooling

611.1 - Private and Parochial School Shared Services

612.1 - Development of Parental Involvement Policies for Title I Programs

POLICY #612.1

DEVELOPMENT OF PARENTAL INVOLVEMENT POLICIES

FOR TITLE I PROGRAMS

I. PURPOSE

The purpose of this policy is to encourage and facilitate involvement by parents of students participating in Title I in the educational programs and experiences of students. The policy shall provide the framework for organized, systematic, ongoing, informed and timely parental involvement in relation to decisions about the Title I services within the school district. The involvement of parents by the school district shall be directed toward both, public or private school children whose parents are school district residents or whose children attend school within the boundaries of the school district.

II. GENERAL STATEMENT OF POLICY

A. It is the policy of the school district to plan and implement, with meaningful consultation with parents of participating children, programs, activities and procedures for the involvement of those parents in its Title I programs.

B. It is the policy of the school district to fully comply with 20 U.S.C. § 6318 which requires the school district to develop jointly with, agree upon with, and distribute to parents of children participating in Title I programs written parental involvement policies.

III. DEVELOPMENT OF DISTRICT LEVEL POLICY

The school board will direct the administration to develop jointly with, agree upon with, and distribute to, parents of participating children a written parental involvement policy that will be incorporated into the school district’s Title I plan. The policy will establish the expectations for parental involvement and describe how the school district will:

A. Involve parents in the joint development of the school district’s Title I plan and the process of school review and improvement;

B. Provide the coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance;

C. Build the schools’ and parents’ capacity for strong parental involvement;

D. Coordinate and integrate parental involvement strategies with similar strategies under other programs, such as Head Start, Early Reading First, Even Start, the Parents as Teachers Program, the Home Instruction Program for Preschool Youngsters, and state-administered preschool programs;

E. Conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served, including identifying barriers to greater participation by parents, and, particularly, with parents who are economically disadvantaged, disabled, have limited literacy or English proficiency, or who are of a racial or ethnic minority;

F. Use the findings of such evaluations to design strategies for more effective parental involvement and to revise, if necessary, the district-level and school-level parental involvement policies; and

G. Involve parents in the activities of the schools.

IV. DEVELOPMENT OF SCHOOL LEVEL POLICY

The school board will direct the administration of each school to develop (or amend an existing parental involvement policy) jointly with, and distribute to, parents of participating children a written parental involvement policy, agreed upon by such parents, that shall describe the means for carrying out the federal requirements of parental involvement.

A. The policy will describe the means by which each school with a Title I program will:

1. Convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation in Title I programs, and to explain to parents of participating children the program, its requirements, and their right to be involved;

2. Offer a flexible number of meetings, transportation, child care, or home visits, as such services relate to parental involvement;

3. Involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of the parental involvement programs, including the school parental involvement policy and the joint development of the school-wide program plan, unless the school already has a program for involving parents in the planning and design of its programs that would adequately involve parents of participating children;

4. Provide parents of participating children with: timely information about Title I programs; if requested by parents, opportunities for regular meetings to formulate suggestions, share experiences with other parents and to participate, as appropriate, in decisions relating to their child’s education; and to respond to any such suggestions as soon as practicably possible; and

5. If the school-wide program plan is not satisfactory to the parents of participating children, submit any parent’s comments on the plan when it is submitted to the school district.

B. As a component of this policy, each school shall jointly develop with parents a school/parent compact which outlines how parents, staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards. The compact shall:

1. Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to meet state student academic achievement standards;

2. Describe the ways each parent will be responsible for supporting his or her child’s learning by monitoring school attendance and homework completion, monitoring television watching, volunteering in his or her child’s classroom, and participating, as appropriate, in decisions relating to his or her child’s education and use of extracurricular time.

3. Address the importance of communication between teachers and parents on an on-going basis through the use of:

a. Annual parent-teacher conferences to discuss the compact and the child’s achievement;

b. Frequent progress reports to the parents; and

c. Reasonable access to staff, opportunities to volunteer, participate in the child’s class, and observe in the child’s classroom.

C. To ensure effective involvement of parents and to support a partnership among the school, parents, and community to improve student academic achievement, the policy will describe how each school and the school district will:

1. Provide assistance to participating parents in understanding such topics as the state’s academic content standards and state academic achievement standards, state and local academic assessments, Title I requirements, and how to monitor a child’s progress and work with educators to improve the achievement of their children;

2. Provide materials and training to assist parents in working with their children to improve their children’s achievement, including coordinating necessary literacy training and using technology, as appropriate, to foster parental involvement;

3. Educate school staff, with the assistance of parents, in the value and utility of contributions of parents and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and school;

4. Coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, public preschool programs, and other programs, to the extent feasible and appropriate;

5. Ensure, to the extent practicable, that information about school and parent meetings, programs, and activities is sent home in a format and in a language the parents can understand; and

6. Provide such other reasonable support for parental involvement activities as requested by parents.

D. The policy will also describe the process to be taken if the school district and school choose to:

1. Involve parents in the development of training for school staff to improve the effectiveness of such training;

2. Provide necessary literacy training with funds received under Title I programs if all other funding has been exhausted;

3. Pay reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in meetings and training sessions;

4. Train and support parents to enhance the involvement of other parents;

5. Arrange meetings at a variety of times or have in-home conferences between teachers or other educators, who work directly with participating children, and parents who are unable to attend such conferences at school in order to maximize parental opportunities for involvement and participation in school-related activities;

6. Adopt and implement model approaches to improving parental involvement;

7. Develop appropriate roles for community-based organizations and business in parental involvement activities; and

8. Establish a district-wide parent advisory council to provide advice on all 5matters related to parental involvement in Title I programs.

E. To carry out the requirements of parental involvement, the school district and schools will provide full opportunities for the participation of parents with limited English proficiency or with disabilities, including providing information and school profiles in a language and form that is understandable by the parents.

F. The school district and each school shall assist parents and parent organizations by informing such parents and parent organizations of the existence and purpose of such centers.

The policies will be updated periodically to meet the changing needs of parents and the school.

Source: Cambridge-Isanti Schools

Legal References: 20 U.S.C. § 6318 (Parental Involvement)

Reviewed: 5-23-02, 2-19-04, 3-17-05, 4-20-06, 06-23-16

Approved: 6-20-02, 2-19-04, 4-28-05, 5-18-06, 07-21-16

613 - Graduation Requirements

614 - School District Testing Plan and Procedure

615 - Basic Standards Testing, Accommodations, Modifications, and Exemptions for IEP, Section 504 Accommodations and LEP Students

616 - School District System Accountability

617 - School District Ensurance of Preparatory and High School Standards

618 - Assessment of Standard Achievement

619 - Staff Development for Standards

620 - Credit for Learning

621 - Record Keeping/Reporting/Advising of Student Achievement

623 - Mandatory Summer School Instruction

624 - Online Learning Options

POLICY #624

ONLINE LEARNING OPTIONS

I. PURPOSE

The purpose of this policy is to recognize and govern online learning options of students enrolled in the school district for purposes of compulsory attendance and address enrollment of students with an online learning provider for supplemental or full-time online learning.

II. GENERAL STATEMENT OF POLICY

A. The school district shall not prohibit an enrolled student from applying to enroll in online learning.

B. The school district shall grant academic credit for completing the requirements of an online learning course or program.

C. The school district shall allow an online learning student to have the same access to the computer hardware and education software available in the school district as all other students in the school district. An online learning provider must assist an online learning student whose family qualifies for education tax credit to acquire computer hardware and educational software for online learning purposes.

D. The school district shall continue to provide non-academic services to online learning students.

E. Online learning students may participate in the extracurricular activities of the school district on the same basis as other enrolled students.

F. To the extent the school district provides to resident students curriculum that has both physical and electronic components, the school district must make the electronic component accessible to a resident student in a home school at the request of the home-schooled student or student’s parent or guardian, provided that the school district does not incur more than an incidental cost as a result of providing access electronically. See Minn. Stat. § 123B.42.]

III. DEFINITIONS

A. "Blended learning" is a form of digital learning that occurs when a student learns part time in a supervised physical setting and part time through digital delivery of instruction, or a student learns in a supervised physical setting where technology is used as a primary method to deliver instruction.

B. "Digital learning" is learning facilitated by technology that offers students an element of control over the time, place, path, or pace of their learning and includes blended and online learning.

C. "Enrolling district" means the school district or charter school in which a student is enrolled under Minn. Stat. § 120A.22, Subd. 4, for purposes of compulsory education.

D. "Full-time online learning provider" means an enrolling school authorized by the Minnesota Department of Education (MDE) to deliver comprehensive public education at any or all of the elementary, middle, or high school levels.

E. "Online learning course syllabus" is a written document that an online learning provider transmits to the enrolling school district using a format prescribed by the Commissioner of MDE (Commissioner) to identify the state academic standards embedded in an online learning course, the course content outline, required course assessments, expectations for actual teacher contact time, and other student-to-teacher communications, and the academic support available to the online learning student.

F. "Online learning" is a form of digital learning delivered by an approved online learning provider under Paragraph III.H.

G. "Online learning student" is a student enrolled in an online learning course or program delivered by an authorized online learning provider.

H. "Online learning provider" is a school district, an intermediate school district, or an organization of two or more school districts operating under a joint powers agreement, or a charter school located in Minnesota that provides online learning to students and is approved by MDE to provide online learning courses.

I. "Student" is a Minnesota resident enrolled in a public school, a nonpublic school, church or religious organization, or home school in which a child is provided instruction in compliance with Minn. Stat. §§ 120A.22 and 120A.24.

J. "Supplemental online learning" means an online learning course taken in place of a course period at a local district school.

IV. PROCEDURES

A. Dissemination and Receipt of Information

1. The school district shall make available information about online learning to all interested people. The school district may utilize the list of approved online learning providers and online learning courses and programs developed, published, and maintained by MDE.

2. The school district will receive and maintain information provided to it by online learning providers. 

3. The online learning provider must report or make available information on an individual student’s progress and accumulated credit to the student, the student’s parent, and the enrolling district in a manner specified by the Commissioner unless the enrolling district and the online learning provider agree to a different form of notice and notify the Commissioner.

4. The enrolling district must designate a contact person to help facilitate and monitor the student’s academic progress and accumulated credits toward graduation.

B. Student Enrollment

1. A student may apply for full-time enrollment in an approved online learning program. The student must have the written consent of a parent or guardian to do so if the student is under eighteen (18) years of age.

2. The student and the student’s parents must submit an application to the online learning provider and identify the student’s reason for enrolling. An online learning provider that accepts a student under this section must notify the student and the enrolling district in writing within ten days if the enrolling district is not the online learning provider. The student and the student’s parent must notify the online learning provider of the student’s intent to enroll in online learning within ten days of being accepted, at which time the student and the student’s parent must sign a statement indicating that they have reviewed the online course or program and understand the expectations of enrolling in online learning. The online learning provider must use a form provided by MDE to notify the enrolling district of the student’s application to enroll in online learning.

3. The supplemental online learning notice to the enrolling district when a student applies to the online learning provider will include the courses or program, credits to be awarded, and the start date of the online learning course or program. An online learning provider must make available the supplemental online learning course syllabus to the enrolling district. Within 15 days after the online learning provider makes information in this paragraph available to the enrolling district, the enrolling district must notify the online learning provider whether the student, the student’s parent, and the enrolling district agree or disagree that the course meets the enrolling district’s graduation requirements. A student may enroll in a supplemental online learning course up to the midpoint of the school district’s term. The school district may waive this requirement for special circumstances with the agreement of the online learning provider

4. An online learning course or program that meets or exceeds a graduation standard or the grade progression requirement of the enrolling district as described in the provider’s online learning course syllabus meets the corresponding graduation requirements applicable to the student in the enrolling district. If the enrolling district does not agree that the course or program meets its graduation requirements, then the enrolling district must make available an explanation of its decision to the student, the student’s parent, and the online learning provider; and the online learning provider may make available a response to the enrolling district, showing how the course or program meets the graduation requirements of the enrolling district.

5. An online learning student may enroll in supplemental online learning courses equal to a maximum of 50 percent of the student’s full schedule of courses per term during a single school year, and the student may exceed the supplemental online learning registration limit if the enrolling district permits for supplemental online learning enrollment above the limit or if the enrolling district and the online learning provider agree to the instructional services. To enroll in more than 50 percent of the student’s full schedule or courses per term in online learning, the student must qualify to exceed the supplemental online learning registration limit or apply to enroll in an approved full-time online learning program consistent with Paragraph IV.B.2 above. Full-time online learning students may enroll in classes at a local school under a contract for instructional services between the online learning provider and the school district.

6. An online learning student may complete course work at a grade level that is different from the student’s current grade level.

7. An online learning student may enroll in additional courses with the online learning provider under a separate agreement that includes terms for paying any tuition or course fees.

C. Classroom Membership and Teacher Contact Time

1. The enrolling district may reduce an online learning student’s regular classroom instructional membership in proportion to the student’s membership in online learning courses.

2. The school district may reduce the course schedule of an online learning student in proportion to the number of online learning courses the student takes from an online learning provider other than the school district.

3. A teacher with a Minnesota license must assemble and deliver instruction to enrolled students receiving online learning from an enrolling district. The delivery of instruction occurs when the student interacts with the computer or the teacher and receives ongoing assistance and assessment of learning. The instruction may include curriculum developed by persons other than a teacher holding a Minnesota license. 

4. The online learning provider, other than a digital learning provider offering digital learning to its enrolled students only under Minn. Stat. § 124D.095, Subd. 4(d), must give the Commissioner written assurance that all courses meet state academic standards and the online learning curriculum, instruction, and assessment expectations for actual teacher contact time or other student-teacher communications and academic support meet nationally recognized standards and are described as such in an online learning course syllabus that meets the Commissioner’s requirements.

D. Academic Credit; Graduation Standards or Requirements

1. The school district shall apply the same graduation requirements to all students, including online learning students.

2. The school district shall use the same criteria for accepting online learning credits or courses as it does for accepting credits or courses for nonresident transfer students under Minnesota law.

3. The school district may challenge the validity of a course offered by an online learning provider. Such a challenge will be filed with MDE.

4. The school district shall count secondary credits granted to an online learning student toward its graduation and credit requirements.

5. If a student completes an online learning course or program that meets or exceeds a graduation standard or grade progression requirement at the school district, that standard or requirement will be met.

Source: Cambridge-Isanti Schools

Legal References:

  • Minn. Stat. § 120A.22 (Compulsory Instruction)
  • Minn. Stat. § 120A.24 (Reporting)
  • Minn. Stat. § 123B.42, Subd. 1 (Curriculum; Electronic Components)
  • Minn. Stat. § 124D.03 (Enrollment Options Program)
  • Minn. Stat. § 124D.09 (Post-Secondary Enrollment Options Act)
  • Minn. Stat. § 124D.095 (Online Learning Option Act)

Cross References:

  • Policy 509 (Enrollment of Nonresident Students)
  • Policy 605 (Alternative Programs)
  • Policy 608 (Instructional Services – Special Education)
  • Policy 613 (Graduation Requirements)
  • Policy 620 (Credit for Learning)

Reviewed: 4-20-06, 3-22-07, 6-19-08, 12-03-15

Approved: 5-18-06, 4-19-07, 7-24-08, 01-21-16

625 - Volunteer Policy

Policy #625

VOLUNTEER POLICY

I. PURPOSE

The purpose of this policy is to ensure a vital volunteer program at Cambridge-Isanti Schools and to clarify the role of volunteers in our school district.

II. GENERAL STATEMENT OF POLICY

  1. The School Board recognizes and supports the important role that parents, guardians, and community members have in education.
  2. The Board recognizes the importance of adults and parents being involved with the education of our children during the school day and recognizes the many valuable contributions they can make.
  3. The Board recognizes the importance of adult involvement in school and district committees.
  4. The Board endorses a Volunteer Program at Cambridge-Isanti Schools and welcomes and encourages parent and community involvement.
  5. The District will have a systematic process for recruiting volunteers, and for filling requested volunteer needs.
  6. Volunteers will undergo a background check.

III. SCHOOL VOLUNTEERS

  1. The general purpose of school volunteers is to supplement, enrich, and enhance the student’s educational experiences and their curriculum and to strengthen community-school relations.
  2. Volunteers must adhere to all District policies and procedures.
  3. Volunteer involvement is an at-will relationship. The Cambridge-Isanti School District or the volunteer can end the relationship at any time.
  4. Suitable regulations and safeguards will be in place to ensure the safety for both volunteers, staff, and students.
  5. Volunteers may not be used to fill a paid position in the District.
  6. Cambridge-Isanti Schools staff may not volunteer in a role that they normally would be paid for by the District.

IV. COMMUNITY RESOURCES

  1. The board encourages the enrichment of curriculum and the widening of educational horizons by inviting persons from outside the school with special knowledge, talents or an interesting vocation to address students.
  2. When community resource speakers are scheduled, it will be done in a manner that fits within the curriculum.
  3. A presentation by a community resource speaker must be approved in writing by the building administrator before the presentation occurs.

Source:                       Cambridge-Isanti Schools

Cross Reference:       404P Volunteer Background Check Procedure

Reviewed:                   04-24-03, 12-15-16

Approved:                   11-18-74, 05-22-03, 01-19-17