6161.3 6161.3Instruction
Comparability of Services
The Superintendent or his/her designee shall pursue funding under Title I of the Academic Achievement of the Disadvantaged, as amended by the Every Student Succeeds Act (ESSA) to supplement instructional services and activities in order to improve the educational opportunities of educationally disadvantaged or deprived children.
All District schools, regardless of whether they receive Title I funds, shall provide services that, taken as a whole, are substantially comparable. Teachers, administrators and other staff shall be assigned to schools in a manner that ensures equivalency among the District's schools. Curriculum materials and instructional supplies shall be provided in a manner that ensures equivalency among the District's schools.
Comparability, is defined, for purposes of this policy, that the District uses state and local funds to provide services to Title I schools that are comparable to those offered in non-Title I schools in order to get federal funding under ESSA.
The Board of Education believes that at all times its schools should be equally as well equipped and maintained as may be possible within existing financial limitations.
It shall be the policy of the Board of Education to insure comparability of services funded by state and local sources in both Title I project schools and non-project schools. The Board of Education will therefore:
1. Maintain a district-wide salary schedule.
2. Provide services with federal, state and local funds in schools serving Title I project areas that are at least comparable to services in non project areas.
3. Use federal, state and local funds to provide for an equivalence among all schools in all schools with the same grade levels in teachers, administrators, auxiliary personnel.
4. Use federal, state and local funds to provide for an equivalence among all schools with the same grade levels in the provision of curriculum and instructional materials, books and supplies.
The District shall maintain records that are updated biannually documenting its compliance with this ESSA requirement.
Nothing in this policy will prohibit the administration from addressing identified problems at individual schools.
Note: The comparability requirements of 20 U.S.C. Section 6321(c) shall not apply to a district that does not have more than one building from each grade span. (20 U.S.C. Section 6321(c)(4))
Legal Reference: Title I Improving Basic Programs Operated by State and Local Educational Agencies, Improving Every Student Succeeds Act, P.L. 114-95
20 U.S.C. Section 6321 (c)
Agostini v. Felton 521 U.S. 103 (1997)
Policy adopted:
6162.3
Instruction
Research: Testing
Testing Program
A plan of system-wide testing in addition to mandated statewide assessments, shall be developed and implemented as one indication of the success and quality of the district's total educational program. In the case of individual students, standardized achievement tests, in combination with other criteria, can provide an indication of student achievement. When appropriate, students may also be tested for mental ability, aptitude and interest.
The purposes of the district-wide testing program are to facilitate and provide information for the following:
1. Student Achievement - To produce information about relative student achievement so that parents/guardians, students and teachers have a baseline against which to monitor academic progress. Within the limitations of group testing instruments, the information should be useful to serve as a validation device for other measures of student progress.
2. Student Counseling - To serve as a tool in the counseling and guidance of students for further direction and for specific academic placement.
3. Instructional Change - To provide data which will assist in the preparation of recommendations for instructional program changes to:
a. Help teachers with instructional decisions, plans and changes regarding classroom objectives and program implementation;
b. Help the professional staff formulate and recommend instructional policy; and
c. Help the Board of Education adopt instructional policies.
4. School and District Assessment - To provide additional indicators of the progress of the district toward established goals.
The testing program is an integral part of the district's needs assessment and evaluation programs. The program should be developed primarily for furnishing needed information to decision makers, including the Board, administrators, teachers, parents/guardians and students.
The needs of these various groups shall be clearly identified, and the testing program shall be limited to obtaining that information which is needed and useful.
In planning, every effort will be made to see that testing contributes to the learning process rather than detracts from it. Efforts shall be made to incorporate necessary culture-free and culture-fair tests to assure reasonably accurate measurements.
The district shall not discriminate in the methods, practices and materials used for testing, evaluating and counseling students on the basis of sex, race, national origin, creed, sexual orientation or physical, mental, emotional or learning disability. Discrimination complaints shall be processed in accordance with established procedures.
Parents shall be notified prior to any individual student testing, beyond that which is part of the regular classroom routine. Parental notification shall include the reason for the testing and an explanation of the test to be used. All such tests results shall be shared with parents.
Staff will receive in-service education in the use of designated tests, confidentiality issues and interpretation of test results.
A periodic review and evaluation of the district's testing program will be conducted.
Policy adopted: