Evans International Elementary School Classrooms
Occasionally, recommendations are made by the district to implement a program, adopt a textbook, use an assessment or modify the scope and sequence of curricular content in a way that does not match our educational program or meet the needs of our students. The staff of Evans International Elementary School has the liberty to make curricular and instructional decisions that are in alignment with our educational plan, with state standards, that support the programs and goals of our school, and allow us to provide rigorous, appropriate grade level instruction. Our staff maintain authority to establish an educational program, textbook and assessment adoption that is aligned to Colorado state standards and the education program of the school.
Students in the 21st century are faced with the challenge of learning about an interconnected world where knowledge is constantly developing.The International Baccalaureate Primary Years Program helps us prepare students to be active participants in a lifelong journey of learning. Evans International Elementary School became a fully authorized IB PYP school in 2009. The IB philosophy, mission, and vision provide a basis for our educational program at Evans. We maintain IB status and maintain the decision making authority as it relates to the continuation of IB PYP at our school and our educational program. Maintaining status as an IB school also requires additional funding and staff, above and beyond a regular elementary school budget, to implement the program effectively and with validity.
The IB Primary Years Programme, for students aged 3-12, focuses on the development of the whole child as an inquirer, both in the classroom and in the outside world. There are six transdisciplinary themes of global significance that provide the framework for exploration and study:
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the planet
Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries. The six transdisciplinary themes surround and are incorporated by six subject areas:
- Social Studies
- Personal, Social and Emotional Education
The transdisciplinary themes and subject areas outlined above form the knowledge element of the program.
Five essential elements – concepts, knowledge, skills, attitudes, action – are incorporated into this framework, so that students are given the opportunity to:
- gain knowledge that is relevant and of global significance
- develop an understanding of concepts, which allows them to make connections throughout their learning
- acquire transdisciplinary and disciplinary skills
- develop attitudes that will lead to international-mindedness
- take action as a consequence of their learning
The IB PYP curriculum is expressed in three interrelated ways: the written, taught, and assessed curriculum.
The written curriculum – what do we want to learn? - The most significant and distinctive feature of the IB PYP is the six transdisciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a transdisciplinary framework that allows students to ‘step-up’ beyond the confines of learning within subject areas.
The taught curriculum – how best will we learn? - The six transdisciplinary themes help teachers develop a programme of inquiries -- in-depth investigations into important ideas, identified by the teachers, and requiring a high level involvement on the part of students. These inquiries are substantial, in-depth and usually last for several weeks.
The assessed curriculum - how will we know what we have learned? – Assessment is an important part of each unit of inquiry as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do. The teacher’s feedback to the students provides the guidance, the tools and the incentive for them to become more competent, more skillful and better at understanding how to learn.
The IB PYP is a challenging program that demands the best from both motivated students and teachers. As an authorized PYP school, Evans International Elementary School is able to access an extensive package of professional development for teachers and administrators. Ongoing, high quality, professional development is a requirement of teachers and administrators in an IB school. An IB coordinator meets with teams daily and through collaboration helps to ensure best teaching practices and high expectations are integrated throughout daily lessons. To ensure we maintain the implementation of the high standards and quality instruction required of an IB PYP school, teams from the IB organization visit from time to time to support an ongoing process of review and development, using standards and practices that apply to all IB World Schools. Evans International Elementary School is held accountable by the IB organization through reauthorizations and evaluations.
Sand Creek Zone Graduation Requirements
Policy IKF specifies that graduation from District 49 must be based on demonstrated mastery of Colorado Academic Standards. One method of demonstrating mastery is successful completion of a sequence of courses. In the traditional model of earning credits toward graduation, each course is associated with an academic content area as well as a number of credits earned. The following table establishes the baseline expectations for credit-based demonstration of mastery toward high school graduation. In this model, one credit denotes the successful mastery of content that has traditionally been incorporated in a full year of study. Credit is awarded on a semester basis only and requires a passing grade of "D" or higher.
A class of 2019 or 2020 diploma shall be awarded to Sand Creek Zone students who earn the following credits by the of the 2018-2019 school year.
Content Area Credits English 4.0 Social Studies 3.5 Science 3.0 Mathematics (at high school) 3.0 Foreign Language 2.0 Technology 1.0 Fine Arts 1.0 Physical Education 1.0 Health 0.5 Elective Credits 6 Total: 25.0As stated in BOE policy IKF-R, "Graduation Requirements, Courses and Credits," Sand Creek Zone graduates who meet the following requirements will earn a college endorsement: Content Area CreditsEnglish*American Literature and English Literature required 4.0 Social Studies 4.0 Science
*Geometry and Algebra II required
4.0 Foreign Language
*Two years of the same language required
2.0 Fine Arts 1.0 Physical Education 1.0 Health 0.5 Elective Credits 6 Total: 26.5New Graduation Requirements Freshman & Sophomores 2018-2019
Under Colorado’s new graduation requirements, students will have to demonstrate competency in English and Math by scoring at or above the examination minimums set by the state from one of the following (in both content areas): ACT, SAT, Accuplacer, Advanced Placement, International Baccalaureate, ASVAB, or ACT WorkKeys. Mastery may also be demonstrated by the completion of a Capstone Project, earned Industry Certification, or successful completion of 100 level Concurrent Enrollment courses.
Students must also demonstrate mastery in each content area and earn a minimum of 24.5 credit to receive a high school diploma. Your student’s individual Pathway Plan (also known as ICAP) must be updated each year and will drive the counseling and advising of courses and credits for your student’s high school plan. Students must review pathway plans of study to meet college requirements, military requirements, and/or career and workforce readiness. Students wishing to continue onto post-secondary education will need to research the entrance requirements for that specific institution. Both two-year and four-year colleges and universities have different requirements and minimum exam scores.
Class of 2021 and beyond:
English 4.0 credits
Math 3.0 credits
Science 3.0 credits
Social Studies 3.5 credits (Civics is required for all plans of study)
Or Practical Arts 2.0 credits (determined by Pathway Plan)
Technology 1.0 credits
Fine Arts 1.0 credits
PE/Health 1.5 credits
Electives 5.5 credits
TOTAL ……………………….24.5 CREDITS
Menu of Options for English and Math
Mastery in the area of English and Math must be demonstrated by meeting one of the benchmark minimum scores once in both content areas. The Menu of Options include:
SAT 470 Accuplacer 62 on Reading Comprehension or 70 on Sentence Skills
ACT 18 AP 2
IB 4 ASVAB 31
ACT WorkKeys Bronze
SAT 500 Accuplacer 61 on Elementary Algebra
ACT 19 AP 2
IB 4 ASVAB 31
ACT WorkKeys Bronze
Capstone Project, Industry Certification and Concurrent Enrollment: Students may also demonstrate mastery in English and Math by completing a Capstone Project, earning an Industry Certification recognized by business and industry, and/or successfully passing an English Concurrent Enrollment course and/or Math Concurrent course with a C or higher. Please see BOE Policy IKF-R-1.
Section I: Instruction
Prior to the end of the school year, preferably by the February regular meeting, the Board of Education shall adopt a calendar for the following school year. The calendar shall specify the days during which district schools shall be in session, the days on which the district will close in observation of federal holidays, and the dates of major breaks.
The following criteria apply to the District 49 School Family Calendar and should be used when calculating instructional time:
The Board of Education is required by state law to determine the educational programs delivered in the schools of the district. Curriculum shall be aligned with the Colorado Academic Standards to ensure that each student is provided the educational experiences needed to achieve or exceed grade-level standards or complete the requirements and goals as listed on a student’s Individualized Education Program (IEP).
The Board believes a comprehensive health education program is an integral part of each student's education. The health education program should emphasize the functioning and proper care of the human body and encourage the development of lifelong, positive health habits. In addition, it should inform students about potential physical and mental health hazards they are likely to encounter in various life situations and help them make sound, intelligent decisions when they are confronted with choices that could affect their health or that of others.
Exemption will be granted from a specific portion of the health education curriculum on the grounds that the material taught is contrary to the religious beliefs and teachings or closely held personal beliefs of the student or of the student’s parent/guardian. If the request for the exemption is from a specific portion of the health education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.
The Board of Education is dedicated to providing comprehensive programming for the identification and education of gifted students. Gifted students are those students between the ages of four (4) and twenty-one (21) whose abilities, talents and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. The Board believes that a quality instructional program that differentiates curriculum and instruction is essential so all students can learn and grow to their level of potential.
In keeping with the intention of the state of Colorado to offer educational opportunities to those children whose dominant language is other than English, the district shall provide suitable research-based language instructional programs for all identified English language learners in grades kindergarten through 12 in accordance with the requirements of state and federal statutes, Colorado State Board of Education rules and the Colorado Department of Education guidance.
The Board believes that to decrease student dropout rates, increase graduation rates and encourage all students to reach their learning potential, it is important to support students in planning for postsecondary and workforce opportunities throughout their education. To promote students’ postsecondary and workforce success and in accordance with state law, the district shall provide the following opportunities and information.
Implementation Plan for Student Individual Career and Academic Plans
The Board believes that students who wish to pursue postsecondary level work while in high school should be permitted to do so in accordance with this policy and accompanying graduation requirements for successful completion of approved postsecondary courses offered by institutions of higher education.
ASCENT is Concurrent Enrollment that extends the opportunity for postsecondary enrollment one year beyond the 12th grade year for qualified applicants.
As the governing body of the school district, the Board is legally responsible for the selection of instructional materials. Since the Board is a policymaking body, it delegates to the District’s professional personnel the authority for the selection of instructional and library materials in accordance with this policy.