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POLICY 603 - CURRICULUM DEVELOPMENT

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

1. 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.
2. 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, and shall provide translation to the extent appropriate and practicable. Whenever possible, parents and other community residents shall comprise at least two-thirds of advisory committee members.
3. 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. Develop a local literacy plan to have every child reading at or above grade level no later than the end of grade 3, including English learners, and teachers providing comprehensive, scientifically based reading instruction consistent with law.
   7. Integrate required and elective course standards in the scope and sequence of the district curriculum.
   8. Meet all applicable requirements of the Minnesota Department of Education and federal law.
4. Students identified as not reading at grade level by the end of kindergarten, grade 1, and grade 2 must be screened for characteristics of dyslexia. Students in grade 3 or higher who demonstrate a reading difficulty to a classroom teacher must be screened for characteristics of dyslexia, unless a different reason for the reading difficulty has been identified. See Minn. Stat. § 120B.12, Subd. 2.
5. Students who do not meet or exceed Minnesota academic standards, as measured by the Minnesota Comprehensive Assessments that are administered during high school, shall be informed that admission to a public school is free and available to any resident under 21 years of age or who meets the requirements of Minn. Stat. § 120A.20, Subd. 1(c). A student’s plan under this section shall continue while the student is enrolled.
6. 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.
7. 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. Stat. § 120B.12 (Reading Proficiently no Later than the End of Grade 3)
• Minn. Stat. § 120B.125(f) (Planning for Students’ Successful Transition to Postsecondary Education and Employment)
• 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)
• Minn. Rules Parts 3501.1400-3501.1410 (Academic Standards for Physical Education)
• 20 U.S.C. § 6301, et seq. (Every Student Succeeds 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, 03-25-21

Approved: 11-15-01, 1-20-05, 7-22-10, 07-21-16, 04-22-21