Texas Register, Volume 2, Number 12, Pages 507-562, February 11, 1977 Page: 523
507-562 p. ; 28 cm.View a full description of this periodical.
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523
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ranging that content among several programs. In that
event, study and revision should be conducted in such a
way that it is clear how the whole goal or goal indicators
are being served.
Note: Illustrations of the choices referred to above are
the dispersion of curriculum content to achieve goal in-
dicators referring to citizenship, conservation of
resources, drug abuse education, safety, aesthetic ap-
preciation, self-concept, etc.
(5E) As supplements to classroom instruction,
the district provides student services essential to
progress toward the district's adopted goals for student
development.
Note: By state law, judgmental discretion is given to
school districts respecting organization, staffing, opera-
tion, and appraisal of student personnel services. These
accreditation regulations do not prescribe specific ar-
rangements or programs which must be used (other
than those in law). The district is obligated only to
devise and describe arrangements which accomplish its
purposes. Advisory guides prepared by the agency to
assist districts in designing and appraising their stu-
dent services are listed in the Appendices.
Indicators
(1) Standard (7C), Indicator (5), applies: "The district
is making strong efforts to protect good teaching from
the negative effects of disruptive behavior of students
or outsiders."
(2) Counseling and guidance services are accessible to
students and to assist teachers in working with in-
dividual students.
Note: If counselors are employed, the counselors devote
the major portion of their time to conferring with and
giving help to students, parents, and/or teachers.
,3) If the district provides food service to some or all
students, the guides in the Appendices are followed.
(4) If assessment data indicates. services are provided
for students who are unable t, .attend regular schools
because of (a) custodial assignments to a public agency,
(i) extended illness, and/or (c) disciplinary suspension.
(L) In-schoo! health and health-maintenance services
are provided.
(6) Reasonable access to co-curricular activities of
sufficient range is provided to develop interests, skills,
aesthetic, and cognitive abilities not provided for in the
credit curriculum.
(7) Interschool contests and training for such ac.-
tivities advance student progress toward goals of the
district, particularly those having to do with personal
values, and positively support the performance of good
instruction in the credit curriculum. This indicator ap-
plies to activities relating to such contests as well as to
the training for and student performance in such con.-
tests.(8) Student attendance services are provided as nec-
essary. These services identify students eligible to at-
tend the public free schools of the district, as well as in-
eligible persons, including illegal aliens.
Principle 6: The elements of the curriculum covered in
Principle 5 are expressed in writing and include content
and arrangements consistent with state and local re-
quirements.
Note: No conflict necessarily exists between Principle 5
and Principle 6. State requirements have flexibility
sufficient to become constructively integrated into a
curriculum which emphasizes achieving the set of goals
adopted by the district. Most state curriculum require-
ments will be found to be highly compatible with the
student development goals in the Goals for Public
School Education in Texas as well as with each district's
own student learning goals.
Standards:
(6A) Curriculum and program mandates enacted
by the legislature are reflected in the district's docu-
ments.
(6B) The district's curriculum documents are
compatible with current requirements of the Texas
Education Agency.
Indicators
(1) The districts curriculum is in accord with the
agency's requirements respecting unit credits, balance
elementary curriculum, requirements for high school
graduation, minimum hours for instruction, guidelines
for course content, and list of approved courses for sec-
ondary schools, which appear in the Appendices.
Note 1: When new or changed requirements are issued,
the district has a grace period of one full school year
before compliance is required.
Note 2: Official state plans adopted by the State Board
of Education (such as those for Vocational-Technical
Education, Special Education. or Bilingual Education
may carry programmatic requirements other than
those appearing in these regulations.
(6C) Program guides and curriculum frameworks
issued by the Texas Education Agency are used by the
district as references for designing local curriculum
and supportive arrangements.
Indicators
(1) The district uses these program guides as
references in carrying out the program analysis out-
lined in Standard (401).
Note 1: Curriculum and/or program guides issued by
the agency result from consultation with successful
practitioners and recognized authorities in instruc-
tional fields. These guides share with districts good
practice elsewhere. These are identified in the Appen-
dices as advisory criteria. Although they are not ac-
creditation regulations, significant departures from
them should be justified by compelling reasons.Vlumi 2. N,'uhr 12. "i'hruarv I!. 1977
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Texas. Secretary of State. Texas Register, Volume 2, Number 12, Pages 507-562, February 11, 1977, periodical, February 11, 1977; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth252905/m1/17/: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.