05- 071 C.M.R. ch. 127, § 3

Current through 2024-19, May 11, 2024

Section 071-127-3 - GENERAL REQUIREMENTS K-12

Each school administrative unit shall provide programs and instructional approaches that support the variety of learning styles of the students in the schools of the unit. The school board shall adopt a policy that provides all students with equitable opportunities to access the content standards of the system of Learning Results.

3.01 Ethical and Responsible Student Behavior

Instruction in ethical and responsible behavior shall be part of the educational program of each student. This shall be reflected in the Code of Conduct of the school administrative unit as specified in Me. Dept. of Ed. Reg. 125.

3.02 English as the Language of Instruction

English shall be the language of instruction in all elementary and secondary schools except in modern and classical language courses and as provided in this rule.

A. Transitional Instruction

Students of limited English proficiency may be provided with transitional instruction for a period of time sufficient to enable them to attain a proficiency in English language skills that allows for their participation in the regular course of study. Transitional instruction may include instruction using bilingual teachers or paraprofessionals in all or some of the courses. Alternatively, it may take the form of support in a content area to assure student achievement of the content standards of the system of Learning Results and a specialized English as a Second Language course or sequence of courses in which students are given concentrated basic instruction in English language skills.

B. Bilingual Instruction

The school board of each school administrative unit may establish, subject to approval of the Commissioner, bilingual programs for the purpose of providing proficiency in both English and a second language. Bilingual programs intended to aid English-speaking students gain proficiency in a second language shall not be limited to enrollment by national origin.

3.03 Programs for Exceptional Students

A. Education of students with an Individual Education Plan (I.E.P.) or 504 Plan shall be provided as part of each public elementary and secondary program in accordance with the requirements of 20-A M.R.S.A. Chapter 303, Me. Dept. of Ed. Reg. 101, and chapter 504 of the Rehabilitation Act of 1973. The student's I.E.P. or 504 Plan shall address how diploma requirements will be met. All students with an I.E.P. or 504 Plan shall participate in the comprehensive assessment system in accordance with Section 4 of this rule, with accommodations or alternate assessment if specified.

B. Each school administrative unit shall address the education of gifted and talented students as part of the unit's Comprehensive Education Plan aligned with the standards of the system of Learning Results. Units that offer specialized instruction for gifted and talented students shall do so in compliance with Me. Dept. of Ed. Reg. 104.

3.04 Alternative Programs

A. Role of Alternative Programs

A school administrative unit may establish or participate in one or more programs as alternatives to the regular course of study to meet the needs of students at risk. Alternative programs shall support student social and behavioral development in addition to performance on the content standards of the system of Learning Results.

These programs shall have stated goals, objectives, and procedures for implementing and assessing their effectiveness. Such programs may include interventions such as programs outside the school administrative unit, specialized instructional settings, extended or shortened school day, or extended school year, and may be scheduled outside of the regular school day, if appropriate.

B. Procedural Requirements

School administrative units shall develop a Personal Learning Plan, aligned with the system of Learning Results, for every K-12 student enrolled in an alternative program. Each Personal Learning Plan shall include, but not be limited to, the following components:

1). A description of the student's academic strengths and the observable or measurable areas in need of improvement.

2). A description of the annual educational goals, aligned with the content standards and performance indicators of the system of Learning Results,that the student may reasonably be expected to achieve during the school year.

3). A description of short-term instructional objectives leading to each annual educational goal.

4). A description of the social and behavioral needs that must be addressed for the student to achieve academic success, including strategies to keep the student in school.

5). A description of the multiple measures that will provide evidence that the student has achieved each goal.

6). For secondary school students, a description of the student's career goals and transitional steps to achieve them.

3.05 Instruction in Research Skills

Each school administrative unit shall provide instruction in research skills across the content areas of the system of Learning Results so students gain information literacy. Each unit shall promote acquisition of the following skills by all students:

A. How to formulate questions to guide information search;

B. How to identify key words and concepts related to search questions;

C. How to access information from a variety of sources;

D. How to identify relevant information; and

E. How to evaluate, interpret, paraphrase, and organize the information for use.

Each school unit shall promote the acquisition by secondary school students of accessing, interpreting, analyzing, evaluation, synthesizing, organizing, and applying information for an intended purpose.

3.06 External Courses

A. The school board may provide external courses, in settings outside the regular school program, for any student. External courses may include, but are not limited to, the following: tutoring, adult education, on-line or correspondence courses, internships, and college courses.

B. External courses shall be rigorous and shall be provided under the general supervision of a certified teacher, specialist or administrator. External courses shall include a range of instructional strategies that support students meeting the content standards of the system of Learning Results, relative to the diverse learning styles of students.

C. Enrollment by students in such external courses must be approved in advance by the school principal, in accordance with school board policies.

3.07 Religion

The teaching of religious principles or doctrine shall not be allowed in any course. This prohibition, however, shall not be construed to prevent or exclude references to religion or references to or the use of religious literature, art, or music or other matters having a religious significance when such references or uses do not constitute instruction in specific religious principles or doctrines or preferences for any religious sect, church, creed or sectarian purposes and when such references or uses are incidental to or illustrative of matters properly included in the course of study. Instruction concerning religion could be an appropriate part of the content standards of the system of Learning Results in the areas of English Language Arts, Modern and Classical Languages, Social Studies, or Visual and Performing Arts.

Where religion is included within a course of study, the instruction may not be limited to the doctrines or principles of any one religion, sect or denomination.

When the curriculum that has been aligned with the system of Learning Results conflicts with sincerely held religious beliefs of a student or his/her parent or legal guardian, accommodation in the curriculum shall be made for the student. If the accommodation is so great that the validity of the local assessment system is compromised, the Superintendent will determine how to address this, subject to approval of the Commissioner.

05- 071 C.M.R. ch. 127, § 3