(A) Educational programs and experiences shall be designed and implemented to provide a general education of high quality for all students. Students shall be provided sufficient time and opportunity to achieve local school district performance requirements and objectives measured by required local, approved and state achievement assessments. Instruction shall be focused on the personalized and individualized needs of each student and include intervention that is designed to meet student needs. Instruction and instructional activities shall be:
(1) Consistent with educational research and proven practices;
(2) Appropriate to student ages, developmental needs, learning styles, abilities, and English proficiency; and
(3) Designed to ease the transition of students from one educational environment to another.
(4) Phonics shall be used as a technique to teach reading in kindergarten through third grade.
(B) Stakeholder partnerships
(1) The school district or school through its board of education, superintendent, and staff shall work with key stakeholders, including, but not limited to, the following:
(a) Parents, in part through the adoption of a policy on parental involvement in the schools;
(b) Business advisory councils;
(c) Family and civic engagement teams;
(d) School-parent or school-business partnerships;
(e) Other schools, social services, and organizations that impact educational programs for students.
(2) In addition to its regular budget process, the school district shall work with key stakeholders to review the school district's allocation of educational resources. This evaluation shall be conducted at least once every three years to ensure that the school district's resources are allocated in an effective and equitable manner. Allocation and expenditure of school district resources must be aligned with the school district's strategic plan and reflect best practices in financial management.
(C) Educational options
(1) All educational options shall require:
(a) An instructional and performance plan that is based on individual student needs and shall include:
(i) Instructional and performance objectives that align with the school district's curriculum requirements;
(ii) An outline that specifies instructional activities, materials, and learning environments; and
(iii) A description of the criteria and methods for assessing student performance.
(b) Parental permission for students under age eighteen;
(c) Superintendent approval prior to student participation;
(d) Involvement of a credentialed teacher in reviewing the instructional plan, which may include providing, supervising, or reviewing instruction or learning experiences, and the evaluation of student performance; and
(2) Credit for approved educational options shall be assigned according to student performance relative to stated objectives of the approved instructional and performance plan and in accordance with local board policy and established procedures.
(3) Each school district shall communicate information and procedures related to credit flexibility and educational options available in the school district to students, parents and all interested stakeholders.
(D) School districts may contract with public and private providers of academic remediation and intervention in mathematics, science, reading, writing, and social studies to assist students in grades one through six outside of regular school hours.
Five Year Review (FYR) Dates: 04/24/2020
Promulgated Under: 119.03
Statutory Authority: 3301.07
Rule Amplifies: 3301.07, 3301.077, 3301.131, 3313.472, 3313.48, 3313.481, 3313.603, 3313.6010, 3313.62, 3313.82, 3319.24, 3321.04, 3321.041, 3321.05
Prior Effective Dates: 7/2/68, 7/1/70, 4/30/77, 9/1/83, 12/31/00, 2/24/2006, 7/23/2010