CURRICULUM DEVELOPMENT, RESOURCES AND EVALUATION
The Board supports and encourages development of a District-wide, articulated curriculum that conforms to state mandates and is responsive to the needs of children in a rapidly changing society. The principals of the elementary and secondary schools will be responsible to the Superintendent for developing District-wide efforts toward the short and long-range improvement of curriculum and instruction.
There are many resources for curriculum development that exist in our District, and the instructional staff, under the guidance of the administration, is expected to delve into those resources for possible improvement of the instructional program. Each teacher has the privilege of being an initiator of improvement, as well as a reactor to changing conditions, and the principals will be involved in curriculum development.
From the staff, the Superintendent may appoint curriculum study committees; and their findings, as well as the collective judgments of the staff about the pertinence of various possible changes, will be submitted by the Superintendent to the Board for consideration in the forming of curriculum policy.
The Board will direct a continuing evaluation of the curriculum as part of a program of instructional improvement. All aspects of the curriculum will be subjected to a searching and critical analysis in an attempt to improve the learning and growth of students.
The administrative staff will evaluate the curriculum in a systematic manner involving school personnel and others as appropriate and make periodic recommendations for action by the Board. The Board from time to time may invite teachers or others to discuss the curriculum.
Evaluation of the Instructional Program
The Board expects staff members to maintain a continual program of evaluation at every level to determine the extent of progress toward the schools’ objectives. The Board will periodically request the Superintendent to present factual information that it considers necessary to evaluate the effectiveness of the School System.
Education Law Sections 1604, 1709, 2503 and 3204
8 New York Code of Rules and Regulations (NYCRR) Section 100.2(m)
REQUEST FOR PART 100 VARIANCE OR PART 200 INNOVATIVE PROGRAM WAIVER FROM COMMISSIONER’S REGULATIONS
The Board encourages collaboration by teachers, administrators, parents and students of the District in developing innovative educational programs and practices that will lead to greater achievement for all students.
Requests for a variance or waiver from the requirements in Part 100 and Sections 200.1/200.6, respectively, of the Commissioner’s regulations must be approved by the local Board and signed by the Superintendent. An application may also be submitted by several districts, or a combination of districts, BOCES and/or private schools, applying as a consortium. Consortium applications must be approved by each participating local Board and Superintendent.
Subsequent to Board approval, all applications must be forwarded to the District Superintendent of which the local District is a part for review, consultation, and recommendation prior to submission to the State Education Department. The District Superintendent may provide technical assistance to the applicant and make recommendations to the State Education Department. Interested applicants may also request technical assistance through their Regional Education Coordinator.
8 New York Code of Rules and Regulations (NYCRR) Sections 100.2(n), 200.1 and 200.6(k)
EQUAL EDUCATIONAL OPPORTUNITIES
It is the policy of this District that each student attending its public schools will have equal educational opportunities and will not be excluded or prevented from participating in or having admittance to the educational courses, programs or activities; school services; and extracurricular events on the basis of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (identity and expression) or sex. Sexual orientation is defined as heterosexuality, homosexuality, bisexuality, or asexuality, whether actual or perceived.
Administration will establish grievance procedures that provide for the prompt and equitable resolution of complaints pertaining to discrimination on the basis of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (identity and expression) or sex.
Prohibition of Retaliatory Behavior
The Board prohibits any retaliatory behavior directed against complainants, victims, witnesses, and/or any other individuals who participated in the investigation of a complaint of discrimination. Follow-up inquiries will be made to ensure that discrimination has not resumed and that all those involved in the investigation of the discrimination complaint have not suffered retaliation.
While it is the responsibility of the Board to provide the opportunities necessary for children to succeed at high levels of performance, it is also the responsibility of every child to utilize those opportunities to the best of his or her ability in order to achieve the standards expected of them. Such opportunities include completing all homework assignments and other independent study activities at a level of performance equal to or better than a B, seeking extra help from teachers when homework assignments and/or assessments indicate performance less than that of a B, and participating in any academic intervention services that are assigned by the school. In order to provide the time necessary for these instructional opportunities, the school day for middle school students will be extended for 45 minutes.
Students who do not complete their homework or other independent assignments will be assigned to a class at the end of the school day during which time assistance will be provided to complete these tasks. Students who have failed one or more courses, or are in danger of failing them will also be assigned class at the end of the school day. Students who are passing all their courses and who have completed all their homework and independent study assignments may leave one period before the end of the school day.
The Superintendent will develop administrative regulations to put this policy into operation.