ANTP: Instruction and Curriculum - English - Page 4

Instruction and Curriculum

• District Courses

Annually the District prepares curriculum, titles, descriptions and instructional goals for every course offered by the school in a prospectus (course catalog/curriculum guide). The prospectus is available at each school site and may be reproduced at cost. Parents/Guardians have the right to review all course material. Please contact the Educational Services Department for a copy of the prospectus. [EC 49063; 49091.14; PPRA]

Commencing grade 7, school personnel shall assist pupils with course selection or career counseling, exploring the possibility of careers, or courses leading to careers based on the interest and ability of the pupil and not on the pupil’s gender.  Parents or legal guardians are notified so that they may participate in such counseling sessions and decisions.[ EC 221.5(d)]

• Academic and Non-Academic Courses, Classes, Electives, Activities, Sports, and Related Facilities

State and federal law require academic and nonacademic courses, classes, electives, school-related activities, team sports, athletic competitions, and school facilities be available to all students without regard to their gender or gender identity, and irrespective of the gender listed in their records. Beginning in seventh grade counselors will meet with each student regarding course selection. Staff will not counsel students into programs, courses, or careers based on their gender or gender identity. The District Uniform Complaint Procedure may be used to file a complaint. [EC 221.5, 221.8, 49600, 48900; GC 11135, 11138; Title VI, Title IX; § 504; California Interscholastic Federation (CIF) 300D]

• California State Academic Standards

California along with most other States developed and adopted common academic standards in core curriculum areas. They are rigorous, internationally benchmarked, and research- and evidence-based.

Each state, and each district in California decides how they will teach and what resources they will use. More information can be found at www.cde.ca.gov/re/cc/ or www.corestandards.org. California launched a new computer-based student testing system that ties to the standards for English language arts, mathematics, and science called the California Assessment of Student Performance and Progress (CAASPP). The new tests include the Smarter Balanced Assessment Consortium Assessments, California Science Tests (CAST), California Alternate Assessments (CAA), and Standards-based Tests in Spanish (STS) for Reading/Language Arts. Parents can exempt their child(ren) from CAASPP testing by submitting a letter in writing annually. More information about the CAASPP can be found at www.cde.ca.gov/ta/tg/ca/. [EC 60119, 60604.5, 60615]

● Statewide Testing Notification

Every year, California students take several statewide tests. When combined with other measures such as grades, class work, and teacher observations, these tests give families and teachers a more complete picture of their child’s learning. You can use the results to identify where your child is doing well and where they might need more support.
Your child may be taking one or more of the following California Assessment of Student Performance and Progress (CAASPP), English Language Proficiency Assessments for California (ELPAC), and Physical Fitness Test assessments. Pursuant to California Education Code Section 60615, parents/guardians may annually submit to the school a written request to excuse their child from any or all of the CAASPP assessments. This exemption does not exist for the ELPAC or Physical Fitness Test.
CAASPP: Smarter Balanced Assessments for English Language Arts/Literacy (ELA) and Math
•    Who takes these tests? Students in grades 3–8 and grade 11.
•    What is the test format? The Smarter Balanced assessments are computer-based.
•    Which standards are tested? The California Common Core State Standards.
CAASPP: California Alternate Assessments (CAAs) for ELA and Math
•    Who takes these tests? Students in grades 3–8 and grade 11 whose individualized education program (IEP) identifies the use of alternate assessments.
•    What is the test format? The CAAs for ELA and math are computer-based tests that are administered one-on-one by a test examiner who is familiar with the student.
•    Which standards are tested? The California Common Core State Standards through the Core Content Connectors.
CAASPP: California Science Test (CAST)
•    Who takes the test? Students take the CAST in grades 5 and 8 and once in high school, either in grade 10, 11, or 12.
•    What is the test format? The CAST is computer-based.
•    Which standards are tested? The California Next Generation Science Standards (CA NGSS).
CAASPP: California Alternate Assessment (CAA) for Science
•    Who takes the test? Students whose IEP identifies the use of an alternate assessment take the CAA for Science in grades 5 and 8 and once in high school, either in grade 10, 11, or 12.
•    What is the test format? The CAA for Science is a series of four performance tasks that can be administered throughout the year as the content is taught.
•    Which standards are tested? Alternate achievement standards derived from the CA NGSS.
CAASPP: California Spanish Assessment (CSA)
•    Who takes the test? The CSA is an optional test for students in grades 3–12 that tests their Spanish reading, listening, and writing mechanics.
•    What is the test format? The CSA is computer-based.
•    Which standards are tested? The California Common Core State Standards en Español.
ELPAC
•    Who takes the test? Students who have a home language survey that lists a language other than English will take the Initial test, which identifies students as an English learner student or as initially fluent in English. Students who are classified as English learner students will take the Summative ELPAC every year until they are reclassified as proficient in English.
•    What is the test format? Both the Initial and Summative ELPAC are computer-based.
•    Which standards are tested? The 2012 California English Language Development Standards.
Alternate ELPAC
•    Who takes the test? Students whose IEP identifies the use of an alternate assessment and who have a home language survey that lists a language other than English will take the Alternate Initial ELPAC, which identifies students as an English learner student or as initially fluent in English. Students who are classified as English learner students will take the Alternate Summative ELPAC every year until they are reclassified as proficient in English.
•    What is the test format? Both the Alternate Initial and Alternate Summative ELPAC are computer-based.
•    Which standards are tested? Alternate achievement standards derived from the 2012 California English Language Development Standards.
Physical Fitness Test 
•    Who takes the test? Students in grades 5, 7, and 9 will take the FITNESSGRAM®, which is the test used in California.
•    What is the test format? The test consists of five performance components: aerobic capacity, abdominal strength, trunk strength, upper body strength, and flexibility.
•    Which standards are tested? The Healthy Fitness Zones, which are established through the FITNESSGRAM®.

• Homework

The Governing Board believes homework is an important part of the instructional program and is a valuable tool to support students’ efforts to master grade level content standards. Homework is defined as school-related assignments that will enhance or reinforce concepts taught in the classroom and which will require time and effort outside the regular school day for successful completion.

Homework will be designed to serve specific purposes. These include assignments that are:

1. Designed to develop good study habits and promote independent learning
2. Preparation for upcoming instruction
3. Practice or review of lessons taught
4. Extension or application of concepts and skills taught in the classroom

To be effective, homework assignments should not place an undue burden on students and families. The Board recognizes the needs of families that require commitments of time and effort and respect the particular circumstances that may exist within families.

The Board believes that homework is the responsibility of the student. The Board encourages teachers at all grade levels to use the parent/guardian as a source of support and to structure homework assignments, especially at the elementary levels, to appropriately involve the parent/guardian while promoting and maintaining the student’s sense of responsibility.

Properly implemented, homework will:

1. Lead to increased level of mastery of content standards
2. Be related to current classroom instruction
3. Include clearly communicated directions to students and where appropriate to parents
4. Include timely feedback to students
5. Appropriately meet the needs of the individual learner
6. Lead to the development of good study habits and promote independent learning. Research tells us that this is particularly important at the elementary grades.

Research has shown us that the value of homework increases based on the design and the feedback provided by the teacher. There is an understanding that the kind of feedback a teacher provides may be dependent on the kind of homework assigned. The Board is not prescriptive in providing teachers guidelines for this feedback, but encourages all feedback to students be timely and consistent with the standards targeted in the classroom instruction.

Student performance is to be measured on the basis of clear curriculum content and student performance standards. Therefore academic grades will be directly based on student performance in mastering approved curriculum standards.

• Homework/Make-up Work

Students shall be given the opportunity to make up school work missed because of an excused absence or suspension and shall receive full credit if the work is turned in according to a reasonable make-up schedule.

Teachers may require a suspended student to complete any assignments and tests missed during suspension. [EC 48913]

Students who miss schoolwork because of unexcused absences may be given the opportunity to make up missed work for full or reduced credit. Teachers shall assign such make-up work as necessary to ensure academic progress, not as a punitive measure.

• Language Learning Programs

District language learning programs offered include:

Structured English Immersion — nearly all classroom instruction is in English.

English Language Development — instruction is provided and designed to help identified English Learners learn and acquire English to a level of proficiency that maximizes their capacity to engage successfully in academic studies taught in English. [EC 306, 310(b)(2)]

English Learners Identification Notice -- Parents will be notified by schools that in addition to the child's English proficiency status, for which they are notified using the English Language Proficiency for Assessments for California (ELPAC), and parents will be notified that their child is a “Long-term English Learner” or is an “English learner at-risk of becoming a Long-term English Learner”. [EC 313.2]

• Curriculum and Personal Beliefs

Whenever any part of the instruction in health or family life education conflicts with your religious training and beliefs or personal moral conviction, or those of your child, your child shall be excused from such instruction if you request an excuse in writing. [EC 51240]

California Healthy Youth Act

The California Healthy Youth Act requires school districts to provide pupils with integrated, comprehensive, accurate, and unbiased sexual health and HIV prevention education at least once in middle school and once in high school.  It is intended to ensure that pupils in grades 7-12 are provided with the knowledge and skills necessary to: 1) protect their sexual and reproductive health from HIV, other sexually transmitted infections, and unintended pregnancy; 2) develop healthy attitudes concerning adolescent growth and development, body image, gender, sexual orientation, relationships, marriage, and family; and 3) have healthy, positive, and safe relationships and behaviors.  It also promotes understanding of sexuality as a normal part of human development. The District may administer to pupils in grades 7 through 12 anonymous, voluntary, and confidential research and evaluation tools to measure pupils’ health behavior and risks, including tests, questionnaires, and surveys, containing age-appropriate questions about their attitudes or practices relating to sex. Parents or legal guardians will be notified in writing about the administration of, the right to review, and the right to excuse their child from any test, questionnaire, or survey. [EC 51933, 51934, 51937-51939]

Parents or legal guardians have the right to: 

1. Inspect the written and audiovisual educational materials used in the comprehensive sexual health and HIV prevention education.
2. Request in writing that their child not receive comprehensive sexual health or HIV prevention education.
3. Request a copy of Education Codes 51930 through 51939, the California Healthy Youth Act.
4. Be informed whether the comprehensive sexual health or HIV prevention education will be taught by district personnel or outside consultants.
5. Receive notice by mail or another commonly used method of notification no fewer than 14 days before the instruction is delivered if arrangements for the instruction are made after the beginning of the school year.
6. When the district chooses to use outside consultants or to hold an assembly with guest speakers to teach comprehensive sexual health or HIV prevention education, be informed of: a) The date of the instruction, and b) The name of the organization or affiliation of each guest speaker.

Harm, Destruction or Dissection of Animals

Any pupil with a moral objection to dissecting or otherwise harming or destroying an animal, or any part thereof, must inform his or her teacher of the objection. Objections must be substantiated by a note from the pupil’s parent or guardian.

A pupil who chooses to refrain from participation in an education project involving the harmful or destructive use of an animal may receive an alternative education project, if the teacher believes that an adequate alternative education project is possible. The teacher may work with the pupil to develop and agree upon an alternative education project so that the pupil may obtain the knowledge, information, or experience required by the course of study in question. [EC 32255]

Sexual Abuse and Sex Trafficking Prevention
Our schools are required to provide age-appropriate instruction for students in kindergarten through grade 12, in sexual abuse, sexual assault awareness, sex trafficking, strategies to reduce their risk, techniques to set healthy boundaries, and how to safely report an incident through prevention education. Parents or guardians may submit a written request to excuse their child from participation in any class and assessments related to that education.

Tests/Surveys on Personal Beliefs

You and/or your children over 18 will be notified and will be asked for written permission before your child is given any test, questionnaire, survey, examination, or marketing material containing questions about your child’s, or his/her parents’ or guardians’ personal beliefs or practices in politics, mental health, sex behavior or attitudes, anti-social, illegal, self-incriminating, or demeaning behavior, critical appraisals of others close to the family, about legally confidential relationships such as ministers or doctors, income (unless to determine eligibility in a program or for receiving assistance), family life, morality, or religion. Parents may also opt out of their child supplying information to be used for marketing. Parents have the right to review any survey or educational materials related to the survey on any of the above items. The District has developed policies relating to the surveys and personal information. The District is prohibited from removing any questions pertaining to sexual orientation and gender identity already included in any voluntary surveys administered by the district. The district expects to administer the California Healthy Kids Survey (CHKS) in Fall of 2019.  If you believe your rights have been violated, you may file a complaint with the Family Policy Compliance Office at U.S. Department of Education, 400 Maryland Avenue, SW, Washington, D.C. 20202-5920. [EC 51513, 60614, 51938; 60615; PPRA; 34 CFR 98; ESEA]

• Independent Study Programs

The Governing Board authorizes Independent Study (IS) as an optional alternative instructional strategy for students whose needs may be best met through study outside of the regular classroom setting. Independent study shall offer a means of individualizing the educational plan to serve students who desire a more challenging educational experience, whose health or other personal circumstances make classroom attendance difficult, who are unable to access course(s) due to scheduling problems, and/or who need to make up credits or fill gaps in their learning.  IS is by choice and may not be mandated.  Each district and charter school that chooses to offer IS must have policies for independent study courses or curriculum equivalent time to complete work expectations equal to what is offered in person.  In addition, the short-term (less than 15 school days) and long-term (15 or more school days) will require the IS engagement defined per the policies adopted by the local governing board.  Persons who sign the IS agreement, have a deadline to sign within 10 days of short-term IS or in advance of long-term IS must be updated including the equitable access to students with disabilities based upon individual student needs. To learn more, please contact Rancho Learning Center for full-time independent study or your child's school for short-term or part-time independent study.  [EC 51744, 51745, 51745.5, 51746, and 56026]

• School Sponsored Athletics

All students participating in interscholastic athletic programs shall maintain academic standings consistent with the district eligibility requirements and maintain progress towards meeting district graduation requirements. Participation in district interscholastic athletic programs shall be made available to those students who meet the district eligibility requirements for participation in extracurricular activities.

Each year, the district will make available on its website the following information: Total enrollment of the school by gender, the number of pupils enrolled at the school who participate in competitive athletics classified by gender, the number of boys’ and girls’ teams, classified by sport and by competition level. “Competitive athletics” means sports where the activity has coaches, a governing organization, and practices, and competes during a defined season, and has competition as its primary goal.[EC221.9]

Concussions and Head Injuries

A concussion is a brain injury that can be caused by a bump, blow, or jolt to the head, or by a blow to another part of the body with the force transmitted to the head.  Even though most concussions are mild, all concussions are potentially serious and may result in complications including prolonged brain damage and death if not recognized and managed properly.  The district athletic program must immediately remove from a school-sponsored athletic activity for the remainder of the day an athlete who is suspected of sustaining a concussion or head injury during that activity. The athlete may not return to that activity until he or she is evaluated by, and receives written clearance from, a licensed health care provider.  If the licensed health care provider determines the athlete has a concussion or head injury, the athlete shall also complete a graduated return-to-play protocol of no less than 7 days in duration under the supervision of a licensed health care provider. On a yearly basis, a concussion and head injury information sheet must be signed and returned by the athlete and the athlete’s parent or guardian before the athlete initiates practice or competition.  This requirement does not apply to an athlete engaging in an athletic activity during the regular school day or as part of a physical education course. [EC 49475]

Controlled Substances: Sudden Cardiac Arrest

Sudden cardiac arrest (SCA) is when the heart stops beating, suddenly and unexpectedly.  When this happens, blood stops flowing to the brain and other vital organs.  SCA is not a heart attack; it is a malfunction in the heart’s electrical system, causing the victim to collapse.  The malfunction is caused by a congenital or genetic defect in the heart’s structure.  SCA is more likely to occur during exercise or sports activity, so athletes are at greater risk. These symptoms can be unclear and confusing in athletes. Often, people confuse these warning signs with physical exhaustion. If not properly treated within minutes, SCA is fatal in 92 percent of cases. The athletic director, coach, athletic trainer, or authorized person must remove from participation a pupil who passes out or faints, or who is known to have passed out or fainted, while participating in or immediately following an athletic activity.  A pupil who exhibits any of the other symptoms of SCA during an athletic activity may be removed from participation if the athletic trainer or authorized person reasonably believes that the symptoms are cardiac related.  A pupil who is removed from play may not return to that activity until he or she is evaluated by, and receives written clearance from, a physician or surgeon. On a yearly basis, an acknowledgement of receipt and review of information regarding SCA must be signed and returned by the pupil and the pupil’s parent or guardian before a pupil participates in specific types of athletic activities which generally does not apply to those conducted during the regular schoolday or as part of a physical education course.

Controlled Substances: Opioids

School authorities must provide facts regarding the risks and side effects of opioid use each school year to athletes.  Parents and student athletes must sign acknowledgement of receipt of the document annually.[ EC 49476]

Medical or Hospital Service

The School District does not provide or make available medical and hospital services for pupils who are injured in accidents related to school activity or attendance.

California Youth Football Act
Under state law, students who participate in football games in grades 6-12 must have a licensed medical professional present during the game, whether playing at a home game or away at another school. This does not include Physical Education classes or intramural football games outside of extra-curricular athletics offered at the middle or high school. [HSC 124241 (6-12)]

Competitive Athletes Seeking Higher Education Athletic Programs
Under state law, students who witness or are the victim of any wrongdoing condoned by the higher education athletic organization, have a right to make a report, file, or otherwise assist the reporting of any violation of student athlete rights involving the program, participants, or staff. This right to make such reports is guaranteed by the “Student Athlete Bill of Rights” and may not result in retribution or removal of any benefits if the report has been made in good faith and truthfulness. [EC 67455 (9-12)]

 Anabolic Steroids and Performance Enhancing Drugs Supplements

The Governing Board recognizes that the use of anabolic steroids (and other performance enhancing drugs supplements) presents a serious health and safety hazard. As part of the district's drug prevention and intervention efforts, the Superintendent or designee and staff shall make every effort to ensure that students do not begin or continue the use of anabolic steroids or other performance enhancing drugs supplements.

The Superintendent or designee shall ensure that students in grades 7-12 receive a lesson on the effects of anabolic steroids as part of their science, health, physical education or drug education program. The Superintendent or designee shall provide teachers and coaching staff with training in the symptoms and dangers of the use of steroids or performance enhancing drugs/substances and strategies for helping students terminate the use of such substances.

The Board values athletic competition; however, the health and safety of students is of paramount concern. Students participating in athletics are prohibited from using anabolic steroids or other controlled performance enhancing drugs. Coaches shall provide information and inform students and parents/guardians on an annual basis about this prohibition and the dangers of using such drugs.

Additionally, the Board recognizes that uncontrolled performance enhancing substances pose long- and short-term health risks and strongly opposes their use. Coaches shall be responsible and held accountable for educating students and parents/guardians regarding the risks of controlled and uncontrolled performance enhancing substances and for establishing a climate that discourages use of any of these substances to improve athletic performance.

The Board supports the ideals of good sportsmanship, ethical conduct and fair play, and expects student athletes, coaches, spectators and others to demonstrate these principles during all athletic competitions. In preparing for and participating in athletic competitions, students and staff shall abide by the core principles of trustworthiness, respect, responsibility, fairness, caring and citizenship, as adopted by the California Interscholastic Federation (CIF) in its publication "Pursuing Victory With Honor."

High school athletes must sign a pledge they are not using steroids illegally or they will not be allowed to participate. Parents must sign a form notifying them of the restriction.

• Middle School Promotion/Standards of Proficiency

Eighth grade students who have completed the district's prescribed course of study and maintained a satisfactory citizenship record shall be eligible for a diploma of promotion. Incidents of unsatisfactory citizenship may mean that the student will be denied the privilege of participating in promotion activities at the school, although the student may be eligible for a certificate of promotion, at the discretion of the principal.

Promotion from the middle school may be marked by age-appropriate recognition assemblies but shall not be treated as graduation exercises. [BP 6146.5]

• California High School Proficiency Exam

The California High School Proficiency Exam (CHSPE) is a voluntary test that assesses proficiency in basic reading, writing, and mathematics skills taught in public schools. Eligible pupils who pass the CHSPE are awarded a Certificate of Proficiency by the State Board of Education. A pupil who receives a Certificate of Proficiency may, with verified approval from the parent or legal guardian, leave high school early. The Certificate of Proficiency is equivalent to a high school diploma; however, it is not equivalent to completing all course work required for regular graduation from high school. Pupils planning to continue his or her studies in a college or university should contact the admissions office of the institution to find out if the Certificate of Proficiency will meet admission requirements.

A pupil is eligible to take the CHSPE only if he or she meets one of the following requirements on the test date: 1) is at least 16 years old; 2) has been enrolled in the tenth grade for one academic year or longer; or 3) will complete one academic year of enrollment in the tenth grade at the end of the semester during which the CHSPE regular administration will be conducted.  A fee for each examination application shall not be charged to a homeless or foster youth under the age of 25.  For more information, including administration dates and registration deadlines, visit the following website: http://www.chspe.net/. [5 CCR 11523 (9-12)]

• Coursework and Graduation Requirements: Children of Military Families

If you are a military family, your child may qualify to be exempted from local graduation coursework requirements that are beyond the California state requirements.  Please make an appointment with the school counselor to review your child’s options for graduation.  All coursework that was completed at another school outside of AUSD will be issued full or partial credit.  You may reach a high school counselor at 626-821-1795. [EC 51225.1 and 51225.2]

• Retroactive Grant of High School Diplomas: Departed and Deported Pupils

The governing board of the Arcadia Unified School District may award a diploma to any student who may have been deported outside the US, if in good standing after completing the second year of high school.  Any transfer credits from outside the US will be considered as completion through online or foreign classes. [EC 51430]

• University Admissions

University of California/California State University Admissions

Admission to the California State Universities requires a minimum 15-unit pattern of courses for admission as a first-time freshman. Each unit is equal to a year of study in a subject area. A GPA of 2.0 (C) or higher is required for regular admission. Admittance is based on an eligibility index that combines multiple items. Transfer students are accepted.

Admission to the University of California requires completion of the 15 yearlong high school course list. These courses are also known as the “a-g” subjects. At least seven of the 15 yearlong courses must be taken in the student’s last two years of high school. A GPA of 3.0 (B) or higher is required for California residents. [EC 48980, 51229]

Links to University of California/California State University requirements:

universityofcalifornia.edu/admissions/undergraduate 
calstate.edu/datastore/admissions
csumentor.edu/planning/high_school/
ucop.edu/doorways

• Definition of College & Career Technical Education

• College or Career Counseling

High school counselors are trained to help students prepare for college or career training. They take students through all the steps so nothing is missed including information about financial aid, requirements, and careers. Most counselors are available by appointment and will meet with students and their families. [EC 48980, 51229]

• Cal Grant Program

• Federal Student Aid

Under state law, school districts are to ensure that students prior to entering 12th grade are entitled to information on how to properly complete and submit the Free Application for Federal Student Aid (FAFSA) or the California Dream Act Application (CDAA) at least once. This information will be made available to students during meetings with counselors and during family college information nights. This information should be available in a timely manner as financial aid is awarded in order of submission according to deadlines, on a first-come, first-served basis.  All family and student personal information will be protected according to state and federal privacy laws and regulations. Student lists will be matched to FAFSA applications for the purpose of ensuring that either the FAFSA is completed or an opt-out form is completed to maintain the students’ ability to graduate.  For additional information on information nights and how to learn more about completing a FAFSA or CDAA, please contact Arcadia High School.

• Educational Equity: Immigration and Citizenship Status

The Equity in Higher Education Act, states that all persons, regardless of their disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other specified characteristic such as hairstyles, equal rights and opportunities and adds this opportunity to apply for financial aid for higher education to also be equitable, and an application may not be denied of a student based on their immigration status.  This does not guarantee any final eligibility, but simply an ability to apply for financial aid just like any other student, without discrimination. [EC 200, 220, and 234.1 adding Article 5.7 to EC 234.7, EC 66251, 66260.6, 66270, and 66270.3]

• Migrant and Newly Arrived Immigrant Pupils: Graduation Requirements and Continued Education Options

Your child is eligible for a state minimum coursework diploma, which will limit the entrance to higher education to community college.  However, if you should choose an option for a 5th year of high school, your child may earn a diploma according to our board approved graduation guidelines that may make your child eligible for UC or CSU applications.  These two options of minimum state or local graduation requirements with a 5th year of school are for students who are from a migrant family, eligible for a newcomer program, or who have not been advised within the first 30-days upon transfer in their 3rd or 4th year of high school.  Contact our counseling office to determine eligibility.  Students and parents of migratory children shall not request a transfer solely to qualify for this exemption.