Pinellas County Schools Policy Manual

(1) Pinellas County Schools is committed to creating systems that result in highest achievement for each student. Each system reflects an integrated management approach and ensures that principles of quality and continual improvement are systematically and consistently applied to the operation of Pinellas County Schools. In an integrated management system all components that make up our organization (leadership, aim, customer requirements, goals and measures, results, processes, human resources, and information systems) are linked and interdependent. These seven integrated components are essential in creating a high performing student, classroom, school, and school district. The dynamic relationships that exist among these components work together to improve the results of Pinellas County Schools.

(2) The Classroom Learning System

(a) In order to attain highest achievement for each student, teachers must create, manage, and continually improve classroom learning systems using the seven components of Baldrige for high performance. Each classroom learning system must be aligned with the school, district, and state requirements. Each school and district system must be aligned to support the classroom learning system.

(b) Central to a classroom learning system is the key process of aligning curriculum, instruction, assessment, and improvement (CIAI). Supporting this key process are the other components of classroom leadership: aim, customer requirements, goals and measures, results, human resources, and information systems.

(3) The Curriculum, Instruction, Assessment, and Improvement Key Process

(a) Elements of the curriculum, instruction, assessment, and improvement (CIAI) process are defined as:

1. Curriculum–what students need to know and be able to do in a variety of subjects

2. Instruction–best practices of teaching

3. Assessment–measures of student progress

4. Improvement–actions based on data that lead to improved teaching and learning

(b) The alignment of curriculum, instruction, assessment, and improvement (CIAI) ensures an opportunity for all students to learn at high levels. The four components (CIAI) of a high performing teaching and learning system are interdependent and aligned within a larger district integrated management system.

(4) Beliefs About Teaching and Learning - Pinellas County Schools believe that:

(a) All students are capable of achieving excellence through the use of a variety of teaching strategies, resources, and assessments in an engaging and collaborative environment.

(b) Highest student achievement occurs when students are provided an environment in which they are:

1. given high expectations

2. engaged in meaningful learning

3. immersed in a variety of learning situations

4. provided with demonstrations

5. empowered to make responsible decisions

6. provided time to practice

7. allowed to try and make improvements

8. given frequent feedback

9. supported and feel intellectually and emotionally safe

(d) Schools can optimize the learning environment for all students by aligning curriculum, instruction, assessment, and improvement (CIAI) within the context of an integrated management system.

(e) The aim of highest student achievement can be attained if supported by:

1. a high performing work force (See 8.62 Teacher Professional Expectations)

2. a safe learning environment

3. effective and efficient operation, e.g., partnerships, high performing work force, integrated management systems and accountability systems.

(5) Curriculum

(a) Curriculum defines what students should know and be able to do. Pinellas County Schools curriculum reflects community/workplace expectations, the Florida Sunshine State Standards (SSS) and the Pinellas County Schools Student Expectations (PCSSE). The overriding goal of the curriculum is to provide a balance between a firm foundation in basic skills and lifelong learning skills. The goal of Pinellas County Schools' graduates is that they will be a(n):

1. knowledgeable, lifelong learner

2. responsible individual

3. effective communicator

4. problem solver

5. collaborative team worker

6. self-directed learner

(b) Pinellas County Schools curriculum includes a common core of significant knowledge at appropriate instructional levels. The four components of the Pinellas County Schools curriculum are:

1. Lifelong Learning Skills for Pinellas County Schools’ Graduates. These skills are broad, life-related skills and characteristics that graduates should demonstrate.

2. Florida Sunshine State Standards. These standards describe the core knowledge, strategies and skills in language arts, mathematics, science, social studies, foreign language, fine arts, physical education, and health in grades K-2, 3-5, 6-8 and 9-12. (See 5.13(5) Special Diploma Options for Exceptional Students for information about Sunshine State Standards for Special Diploma.)

3. The Pinellas County Schools Student Expectations. The Pinellas County Schools Student Expectations are high-level student expectations that incorporate the Sunshine State Standards to identify academic achievement for each grade PreK through 12 in language arts, mathematics, science, social studies, art, music, foreign language, health and physical education.

4. Unit and Lesson Objectives. Unit and lesson objectives are derived by the school and/or teacher, using the Pinellas County Schools Student Expectations.

(6) Instruction

(a) Instruction is defined as best practices of teaching. A balanced approach is attained by using a variety of teaching strategies and resources to implement the curriculum (student expectations). The instructional approach should be adapted and improved based on student needs and progress (assessment data). District school boards shall assist schools and teachers to implement research-based reading activities that have been shown to be successful in teaching reading to low-performing students.

(b) The components of instruction include planning, delivery, feedback/evaluation, and instructional improvement.

1. Planning. Planning for instruction is based on Pinellas County Schools Student Expectations and learner needs. It is a collaborative process with the learner.

2. Delivery. Delivery is based on planning and includes a variety of strategies and resources appropriate to the learner. It is frequently a collaborative process with the learner.

3. Feedback/evaluation. Feedback is a teacher’s and student’s response to the effectiveness of planning and delivery. It includes measurement of student progress and review of teaching and learning strategies.

4. Instructional Improvement. Instructional improvement is the process of making changes in planning and delivery based on feedback/evaluation.

(7) Assessment

(a) Definition of Assessment: Assessment is defined as measures of student progress and should be aligned specifically with curriculum (student expectations) and instruction. Assessment targets knowledge, reasoning, performance skills, and production of quality products. It measures both ongoing and end results. Selection and design of assessment frequently involves the learner.

(b) The purposes of assessment are:

1. Accountability and program improvement at the district and state levels. These State and district assessments include the Florida Comprehensive Assessment Test (FCAT), High School Competency Test (HSCT), Alternate Assessment of Special Diploma Sunshine State Standards, Test of Adult Basic Education (TABE), The Florida College Entry Level Placement Test (CPT), the Pinellas Instructional Assessment Plan (PIAP) and the Developmental Inventory of Learning Skills (DILS) for preschool assessment.

2. Instructional decision making at the classroom level. These classroom assessments include PIAP measures, practice FCAT tests in reading, writing and mathematics at all levels, teacher-made assessments, and student self assessment. Classroom Learning Systems (CLS) continually provides a self-assessment to the teachers and students. Although teachers should review state and district assessments, they should base instructional decisions primarily on their ongoing classroom assessments.

(8) Improvement

(a) Improvement is defined as actions based on data that lead to improved teaching and learning. Determining and making changes is a continual process that must involve the learner.

(b) Improvement components include: data for driving decisions, a collaborative review process for making change, and "best practices" research.

1. Data for driving decisions include reliable and valid assessments, observations, and surveys.

2. A collaborative review process should take place on a scheduled basis and include representative members from all groups.

(9) Aligning Curriculum, Instruction, Assessment, and Improvement

(a) The Pinellas County Schools curriculum, instruction, and assessment design is composed of curriculum achievement targets, student assessment measures for state, district, and classroom purposes, and best practices instructional strategies. CIAI is continually reviewed for improvement.

(b) At the school level, the process of aligning curriculum, instruction, assessment, and improvement to insure a high performing teaching and learning system is called the Student Achievement Model (SAM). This process includes scheduled cycles of reviewing student progress based on data and adjusting instruction to help students meet expectations. The review cycles occur at both the classroom and school levels.

(c) Critical to attaining high student achievement for all students are collaborative working partnerships among all divisions of the Pinellas County Schools. Equally important to success is a strong working relationship with parents, businesses, and the local community. It is through working together that the aim of highest achievement for all students can be reached.

(10) Public Reporting - See Policy 2.20(7)

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 1006.28, 1008.25 F.S.

History: New 6/30/98; Amended 12/9/03, 2/22/05

5.02 CURRICULUM

(1) Curriculum in Pinellas County Schools shall provide for appropriate instruction based upon the state curriculum frameworks, course descriptions, and Sunshine State Standards prescribed by the Florida State Department of Education, Florida’s System of School Improvement and Accountability goals and standards, and Pinellas County Schools’ Student Expectations.

(a) Students with disabilities are provided instruction in the general education curriculum to the extent they are able to participate and progress. Accommodations may be provided as specified in the student's Individual Education Plan (IEP) but cannot change course performance standards. The accommodations specify changes in instructional strategies that are required as a result of a student's disability and may address: methods and materials for instruction, assignment and classroom assessments, the learning environment, time demands and scheduling, or special communication systems.

(b) When a student with a disability requires additional instruction beyond the general education curriculum, instruction is provided in a functional life skills curriculum in Sunshine State Standards for Special Diploma at the independent, supported or participatory level as specified in the student's IEP. Students eligible as vision impaired or speech impaired only are not eligible to pursue a special diploma.

(2) The core curriculum established by the Board may be changed only with the permission of the Superintendent and approval of the Board.

(3) School faculties and School Advisory Councils (SACs) shall work in collaboration with the district curriculum staff in implementing curriculum, developing course modifications, and selecting instructional materials.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 230.23 F.S., 1.09411 SBE Rules..

History: New 7/28/65; Amended 2/27/74; Revised 12/18/74; Amended 9/24/86, 2/24/88, 8/25/93, 6/30/98, 12/9/03

Note: Former 6Gx52-3.06 (changed 6/30/98)

5.03 CURRICULUM GUIDES

The district curriculum staff is responsible for providing leadership for curriculum development, implementation and evaluation. In the development of the local school curriculum, state and district curriculum guides will be used to provide basic direction for the program of studies. District curriculum guides shall be evaluated and revised continually based on state curriculum frameworks, course descriptions, and Sunshine State Standards.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 1006.28 F.S.

History: New 7/28/65; Amended 2/27/74; Revised 12/18/74; Amended 5/10/78, 9/24/86, 8/25/93, 6/30/98

Note: Former 6Gx52-3.05 (changed 6/30/98)

5.04 TEACHERS' LESSON PLANS

(1) Teachers shall maintain lesson plans either in a written or electronic format, or another format approved by their immediate supervisors, for the purpose of preparing daily lessons for each course they teach.

(2) Lesson plans shall be consistent with prescribed district course content as described in 5.02 Curriculum and shall be followed with sufficient flexibility to allow for varying conditions, events, interruptions, and the varied needs of the learner.

(3) Lesson plans shall be readily available for review by the administration and for the use of each potential substitute teacher who may be called upon to conduct the regular teacher's classes.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 230.23 F.S.

History: New 9/9/87, Amended 8/25/93, 6/30/98, 12/9/03

Note: Former 6Gx52-3.07 (changed 6/30/98)

5.05 INSTRUCTIONAL MATERIALS, INCLUDING TEXTBOOKS

(1) Superintendent’s Responsibility: The Superintendent, (or designee), shall be responsible for the requisition, purchase, receipt, storage, distribution, use, conservation, records, and reports of, and management practices and property accountability concerning, instructional materials.

(2) Principal’s Responsibility: School principals are responsible for ensuring that instructional materials are used to provide instruction to students enrolled at the grade level(s) for which the materials are designed and to effectively communicate to parents the manner in which materials are used to implement the curricular objectives of the school.

(3) Distribution: Principals and teachers shall supervise the distribution of instructional materials. Students or parents are to pay a reasonable charge for lost or damaged instructional materials.

(4) Lost and Damaged Materials: Lost, damaged or destroyed instructional materials shall be paid for as prescribed by law and in accordance with the procedures established by the Superintendent.

(a) It shall be the duty of the principal to collect from each student or his parents the purchase price of any instructional material the student has lost, destroyed or unnecessarily damaged. If such material so lost, destroyed or unnecessarily damaged has been in school use for more than one year, a sum, ranging between fifty percent (50%) and seventy-five percent (75%) of the purchase price of the material shall be collected. Such sum shall be determined by the physical condition of the material.

(b) Normal wear and tear of instructional materials shall be determined as one-fifth (1/5) the purchase price of the material per year. A student damaging instructional materials in excess of what is determined as normal wear and tear shall be charged a proportionate sum, depending on the age and condition at the time of issuance to the student.

(c) Failure of the student to pay assessed charges may result in no further issuance of instructional material to the student, suspension from participation in extracurricular activities or the satisfaction of the debt by the student through community service activities at the school at the discretion of the principal. (See also 4.01 CODE OF STUDENT CONDUCT).

(5) Failure to Pay Fines: Under no circumstances shall the transfer of a student's cumulative record be delayed or denied for failure to pay any fine or fee assessed by the school.

(6) Parent Purchase of Materials: Principals shall, when requested by parents of students enrolled in their schools, sell to such parents any instructional materials used in the school.

(a) Each school principal shall establish an account within the internal funds for Purchase and Sale of Textbooks (General Public).

(b) A parent desiring to purchase a textbook is expected to make payment in advance, all checks being made payable to the school.

(d) Upon receipt of the cash or check from the patron, the school shall issue a school purchase order to the Florida Textbook Depository, listing quantity, code number and title.

(e) Upon receipt of the materials the parent shall be notified.

(f) The invoice for payment shall be paid from the account established in (a), above. At the end of the school year, any funds left from the 15% shipping charge shall become discretionary with the principal.

(g) Prohibited from sale to parents are all teacher editions, guides, keys, etc., i.e., any materials not normally used by students.

(7) Collection of Fines: All funds collected from the sale, exchange, loss, or damage of instructional materials shall be transmitted to the office of the Superintendent to be deposited in the district school fund and added to the district's appropriation for instructional materials.

(8) Proper Care: Principals shall ascertain by inspection and ensure through every available agency that all books issued to the school by the Superintendent, (or designee), either in the hands of students or in storage, are cared for properly.

(9) Accounting for Materials: Principals shall see that all instructional materials, including textbooks, are fully and properly accounted for on forms supplied by the supervisor of instructional materials.

(10) Records and Reports: Principals shall prepare and submit such records and reports of instructional materials, including textbooks, as may be required by the Department of Education and such supplementary records and reports as the Superintendent may direct.

(11) Use of Materials: Teachers shall use all textbooks and other instructional materials in accordance with established procedures.

(12) Purchases from Internal Funds: Instructional materials for supplementary study and reading may be purchased from internal funds when such funds are available and when such expenditure is approved by the school principal.

(13) Care of Materials: Students are expected to take good care of the instructional material assigned to them.

(14) Use of State Instructional Materials Flexibility Funds: Use of State Instructional Materials Flexibility Funds: The appropriate department(s) of the division of curriculum and instruction may approve up to 50%, of the instructional materials allocation fund to purchase instructional materials not included on the state adopted list. Individual school expenditures in excess of 50%, up to the district amount provided by law, may be approved by the Assistant Superintendent for High School Education and Workforce Development. The division of curriculum and instruction shall define "instructional materials" and establish procedures for the evaluation, selection and use of non-adopted materials.

(15) Instructional Materials Defined: Instructional materials are defined as items having intellectual content that by design serve as a major tool or assist in the instruction of a subject or course. These items may be available in bound, unbound, kit, or package form and may consist of hardback or softback textbooks, consumables, learning laboratories, manipulatives, computer software, but are not electronic or computer hardware, even if such hardware is bundled with software or other electronic media, not equipment or supplies. Included are the following: state-adopted textbooks and ancillary materials, non-adopted related materials that accompany state-adopted texts, books, library and reference books not included on the state adopted list; documents, photographs, maps, charts, globes, recordings, slides, transparencies, pre-recorded audio and videotapes, laser discs, CD-ROM discs, computer software, films, filmstrips or science laboratory materials; including an allocation for the repair and renovation of textbooks and library books; but shall not include furniture, calculators, audio-visual, office and/or other equipment or teaching supplies. Teaching supplies (not to be purchased with flexibility funds) are those classroom, office, audio-visual or library non-published supply items of an expendable nature, such as chalk, paper, ink, pens, paint brushes, projection lamps, laminating films, blank cassettes, and library cards.

(16) Evaluation and County Adoption of Instructional Materials:

(a) The appropriate subject area supervisor, under the respective assistant superintendent for curriculum and instruction, shall appoint committees to evaluate materials for county adoption and work with the supervisor of instructional materials to obtain samples, train committees and publicize adoptions. These committees should include parents, community representatives and school personnel.

(b) These committees shall, in accordance with the guidelines established by the Curriculum and Instruction Division, evaluate instructional materials which have not been used previously in the county to determine their appropriateness and usability in the schools before such materials are requisitioned. Evaluations will consider the Sunshine State Standards, Grade Level Expectations, and District Strategic Directions.

(c) Following such evaluations, a list of county recommended and adopted instructional materials shall be prepared by April 15 of each school year for use during the following school year.

(d) Normally, only those instructional materials which have been county recommended and county adopted shall be requisitioned for use in this school system. School faculties should align their instructional materials purchasing plan with their school improvement plan, Florida's System of School Improvement and Accountability, and the District Strategic Plan. The school will endeavor to communicate the plan to all stakeholders including School Advisory Councils. A waiver from the district's instructional materials recommendations may be requested by following guidelines established by the Curriculum and Instruction Division. By April 1 of each year the district will notify the Department of Education of the district’s plan for purchasing state adopted materials as required by state statute.

(e) The Supervisor of Instructional Materials will be notified of all pilots of instructional materials in the district. No pilots of instructional materials being considered for state adoption will be done 18 months prior to official adoption. Pilots during the first two years of an adoption require the prior approval of the Commissioner of Education.

(17) Utilization of Instructional Materials:

(a) County adopted instructional materials shall be used until the physical condition of the material makes it unsuitable for use or until the material is obsolete.

(b) Instructional materials shall be considered obsolete when both the state contract expires and the title is removed from the county adopted list.

(c) All obsolete instructional materials shall be returned to the central book depository for proper disposition or salvage.

(18) Surplus Instructional Materials:

(a) County adopted instructional materials which exceed the needs of a particular school may be declared surplus and made available for redistribution to other schools in the district. Such surplus may exist as a result of decreased enrollment or changes in course offerings. A list of all such surplus materials shall be sent to the supervisor of instructional materials as soon as they are identified as being surplus. The surplus materials shall be returned to the central textbook depository and utilized in requisitions of schools having a shortage of such materials, at no charge.

(b) State instructional materials which have been replaced with a new state or county adoption and which are no longer needed in the instructional program at a particular school shall be declared obsolete and returned to the central textbook depository unless the supervisor of instructional materials grants the school written permission to retain the materials. Additionally, instructional materials that are deemed unserviceable shall be declared obsolete and returned to the central textbook depository.

(19) Unusable Instructional Materials:

(a) County adopted instructional materials may become physically unusable prior to the expiration of the adopted contract period and/or before they have met the criteria to be declared eligible for discard.

(b) Those instructional materials that become unfit for student use (i.e., loose or torn pages, water damage, missing pages or covers, obscenities, etc.) may be declared unusable by the principal, removed from the inventory and returned to the central textbook depository.

(20) Disposition of Obsolete and Unusable Instructional Materials Including Software:

(a) County adopted instructional materials which are obsolete shall be returned to the central textbook depository.

(b) Instructional materials declared to be of no further value to this school system may be disposed of as follows:

1. Offered to the Adult Education Program or other public education programs in the district or state;

2. Given to teachers to cut up or otherwise used as resource materials;

3. Offered free to Pinellas students;

4. Offered to private and parochial schools in Pinellas County;

5. Made available to any governmental agency, charitable organization or any individual;

6. Sold to used book dealers, recycling plants, pulp mills or other persons or firms, at the discretion of the Superintendent. Funds received will be added to the instructional materials appropriation.

7. Materials that cannot be disposed of through one of these six methods will be disposed of with commercial or public disposal methods.

(21) Purchasing State Adopted Instructional Materials with regular allocation of funds:

(a) Each principal shall receive notice of his/her regular allocation for the purchase of instructional materials.

(b) State Adopted Instructional Materials requests are completed on printed forms or electronically entered and forwarded to the office of the supervisor of instructional materials for processing before items are ordered from the State depository.

(c) Current and adequate instructional materials will be purchased in the first two years of an adoption for the core subject areas of Language Arts, Social Studies, Science, Mathematics, Literature and Reading. Each student will be provided with a textbook or other materials as a major tool of instruction in the core subject areas listed above.

(d) The cut-off date for requisitions of State adopted materials is March 15 of each year.

(22) Purchasing Instructional Materials with Flexibility Funds:

(a) Each principal shall receive notice of the amount available for use of the Flexibility Funds. These funds shall be a percentage of the regular allocation for state adopted instructional materials.

(b) If the principal determines to use the Flexibility Funds for additional state adopted materials, the normal procedures for the purchase of state adopted materials shall be followed.

(c) Materials to be considered for Flexibility Fund purchasing are to be evaluated in accordance with procedures established by the appropriate department of the division of curriculum and instruction using the district Instructional Materials Committee or a Flexibility Committee. Evaluations are to be forwarded to the supervisor of instructional materials, who shall maintain a list of approved materials.

(d) Following evaluation and recommendation, the principal shall approve any subsequent purchase with the use of Flexibility Funds. Purchase orders shall be processed through the office of the supervisor of instructional materials, who will review each purchase order to determine that each such purchase order meets the requirements listed above.

(e) If the principal determines to use the Flexibility Funds for non-state adopted materials, a standard county purchase order shall be used. The requisition shall be addressed to the vendor with an allowance for shipping charges. Any charges in excess of the Flexibility Funds shall be charged to the individual school budget. Such requisition shall be forwarded to the supervisor of instructional materials for review and approval. Following approval, the requisition shall be forwarded to the purchasing department, where normal procedures for purchasing, receiving and payment shall be followed.

(f) The cut-off date for requisitions to encumber Flexibility Funds shall be March 15 of each year.

(g) Some materials purchased with Flexibility Funds may be recorded on the annual inventory report of state adopted instructional materials. The principal shall be responsible for utilizing existing school inventory procedures to ensure proper accountability.

(23) Procedures Concerning Challenged Instructional Materials: (See also Policy 5.06 LIBRARY INFORMATION SELECTION (8) Procedures Concerning Challenged Library Information Materials. Challenges to Family Life Education material are addressed in procedures/guidelines established by the Family Life Education Committee.)

(a) The School Board of Pinellas County is legally responsible for all matters relating to the operation of Pinellas County Schools. The responsibility for the selection of education materials is delegated to the professionally trained personnel employed by the Board. Selection of materials involves many people: principals, teachers, students, supervisors and library information specialists. The responsibility for approving supplemental materials such as novels or videotapes for classroom study rests with the principal. In selecting supplemental material for the principal's approval, teachers shall consider the relative level of maturity of their students and their need for guidance in the study of such material.

(b) It is the responsibility of the teacher (or other instructional staff member) who intends to use supplemental materials to notify the school principal of potentially controversial materials that may be considered offensive to reasonable persons within the community.

(c) It is the responsibility of the principal to ensure that the materials used are appropriate and consistent with the Sunshine State Standards for the course. It is the responsibility of the principal or principal's designee to assist the teacher in devising methods to minimize or eliminate controversial materials, including, if appropriate, notifying parents of the nature of the material.

(d) If the principal decides the materials should not be taught and the teacher disagrees with the principal's determination, the teacher may appeal as outlined in policy 8.45 ACADEMIC FREEDOM (3) (c).

(e) If a parent objects to his or her child's use of instructional materials, the teacher shall provide alternate instruction and an equal, equitable, alternate assignment.

(f) If a parent objects to the use of the material with other children besides his or her own child, the complainant must file the objections in writing on the district-approved Citizen's Request for Reconsideration of Classroom Instructional Materials form and submit the form to the principal who will give it to the School-Based Instructional Materials Review Committee (same committee membership as the School-Based Library Information Review Committee – see policy 5.06). This review committee appointed by the principal is composed of three faculty members, two parents chosen by the school advisory council, two members representing the community, and the library information specialist, who shall serve as the non-voting chairman/facilitator. The review committee will contact the respective subject area curriculum supervisor(s) for input. The principal will inform the following persons of the complaint: the Superintendent, the Area Superintendent, and the Associate Superintendent for Curriculum and Instruction.

(g) The material in question will remain in use until the School-Based Instructional Materials Review Committee recommends a final decision.

(h) The School-Based Instructional Materials Review Committee will read or view the challenged materials referred to it. The committee should check the general acceptance of the materials by reading professional reviews provided by the Superintendent or designee. These professional reviews should present a balanced view if possible. The committee should weigh values and faults against each other and form opinions based on the material as a whole and not on passages pulled out of context. The review committee will meet to discuss the material and the complainant and teacher will be invited to speak. The principal and appropriate district personnel should attend the meeting. The committee will prepare a report of its findings. Copies of the report will be given to the complainant and filed in the offices of the principal, the Area Superintendent, the Superintendent and the Associate Superintendent for Curriculum and Instruction.

(i) The subject area curriculum supervisor may convene a committee of representative stakeholders to review the acceptability and continuance of the source for district wide use. Supervisors will follow procedures developed by the Secondary Language Arts Supervisor. The committee will review the issue and make a recommendation to the Superintendent. The Superintendent will review the committee's recommendation and decide the issue. The Superintendent's decision shall be final.

(j) The complainant may appeal the decision of the School-Based Instructional Materials Review Committee to the District Committee for Challenged Materials (same committee membership as the District First Amendment Review Committee) appointed by the Associate Superintendent for Curriculum and Instruction and composed of two representatives from the County Council of PTAs, two (2) members representing the community, three (3) teachers and a non-voting chairman/facilitator. The subject area curriculum supervisor will assist the chairman/facilitator. The Superintendent or the curriculum supervisor(s) will provide input to the District Committee for Challenged Materials. The decision of the District Committee for Challenged Materials shall be final.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 1006.40, 1006.28, 1006.42 F.S.; 6A-l.0955 SBE Rules...

History: New 7/l2/50; Amended 5/22/57, 7/28/65, 11/17/71, 2/27/74; Revised 12/18/74; Amended 5/10/78, 8/13/80, 5/9/84, 9/23/87, 7/26/89, 6/13/90,1/9/91, 4/8/92, 8/25/93, 6/30/98, 5/22/01, 12/10/02

Note: Former 6Gx52-3.09 (changed 6/30/98)

5.06 LIBRARY INFORMATION SELECTION

(1) Objectives of Selection:

(a) The primary objective of the school's library information center is to implement, enrich and support the educational program of the school. It is the duty of the center to provide a wide range of materials on all levels of difficulty, with diversity of appeal and the presentation of differing points of view.

(b) The School Board of Pinellas County assures the community that the Board does not intend to have obscene material appear in our schools, and it shall do all that is possible to make sure that it does not appear. To this end, the School Board of Pinellas County asserts that the responsibility of the library information center is to provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the students served; to provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards; to provide a background of information which will enable students to make intelligent judgments in their daily life; to provide materials on opposing sides of controversial issues so that young citizens may develop, under guidance, the practice of critical analysis of all library information; to provide materials representative of the many religious, ethnic and cultural groups, and their contributions to our American heritage; to place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for users of the library information center.

(2) Responsibility for Selection of Materials:

(a) The School Board of Pinellas County is legally responsible for all matters relating to the operation of Pinellas County schools. The responsibility for the selection of educational materials is delegated to the professionally trained personnel employed by the Board. Selection of materials involves many people: principals, teachers, students, supervisors and library information specialists. The responsibility of coordinating the selection of educational materials and making the recommendation for purchase rests with the professionally trained library information personnel.

(b) The principal shall appoint a Library Information Selection Committee, which shall be composed of members of the several disciplines and under the leadership of the library information specialist. This committee shall be charged with the responsibility for the selection of educational materials in accordance with established procedures.

(c) The principal shall appoint a School-Based Library Information Review Committee, which shall be composed of three faculty members, two parents chosen by the school advisory council, two members representing the community and the library information specialist, who shall serve as non-voting chairman/facilitator. If a complaint is made about any library information available for student use, this review committee will meet to determine the disposition of the material in question.

(3) Salesmen in Library Information Centers: Salesmen shall have permission from the principal's office before entering library information centers.

(4) Displaying the Written Word: The posting of historical and familiar quotations within Pinellas County schools is the direct responsibility of the school principal. Principals are expected to exercise reasonable care in the selection of such materials and for checking the authenticity of the authors to whom such words are ascribed before subjecting students to such quotations.

(5) Distribution of Materials: No material shall be distributed throughout the school system, including pamphlets, examinations, questionnaires, etc., without the full knowledge of the School Board.

(6) Criteria for Selection of Educational Material:

(a) Needs of the individual school, based upon knowledge of the curriculum and of the existing collection, shall be given first consideration. Materials for purchase shall be considered for purchase on the basis of overall purpose, timeliness, importance of the subject matter, quality of writing/production, readability and popular appeal, authoritativeness, reputation of the publisher/producer, reputation and significance of the author/artist/composer/producer, etc., format and price.

(7) Procedures for Selection of Educational Materials:

(a) In selecting materials for purchase, the library information specialist shall evaluate the existing collection and consult reputable, unbiased, professionally prepared selection aids; specialists from all departments and/or grade levels; and the Library Information Selection Committee, which has the responsibility for the selection of the materials.

(b) In specific areas, the library information specialist shall follow these procedures: Gift materials shall be judged by the basic selection standards, and shall be accepted or rejected by these standards; multiple items of outstanding, and much-in-demand library information may be purchased as needed; worn or missing standard items may be replaced periodically; out-of-date, or no longer useful, materials may be withdrawn from the collection; sets of materials and materials acquired by subscription shall be examined carefully and purchased only to fill definite need.

(8) Procedures Concerning Challenged Library Information Materials: (See also Policy 5.05 INSTRUCTIONAL MATERIALS INCLUDING TEXTBOOKS (23) Procedures Concerning Challenged Instructional Materials)

(a) There will be occasional objections by the public to a library information selection despite the care taken to select valuable materials for student and teacher use. Therefore, the following criteria shall apply: The principles of freedom to read and the professional responsibility of the staff must be defended rather than the materials.

(b) If a complaint is made, the procedures shall be as follows: Instruct the complainant to file the objections in writing on the district-approved Citizen's Request for Reconsideration of a Work form and submit the form to the principal who will give it to the School-Based Library Information Review Committee (same committee membership as the School-Based Instructional Materials Review Committee - see policy 5.05). The material in question shall remain in circulation until a final decision is recommended by the School-Based Library Information Review Committee. The principal shall inform the Superintendent, the area superintendent, library information/technology supervisor, and the associate superintendent of human resources and public affairs of the complaint.

(c) The School-Based Library Information Review Committee will read or view the challenged materials referred to it. The committee should check the general acceptance of the materials by reading professional reviews provided by the Superintendent or designee. These professional reviews should present a balanced view if possible. The committee should weigh values and faults against each other and form opinions based on the material as a whole and not on passages pulled out of context. The review committee will meet to discuss the material and the complainant will be invited to speak. The principal and appropriate district personnel should attend the meeting. The committee will prepare a report of its findings. Copies of the report will be given to the complainant and filed in the offices of the principal, the Area Superintendent, the Superintendent, the Associate Superintendent for Curriculum and Instruction and the supervisor of library information services.

(d) The complainant may appeal the decision of the School-Based Library Information Review Committee to the District Committee for Challenged Materials (same committee membership as the District First Amendment Review Committee). The Superintendent or the curriculum supervisor(s) will provide input to the District Committee for Challenged Materials. The decision of the District Committee for Challenged Materials shall be final.

(e) The library media/technology supervisor may convene a committee of representative stakeholders to review the acceptability and continuance of the material in question for district wide use. The supervisor will follow procedures as developed by the Secondary Language Arts Supervisor. The committee will review the issue and make a recommendation to the Superintendent. The Superintendent will review the committee's recommendation and decide the issue. The Superintendent's decision shall be final.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 1001.41 F.S.

History: New 11/17/71; Amended 2/27/74; Revised 12/18/74; Amended 8/13/75, 5/10/78, 8/12/87, 1/11/89, 8/8/90, 1/9/91, 6/30/98, 11/07/00, 12/10/02

Note: Former 6Gx52-3.08 (changed 6/30/98)

5.07 REQUIRED CORE CURRICULUM/PROMOTION/

RETENTION/ACCELERATION--ELEMENTARY

(1) Required Program: The required core curriculum for elementary school grades in the Pinellas County Schools reflects state and local requirements for elementary education. The following core curriculum areas are required for each grade, K-5.

(a) Art

(b) Language Arts (reading and writing)

(c) Mathematics

(d) Music

(e) Science and Health (must include substance abuse and human growth and development)

(f) Social Studies (must include economic education and law education)

(g) Character Education

(h) Computer Literacy Skills

(i) Physical Education - Physical Education is part of the required curriculum in elementary school and should be scheduled for 150 minutes per week. The physical education classes should be staffed by a certified physical education teacher and non-certified assistants when appropriate. Physical education shall consist of physical activities of at least a moderate intensity level and for a duration sufficient to provide a significant health benefit to students, subject to the differing capabilities of students. The physical education program will reflect the following program outcomes that are developmentally appropriate for the elementary student:

1. Students will demonstrate competency in many movement forms and proficiency in a few forms of physical activity.

2. Students will apply movement concepts and principles to the learning and development of motor skills.

3. Students will understand that regular participation in physical activity provides a major component in personal fitness and wellness.

4. Students will achieve and maintain a health enhancing level of physical fitness.

5. Students will demonstrate responsible personal and social behavior in physical activity.

6. Students will understand how participating in physical activity promotes inclusion and an understanding of the abilities and cultural diversity of people.

7. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.

(j) Critical thinking skills, problem solving skills, and student responsibility for learning, in the context core curriculum areas of mathematics, science and health, social studies, reading, and writing will also be included in the instructional program for the elementary students.

(k) English for Speakers of Other Languages (ESOL) shall be provided for those pupils in need of such instruction.

(l) In addition, exceptional student education services are required for eligible students as specified by state statutes, State Board of Education regulations and IDEA.

(2) Pinellas Instructional Assessment Plan (PIAP): The Pinellas Instructional Assessment Plan (PIAP) is the district plan for teachers that is designed to provide curriculum, assessment, and instructional information in the academic areas of reading, writing, mathematics, and science, as well as information about health, social development and behavior strategies. Periodic and ongoing assessments are an integral part of instruction. The Pinellas Instructional Assessment Plan (PIAP) lists specific assessments that are to be given at each grade level for each assessment cycle. Additional diagnostic assessments to determine the nature of the student's difficulty and areas of academic need are included. Each K-5 student shall have a Pinellas Instructional Assessment Plan folder. The folder should contain assessments, which support the student's instructional needs, and Academic Improvement Plans (AIP) for identified students. Kindergarten students should have a student record sheet, which includes all PIAP assessment data. Students with disabilities whose core curriculum is the Special Diploma SSS will have an alternate assessment portfolio in lieu of a PIAP folder.

(3) Academic Improvement Plan (AIP): Each student must participate in the statewide assessment tests required by 1008.22 FS.

(a) An Academic Improvement Plan (AIP) is a specific, detailed plan tailored to identify the individual assistance that will be given to remedy a student’s individual diagnosed deficiencies. The purpose of the AIP is to detail the current services provided to the student and the intensive, supplemental instructional and support services that will be provided to the student to meet the desired level of performance. An AIP must be developed for any student (including ESE and ESOL) who has been retained or identified as not meeting state or district expectations for proficiency in reading in kindergarten or for proficiency in reading, writing, mathematics, or science in grades 1-5. The PIAP-AIP Booklet identifies the criteria for an AIP. An AIP must be developed in consultation with the student’s parent or legal guardian and must include the intensive remedial instruction that will be given in the areas of weakness.

(b) A copy of the AIP will be given to the parent. Students at any grade who have been identified as having a deficiency in reading must have an academic improvement plan that identifies the student’s specific area of deficiency in phonemic awareness, phonics, fluency, comprehension, and vocabulary as well as desired levels of performance in these areas. Schools shall also provide for the frequent monitoring of the student's progress in meeting the desired levels of performance. Any student who exhibits a substantial deficiency in reading, based upon locally determined assessments or statewide assessments must be given intensive reading instruction immediately following the identification of the reading deficiency.

(c) The parent of any student who exhibits a substantial deficiency in reading, must be notified in writing of the following:

1. that his or her child has been identified as having a substantial deficiency in reading;

2. a description of the current services that are provided to the child;

3. a description of the proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency;

4. that if the child's reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause;

5. strategies for parents to use in helping their child succeed in reading proficiency;

6. that the FCAT is not the sole determiner of promotion and that additional evaluations, assessments and portfolio review may be used to determine if the student is reading at or above grade level;

7. when there is a change in the AIP status.

(d) Each student who does not meet minimum performance expectations for the statewide assessment tests in reading, writing, science, and mathematics must continue remedial instruction or supplemental instruction until expectations are met. If the documented deficiency has not been remediated according to the Academic Improvement Plan (AIP), the student may be retained. The intensive reading instruction shall be continued until the reading deficiency is remediated. Reading proficiency is reassessed by locally determined assessments or through teacher observation at the beginning of each year and in an ongoing manner in accordance with district guidelines.

(4) Potential Retainee Lists: Potential retainee lists for grades kindergarten through five shall be developed at the school, based on the student's performance on the Pinellas Instructional Assessment Plan (PIAP), teacher evaluation/assessment, statewide assessments, and progress report grades during the first two reporting periods. The parent of a student with a substantial deficiency in reading must be notified in writing after the initial PIAP testing that the student is a potential retainee. The parents of each identified potential retainee shall be notified in writing of the possibility of non-promotion no later than the middle of February. In the case of transfer students, notification shall be given within nine (9) weeks of transfer.

(5) Elimination of Social Promotion and Mandatory Retention for 3rd Grade: No student may be assigned to a grade level based solely on age or other factors that constitute social promotion. Any student whose reading deficiency is not remediated by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test, must be retained unless he or she is exempt from mandatory retention for good cause.

(a) Exemption from 3rd Grade Mandatory Retention for Good Cause: The district school board may only exempt students from mandatory retention for good cause. Good cause exemptions shall be limited to the following:

1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program.

2. Students with disabilities who's Individual Education Plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of the State Board of Education rule. The core curriculum for these students is the Special Diploma SSS.

3. Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education.

4. Students who demonstrated, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT.

5. Students with disabilities who participate in the FCAT and who have an Individual Education Plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, for more than two (2) years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, grade 2, or grade 3.

6. Students who have received the intensive remediation in reading and who were previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of two (2) years.

Intensive reading instruction for students so promoted must include an altered instructional day based upon an Academic Improvement Plan (AIP) that includes specialized diagnostic information and specific reading strategies for each student.

Requests for good cause exemption shall be submitted from the student's teacher to the school principal. Documentation must indicate that the promotion of the student is appropriate and based on the student's academic record. Documentation shall consist only of the existing Academic Improvement Plan (AIP), Individual Education Plan (IEP), if applicable, pupil progress report or student portfolio. The principal shall review and discuss such recommendation with the teacher and determine whether the student should be promoted or retained. If the school principal determines that the student should be promoted, a recommendation shall be made in writing to the Superintendent who will accept or reject the recommendation in writing.

(6) Mid-Year Promotion Policy For Retained 3rd Grade Students – Additional district guidelines contained in the Pinellas Instructional Assessment Plan (PIAP) apply for students retained in grades