• Bush Hills Academy K8 School

    Curriculumand Instruction Handbook

     

     

    Tikki Hines

    Curriculum and Instruction Specialist

     

    Judith Ross

    Principal

     

    "Building a Better World One Student at a Time”


     

    Table of Contents

    Letter fromCurriculum Specialist

    DailyRequirements

    Lesson Plans

    Data Binders

    StudentsProfiles/Students Portfolios

    Common CoreState Standards/Assessments

    DistrictAssessments

     READ180/Weekly Quizzes

    Appendix


     

     

    Greeting Colleagues:

     

    Welcome back to an exciting year at the Bush hills Academy K8School.  I am looking forward to collaboratingwith each of you this academic year. 

    This handbook will help guide our instructional programduring this school year. As you take time to review this handbook, you willnotice some of the procedures that will help guide instruction in our school soALL students will be collegean career ready.

    I am always available to assist you with all of yourcurriculum and instructional needs.

     

     

    Tikki Hines

    Curriculum and Instruction Specialist

     

     

     

     


     

    BIRMINGHAM CITY SCHOOLS

    MISSION STATEMENT

    The mission of theBirmingham City School System (BCS) is to guide all students to achieveexcellence in a safe, secure and nurturing environment.

    The Birmingham City SchoolSystem offers a standards-based aligned curriculum to its students.  Standard-based reform is the driving forcebehind most federal, state and local education policies.  Under the standards-based reform, studentswill have access to more challenging curriculum content that they will beexpected to learn at a proficient to high level of performance.

    The focus of the BirminghamCity School System is to raise academic standards for all students.  The standards guiding the selection of curriculummaterials and classroom instruction are determined by the following:

    ·        The content of the curriculum that specifies what students should knowat each grade level.

    ·        The content also specifies what the teachers must teach.

    Within the framework ofthese standards, Birmingham City School System offers a broad range of academiccurriculum from early childhood to college preparatory. BCS also meets thediverse needs of its students through specialized programs for English as asecond language, gifted students, family literacy, and more.

     

     

    Bush Hills Academy

    MissionStatement

    Bush Hills Academy is dedicated toproviding a safe, healthy learning environment to all students regardless ofacademic ability or soci-economic background. We are dedicated to assisting our students in becoming college and orcareer ready.  We will encourage them toset and achieve personal goals as they relate to their daily living throughefforts of dedicated and creative staff members, parents, and communityresources.

    .

     

     

     

    Daily Requirements

     

    As you knoweach day in your classroom you should have your daily Alabama Course of Study(ACOS) standards/ objectives posted in your classroom. Students should know theACOS standards / objectives they are working on for that day. Please review thefollowing bullets as it relates to daily requirements in your classroom.

     

    ·       Dailyobjectives/ ACOS standards should be posted as stated in the ACOS (Do not writethe numbers only).

    ·        ACOS Standards and objectives should bevisible in your classroom.

    ·       CommonCore Standards should match with your weekly lesson plans.

    ·       Evidenceof Response to Instruction (RTI) must be apparent in your classroom daily.

    ·       Evidence of higher order questioningas it relates to Bloom’s Taxonomy

     

     

     

     

     

     


     

    Lesson Plans

    Lesson plansare used to guide and help you plan daily lessons and activities in yourclassroom. Birmingham City Schools has a district format for grades K-12. GreenAcres Middle School will follow this format for our weekly lesson plans. Lessonplans are due on the first and third Thursday of every month for the schoolyear. Plans should be turn in to the main office by the end-of-the-day. Lessonplans plan not submitted on the due date are considered late.

    ·       Standards/objectives should be highlighted in your lesson plans.

    ·        Lesson Plan should be emailed to  THines@bhm.k12.al.us (K-2) , (3-5)JROSS@bhm.k12.al.us  ,and YWilliams@bhm.k12.al.us (6-8)

    ·       Hardcopies of your  binder of lesson plansshould be kept visible in your classroom daily.

    ·       Smallgroup activities should also be highlighted in your lesson plans

    ·       Interventiongroup activities should be included as well. These activities should addressareas where students are non- proficient.

    ·       Homeworkassignment should also be in lesson plans.

    ·        One week Emergency sub plans should also beturned into the Curriculum Specialist.

     

     

     

     

     

                                                                                                          

    Data Binders

    ·       All teachers are required to keep a data binder.The binders should be kept in your classroom and up to date. Only student datashould be kept in these binders. Data binders will differ from the grade levelto grade level

            Requirements foreach grade level:

     

    ·       Grades6-8 data binders should include Alabama Reading and Math Test (ARMT) data, studentprofile sheets, baseline test data, unit test assessments, District assessmentand common core assessment data.

     

    ·       Grades6-8 data binder should include ARMT data, student profile sheets and DistrictAssessment data.

     

     

     


     

    Student Portfolios

    Each Studentshould have a student portfolio. Portfolios should be kept in each classroom. Student’s weekly quizzesand tests should be kept in these portfolios. Student work in the portfolioshould match the grades in your grade book also this shows evidence that ACOSstandards/ objectives are being covered in your classroom. Listed you willfollow the guidelines for student portfolios:

     

    ·        Students’ name and grade should be onportfolios.  Each student should haveownership in the portfolios. Time should be designated for student to review his/herdata and grades.

    ·        6-8 teachers should have a portfolio for everystudent in your classroom you teach.

    ·       AllTest and Quizzes  should also be kept inthe students’ portfolios

    ·       Periodicchecks will take place to insure that standards /objectives are being taught.

     

     

     

     

     

     

     


     

    Common Core State Standards/Assessments

    Theseassessments will be given every four weeks on each grade level and graded bythe classroom teacher. These assessments should have 20-25 questions. Eachgrade level will develop its own test using the Common Core Standards (CCS).CCS assessments should be given during your class time. Listed you will findhow the test will be developed for your grade level. This will take place eachgrade level 6-8 working with your grade level team leader.

     

    ·       Grades6-8 student assessment should have 25 questions. Each teacher should provide 5questions for the subject(s) taught.

    ·       TheseCCS assessments should be kept in the student portfolios in your classroom byclass or homeroom.

    ·       CCSassessment data analysis sheets should also be kept in your data binders.

     

     

     

     

     

     

     

     

     


     

    District Assessments

     

    District Assessments are given three times a year. Data from this test will be used to driveinstruction in your classroom daily. Students profile sheets will be filled outafter each test.

    ·       Districtdata sheets should be kept in your data binders. A copy should be turned intothe Curriculum Specialist office three days after each test.

    ·        Student conferences should take place aftereach test.

    ·       Studentsshould also be taken to the computer lab to work on probes and activities thatrelate to District Assessment.

    ·       Teachershould create practice probes for students.

     

     

     

    Formative Assessment

    Thisassessment allows student to learn through Tiers.  This program will provide intervention tostudents in math and reading. 45 minutes per week. This program will supportCCRS and BCS Pacing Guide.

    ·       Formativeassessment data should be kept in your classroom.

    ·       All classes will participate on the CW program.

     

     


     

    READ180

    READ180 assessment is for those students who are experiencingchallenges in reading grades 6-8. These students will have a set lab time towork with the READ180 Instructor.

    ·       Studentsassigned to the READ180 must attend their scheduled time.

    ·       Teacherswill work with the READ180 Instructor so that participants will receive pointfor participation.

    ·       Studentsthat are enrolled in READ180 must attend class the entire school year.

    ·       Studentswill attend classes during their assigned class time. The READ180 instructorwill provide a schedule to the Language Arts teachers.

     

     

    Weekly Quizzes

    Weeklyquizzes should be given to students to address the ACOS (Along with imbeddedCCS) Standards that have been taught for the week. This shows evidence ofstandards and skills being taught in your classroom.

     

    ·       Quizzesshould be in the format of a Standardized Test.

    ·       Acopy of all tests and quizzes should be kept in a file in your classroom. Theseassessments should address skills that the students or non-proficient.

    ·       Quizzesshould include open-end questions fill -in -the -blank, and multiple choicequestions.

     

                                                                                                         


            

     

     

     

     

     

     

     

     

     

             


    BUSH HILLS ACADEMY K8 SCHOOL DISTRICT DATA ANALYSIS SHEET

    (After Completion Please Place in DataBinder)

     

    Date ___________________ Teacher’s Name _______________________________Grade Level ______

    What are the relative strengths in MATH/READING/SCIENCE?

    ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    What are the relative weaknesses inMATH/READING/SCIENCE?

    ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    Who are the top five prioritystudents to receive enrichment/remediation in your subject for each class youteach?

    Students

    Skills/Objectives

     

     

     

     

     

     

     

     

     

     

     

     

     

    BUSH HILLS K8 SCHOOLDISTRICT DATA ANALYSIS SHEET

    (CONTINUED)

     

    What skill/objective do I need toprovide during whole group instruction for each of my Classes?

    _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    List three weaknesses from ARMTdata that you can address through Assessment

    _____________________________________________________________________________________

    __________________________________________________________________________________________________________________________________________________________________________

     

    How will you specifically addressthese weaknesses?

    _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

     

    How will you specifically addressthese weaknesses?

    _____________________________________________________________________________________

    __________________________________________________________________________________________________________________________________________________________________________

     

     

     

     

    Lesson Presentation FormatK-12

    Classroom Process

     

    The fivemajor parts of the lesson presentation are briefly defined below withrecommended times and sample activities for each part.  The emphasis below is on time and the major componentsthat define the Classroom Process for grades K-12.  Times reflect recommended course subject areainstruction.  Minimum times are suggestedin the ALSDE Course of Study guidelines.

     

    Major Parts

    Contents/Activities

    Elementary           Time

    Grades K-3       30 minutes

    Grades K-5       45 minutes

    Middle Level

    Grades 6-8

    55 minutes

    High School

    Grades 9-12

    90 minutes

    1.  Motivation

    Getting the Audience Attention

    Activate Prior Learning

    Do It Now!

    Engage Student Interest

    Review Previous lesson Provocative Question

    Vocabulary

    Skill of the Week:  Cause/effect; fact/option

    Bell Ringer

    Primary Source

    ·         Film Clip

    ·         Photograph

    ·         Map

    ·         Chart

    ·         Table

    ·         Cartoon

    ·         Letter

    ·         Diary

    ·         Picture

    ·         Music w/lyrics

    3-5 minutes

    5-10 minutes

    10 minutes

    2.  Providing Context and Expectations

    Standards

    Objectives

    Explain what the student should know and be able to do Content standard (s):

    Establish the “Big Picture”

    Connect Prior Knowledge

    Define Enduring Understandings

    Essential Questions?

    Foreshadow things/ideas to come

    Assessment activities

    ·         Using a Rubic

    ·         Informal/Formal

    2-3 minutes

    5-minutes

    10 minutes

    3.  Instructional Process

    “The Learning Experiences”

    • Making Meaning
    • Bloom’s Taxonomy-

      critical thinking

    Modeling

    Small group

    Whole group

    Independent

    Learning Styles

    Questioning Strategies

    Use of Primary Sources

    Use of Graphics/Images

    Various Text Materials

    15-20 minutes

    30 minutes

    50 minutes

    4.  Closure

    “Tying Learning Together”

    Making

    Have students learned the essential points from the lesson?  How do you know?

    Summarization Activities

    • 3-2-1
    • Use of Graphic Organizers
    • Ticket Out the Door/Exit Slip
    • Draw a Picture
    • Pair and Share

    2-3 minutes

    5-10 minutes

    10-15 minutes

    5.  Extension Activities

    How will students apply or extend the learning experiences?

    (OPTIONAL)

    • Research Project
    • Interview
    • Service Learning
    • Write a Report/Essay
    • Portfolio
    • Homework
    • Use Search Engines
    • Write a Play, Skit, Role Play, Song, etc.
    • Research Paper
    • Power Point Presentation

    3-5 minutes

    5-10 minutes

    5-10 minutes

     

    • Extension Activities are optional. The allotted time can be used for the instructional process model or any of the other major parts.

     

    • Providing Context and Expectations segment may take longer depending on the complexity or involvement of the lesson or unit.

     

    • Timing of the segments is essential to insure implementation of parts 1-4.

     

    Note:  Research and education literature reviewsmaintained that what is presented first in a lesson is best remembered.  What is presented last in a lesson isremembered second best.  What comes inthe middle of the lesson is remembered least (Sousa, David A. – How the BrainLearns).


     

     

    Lesson Plan and Classroom Process Template

    Teacher

    Course/Grade

    Class Period

    Day/Date __________

    Mon   Tue  Wed  Thurs  Fri

    COS Standard: (describe) – Based on Subject Pacing Guide

     

    ARMT           AHSGE          ADAW           Other        (describe)

     

    1.  Lesson Introduction/Motivation/Engagement (describe including resources, materials, time allotted)

     

     

     

                                                                                                                                                              Time

    2.  Provide Context/Expectations/Objective/Big Picture Question/Enduring Understanding

     

     

     

                                                                                                                                                                Time

    3.  Instructional Process – Student Activities:  Thinking Skills – (Learning Modes:  Auditory, Visual, Kinesthetic, Verbal;  Bloom’s Taxonomy)

     

     

                                                                                                                                                                 Time

    3.  Instructional Process – Teacher Behaviors

     

     

                                                                                                                                                                 Time

    4.  Closure: Tying Learning Together (describe)

     

     

    Assessing Student Understanding:

     

                                                                                                                                                                 Time

    5.  Extension:  How will students apply or extend the learning (homework, research project, writing, etc.)?

     

     

     

    Content (Identifiers – ID’s/Vocabulary/Main Terms, People, Places, Events, etc.)

     

    Resources/Materials/Technology

     

    2012-2013

    GREEN ACRES MIDDLE SCHOOLDATA GOAL SHEET

     

     

    Student Name____________________________________________________________

     

    ARMT READING                                                                                                ARMT MATH

     

     

     


    ACHIEVEMENT LEVEL  __________                                         ACHIEVEMENTLEVEL _______

     

    MEAN SCALED SCORE  __________                                        MEANSCALED SCORE _______

     

    READING 2013 GOALS                                                                    MATH 2013 GOALS

     

     

     

     

     


    ARMT Achievement Level __________                                               ARMTAchievement Level _______

     

    ARMT Mean Scaled Score __________                                                ARMTMean Scaled Score  _______

     

     

     

     

    Reading Areas of Focus                                                                 Math Areas of Focus

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

     

    Intervention Strategies                                                                 Date

     

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

    __________________________________                     ______________________________

     

     

     

    This Form should bekept in the student portfolio

     

    BIRMINGHAM CITY SCHOOLS - JONES VALLEY K-8 SCHOOL

    TEXTBOOKS ISSUED TO STUDENT

     

    Teacher:________________________________________________             Grade: ­­­­­__________________

     

    Date: ________________________________

     

    TEXTBOOK RULES

    All textbooks are the property of the State of Alabama.

    The student must return textbooks to the teacher when he/she ispromoted or transferred.

    The principal of each school is given the authority to approve ordisapprove the condition of textbooks on issue and return.

    The following are guidelinesregarding lot or damaged textbooks:

    Penalties for lost textbooks:

    Charge full price iftextbook was new when issued.

    Charge a variable of50% to 75% of cost, if textbook was used when issued.

    Charge half price,if textbook was rebound when issued.

    Penalties for damaged textbooks:

    Consider textbook atotal loss if one of more pages of content or missing.

    Consider textbook alost loss if water-soaked or pages are swollen or mildewed.

    If textbook iseligible to be rebound and/or used by another student, but is physicallymarked, defaced, marred, broken, cut, etc., charge up to 50% in damagesdepending on condition when issued.

    No textbooks will beissued to any student while debt for lost or damaged textbooks is outstanding.

     

    Title of Books

    Books Condition

    Student’s Signature

    1.        

     

     

    2.        

     

     

    3.        

     

     

    4.        

     

     

    5.        

     

     

    6.        

     

     

    7.        

     

     

     

    Condition of Books as Graded byTeacher

    A – New Book                   B –Good Used Book      C – Rebound Book           D – Fair, Usable Book

     

     

     

     

    Signature of Student

     

    Signature of Parent or Guardian

     

    Alabama Student Assessment Program

    ·        New Alabama Student Assessment Programtimeline was proposed and discussed with

    ·        State Board of Education in the July 2009 andAugust 2009 meetings.

    ·        New assessment program was voted on and passedby the State Board of Education in

    ·        September 2009.

    ·        A variety of variables could affectimplementation dates (budgets, bids, etc.).

     

    DIBELS

    ·        Moved to ARI in 2009-2010 (no longer theresponsibility of the System Test Coordinator)

    ·        DIBELS is still a state assessment and must beadministered statewide.

    ·        However, DIBELS is no longer a part of theAlabama Student Assessment Program.

     

    AlabamaReading and Mathematics Plus Test (ARMT)

    ·        No longer administered

     

    AlabamaScience Assessment ASA)

    ·        Will continue to be administered in grades 5and 7 in Spring 2013

    ·        In 2011-2012, ASA will be combined into theARMT +

     

    Alabama Direct Assessment of Writing (ADAW)

    ·        No longer administered

    Stanford 10 (SAT 10)

    ·        No longer administered

    NationalAssessment of Educational Progress (NAEP)

    ·        Will continue to be administered in grades 4,8 and 12. Baldwin County has administered the NAEP in grades 4 and 8 only.

    ·        Schools are randomly selected to participatein this assessment.

    ·        NAEP participation is voluntary UNLESS theschool receives federal funds. If the school receives federal funds, then theNAEP is mandatory for selected schools.

     

    AlabamaAlternate Assessment (AAA)

    ·        As in the past, the AAA will continue to beadministered in grades 3-8 and 11 to special

    educationstudents with significant cognitive disabilities.

     

    AlabamaHigh School Graduation Exam (AHSGE) and End-of-Course Tests (EOC)

    ·        AHSGE will no longer be administered.

    ·        Beginning with the 2011-2012 first time 9thgraders and forward, the End-of-Course Tests will be administered and requiredfor graduation.

    ·         

    ·        SDE does not know which subject areas will beselected for the development and administration of the EOCs (NO details areknown at this time about the EOCs).

     

    NewAssessments Added to the Alabama Student Assessment Program

    ·        In 2010-2011, EXPLORE (grade 8) and PLAN(grade 10) will be added to the Alabama Student Assessment Program.

    ·        In 2011-2012, ACT with writing (grade 11) andWorkKeys (grade 12) will be added to the Alabama Student Assessment Program.

    ·        The new assessments will help to ensure thatour students are college-ready or career ready.

     

    AdditionalPoints

    ·        At this time, VERY FEW details have beenworked out about the New Alabama Student Assessment Program.

    ·        Although a number of assessments are beingeliminated or combined into one assessment, five new assessments are beingadded to the Student Assessment Program between 2010-2011 and 2011-2012.

    ·        Regarding the new assessment, no details areavailable for:

    o  The dates or number of the testing windows.

    o  Whether the current AHSGE will continue to beadministered four times yearly for upper classman.

    o  How much testing material will be sent todistricts for implementation and administration of the new assessments (numberof test booklets, answer documents and Test Administrator Manuals, etc.).

    o  Which set(s) of testing materials will behoused in districts’ test storage or the length of time districts will storethe testing materials for the new assessments.

    ·        Information and details regarding the additions/changesto the Student Assessment Program will be shared as they are made available tothe STC.


     

    Annual Measurable Objectives (AMO)

     

    In accordance with NCLB, the results from the ARMT and the AHSGE(cumulative passing rates for Grade 11 students) were used to determinebaselines or starting points. These starting points were established usingcriteria set forth in NCLB. These baselines are applied to schools, schoolsystems, and groups and are calculated separately by grade and subject.

     

    Once the baselines were established, intermediate goals wereestablished with equal increases in the required percent proficient. AMO’s, theannual requirements for percentage of student at proficiency, will be the sameas the most recent intermediate goals. The annual measurable objectives arelisted below.  Note that the annualmeasurable objectives for two consecutive years may be the same. The ultimate goalfor NCLB is that all students reach Level III (proficient) or higher by2013-2014.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     


     


    SDE GUIDELINES AND SUGGESTIONS FOR

    LOCAL TIME REQUIREMENTS AND HOMEWORK

     

    TotalInstructional Time

    The totalinstructional time of each school day in all schools and at all grade levelsshall be not less than 6 hours or 360 minutes, exclusive of lunch periods,recess, or time used for changing classes (Code of Alabama, 1975,§16-1-1).

    SuggestedTime Allotments for Grades 1 - 6

    The allocationsbelow are based on considerations of a balanced educational program for Grades
    1-6.  Local school systems are encouragedto develop a general plan for scheduling that supports interdisciplinaryinstruction.  Remedial and/or enrichmentactivities should be a part of the time schedule for the specific subject area.

    Subject Area                                                    Grades 1-3                                          Grades 4-6

    Language Arts                                             150 minutes daily                             120 minutes daily

    Mathematics                                                 60 minutes daily                               60 minutes daily

    Science                                                            30minutes daily                               45minutes daily

    Social Studies                                                30 minutes daily                               45 minutes daily

    Physical Education                                       30 minutes daily*                            30 minutes daily*

    Health                                                              60minutes weekly                          60minutes weekly

    Technology Education                               60 minutes weekly                          60 minutes weekly

          (ComputerApplications)

    Character Education                                   10 minutes daily**                          10 minutes daily**

    Arts Education

     

    Dance

    Music

    Theatre

    Visual Arts

    Daily instruction with Arts specialists in each of the Arts disciplines is the most desirable schedule.  However, schools unable to provide daily Arts instruction in each discipline are encouraged to schedule in Grades 1 through 3 two 30- to 45-minute Arts instruction sessions per week and in Grades 4 through 6 a minimum of 60 minutes of instruction per week.  Interdisciplinary instruction within the regular classroom setting is encouraged as an alternative approach for scheduling time for Arts instruction when Arts specialists are not available.

       *Established by the StateDepartment of Education in accordance with Code of Alabama, 1975,§16-40-1

    **Established by the StateDepartment of Education in accordance with Code of Alabama, 1975,§16-6B-2(h)

     

    Kindergarten

    In accordancewith Alabama Administrative Code r. 290-5-1-.01(5) Minimum Standardsfor Organizing Kindergarten Programs in Alabama Schools, the daily timeschedule of the kindergartens shall be the same as the schedule of theelementary schools in the systems of which they are a part since kindergartensin Alabama operate as full-day programs. There are no established time guidelines for individual subject areasfor the kindergarten classroom.  Theemphasis is on large blocks of time that allow children the opportunity toexplore all areas of the curriculum in an unhurried manner.

    It is suggestedthat the full-day kindergarten program be organized utilizing large blocks oftime for large group, small groups, center time, lunch, outdoor activities,snacks, transitions, routines, and afternoon review.  Individual exploration, small-group interestactivities, interaction with peers and teachers, manipulation of concretematerials, and involvement in many other real-world experiences are needed toprovide a balance in the kindergarten classroom.

    Grades 7-12

    A minimum of 140 clock hours of instruction is required for one unitof credit and a minimum of 70 clock hours of instruction is required forone-half unit of credit.

    In those schools where Grades 7 and 8 are housed with other elementarygrades, the school may choose the time requirements listed for Grades 4-6 orthose listed for Grades 7-12.

    Character Education

    For all grades,not less than 10 minutes instruction per day shall focus upon the students’development of the following character traits: courage, patriotism, citizenship, honesty, fairness, respect for others,kindness, cooperation, self-respect, self-control, courtesy, compassion,tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness,school pride, respect of the environment, patience, creativity, sportsmanship,loyalty, and perseverance.

    Homework

    Homework is animportant component of every student’s instructional program.  Students, teachers, and parents should have aclear understanding of the objectives to be accomplished through homework andthe role it plays in meeting curriculum requirements.  Homework reflects practices that have beentaught in the classroom and provides reinforcement and/or remediation forstudents.  It should be student-managed,and the amount should be age-appropriate, encouraging learning through problemsolving and practice.

    At every gradelevel, homework should be meaning-centered and mirror classroom activities andexperiences.  Independent andcollaborative projects that foster creativity, problem-solving abilities, andstudent responsibility are appropriate. Parental support and supervision reinforce the quality of practice orproduct as well as skill development.

    Each local boardof education shall establish a policy on homework consistent with the StateBoard of Education resolution adopted February 23, 1984.  (Action Item #F-2)


     



    BUSH HILLS K8 School

    Curriculumand Instruction Request Form

     

     

     

    Date: _____________________________________________________________

     

    Teacher’s Name: ____________________________________________________

     

    Grade: ____________________________________________________________

     

    Subject: ___________________________________________________________

     

     

    Request/ Need: _____________________________________________________

     

     

     

    __________________________________________________________________

     

    __________________________________________________________________

     

    __________________________________________________________________

     

    __________________________________________________________________

     

    __________________________________________________________________

     

    __________________________________________________________________