The Elementary and Secondary Curriculum and Graduation Requirements

Approved: 12-8-04
Revised:    9-13-06
Revision: 11-8-06
Revised:    6-10-09
Revised:    8-11-10 and 10-6-10
Revised 6-10-15
Revised 1-9-19

Philosophy:

The primary goal of the South Sanpete Board of Education is to develop knowledge, skills and awareness within students to facilitate their living successfully as contributing adults in society.

Definitions:

  1. Core Curriculum – The knowledge that students enrolled in public schools are expected to know and be able to do at specific grade levels or following completion of identified courses. These standards of learning are essential for all Utah students, as well as being the ideas, concepts, and skills that provide a foundation on which subsequent learning may be built, as established by the State
  2. Elementary School – Grades K-6 in whatever kind of schools the grade level
  3. Middle School – Grades 7-8 in whatever kind of school the grade level
  4. High School – Grades 9-12 in whatever kind of school the grade level
  5. Individualized Education Program (IEP) – A written statement for a student with a disability that is developed, reviewed, and revised in accordance with the Utah Special Education Rules and Part B of the Individuals with Disabilities Education Act(IDEA).

Policy:

South Sanpete School District shall provide to the best of its ability a well balanced curriculum in accordance with the State Law and Utah Administrative Rules R277-700 1-7. Every effort shall be made to deliver effective instruction by highly qualified teachers to every student on the essential elements at every grade level. The District’s curriculum shall at least meet the minimum requirements of State Law and State Board Rules. Those minimum requirements are to contain the essential elements of each subject at appropriate grade levels. The essential elements represent the core knowledge, skills, and competencies all students should learn to be effective and productive members of society. The District may add elements at its discretion, but shall not delete or omit instruction in the essential elements.

K-6 Core Curriculum 

The general core curriculum in grades K-6 shall consist of:

  • GradesK-2:
    • Reading/LanguageArts
    • Mathematics
    • IntegratedCurriculum
  • Grades3-6
    • Reading/LanguageArts
    • Mathematics
    • Science
    • SocialStudies
    • Arts;
    • VisualArts
    • Music
    • Dance
    • Theatre
    • HealthEducation
    • PhysicalEducation
    • EducationalTechnology
    • LibraryMedia

Utah Admin. R. R277-700-4

Reading Achievement for K-3

The South Sanpete School Board adopts this policy to ensure reading proficiency in Kindergarten through grade three.

Reading Assessment—

District elementary schools shall administer the State Board of Education approved benchmark reading assessments at the beginning (before September 30), in the middle (between December 1 and January 31), and at the end (between the middle of April and June 15) of grade one, grade two and grade three.  Following each benchmark assessment, the school shall notify parents or guardians of their student's results by October 30, the last day of February, and June 30, respectively.  The school shall also report to the student’s parents or guardians the student’s reading level at the end of grade three.  If a benchmark assessment or a supplemental reading assessment indicates that a student is not reading at grade level, the school shall take the notification and reading remediation interventions outlined below for students not reading at grade level.

Utah Admin. Rules R277-403-4 (October 11, 2016)

1.  Reading Achievement Plan—

Each elementary school in the District shall, through its school community council, develop a reading achievement plan as described in Policy GE.  The reading achievement plan includes a benchmark assessment, intervention, and reporting components.  The school principal shall be responsible to provide leadership and allocate resources and support for teachers and students to implement the reading achievement plan and achieve the reading goals.  The Board shall require the reading achievement plan be revised if the Board determines a school's students are not making adequate learning gains.

Utah Code § 53E-4-306 (2018)

2.  Goal Achievement Reporting—

In addition to the reports provided to parents under the reporting component of the reading achievement plan, the District shall annually provide parents with a copy of the student’s comprehensive statewide assessment results, which includes measurements of reading performance.

Utah Code § 53E-4-310(4) (2018)

3.  Reporting to the Board—

The Superintendent shall annually report to the Board on the assessment data and other information submitted to the State Board of Education relating to K-3 reading performance in the District at the District level and at the school level.  The Board may use this information to work with the Superintendent to review and revise plans to enable the District to meet K-3 reading goals.

Utah Code § 53E-4-310(2) (2018)

4.  Reading Proficiency Plan Submitted to the State Board of Education—

The District shall submit a plan to the State Board of Education for reading proficiency improvement that incorporates the following components:

  1. Assessment;
  2. Intervention strategies;
  3. Professional development for classroom teachers in kindergarten through grade three;
  4. Reading performance standards; and
  5. Specific measurable goals that include the following:
    1. A growth goal for each school within the District based upon student learning gains as measured by benchmark assessments; and
    2. A growth goal for the District to increase the percentage of third grade students who read on grade level from year to year.

Utah Admin. Rules R277-406-4 (October 8, 2015)

5.  Report Submitted to the State Board of Education— 

The District shall annually submit a report to the State Board of Education accounting for the expenditure of program money in accordance with its plan for reading proficiency improvement.
The District shall use program money in a manner that is consistent with Utah Code § 53F-2-503

The District shall make an annual report to the State Board of Education that includes information on:

  1. Student learning gains in reading for the past school year and the five-year trend;
  2. The percentage of third grade students reading on grade level in the past school year and the five-year trend;
  3. The progress of schools within the District in meeting goals stated the District’s plan for student reading proficiency; and
  4. The correlation between third grade students reading on grade level and results of third grade language arts scores on a criterion-referenced test or computer adaptive test; and
  5. The annual report to the State Board of Education may include recommendations on how to increase the percentage of third grade students who read on grade level.

The District will submit its report to the State Board of Education through the Utah eTranscript and Record Exchange (“UTREx”) on or before July 1 of each year.

Utah Admin. Rules R277-406-4 (October 8, 2015)

6.  Reading Below Grade Level or Lacking Proficiency—

A student is reading below grade level when the student performs below the benchmark score on the benchmark reading assessment and requires additional instruction beyond that provided to typically developing peers in order to close the gap between the student's current level of reading achievement and that expected of all students in that grade.  For any first, second, or third grade student who through assessment is determined to be reading below grade level, the school shall take the following actions:

  1. Notify the student’s parent or guardian that the student is reading below grade level;
  2. Provide focused individualized intervention to develop the reading skill;
  3. Administer formative assessments to measure the success of the focused intervention;
  4. Inform the parent or guardian of activities that he or she may engage in with the student to assist the student in improving reading proficiency; and
  5. Provide information to the parent or guardian of the student regarding reading interventions available to the student outside regular instructional time that may include tutoring, before and after school programs, or summer school.

Utah Code § 53E-4-307 (2018)
Utah Admin. Rules R277-403-2(4) (October 11, 2016)
Utah Admin. Rules R277-403-4(3) (October 11, 2016)

Grades 7-8 Core Curriculum

 

In grades 7-8, students shall take a minimum of 12 total units. The District shall teach, and each student shall take, the following units:

  1. Language Arts – 2
  2. Mathematics – 2
  3. Science – 1.5
  4. Social Studies – 1.5
  5. The Arts – 1.0
    1. VisualArts
    2. Music
    3. Dance
    4. Theatre
  6. Physical Education – 1.0
  7. Health Education – .5
  8. Career and Technical Education, Life, and Careers – 1.0
  9. Best practices, technology and other instructional media shall be used in middleschool curricula to increase the relevance and quality of

Utah Admin Rules R277-700-5

Grades 9-12 Core Curriculum

Students in grades 9-12 shall earn a minimum of (25-28 block units ascending by graduation year according to block implementation) units of credit through course completion or through competency assessment consistent with R277-705 to graduate. The following outlines the (18) required credits for 9-12 students who will graduate:

  1. Language Arts courses (4.0 units of credit) thatinclude:
    1. Ninth grade level (1.0unit);
    2. Tenth grade level (1.0unit);
    3. Eleventh grade level (1.0 unit);and
    4. Twelfth grade level (1.0 unit) consisting of applied or advanced language arts credit from the list of Board-approved courses using the following criteria and consistent with the student’s SEOP:
      1. The course is within the field/discipline of language arts, with a significant portion of instruction aligned to language arts content, principles, knowledge, and skills; and
      2. The course provides instruction that leads to student understanding of the nature and disposition of language arts; and
      3. The course applies the fundamental concepts and skills of language arts;and
      4. The course provides developmentally appropriate content;and
      5. The course develops skills in reading, writing, listening, speaking, and
  2. Mathematics courses (3.0 units of credit) met minimally through successful completionof the foundation courses: Secondary Math I, II,
    1. Students may opt out of Math III with written parent /legal guardian request. If an optout is requested, the third math credit shall come from the advanced and applied Board- approved mathematics
    2. If credit for a foundation course is earned before the ninth grade, the student shall still earn 3.0 units of credit by taking courses from the foundation, advanced and applied Board-approved mathematics list consistent with the student’s SEOP and the following criteria:
      1. Courses are within the field/discipline of mathematics with a significant portion of instruction aligned to mathematics content, principles, knowledge, and skills;and
      2. Courses provide instruction that leads to student understanding of the nature and disposition of mathematics;and
      3. Courses apply the fundamental concepts and skills of mathematics;and
      4. Courses provide developmentally appropriate content;and
      5. Courses include the five process skills of mathematics: problem solving, reasoning, communication, connections, and
    3. Students should consider taking additional credits during their senior year that alignwith their post-secondary career or college expectations. Students who desire a four-year college degree in a science, technology, engineering or mathematics (STEM) career area should take a calculus
  3. Science courses (3.0 units of credit)including
    1. At a minimum, two courses (2.0 units of credit) from the four science foundationareas:
      1. Earth Systems Science (1.0 unit ofcredit);
      2. Biological Science (1.0 unit ofcredit);
      3. Chemistry (1.0 unit ofcredit);
      4. Physics – (1.0 unit of credit);and
    2. One additional course (1.0 unit of credit) from the foundation courses or the appliedor advanced science list determined by the local board and approved by Board using the following criteria and consistent with the student’sSEOP:
      1. Courses are within the field/discipline of science with a significant portionof instruction aligned to science content, principles, knowledge, and skills;and
      2. Courses provide instruction that leads to student understanding of the natureand disposition of science;and
      3. Courses apply the fundamental concepts and skills of science;and
      4. Courses provide developmentally appropriate content;and
      5. Courses include the areas of physical, natural, or applied sciences;and
      6. Courses develop students’ skills in scientific
  4. Social Studies courses (3.0 units of credit)including:
    1. Geography for Life(.5 unit);and
    2. World Civilizations(.5 unit);and
    3. S. History (1.0 unit);and
    4. S. Government and Citizenship (.5 unit);and
    5. General Financial Literacy (.5credit).
  5. Arts courses (1.5 units of credit) from any of the following performanceareas:
    1. VisualArts;
    2. Music;
    3. Dance;
    4. Theatre;
  6. Physical and Health Education courses (2.0 units of credit)including:
    1. Health (.5 unit);and
    2. Participation Skills (.5 unit);and
    3. Fitness for Life (.5 unit);and
    4. Individualized Lifetime Activities (.5 unit) or team sport/athletic participation(maximum of .5 units with schoolapproval).
  7. Career and Technical Education courses (1.0 unit of credit) among the followingareas:
    1. Agriculture;
    2. Business;
    3. Family and ConsumerSciences;
    4. Health Science andTechnology;
    5. InformationTechnology;
    6. Marketing;
    7. Technology and EngineeringEducation;
    8. Trade and Technical
  8. Educational Technology courses (.5 unit of credit) asfollows:
    1. Computer Technology (.5 unit for the class by this specific name only);or
    2. Successful completion of Board-approved competency examination credit may be awarded at the discretion of the school or schooldistrict).
  9. Library Media Skills (integrated into the subjectareas).
  10. Electives (7.0- 10 unit credits ascending by graduation year according to block implementation.
    1. Elective course offerings shall be established and offered at the discretion of the local board.
  11. Local boards may require students to earn additional credits for graduation that exceed minimum Board requirements. Utah Admin Rules R277-700-7(2006)

Credits and Civic Tests, and Education Plans

Students must earn a total of (25-28 block units ascending by graduation year according to block implementation) credits to graduate: 18 credits of required core curriculum and 10 additional elective credits ascending by graduation year according to block implementation.
Utah Admin Rule R277-700-7E, F

1.  Unit ofCredit
A unit of credit or fraction thereof shall be given upon satisfactory compliance of State and District standards and be recorded on a student transcript. Normally, a student may not earn credit for high school graduation until after that student has completed the 8th grade. Utah Admin Rules R277-700-7

2. Civics Test

A public school student who graduates on or after January 1, 2016, shall pass a basic civics test as a condition for receiving a high school diploma
 53A-13-109.5. American civics education initiative 2015

3.  SEP andSEOP

During the sixth grade, a middle school Student’s Education Plan (SEP) will be developed cooperatively by the student, the parents, and designated school personnel. This Plan will include the graduation requirements and the individual student’s interests and goals. It will be formally reviewed at the beginning of seventh and eighth grade.

Each high school Student’s Educational Occupational Plan (SEOP) will identify areas of interest and goals. The counselor will hold an SEOP with the student each year during his/her 9th, 10th, 11th, and 12th grades. The parent/guardian of the student is encouraged to attend the SEOP’s each year; however, they are required to attend the 9th grade and the 11th grade SEOP.

4. IEP

All handicapped students will demonstrate mastery of the courses in the general core to the best of their ability. If a student’s handicapping condition precludes successful demonstration of mastery, the Individual Education Planning (IEP) team, on a case-by- case basis, may exempt the student or modify the mastery demonstration to accommodate the student’s handicap.

Methods of Obtaining Credit

 Credits towards graduation for 9-12 students may be obtained and recorded on the student’s transcript by the following methods:

    1. Successful completion of courses in the high schools of the
    2. Successful completion of concurrent-enrollment college
    3. Successful completion of assessment tests (if available) in particular subject areas, as established by District
    4. Successful completion, as determined by the District or school, of correspondence or electronic coursework offered by accredited educational institutions with prior approvalby the District or school to the extent
    5. Successful completion of military basic training (usually 6-8 weeks) may qualify a student for two high school credits: one credit, physical education; one-half credit, civics(elective); and one-half credit, civics (U.S. Government andCitizenship).
    6. Transfer credits for successfully completed courses from the Utah Electronic High School and from any school accredited by the State Board of Education or by the Northwest Association of Accredited Schools, which credits shall be accepted as issued by the school, without
    7. Demonstrating mastery of approved courses outside the school
    8. Review of student work or projects consistent with District and school proceduresand criteria.
    9. Credit for military service, the GED, and life experience is available to Adult Education students only. Students may enroll in the Adult Education Program when they are 18years old if their chronological classmates have graduated. Married students or parents may also enroll in Adult Education. Students with other extenuating circumstances may petition the school/District administration for special
    10. Schools within the District shall accept credits from other accredited educational institutions. With regard to students transferring from other states or districts that require less than 24AS credits, the District and/or school shall use a mathematical formula to equate the credits as outlined in District Policy IKF-SP1. In order for a student to graduate from a South Sanpete School District high school, he/she shall be enrolled within South Sanpete School District for a period of time (usually one semester) or have made prior arrangements with school/District administration.
    11. Other credits may be accepted with prior Board

Utah Admin Rules R277-705-4; Utah Code 53A-13-108.5; and 53A-15-1003(2)

Diplomas, Certificate of Completion, and Graduation Exercises

The South Sanpete Board of Education shall award Diplomas and Certificates of Completion to students in accordance with Utah Administrative Rules R277-705-4.

Students may receive a Diploma, Differentiated Diploma, or Certification of Completion based upon the following criteria:

  1. Diploma
    1. Successful completion of the core curriculum and all State course requirements which is:
      (25-28 credit block units ascending by graduation year according to block implementation).
  2. Certificate ofCompletion
    1. Completion of senior
    2. Exiting the school
    3. Has not fulfilled the 25-28 required
  3. GraduationExercises
    1. Only those students who have successfully completed and met all of the graduation requirements for a high school diploma, and/or certificate of completion, as prescribed by the Utah State Board of Education and the local Board of Education shall be allowed to participate in the year-end Graduation
    2. Normally, students in other programs (i.e., YIC) who complete District and State graduation requirements shall receive a “South Sanpete School District: High School Diploma,” rather than a diploma from a local high school. These students shall also participate in their own recognition or graduation ceremony sponsored by the District. An exception may be made to this guideline if the student was a former student who had previously attended Gunnison High or Manti High for at least two
  4. Special EducationStudents
    Special education students shall satisfy high school completion or graduation criteria, consistent with State and Federal Law and the student’s IEP. Such students may participate in the UAA (Utah Alternative Assessment) and may be awarded a Certificate of Completion consistent with State and Federal Law and the student’s IEP or Section 504 Plan. Utah Administrative Rules R277-705-5
  5. Adult Education and GEDStudents
    1. A student enrolled in an adult education program shall pass a basic civics test as a condition for receiving an adult education secondary
    2. There is no provision for K-12 students to “upgrade” a high school diploma through an Adult Education
    3. The District shall issue the “South Sanpete School District: High School Diploma” to its adult education graduates who have completed 24
    4. The State shall issue a Utah High School Completion Diploma to students 16 years of age or older who have successfully passed all five academic components of the GED Test. Students who receive this Diploma shall not participate in the traditional high school graduation ceremonies. The protocol and issuance of these Diplomas shall be done in accordance with Utah Admin Rule R277-702(1-8).
    5. Adult education graduates shall participate in their own recognition or graduation ceremony sponsored by the District. An exception may be made to this guideline if the student was a former student who had previously attended Gunnison High or Manti High for at least two years, and he or she is willing to attend graduation

pdfIKF_Curriculum_Requirements.pdf

Print Email