Placement in Mathematics Courses (BP 6152.1)
The Keyes to Learning Charter School (KTL) and the Keyes Board of Trustees believes that a sound educational program must include the study of subjects that prepare students for admission to higher education and/or fulfilling careers. KTL’s students shall be provided an opportunity to complete a sequence of mathematics courses recommended for admission into the University of California and California State University systems. In 2015, the California legislature passed SB 359, the California Mathematics Placement Act. This law requires Local Educational Agencies, including charter schools, to have a board approved placement policy for mathematics for 9th grade students in place.
Such placement protocols shall take into consideration multiple objective academic measures that may include, but are not limited to, statewide mathematics assessments, including state interim and summative assessments; placement tests that are aligned to state-adopted content standards in mathematics; classroom assignment and grades; and report cards. Due to the size of Keyes to Learning Charter School’s KEY Academy, mathematics placement is limited to the number of mathematics courses offered.
KTL’s staff shall implement the placement protocols uniformly and without regard to students' socioeconomic background including, but not limited to, race, sex, gender, nationality, and ethnicity.
Staff-Student Interaction (BP 4119.24)
The Keyes to Learning Charter School and the Keyes Board of Trustees desires to provide a positive school environment that protects the safety and well-being of its students. The Board expects all adults with whom students may interact at school or in school-related activities, including employees, independent contractors, and volunteers, to maintain the highest professional and ethical standards in their interactions with students both within and outside the educational setting. Such adults shall not engage in unlawful or inappropriate interactions with students and shall avoid boundary-blurring behaviors that undermine trust in the adult-student relationship and lead to the appearance of impropriety.