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| Ends
Policies |
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| Preamble |
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Tier
2
History
Geography
Civics
Economics
Educational
Technology/Information Literacy
Health
Physical
Fitness
Visual
Arts
Music
Performing Arts
Career and Vocational Skills |
Tier
3
Languages
Foundation
Skills
Extra-Curricular Activities |
Tier
4
Money
and Finance
Community
Service |
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Preamble
to Durango School District 9-R Board of Education K-12
Ends Policies
Revised July 2001
It is the obligation of the Board of Education of Durango
School District 9-R to focus its attention and energy on
the quality of education provided in our district and on
the achievements of our students.
The Board of Education is accountable to and is the instrument
of the entire community in setting academic priorities
that will best use the funds made available to the district.
Therefore, it is the primary obligation of the board to
establish policies that will provide the best education
in the academic areas deemed important for all students
within the overall budget. It is the obligation of the
board to determine that these policies are achievable,
that their success is monitored continually, and that they
are updated as necessary to reflect the needs and desires
of the community.
It
is the goal of the Board of Education that all students
demonstrate
continual improvement, ultimately resulting
in all students achieving at or above grade level. The
district is required to provide the opportunities necessary
for all students’ academic success. It is the responsibility
of the student to actively participate in the myriad of
opportunities provided. This partnership should result
in continuous improvement of student achievement.
Although
many of the Ends Policies describe students as “knowing” or “understanding,” teachers
are expected to challenge all students to achieve at the
highest levels, i.e., application, analysis, synthesis,
and evaluation. Further, it should be noted that the Board
of Education’s Ends Policies are reflective of community
values and consequently exceed the standards mandated by
the State of Colorado.
In
response to community concern for the safety of our children,
we believe the Foundation Skills are essential
for a child’s success. While these skills are primarily
the responsibility of the home, we encourage educators
to reinforce them whenever possible. Schools and parents
need to work cooperatively to assure development of the
total child.
The amount of time devoted to the teaching of any curriculum
area is best determined by grade level. The Ends Policies
address what students are expected to know and be able
to do when they graduate, but do not direct how much time
is devoted to any specific area at any particular grade
level. Time allocated to each curriculum area is determined
through the curriculum development process and influenced
by student performance levels. In general, however, Ends
in every curriculum area are addressed at every grade level.
Ends Policies must be designed for the long term and be
so obviously beneficial that changes in membership of the
school board or in the staff will not impair their continuity.
Even so, from time to time the board will want to consider
modifications that respond to changing needs in the educational
environment or changing community values.
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Tier
1 - Reading and Writing |
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Reading
is the highest priority for students. All students demonstrate
reading mastery at or above grade level and will write
competently
in
a variety of content areas for varied purposes and audiences.
1.
Students read and understand a variety of materials.
2.
Students write and speak for a variety of purposes and
audiences.
3.
Students write and speak using conventional grammar,
usage, sentence structure, punctuation, capitalization,
and spelling.
4.
Students apply thinking skills to their reading, writing,
speaking, listening, and viewing.
5.
Students read to locate, select, and make use of relevant
information from a variety of media, reference, and technological
sources.
6.
Students read, recognize, and appreciate literature as
a record of human experience.
7.
Students read to judge merit of information.
8.
Students’ writing reflects fluency, expression
of ideas, effective organization, and voice.
9.
Students use writing as a process that involves the stages
of drafting, revision, editing, and publishing. |
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| Tier
1- Mathematics |
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All
students demonstrate mathematical competency by applying
a
variety of mathematical principles to real life problems.
1.
Students develop number sense and use numbers and number
relationships in problem-solving situations and communicate
the reasoning used in solving these problems.
2.
Students use algebraic methods to explore, model, and
describe patterns and functions involving numbers, shapes,
data, and graphs in problem-solving situations and communicate
the reasoning used in solving these problems.
3.
Students use data collection and analysis, statistics,
and probability in problem-solving situations and communicate
the reasoning used in solving these problems.
4.
Students use geometric concepts, properties, and relationships
in problem-solving situations and communicate the reasoning
used in solving these problems.
5.
Students use a variety of tools and techniques to measure,
apply the results in problem-solving situations, and
communicate the reasoning used in solving these problems.
6.
Students link concepts and procedures as they develop
and use computational techniques, including estimation,
mental arithmetic, paper-and-pencil, calculators, and
computers, in problem-solving situations and communicate
reasoning used in solving these problems. |
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| Tier
1 - Science |
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All
students demonstrate understanding of scientific concepts
as well as proficiency in problem-solving using the scientific
method.
1.
Students know and understand the processes of scientific
investigation and design, conduct, communicate about,
and evaluate such investigations.
2.
Physical Science: Students know and understand common
properties, forms, and changes in matter and energy.
3.
Life Science: Students know and understand the characteristics
and structure of living things, the processes of life,
and how living things interact with each other and their
environment.
4.
Earth and Space Science: Students know and understand
the processes and interactions of Earth’s systems
and the structure and dynamics of Earth and other objects
in space.
5.
Students know and understand interrelationships among
science, technology, and human activity and how they
can affect the world.
6.
Students know and understand that science involves a
particular way of knowing and understand common connections
among scientific disciplines.
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| Tier
2 - History |
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All
students demonstrate an understanding of history to
participate as productive and responsible citizens.
1.
Students know and understand the chronological organization
of history and know how to organize events and people
into major eras to identify and explain historical relationships.
2.
Students know and understand how to use the processes
and resources of historical inquiry.
3.
Students know and understand that societies are diverse
and have changed over time.
4.
Students know and understand how science, technology,
and economic activity have developed, changed, and affected
societies throughout history.
5.
Students know and understand political institutions and
theories that have developed and changed over time.
6.
Students know and understand that religious and philosophical
ideas have been powerful forces throughout history.
7.
Students can apply knowledge of the world past and present
to make responsible decisions for the future. |
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| Tier
2 - Geography |
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All
students demonstrate an understanding of geography and
the environment to participate as productive and responsible
citizens.
1.
Students know how to use and construct maps, globes,
and other geographic tools to locate and derive information
about people, places, and environments.
2.
Students know and understand the physical and human characteristics
of places in order to define and study regions and their
patterns of change.
3.
Students know and understand how physical processes shape
earth’s surface patterns and systems.
4.
Students know and understand how economic, political,
cultural, and social processes interact to shape patterns
of human populations, interdependence, cooperation, and
conflict.
5.
Students know and understand the effects of interactions
between human and physical systems and the changes in
meaning, use, distribution, and importance of resources.
6.
Students apply knowledge of people, places, and environments
to understand the past and present and to plan for the
future. |
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| Tier
2 - Civics |
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All
students demonstrate an understanding of democracy to
participate as productive and responsible citizens.
1.
Students know and understand the purposes of government
and the basic constitutional principles of the U.S. republican
form of government.
2.
Students know and understand the structure and function
of local, state, and national government and how citizen
involvement shapes public policy.
3.
Students know and understand the political relationship
of the United States and its citizens to other nations
and to world affairs.
4.
Students know and understand how citizens exercise the
roles, rights, and responsibilities of participation
in civic life at all levels – local, state, and
national.
5.
Students respect the rights and responsibilities of citizens
in a democratic society. |
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| Tier
2 - Economics |
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All
students demonstrate an understanding of world economics
to participate as productive and responsible citizens.
1.
Students know and understand that, because of the condition
of scarcity, responsible decisions must be made about
the use of resources.
2.
Students know and understand how different economic systems
impact decisions about the use of resources and the production
and distribution of goods and services.
3.
Students know and understand the results of trade, exchange,
and interdependence among individuals, households, businesses,
governments, and societies.
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| Tier
2 – Educational Technology/Informational Literacy |
9-R
Educational Technology/Information Literacy Curriculum |
CDE
Standards for ETIL |
All
students individually and cooperatively demonstrate sufficient
knowledge and skill to be effective users of educational
technology and information literacy to become life-long
users.
1.
Students use technology and information literacy strategies
to question, research, organize, and validate data to
draw authentic and meaningful conclusions.
2.
Students use technology and other resources to effectively
communicate relevant information.
3.
Students use technology and information resources in
an ethical manner. |
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| Tier
2 - Health |
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All
students demonstrate an understanding of the components
of good health to develop healthy and rewarding lifestyles.
1.
Students know and understand concepts related to health
promotion and disease prevention.
2.
Students demonstrate the ability to access valid health
information and health-promoting products and services.
3.
Students demonstrate the ability to practice health-enhancing
behaviors and reduce health risks.
4.
Students analyze the influence of culture, media, technology,
and other factors on health.
5.
Students demonstrate the ability to use interpersonal
communication skills to enhance health.
6.
Students demonstrate the ability to use goal-setting
and decision-making skills to enhance health.
7.
Students demonstrate the ability to advocate for personal,
family, and community health.
8.
Students demonstrate health-related knowledge, attitudes,
and practices. |
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| Tier
2 - Physical Fitness |
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All
students participate regularly in physical activity to
develop healthy and rewarding lifestyles.
1.
Students demonstrate competent skills in a variety of
physical activities and sports.
2.
Students demonstrate proficiency in physical fitness.
3.
Students demonstrate the knowledge necessary to participate
in physical activity. |
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| Tier
2 - Visual Arts |
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All
students use the arts for exploration, communication,
and self-expression.
1.
Students recognize and use the visual arts as a form
of communication.
2.
Students know and apply elements of art, principles of
design, and sensory and expressive features of visual
arts.
3.
Students know and apply visual arts materials, techniques,
and processes.
4.
Students relate the visual arts to history and culture.
5.
Students analyze and evaluate the characteristics, merits,
and meaning of works of art. |
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| Tier
2 - Music |
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All
students explore the different forms of music to understand,
appreciate, and perform.
1.
Students sing or perform a varied repertoire of music.
2.
Students read and notate music.
3.
Students create music.
4.
Students listen to, analyze, evaluate, and describe music.
5.
Students explore various cultures through the study of
music and music history. |
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| Tier
2 - Performing Arts |
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All
students use the performing arts for exploration and
communication.
1.
Students demonstrate knowledge and skill in movement.
2.
Students demonstrate knowledge and skill in drama.
3.
Students demonstrate knowledge and skill in dance. |
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| Tier
2 - Career and Vocational Skills |
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All
students demonstrate the knowledge, basic skills, and
abilities required for employment. Students explore various
fields leading to careers and/or further academic study.
1.
Students demonstrate career-planning skills.
2.
Students demonstrate educational and occupational exploration
skills and self-knowledge in the areas of abilities,
attitudes, and interests.
3.
Students demonstrate the skills, knowledge, work habits,
attitudes, and leadership qualities necessary for success
in the workplace.
4.
Students explore career options in relation to their
interests, aptitudes, and abilities for the purpose of
assisting them in making career choices.
5.
Students have the opportunity to achieve specialized
skills in various vocational fields. |
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| Tier
3 - Languages |
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CDE
Languages Standards |
All
students have the opportunity to study a language beyond
English.
1.
Students communicate in a foreign language while demonstrating
literacy in all four essential skills: listening, speaking,
reading, and writing.
2.
Students acquire and use knowledge of other cultures
while developing foreign language skills. |
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| Tier
3 - Foundation Skills |
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The
following foundation skills are essential for the success
of all students. These skills are the primary responsibility
of the home but are reinforced throughout the student’s
academic career.
1.
Students develop positive attitudes toward self and others.
a.
Students are cooperative and collaborative, exhibit the
skill of compromising, demonstrate empathy, are courteous,
and exhibit and understand the importance of good sportsmanship.
b.
Students take responsibility for their own actions, assess
their own strengths and weaknesses, and set realistic
goals and work to attain them.
c.
Students demonstrate a positive view of self through
emotional, intellectual, and physical well being.
d.
Students choose ethical courses of action and are trustworthy.
2.
Students demonstrate skills for developing successful
relationships.
3.
Students analyze and assess decision-making abilities.
4.
Students demonstrate the ability to adjust to new situations,
and accept change as an opportunity for growth. |
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| Tier
3 - Extra-Curricular Activities |
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All
students have the opportunity to participate in extra-curricular
activities based on individual interests.
1.
Students work together for a common goal.
2.
Students exhibit a sense of belonging.
3.
Students develop lifelong interests.
4.
Students demonstrate knowledge and skills appropriate
to the activity. |
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| Tier
4 - Money and Finance |
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All
students demonstrate the knowledge and skill to use money
responsibly.
1.
Students demonstrate the skills to be responsible consumers.
2.
Students understand and apply financial principles to
personal money management. |
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| Tier
4 - Community Service |
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All
students have the opportunity to participate in service
learning.
1.
Students engage in a community service activity.
2.
Students know and understand the benefits of community
service.
3.
Students demonstrate a sense of responsibility to the
community. |
| 9-R |
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