The School Board recognizes that the success of our educational system relies heavily on educational planning and ongoing evaluation in order to adapt district programs and activities to the changing needs of society and the community. To guide these efforts, the Board adopts the following definitions for the development of sound and responsible educational policies:

1. "Philosophy" means a composite statement of the relationship between the individual and society based upon beliefs, concepts, and attitudes from which the goals and objectives of the district are derived.

2. "Goal" means a statement of broad direction or intent which is general and timeless and is not concerned with a particular achievement within a specified time period.

3. "Objective" means a specific accomplishment to be achieved which can be measured within a given time and under specifiable conditions and which, if attained, advances the system toward a corresponding goal.

(cf. 0100 ‑ Philosophy)

(cf. 0200 ‑ Goals for the School District)

(cf. 0500 ‑ Review and Evaluation)

The Board believes that in order for education to succeed there must be an ongoing partnership between educators, parents/guardians, students, and the community. The Board encourages the participation of all segments of the community in order that an educational climate is created which promotes the positive and healthy development of each child.

Legal References:

ALASKA STATUTES

14.03.010 Establishment of school system

ALASKA ADMINISTRATIVE CODE

4 AAC 05.040 Establishment of local schools

In accordance with state education policy, the purpose of education is to help ensure that all students will succeed in their education and work, shape worthwhile and satisfying lives for themselves, exemplify the best values of society, and be effective in improving the character and quality of the world about them.

The School Board is committed to providing a program of instruction which offers each child an opportunity to develop to the maximum of his/her individual capabilities. The Board believes that all students can succeed regardless of their race, background or ability. School staff shall embody this philosophy in all district programs and activities.

(cf. 0410 - Nondiscrimination in District Programs and Activities)

Legal References:

ALASKA STATUTES

14.03.015 State education policy

14.08.111 Duties

The School Board is committed to excellence and self‑evaluation and believes that the public schools exist to meet the needs of students, parents/guardians and other community members.  It is, therefore, important that citizens may express their expectations of the schools. The Board encourages students, parents, teachers, and other community members to participate in educational planning for the district.

(cf. 0420 ‑ School‑Based Management)

The Board shall adopt written goals for the school district which reflect local needs. These goals shall be consistent with Board policy and statewide goals adopted by the State Board of Education. The Superintendent or designee shall develop objectives for meeting these goals. The development and adoption of the budget shall be consistent with district goals and objectives.

(cf. 0000 ‑ Concepts and Roles)

(cf. 0100 ‑ Philosophy)

(cf. 3100 ‑ Budget)

The Superintendent or designee shall annually file with the State Department of Education and make available to the public a report which includes the adopted district goals and priorities, plans for achieving these goals and priorities, and the means of measuring the district's success in reaching its goals and priorities.

(cf. 0500 ‑ Review and Evaluation)

(cf. 0510 ‑ School District Report Card)

Legal References:

ALASKA STATUTES

14.03.120 Education planning

14.07.165 Duties

The School Board believes that a quality education provides an opportunity for each student to develop:

1.       The concept of self‑worth and the ability to exercise self‑discipline.

2.       A positive attitude toward responsible citizenship.

3. Mastery of the basic skills in mathematics, computers, reading, language arts (including reading, oral and written communication), the sciences, foreign languages and fine arts.

4.       Skills and other competencies leading toward economic independence consistent with the individual's interests and basic potential.

5.       An awareness and understanding of our country's history and ideals and its diverse ethnic, racial and cultural heritage.

6.       An awareness and understanding of the heritage, ideals and contribution of other cultures, races and countries.

7.      The opportunity to develop the capability of students to appreciate beauty in literature, art, music and nature.

8.                A recognition of the importance of physical and mental health.

9.      An ability to adapt and participate constructively in a changing society.

10.     An understanding of the relationship of people and his/her environment.

11.     Moral and ethical values based on the rights and responsibilities of individuals and their relationships to each other.

(cf. 6143 - Courses of Study)

Legal References:

ALASKA STATUTE­S

14.03.015 State education policy

ALASKA ADMINISRATIVE CODE

AAC Chapter 4, Statewide goals

The School Board is committed to equal opportunity for all individuals in education. District programs and activities shall be free from discrimination based on age, color, ethnic group, gender, marital or parental status, physical or mental disability, national origin, race, religion, sexual orientation, or any other unlawful consideration. The Board shall promote programs which ensure that discriminatory practices are eliminated in all district activities.

District programs and facilities, viewed in their entirety, shall be readily accessible to individuals with disabilities. The Superintendent or designee shall ensure that interested persons, including those individuals with disabilities, can obtain information about the programs, facilities and activities available to them.

The Superintendent or designee shall annually notify students and parents/guardians of the district's policy on nondiscrimination and related complaint procedures.

(cf. 1312.3 ‑ Uniform Complaint Procedures)

(cf. 4030 ‑ Nondiscrimination in Employment)

(cf. 5145.3 ‑ Nondiscrimination)

(cf. 5145.6 ‑ Notifications Required by Law)

(cf. 6164.2 - Guidance Services)

(cf. 6178 - Vocational Education)

Legal References:

             ALASKA STATUTES

             14.18.010 - 14.18.100 Prohibition Against Sex and Race Discrimination

             ALASKA ADMINISTRATIVE CODE

             4 AAC 06.500 ‑ 4 AAC 06.600 Prohibition of Gender or Race Discrimination

             TITLE VI, CIVIL RIGHTS ACT OF 1964

             TITLE IX, EDUCATION AMENDMENTS OF 1972

             VOCATIONAL REHABILITATION ACT OF 1973, SECTIONS 503 AND 504

             INDIVIDUALS WITH DISABLITIES EDUCATION ACT

             AMERICANS WITH DISABILITIES ACT

             AGE DISCRIMINATION IN EMPLOYMENT ACT

The School Board believes that shared decision making at the site level can improve school performance. The Board supports the involvement of staff, students, parents/guardians and the community in such decision making and encourages the use of site committees in developing policies and programs which respond to the unique needs of individual schools in accordance with district goals.

(cf. 0200 ‑ Goals for the School District)

(cf. 2230 ‑ Representative and Deliberative Groups)

(cf. 0510 ‑ School District Report Card)

(cf. 8000 ‑ Advisory School Boards)

Legal References:

ALASKA STATUTES

14.03.120 Education planning

ALASKA ADMINISTRATIVE CODE

          4 AAC 05.010 – 4 AAC 05.090 Local Education

The School Board recognizes the importance of extending the use of school facilities and equipment for purposes of providing educational, cultural, social, and recreational services to the citizens of the community. The Superintendent, or designee, shall develop community school programs in accordance with state law and within the limits of available resources.

(cf. 1330 ‑ Use of School Facilities)

(cf. 1325 ‑ Advertising and Promotion)

(cf. 3100 – Budget)

(cf. 3515 – Equipment)

Revised 1/04

Unalaska City School District

4/93

In accordance with requirements for state funding of the community school program, the Superintendent or designee shall:

  1.       Establish a community schools advisory council.

  2.    Assign responsibility for the direction and coordination of the community school program.

  3. Establish procedures to ensure the program is reasonably available to residents within the district.

The comprehensive plan shall provide a three‑year plan of service. The district shall develop an annual plan which includes short‑term goals and objectives for the second and third years of the comprehensive plan.

In accordance with law, each school and the district shall annually assess school and student performance and prepare reports to the public on these assessments. These reports will help ensure that parents are actively involved and knowledgeable about their schools and their child’s education.  In addition to the components required by law, the Superintendent or designee may include in the report additional indicators, both qualitative descriptions and quantitative measurements, of school and student performance. In determining the indicators which assess school and student performance, the Superintendent or designee shall solicit suggestions from the school staff and community.

The Board desires that performance reports be reviewed and discussed within the framework of desired outcomes, the context in which education takes place, and the educational policies and practices of the district. The School Board desires that this assessment be viewed as an opportunity to communicate with the public, review achievements, identify areas for improvement, enlist local support, enhance internal operations, build consensus, and establish a vision for the future.

The Board expects that existing evaluation processes and resources will be used to develop performance report cards and that the usefulness of these reports will improve with each future assessment.

(cf. 0420 ‑ School‑Based Management/School Advisory Boards)

(cf. 6190 ‑ Evaluation of the Instructional Program)

Legal References:

ALASKA STATUTES

           14.03.120 Education planning

           ALASKA ADMINISTRATIVE CODE

           4 AAC 06.170 School Report

No Child Left Behind Act, 20 USC §§ 6311, 6312 and 6316

Revised 1/03

Unalaska City School District

4/93

By May 31 of each year, the Principal or designee shall prepare a report on his/her school's performance and the performance of the school's students. The report shall be presented to parents, students, and community members at a public meeting and forwarded to the Superintendent.  By July 1 of each year, the Superintendent or designee shall provide the State Board, and make available to the public, a report on the performance of district schools and students.

The school and district reports shall be made on forms prescribed by the State Department of Education and Early Development and shall include:

1.    the accreditation status of the school, including the date of accreditation, the name of the accrediting organization, and the level of accreditation awarded; and for districts receiving Title I funds, the professional qualifications of teachers;

2.    the number and percent of district students in the top and bottom quarter of standardized norm-referenced achievement examinations and the national percentile of the mean normal curve equivalent;

3.    for districts receiving the Title I funds, student academic achievement at the basic, proficient and advanced levels on state assessments, disaggregated by subgroups:

§        economically disadvantages students

§        students from each major racial and ethnic group

§        children with disabilities

§        LEP students

§        student gender

§        student’s migration status

4.    the number and percent of students tested who are in each of the proficiency categories for the state standards-based assessments in reading, writing, and math; and, for districts receiving Title I funds, the percent of students who were not tested (disaggregated by subgroup);

5.    for high schools, the number percent of students in the “pass” and “not pass” categories for the high school graduation qualifying exam;

6.    a description of student, parent, community, and business involvement in student learning, including the number and percent of students and parents, respectively, who responded to the teacher evaluation survey; the number of school/business or interagency partnerships; the average number of volunteer hours a week spent in the school; and narrative description of the results of parental, community, and business involvement;

7. attendance, retention, dropout, and graduation rates; for districts receiving Title I funds, graduation rates should be disaggregated by subgroup;

8.    the annual percent change in enrollment and the percent of enrollment chance due to student transfers into and out of the district;

9.     a summary of student, parent, and community member comments on the school’s performance, including the number of persons commenting;

10.     for districts receiving Title I funds, the number and percentage of schools identified for school improvement; how long the schools have been so identified; and how students achieved on a statewide academic assessment compared to students in the state as a whole.  20 U.S.C.§ 6311(h)(2).  For each school served under Title I, the district must determine and publicize annually whether the school is making adequate yearly progress.  20 U.S.C.§ 6316(a)(c); and

11.  other indicators of school performance selected by the district.

Note: The district may establish regulations to require that additional information be included in reports and may specify other conditions for issuing school report cards.

Revised  1/03

The School  Baord is committed to the succesful perfomance of the District and its schools. The Superintendent shall implement the following requirements for schools that have not achieved adequate yearly progress as determined by the Department of Education and Early Development. <![endif]>

If any District school is identified for improvement, the Superintendent or designee shall develop and implement a school improvement plan in accordance with federal and state law.  This school plan shall be presented to the Board for approval.

Supplemental Educational Services

Students from qualifying low-income families shall be provided supplemental educational services as provided in federal and state law if they attend any District school that has been designated as Level 3 or higher by the Department.   The District will provide annual notice to parents of the availability of these services, the identity of state-approved providers, and a brief description of the services, qualifications and demonstrated effectiveness of each provider. Upon request, the Disrtict will assist parents in choosing a provider.

Supplemental educational services include tutoring and other high-quality research-based supplemental academic enrichment services. These services are in addition to instruction provided during the school day and should anable studens to attain proficiency on assessments, as well as increased academic achievement.

The Superintendent shall enter/prepare for Board approval, a written agreement with each provider selected by a parent. The agreement shall be prepared in accordance with law.

Note: The required terms of the agreement between the district and supplemental service provider are found at 4 AAC 06.860. Districts are advised to consult this regulation and confer with your attorney in preparing the written service agreements.

Legal Reference:

ALASKA ADMINISTRATIVE CODE

4AAC 06.800-.899 School and District Accountability

Elementary and Secondary Education Act, 20 U.S.C.§ 6316, as amended by the No Child Left Behind Act of 2001 (P.L. 107-110)

Revised 1/04

School Improvement Plan - Development, Approval and Implementation

Note: All schools in a district designated at Level 2 or higher by the Department of Education and Early Development are required to develop, issue, and implement a school improvement plan. A school will be designated at Level 2 if it fails to demonstrate adequate yearly progress for two consecutive years. A school improvement plan is required even if the school does not receive Title I funds. The following procedures for development of the plan are consistent with the requirements of 4 AAC 06.845, School Improvement Plan, and 4 AAC 06.852, Technical Assistance.

The [Superintendent/Chief School Administrator] shall designate the individual responsible to oversee development of the school improvement plan. The plan must be developed and provided to the District for approval within 90 days of the school's notice of designation by the Department.

A. Plan Contents

Prepared in consultation with parents, school staff, and other interested persons, the plan should contain the following components:

1. Duration. The plan will cover a two-year period.

2. Strategies. The plan will incorporate scientifically-based strategies to strengthen the school's core academic subjects and address the specific academic issues that lead to the designation.

3. Policies. The plan will implement policies and practices concerning the school's core academic subjects that have the greatest likelihood of ensuring that all students demonstrate proficiency or better on state assessments by school year 2013-14.

4. Funding. The plan will provide for the school's allocation and spending of at least 10% of the funding allocated to the school under Title I in order to provide the school's teachers and principal with high-quality professional development that directly addresses the academic performance problem that caused the designation.

5. Professional Development. The plan will explain how the high-quality professional development will directly address the academic performance problem that caused the designation.

SCHOOL ACCOUNTABILITY/SCHOOL IMPROVEMENT

6. Annual Objectives. The plan will establish specific annual measurable objectives for continuous and substantial progress by all students collectively, and each subgroup of students, to ensure that all students demonstrate proficiency or better on state assessments by school year 2013-14.

7. Parental Notice. The plan will describe how written notice of the designation will be provided to the parents of each student enrolled in the school. To the extent practicable, the notice should be in a format and in a language that the parents can understand.

8. Responsible Parties. The plan will specify the respective responsibilities of the school, the district, and the Department of Education and Early Development in implementing the plan.

9. Parental Involvement. The plan will include strategies to promote effective parental involvement in the school.

10. Extended Day Programs. As appropriate, the plan will incorporate activities for students before and after school, during the summer, and during any extension of the school year.

11. Teacher Mentoring. The plan will incorporate a teacher mentoring program.

B. Plan Approval

Upon completion of the plan by the school, it will be submitted to the District for approval. A peer review process will be utilized to assist with a prompt review of the plan. The plan will be reviewed to determine if any modifications are necessary and to ensure compliance with the requirements of 4 AAC 06.845. Within 45 days of receipt of the school plan, the District must approve the plan for submission to the Department of Education and Early Development.

C. Plan Implementation

The school shall implement the plan immediately upon District approval. Should the Department of Education and Early Development determine that changes in the plan will improve the performance or progress of students, the school will implement the changes required by the Department.

SCHOOL ACCOUNTABILITY/SCHOOL IMPROVEMENT

The District will ensure appropriate technical assistance to the school during development of the plan and throughout the plan's duration. Technical assistance may be provided by the District, the Department, an institution of higher education, a private organization, an educational service agency, or another entity with experience in helping schools improve academic achievement.

Technical assistance must be based on scientifically-based research and may include:

1. assistance in analyzing assessment data and other examples of student work in order to identify and develop solutions to problems in instruction, parental involvement and professional development, and plan implementation, including district- and school-level responsibilities under the plan.

2. assistance in identifying and implementing professional development and instructional strategies and methods that have proven effective, through scientifically-based research, in addressing the specific instructional issues that caused the school's designation; and/or

3. assistance in analyzing and revising the school's budget so that the school allocates its resources more effectively to the activities most likely to increase student academic achievement and remove the school from its designation.

Note: A school district designated as Level 2 or higher is required to develop, issue, and implement a district improvement plan. The development of a plan is necessary regardless of whether the District receives federal funding under Title I. However, districts that do receive federal Title I funding may request technical assistance from the Department of Education and Early Development. Other federal law implications for your district that receives Title I funds may be found at 34 C.F.R. 200.47 and 34 C.F.R. 200.49 through 200.51. The progress of each district under an improvement plan will be monitored by DEED. The following plan contents comply with the requirements set forth at 4 AAC 06.850, District improvement plan.

Within ninety (90) days of designation at Level 2 or higher, the District will develop a district improvement plan and submit it to the Department of Education and Early Development for approval.

Prepared in consultation with parents, school staff, and other interested persons, the plan should contain the following components:

SCHOOL ACCOUNTABILITY/SCHOOL IMPROVEMENT

District Improvement Plan - Development and Contents

1. Duration. The plan will cover a two-year period.

2. Strategies. The plan will incorporate scientifically-based strategies to strengthen the core academic program in the schools served by the District.

3. Improvement Measures. The plan will identify actions that have the greatest likelihood of improving student achievement on the state's academic performance standards.

4. Professional Development. The plan will address professional development needs of the instructional staff.

5. Goals. The plan will include specific measurable achievement goals and targets for all students collectively and each subgroup of students.

6. Needs Assessment. The plan will address the fundamental teaching and learning needs in the schools of the District, and the specific academic problems of low-achieving students, including a determination of why the District's prior plan failed to bring about increased student academic performance.

7. Extended Day Programs. As appropriate, the plan will incorporate activities for students before and after school, during the summer, and during any extension of the school year.

8. Responsible Parties. The plan will specify the respective responsibilities of the District and the Department of Education and Early Development in implementing the plan. The plan should specify any technical assistance to be provided by the Department.

9. Parental Involvement. The plan will include strategies to promote effective parental involvement in the District.

Added 1/04

UNALASKA CITY SCHOOL DISTRICT
4/04

Note: This optional policy complies with 4 AAC 05.090 establishing required procedures to be followed before a school can be permanently or temporarily closed.

The Board strives to maintain schools in local communities but recognizes that low student enrollment or other factors may necessitate temporary or permanent closure of a school. Board action to close a school will only occur after written notice to the affected families which will be provided at least 10 days prior to school closure, absent emergency circumstances that do not permit such notice.

Absent emergency circumstances, no school closure will occur until development and approval of a closure plan. The plan must provide for the continued educational services to all eligible students, including students with disabilities. The plan must address pupil transportation services, if applicable. Additionally, the plan should contain a schedule for providing compensatory services that may be required under state and federal laws for the education of students with disabilities. Finally, the plan will provide for reimbursement to the State of money already paid for the period of closure, unless the school year is extended. If the closure is temporary, the plan will identify steps for reopening the school.

Note: The Department of Education and Early Development must approve all permanent and non-emergency temporary school closures. Permanent school closure plans will be considered approved if the Department does not disapprove the plan within 90 days. 4 AAC 05.090(b). Temporary school closure plans must be submitted to the Department for approval at least ten days before the planned closure. 4 AAC 05.090(c).

The plan will be reviewed and approved by the Board at a public meeting. Following Board approval, the plan will be submitted to the Department of Education and Early Development for approval. The plan will not be executed until Department approval.

Emergency Closure Days

The [Superintendent/Chief School Administrator] may order one or more emergency closure days if conditions exist posing a threat to the health or safety of students. For emergency closures of five days or longer, approval shall be sought from the Commissioner of Education. In all cases of emergency closure, the [Superintendent/Chief School Administrator] shall notify the Board and the

Department of Education and Early Development within 24 hours and take immediate steps to modify the school term and reopen the school.

Note: If a school is temporarily closed for disciplinary or safety reasons, the facility must remain closed for all purposes until the school is reopened.

Legal Reference:

ALASKA STATUTES
14.03.030 School Term
14.33.120 School Disciplinary and Safety Program

ALASKA ADMINISTRATIVE CODE
4 AAC 05.090 Discontinuation or closure of schools

Added 1/04

UNALASKA CITY SCHOOL DISTRICT
4/04