Brownsville Independent School District

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2 Table of Contents General Information At-Risk Students... 5 Special Education Students... 5 Limited English Proficient Students... 5 ESL Program 6 th, 7 th & 8 th Grades... 6 Migrant Students... 9 Section 504/Dyslexia Middle School PRE-Advanced/AP & Gifted Programs Credit by Examination & High School Credits at Middle School UIL Advanced Courses Personal Graduation Plan Requirements Course Requirements for Students Entering Grade 6 in Course Requirements & Course Sequence Charts House Bill Algebra I English Language Arts Mathematics Science Social Studies Spanish Physical Education Fine Arts Course Listings English Language Arts Reading Mathematics Science Social Studies Foreign Language Health Physical Education Fine Arts Career and Technical Education Inclusion Scheduling Resource and Deaf Education Program Life Skills Programs Structure for Life Program Other Courses, Electives and Tutorials Pre-Engineering TEX PREP Courses Appendices Appendix A: Middle School ESL Course Alignment Appendix B: House Bill 5 Graduation Plans Appendix C: Resources for Secondary Education

3 Quick Reference Middle School Revisions All... Update School Year, Page Numbers, Dates, and Grammatical Errors All... Update EOC Information Cover/Document... New Cover Sheet/Format 2... Update page numbers in table of contents Update information: Personal Graduation Plan Update information: Course Requirements Chart Update House Bill 3/PE/Algebra I Update: Health Courses Update: Career & Technical Education Courses Appendix A: Updated Middle School ESL Course Alignment Updated: ESL Course Chart New House Bill 5: Graduation Plans 3

4 GENERAL INFORMATION The information herein is to serve as a guide in developing student schedules, master schedules, and other procedures related to the credit system. The Texas Education Agency publication, STATE BOARD OF EDUCATION, RULES FOR CURRICULUM, is the basic manual which has been used in formulating the credit system for the Brownsville Middle Schools. This guide contains the following information: 1. Course prerequisites and general information 2. Courses approved for Brownsville Secondary Schools, grades 6, 7, and 8 Academic teaming at the middle school is implemented so that students can effectively receive on-level instruction in all areas. In the core subjects of Reading, English, Math, Science, and Social Studies, the Brownsville Independent School district is committed to meeting students needs according to graduation plans and Programs of Study. To provide more students greater access to advance courses which are prerequisites at the college level, the district is including more advanced courses in the Course Listing Guide. However, school, projected enrollment, staffing patterns, and budgetary constraints will continue to determine whether or not courses are available during certain semesters and/or years. Student and parents need to consult with school administration and counselors when selecting electives. BISD will continue to aggressively research avenues such as advanced placement, correspondence and online courses, etc. to meet students academic needs. Beginning in the school year, a school district must ensure that each student, on entering ninth grade, indicates in writing an endorsement that the student intends to earn. Ten endorsements include STEM, Business & Industry, Public Services, Arts & Humanities, and Multidisciplinary Studies. PLACEMENT OF OUT-OF-DISTRICT/STATE/COUNTRY STUDENTS 1. Successful completion of previous grade as per previous years U.S. school promotion criteria. 2. Promotion is based on successful completion of previous grade as per District s promotion criteria. 3. Campus Administration or designee will determine the appropriate grade level or appropriate sequence of courses for new students from outside the U.S. based on: a. Completion of Primaria or Secundaria in Mexico or its equivalent from other countries, regardless of age and English proficiency; and b. For students with little or no previous schooling, the campus assignment will be based on their age: 1. Less than 12 years old*..elementary Schools years old*..middle Schools years old and over* High Schools 4. Pupil Services will determine the zoned campus. *The student s age shall be determined by the age on or before September 1 of the current school year. c. Students whose initial placement was at a Middle School campus MAY NOT be remanded to an Elementary School campus by the receiving Middle School campus administration. By the same token, students whose initial placement by the Campus Administration has been to a High School campus MAY NOT be remanded to a Middle School campus by the receiving High School campus administration. 4

5 SPECIAL PROGRAMS AT-RISK STUDENTS At-Risk students shall receive appropriate compensatory, intensive, or accelerated instructional services at the campus which enable the students to perform at grade level at the conclusion of the next regular school term. This may include supplemental foundation enrichment courses, tutorials, district-wide summer programs, and other scientifically research based interventions. Campuses are to document accelerated instruction and/or interventions in the student s Grade Advancement folder or in the personal graduation plan in grades 6-8, in addition to or in combination with, other Grade Advancement requirements. SPECIAL EDUCATION STUDENTS Special education services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statues, rules of the State Board of Education (SBOE) and commissioner of education, and the State Plan Under Part B of the Individuals with Disabilities Education Act (IDEA). TAC (a). To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education employment and independent living. 34 CF$ 3001 (a). LIMITED ENGLISH PROFICIENT STUDENTS LEP IMMIGRANT DEFINITION: The term immigrant has three definition approved by the Texas Education Agency. Each definition serves a unique purpose. LEP Immigrant Code E0797 NCLB and PEIMS Definition Immigrant-Indicator-Code indicates whether the student is an identified immigrant under the definition found under Title III of the No Child Left Behind Act of 2001 (NCLB), where the term immigrant child and youth is defined as individuals who are ages 3 through 21; were not born in any state; and have NOT been attending one or more schools in any one or more states for more than 3 full academic years. The term State means each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. (See P.L Title III, Part C 3301(6).) 5

6 English as Second Language (ESL) Program Policy (c) The goal of English as a second language programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school. (d) English as a second language programs shall be integral parts of the total school program. Such programs shall use instructional approaches designed to meet the special needs of limited English proficient students. The basic curriculum content of the programs shall be based on the essential skills and knowledge required by the state Policy English as second language program shall be an integral part of the regular educational program required under Chapter 74 of this title (relating to Curriculum Requirements). Said policy states in section (f) Except in the courses specified in subsection (g) of this section, English as a second language strategies, which may involve the use of the students' home language may be provided in any of the courses or electives required for promotion or graduation to assist the limited English proficient students to master the essential knowledge and skills for the required subject(s). The use of English as second language shall not impede the awarding of credit toward meeting promotion or graduation requirements. ESL Program - 6 th, 7 th & 8 th Grades ESL I, II, & English SL are taught by ESL certified teachers. Content courses should address the ELPS and be taught through Sheltered Instruction methodology. Grade Level *** ESL Category *Course(s) Assignment Beginner Or Intermediate Advanced ESL I (1 period) Reading SL (1 period) English SL (1 period) **English SL (1 period) Reading SL (1 period) Content subjects using Sheltered English Methodology (required) & *Spanish or Elective [*see Prueba de Ubicación score for placement * ESL I, and English SL follow the TEKS for English Language Arts and ELPS. ** ESL students must be served by an ESL certified teacher in ESL I, II, and English SL and /or Reading SL. Also, note that Reading and English teachers must be LE II (Language Enrichment) trained. *** Student Category shall be determined by LPAC end of year recommendation. TELPAS, STAAR and OLPT results will be utilized in this determination. For eligible English Language Learners (ELLs) grades 3-8 and high school, students will be administered a computer based linguistically-accommodated version of STAAR referred to STAAR-L. STAAR-L is administered as an online testing program in grades 3-8 and EOC. Clarification in English and reading aloud is provided in online interface No test administrator provided accommodations 6

7 STAAR (State of Texas Assessment of Academic Readiness) Rigorous assessment program with test design focusing on readiness for success in subsequent grades or courses, and ultimately for college and career. STAAR includes assessments for mathematics and reading at grades 3-8, writing at grades 4 and 7, science at grade 5 and 8, and social studies at grade 8. For high school, STAAR assessment will be administered in Algebra 1, Biology, English I, English II, and U.S. History. Stanford English Proficiency (SELP) This test may be used in conjunction with other assessments to provide a complete assessment of listening, speaking, reading, and writing skills. It provides information needed for both ESL program entry and exit information. TELPAS (Texas English Language Proficiency Assessment System) is designed to measure annual growth in the English listening, speaking, reading, and writing proficiency of second language learners, and will be adjusted as needed to ensure a strong link between academic language proficiency as defined by STAAR. Instructional Strategies for English Language Learners Students for whom English is not their first language (English Language Learners or ELLs) require instructional strategies and settings that enable them to learn academic language and content using the three major processing modalities. Instruction must be delivered through auditory, visual, and kinesthetic channels to create a combination which stimulates conceptual learning while the second language develops. In addition to requiring instruction through these modalities, the State of Texas (Texas Education Code, Chapter 89) has stipulated that three domains of learning must be simultaneously addressed in the instruction for ELLs. Teachers must positively impact the cognitive, linguistic, and affective domains to ensure that the learning of language and content is challenging, comprehensible, and rewarding. The instruction needs to include the English Language Proficiency Standards (ELPS). The following components of effective comprehensive instruction are intended to be utilized as teachers address the needs of ELLs. COMPREHENSIVE INSTRUCTION: Meaning Based Context for Learning: The transfer of new concepts and related skills is accelerated when first presented within meaningful, authentic contexts, followed by standard or academic language usage and forms. Connections to Prior Knowledge or Life Experience: The transfer of new concepts and related skills is accelerated when they are linked to familiar contexts. Expert Modeling and Meta-cognition: Learning new concepts, related skills, and academic language is accelerated when presented via expert modeling, direct instruction and on-going meta-cognition about the learning process. Guided Interaction: The transfer of new concepts and related skills is accelerated with ample practiced. Meaningful interaction with peers and an expert guide allows for authentic language practice. Visuals and graphic representations that cluster essential concepts are essential to focus the interaction and related task. Vocabulary and Language Development: Instruction should help students relate new vocabulary to their background knowledge. Graphic Organizer: Information, graphically organized, draws attention to essential concepts. Tutorials are an invaluable setting to: Increase language acquisition and learning time through peer and teacher interaction Review and reinforce content vocabulary and concepts through assignment completion and enrichment activities Develop goals and gain confidence through special interest projects and research Complete pending coursework and exams to maintain personal graduation plan to accomplish the results listed above, highly motivated and energetic teachers must be trained and equipped to structure tutorials with the following elements: Foundational reading support (English phonics, syllabication, prefixes/suffixes, Latin and Greek roots, content 7

8 vocabulary)content reading strategies (advance organizers, pre-reading, graphic organizers, text structures, author s purpose, point of view, questioning, textual evidence) Writing strategies (8 traits, purpose, audience, journals, reflections, summaries, reports) Study and research skills (note taking, graphic organizers, topic selection, finding/using sources, organizing information, thesis, supporting details, typing, formatting) Visual literacy (art and film analysis, message interpretation, message creation, text and visuals, connecting visual and print media) Class assignment completion, review, and test preparation as needed Tutorials should provide a stimulating and supportive environment for ELLs to accelerate their learning of academic English and content concepts. It is recommended that students maintain a portfolio of learning under the guidance of the tutorial teacher(s). Sheltered Instruction Methodology for the Content Areas: Content area (math, science, social studies, and electives) teachers face the challenge of delivering course concepts in a manner that enables ELLs to access the content through both their background knowledge and emerging language. Components of the Sheltered Teaching Model Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment Teachers should equip themselves with the tools of sheltered instruction, which includes the following basics: Clear, written statements of both content objectives and language objectives for each lesson Vocabulary of the content visibly posted and practiced frequently Hands-on demonstrations and practice for students Many opportunities to talk about what is learned (with partner, small groups, whole group) Opportunities to represent in graphic/artistic form the concepts of the discipline Frequent review and assessment of major concept building blocks Other specific linguistic accommodations for ELL students: o Refer to LAT (Linguistically Accommodated Test) accommodations and the glossaries developed for math, social studies, science, and reading. (See BISD Bilingual web site) to be used as part of daily instruction for ELL exempt students.) o Availability and use of two-way dictionaries, thesauruses o Listening and speaking software and tapes to practice English Summer Program The summer school program is critical to the progress of ELLs. Every effort should be made to enroll them in an acceleration course if available. Continued language support is vital to the students language growth and to attainment of the goals that have been established through the No Child Left Behind Act s Annual Measurable Achievement Objectives (AMAOs), which stipulate that our students must progress from the Beginners to the Advanced High proficiency level in 4 years. Tuition costs for ELLs are paid through Title III 8

9 monies. ASSESSMENT OF SPECIAL EDUCATION STUDENTS A student may be exempted from the administration of an assessment instrument under: 1. Section (a) or (b) if the student is eligible for a special education program under Section and the student s individualized education program does not include instruction in the essential knowledge and skills under Section at any grade level. 2. Section (c) or (d) if the student is eligible for special education under Section and 1. the student s individual education program does not include instruction in the essential knowledge and skills under Section at any grade level; or 2. the assessment instrument, even with allowable modifications, would not provide an appropriate measure of student s achievement as determined by the student s admission, review, and dismissal committee. 3. The assessment decision for students receiving special education services are made by the ARD committee and area based on each student s IEP, the previous year s Confidential Student Report, and other relevant information, such as student work samples and teacher assessments. The ARD committees must document in the IEP the rationale for all assessment decisions including why a student cannot participate in STAAR and why the particular alternate assessment (STAAR M, STAAR ALT) is appropriate. STAAR M has been developed for all content areas in grades 3-8 and high school EOC s (excluding Algebra II, Chemistry, or Physics). Students who are administered STAAR M are automatically working on the Minimum High School Program for graduation because they are receiving modified instruction. STAAR Alternate has been developed for the purpose of assessing students in grades 3-8 and high school who have significant cognitive disabilities and are receiving special education services. Students who are administered the STAAR Alternate are automatically working on the Minimum High School Program for graduation because they are receiving modified instruction TELPAS on the basis of the student s disability as determined by an ARD and documented in the student s in the individual educational plan according to 19 TAC (c). The decision to exempt the student must be made on the basis of the appropriateness of the TELPAS for the student. MIGRANT STUDENTS PLACEMENT OF MIGRANT STUDENTS Before placing a migrant student in the appropriate setting, a migrant-funded district is required to give service priority to migrant Priority for Services (PFS) children who are failing or most at risk of failing to meet the state s content and performance standards and whose education has been interrupted during the regular school year. [P.L * 1304(D)] Students are identified for Priority of Services by the New Generation System (NGS). These are students who: have their education interrupted during the previous or current regular school year; AND are failing or are at risk of failing to met the state s challenging academic content and achievement 9

10 standards; OR are in grades 3-12 and identified as un-grade (UG) or out of school (OS), and have failed one or more sections of the standardized state assessments or who are designed as absent, not tested, or not scored. CREDITS THOUGH THE MIGRANT PROGRAM Secondary migrant students who enter late or withdraw early are strongly encouraged to enroll in the migrant lab classes, if available. The Brownsville Independent School District has a commitment to ensure an equal educational opportunity for migrant students. Therefore, the students regular teachers are strongly requested to cooperate by helping migrant students meet academic requirements. The Texas Education Agency has advised. Under no circumstances should a migrant student, due to migration, be denied the opportunity to complete coursework credit. 1. Late Entry A. General guidelines for working with migrant students who enter late: 1. Migrant students who enter late with partial grades from another school should be scheduled into the same or similar classes upon entering BISD. Teachers should be provided with the grades from the sending school for use in calculation of the student s grade for the term. 2. Middle School migrant student with partial grades who enter late should be provided opportunities to complete the partial work for all classes. 3. Campuses are to enroll late returning students immediately upon their arrival. Under no circumstances are students to be told they cannot enroll until the start of the new semester or six weeks grading period. 4. Students who enter late and have not been in school elsewhere should be scheduled into appropriate required and elective courses for their grade level. These students should be provided opportunities to complete missed work for all classes. B. Migrant students entering school in late MAY, are eligible for credit in a subject if they: 1. Successfully complete the major assignments of their regular classes; and/or 2. Demonstrate mastery (70%) of TEKS by passing equivalent unit examinations for their regular classes; and/or 3. Complete course requirements with options available through the migrant lab classes. 4. Enter with partial grades for a course that is not offered in BISD, but in which a student has completed a substantial amount of work. Alternative arrangements for course completion should be explored. 2. Credit A. Issuance of credits and grades will be reserved for the regular teacher. B. If a migrant student has not completed all major assignments or has not shown mastery (70%) of the TEKS by the end of the grading period in which the student enters late or withdraws early, an incomplete should be issued to the student until such time as the student completes assignments and/or demonstrates mastery. The incomplete may be carried for six months from the date of next enrollment. C. If a migrant student enters school after the completion of any grading period, he/she will be eligible to take a placement test for the work missed during the grading period. (A migrant tutorial session 10

11 may be recommended for these students to prepare them for the test.) 3. Early Exit A. Migrant students who withdraw early and who will be attending another school should be provided with all the information that will assist the receiving school in making a proper placement. B. Migrant students leaving school during a grading period MAY be eligible for credit is a subject if they: 1. Migrate at the end of the fifth six week grading period and have completed mayor course requirements and taken a final exam. (Each case should be considered on an individual basis.) 2. Successfully complete the major assessments of their regular classes; and/or 3. Demonstrate mastery (70%) of TEKS by passing equivalent unit examinations for their regular classes. 4. Withdraw prior to the end of a semester and have not completed course requirements; they may request alternative placement. 4. Grade Advancement Requirement: STAAR testing opportunities are available for 8 th grade students during the summer. Counselors or migrant campus clerks need to contact migrant Service Coordinator to make arrangement before the student withdraws from school. Effective Migrant Educational Strategies Migrant educators have found that the instructional strategies effective with migrant students are often those that have become widely recognized as good practice for students in general. Project SMART Project SMART (Summer Migrants Accessing Resources through Technology) is a distance learning program sponsored by the Texas Education Agency. Live broadcasts are available each summer in Texas and other participating states for students from early childhood through high school. Migrant Secondary Summer Program Middle school student with a current Certificate of Eligibility on file at BISD Migrant Education Office may attend the summer migrant program. TEXAS MIGRANT INTERSTATE PROGRAMS Eligible migrant students may take the STAAR test while migrating outside of Texas. The testing opportunities are available for: 8 th STAAR. The number of participating states cooperating in this initiative depends on the willingness of the receiving states to attend appropriate STAAR Administration Trainings. Students interested in testing outside of Texas need to contact the BISD Migrant Department to make the necessary arrangements. Once contacted, the BISD Migrant Department will contact the Texas Migrant Interstate Program (TMIP) to initiate the process. TMIP coordinates all STAAR testing outside of Texas. Migrant families may also reach TMIP directly at MIDDLE SCHOOL LEADERSHIP CONFERENCE The Migrant Department will host a Middle School PFS Leadership Conference for all Middle School Students and their parent. Student and parents will be given important training on several issues including leadership, study, math and science skills and college awareness. Community agencies will also be invited to participate to give parents additional resources. The Conference will be held in February. AFTER SCHOOL MIGRANT TUTORIALS The middle school campuses may use allocated migrant funds to offer after school migrant tutorial opportunities to migrant student in order to provide above and beyond tutorial assistance in the core subject area or homework assistance. 11

12 SECTION 504/DYSLEXIA SECTION 504 Section 504 is part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights stature that required the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. A student covered under Section 504 may have an Individual Accommodation Plan (IAP) based on his/her individual needs. The student s needs and/or progress should be reviewed by the campus 504 committee to determine appropriate scheduling of required coursework. DYSLEXIA Students identified with Dyslexia who have been recommended to receive dyslexia lab services by the campus 504 committee or ARD committee shall be enrolled in Reading 6, 7, or 8 as required in addition to Dyslexia Reading (D) with parental consent. Reading (D) will take the place of one elective for the school year. Students who do not receive parental consent to forfeit an elective and enroll in Reading (D) will only receive a Dyslexia Accommodation Plan to be implemented throughout the instructional day. Students qualifying for Dyslexia Lab services as determined by the campus 504 committee or ARD committee shall be enrolled in Reading (D) in addition to the Reading 6, 7, or 8 requirement. Parent consent is required for enrollment in Reading (D). Reading XL criteria as determined using a Placement Test or other available reading diagnostic software such as: Sleek Software STAR by Accelerated Reader Glencoe Reading Placement Test 12

13 PARENTAL NOTICE AND ACCEPTANCE/DENIAL OF DYSLEXIA LAB SERVICES FOR SECONDARY STUDENTS D-9B Student: DOB: ID# Campus: Your child has been identified as at-risk for dyslexia. In compliance with state guidelines addressing the needs of students identified with dyslexia, the campus Section 504 committee or ARD committee is recommending your child receive dyslexia support services through the Brownsville ISD Dyslexia Lab located at your child s school. Students eligible for services through the district dyslexia lab will continue to receive their core reading/english Language Arts through the regular core curriculum. In addition, support services through the dyslexia lab are available during the regular school day at the campus your child regularly attends. In order to access these services, the dyslexia lab is offered in lieu of one elective. Please acknowledge your acceptance or denial of the dyslexia lab support services by initiating and signing in the spaces below. If you have any questions, please contact your campus 504 Coordinator or Special Education campus contact at:. Please initial one of the following either accepting or declining services. At this time, I am accepting the proposed dyslexia lab services on behalf of my child. I understand that my child will be provided these services in lieu of receiving one elective course. At this time, I am declining the proposed dyslexia lab services on behalf of my child. In declining these services, I acknowledge that my child will continue to receive his/her selected electives. Signature of Parent Date 13

14 MIDDLE SCHOOL PRE-ADVANCED/AP & GIFTED PROGRAMS PREAP/AP Program The PreAP/AP Program is a planned program of teaching skills and concepts over several years. The Advanced Placement program provides the goals for the PreAP Program. PreAP classes are considered preparation classes for students interested in taking AP courses in high school. These classes incorporate all the core subject areas: math, reading/english, science, social studies and Spanish in grades The AP exam score may earn college credit for the course(s) depending on the requirement of the university. Student must meet the following criteria in order to be placed in the Brownsville ISD PreAP/AP Program: Have at least an 80 average in the most recent grade in the specific academic discipline for a non PreAP/AP class or have passed the previous PreAP/AP class in the specific academic discipline with an 80 average; and Have passed all standardized state assessments in areas tested to date Have signed parent contract on file Note: Alternate route to PreAP/AP admission: Letter of recommendation by the campus administrator. All students who enroll for an AP class are required to take the AP exam in May. At the beginning of the course, the student and the parent/guardian will sign the district PreAP/AP Program Expectations and Course Agreement. The Agreement will be distributed by the teacher of record. Students who wish to enroll in dual enrollment courses at the high school, it is highly recommended they score an 80 or above on the core subject areas. Gifted and Talented Program The Brownsville Independent School District identifies gifted and talented youth by utilizing an identification process which consists of three district steps: nomination, screening, and selection. Nominated students for services in academics in grades K-12 are selected by using the following criteria: 1. Renzulli-Hartment Teacher Checklist Pk Achievement Test, Raven Progressive Matrices Test K Torrance Test of Creativity, K 5. Parent Checklist, PK-12 Scores are plotted on a profile. A student is placed in the program if 3 of the criteria are in qualifying range. Nominated student for identification in music and art, grades 1-12 and/or theatre arts/dance, grades 9-12 are provided services if 3 of the following criteria are in the qualifying range. 1. Teacher Checklist 2. Portfolio 14

15 3. Music/Art Aptitude Test 4. Dance/Theatre Audition CREDIT BY EXAMINATION & HIGH SCHOOL CREDITS AT MIDDLE SCHOOL CREDIT BY EXAMINATION FOR ACCELERATION WITHOUT PRIOR INSTRUCTION The Brownsville Independent School District provides 3 days between January 1 and June 30 and 3 days between July 1 and December 31 annually for examination for acceleration in Grades K-12 for BISD students only. The dates are designed to meet the needs of all of the students and are publicized in the community. BISD students do not pay for the exams. The district recognizes test results from Texas Technical University or the University of Texas at Austin. A student in grades 6-8 may be accelerated one grade if he or she meets all of the following requirements: The student scores an average of 90% or higher on the state approved test for the grade level he or she wants to skip in each of the following areas: language arts, mathematics, science, and social studies; The student has had no prior instruction in the academic subjects tested; A school district representative recommends that the student be accelerated; The student s parent or guardian gives written approval for the acceleration Note: If a student is given credit in a subject on the basis of an examination, the school district must enter the examination score on the student s transcript. These requirements follow the State Board of Education Rules at stated in the Texas Education Code, Students interested in credit by examination for acceleration without prior instruction may contact the Brownsville ISD Department of Advanced Academic Services. HIGH SCHOOL COURSE CREDIT AT MIDDLE SCHOOL Students enrolled in high school credit courses in middle school (math, foreign language, etc.) must complete and meet demonstrated proficiency (70% or higher) in each semester to receive full or partial high school credit. Students will be required to take the respective End of Course exam (EOC). If the grade average of the two half units is 70 (69.5) or above, the student will receive credit for the full unit. If the average of the two half units is below 70 (69.5), the student will receive credit only for the half unit that he/she passed. If the half unit grade is below 70 (69.5), the unit must be repeated for credit when the average of the two half units is below 70 (69.5). High school courses successfully completed in middle school must be reflected on the Academic Achievement Record (AAR) and will not be figured into and/or weighted into the student s high school grade point average (GPA). ADVANCED PLACEMENT SPANISH LANGUAGE (AP) AT MIDDLE SCHOOL Eighth grade students who pass the AP Spanish Language exam with a score of 3, 4, or 5 will be awarded high school credit for Spanish I PreAP, Spanish II PreAP, Spanish III PreAP, and AP Spanish Language: a total of 4 high school credits. (Grade points will not be awarded to these courses.) Students who fail the AP Spanish 15

16 Language exam (scores of 1 and 2), but pass the AP Spanish Language course with a grade of 70 or better will receive high school credit only for the AP Spanish Language course. In instances where a student has already received prior credit for Spanish I course, credit will be awarded accordingly. If the student already has credit for the Spanish I, the student will be given credit for the next appropriate level (i.e. Spanish II or Spanish III). Note: Beginning with school year , in order to successfully comply with the TEA mandated electronic exchange of records (TREX) with colleges and universities, the following conversions will be used to post the AP Spanish Language scores/credits on high school transcripts: 3=90, 4=95, and 5=100. (AP Spanish Language score grades will not be included in GPA calculations.) UIL ADVANCED COURSES All high school courses taken in middle school, with the exception of instructional modules, shall be considered as advanced level for UIL eligibility purposes. PERSONAL GRADUATION PLAN PERSONAL GRADUATION PLAN REQUIREMENTS (a) A principal of a junior high or middle school shall designate a guidance counselor, teacher, or other appropriate individual to develop and administer a personal graduation plan for each student enrolled in the (a) junior high or (,-) middle school who: (1) Does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; or (2) Is not likely to receive a high school diploma before the fifth school year following the student s enrollment in grade level nine, as determined by the district. (b) A personal graduation plan under this section must; (1) Identify educational goals for the student; (2) Include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies; (3) Include an intensive instruction program described by Section ; (4) Address participation of the of the student s parent or guardian, including consideration of the parent s or guardian s educational expectations for the student; and (5) Provide innovative methods to promote the student s advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability. (6) This section applies beginning with the school year. 16

17 Personal Graduation Plan Brownsville Independent School District PERSONAL GRADUATION PLAN Resource Guide and Model Provided by Region XIII Education Service Center Texas Association of Secondary School Principals Texas Education Agency October 2003 Personal Graduation Plan Requirements Senate Bill 1108, passed during the 88 th Texas Legislature, Regular Session, 2003, requires a school principal to designate a guidance counselor, teacher, or other appropriate individual to develop and implement a personal graduation plan for each student in junior high, middle school, or high school who does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; or who is not likely to receive a high school diploma before the fifth school year following the student's enrollment in grade 9 (as determined by the district) (TEC ). Additionally, each district is required to provide accelerated instruction to a student enrolled in the district who has taken the secondary exit level assessment instrument and has not performed satisfactorily on each section or who is at risk of dropping out of school (TEC ). A junior high, middle, or high school student must have a Personal Graduation Plan if: The student does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; OR The student is not likely to receive a high school diploma before the fifth school year following the Student s enrollment in grade level nine, as determined by the district. Each Personal Graduation Plan must: 1) identify educational goals for the student; 2) include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies; 3) include an intensive instruction program described by Section ; 4) address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student; and 5) provide innovative methods to promote the student's advancement, including flexible scheduling, alternative learning environments, online instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability. For students receiving special education services, an individualized education program developed under TEC may be used as the student's Personal Graduation Plan. 17

18 NOTE: Schools that receive funds under the High School Completion and Success Grant Program authorized under Rider 88, General Appropriations Act, 88 th Texas Legislature, Regular Session, 2003, must ensure that all students have an individualized graduation plan. Individualized Graduation Plans must ensure that students at risk of not graduating from high school are afforded instruction from highly qualified teachers, have access to online diagnostic and assessment instruments, and are provided accelerated instruction in areas of academic weakness. The Individualized Graduation Plan may serve as an extension of the Personal Graduation Plan. Districts that receive grant funds will be provided with additional information. Development & Implementation Model for the Personal Graduation Plan The following model is offered to assist districts in the development and implementation of the PGP required under SB Neither the Texas Education Agency nor the State Board of Education (SBOE) has any rulemaking authority in this area. Therefore, it is the responsibility of each school district to interpret and implement the provisions of the TEC in a manner consistent with the statute that will best serve the school district s unique characteristics. District and campus leaders are encouraged to first read the statute and local policy and then refer to local administrative procedures to guide them in the implementation of meeting this requirement. I. Identification of Students Requiring a Personal Graduation Plan (PGP) The principal shall designate a guidance counselor, teacher, or other appropriate staff member to develop a Personal Graduation Plan (PGP) for each student identified under TEC (See Appendix A). At a minimum, this list includes: Students whose test scores did not meet the passing standard on the Texas Assessment of Knowledge and Skills (TAKS) in the previous school year and who are now enrolled in a middle, junior or senior high school. Students who are not acquiring credits at a rate sufficient to graduate before September 1 of the fifth year of high school. II. Requirements for the PGP A personal graduation plan must: 1. Identify educational goals for the student; 2. Include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies; 3. Include an intensive instruction program described by Section ; 4. Address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student; and 5. Provide innovative methods to promote the student's advancement, including flexible scheduling, alternative learning environments, online instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability (TEC ). III. Intensive Program of Instruction For students identified under TEC , who do not perform satisfactorily on an assessment instrument, the school district will design and place students in an intensive instruction program intended to (1) enable the student to the extent practicable to perform at the student s grade level at the conclusion of the next regular school term or attain a standard of annual growth specified by the district and reported by the district to the Texas Education Agency, and (2) if applicable, carry out the purposes of Section IV. Ongoing Evaluation of the Academic Progress The timeframe for monitoring and providing intervention activities and other evaluation strategies should be determined by the school principal s designee. V. Parent/Guardian Participation The importance of parent/guardian participation and input into the child s education is highly valued. Therefore the 18

19 PGP should address participation of the student s parent or guardian including the parent s or guardian s educational expectation for the student. The signatures of all persons involved in the decision-making process participation should be documented. Frequently Asked Questions 1. How often does the plan need to be developed? At a minimum, a Personal Graduation Plan should be developed each year for each student identified under TEC If a student is successful on the assessments described in the current school year, is a plan still required the following year? No, however, continuous progress monitoring is highly encouraged. 3. Are there other groups of students who need a Personal Graduation Plan? Districts may develop a plan for any student who is at risk of not meeting the STAAR passing standard or graduating before the fifth year of high school. 4. Do schools need to schedule a meeting with each parent? The Personal Graduation Plan MUST address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student. This participation may take many forms including, but not limited to, the following: parent conference, telephone conference, planning input through personal correspondence (in the parent or guardian s primary language when possible), or other means of ensuring participation. 5. How often does the intensive intervention need to occur? The local district in collaboration with parents determines the program for intensive intervention appropriate for individual students. 6. Are the Personal Graduation Plan (PGP) and the Individualized Graduation Plan (IGP, Rider 88) the same? No; however, the Individualized Graduation Plan (IGP) may serve as an extension of the Personalized Graduation Plan (PGP). Schools that receive funds under the High School Completion and Success Grant Program authorized by Rider 88, General Appropriations Act, 88 th Texas Legislature, Regular Session, 2003, must ensure that all students have an individualized graduation plan (IGP). Individualized Graduation Plans must ensure that students at risk of not graduating from high school are afforded instruction from highly qualified teachers, have access to online diagnostic and assessment instruments, and are provided accelerated instruction in areas of academic weakness. Additional requirements within Rider 88 must be added to the PGP to be designated as the IGP. Districts receiving grants will receive further information regarding these requirements. 19

20 DISTANCE LEARNING DISTANCE LEARNING Prior to enrolling a BISD student in any type of distance learning/correspondence course where a student can either take courses to met grade level promotion criteria or receive graduation credits, a parent/guardian must notify the school principal or his/her designee of their intent. Since a student cannot be enrolled in two school districts simultaneously, it is in the student s best interest for the school district to verify the appropriateness of the institution s program prior to the student beginning the coursework. Failure to notify the school district in advanced could affect the awarding of credit. 20

21 Course Requirements For Students Entering Grade 6 in Course Requirements for Grade 6 Reading English/ESL Mathematics Social Studies (World Societies) Science Health (1 semester)* Technology Applications 6 (1 semester)* Elective or Fine Arts Requirement (2 semesters) Elective or PreAthletics (2 semesters) Course Requirements for Grade 7 Reading English/ESL Mathematics Texas History Science Physical Education (2 semesters) Health (1 semester) Exploring Careers (1 semester)* Elective or Fine Arts Requirement (2 semesters) Course Requirements for Grade 8 Reading English/ESL Mathematics US History Science Physical Education (2 semesters) Elective or Fine Arts Requirement (2 semester) Elective or Athletics Promotion/Retention Requirements Pass course with a 70% Overall yearly average Pass Electives with a 70% (composite) overall yearly average Promotion/Retention Requirements Pass course with a 70% Overall yearly average Pass Electives with a 70% (composite) overall yearly average Promotion/Retention Requirements Grade Advancement Requirement: Meet passing standard for Grade 8 STAAR Reading and Mathematics; AND Pass course with a 70% overall yearly average Pass Electives with a 70% (composite) overall yearly average. *Health, Technology Applications, and Exploring Careers will not be restricted to the recommended course sequence and may be taken at any time. 21

22 Course Requirements/ Recommendations & Course Sequence Charts 22

23 House Bill 3 House Bill 3, each student is required to take one fine arts credit in middle school. The strong recommendation is for students to take the fine arts requirement in the 6 th or 7 th grade. However, according to research, it is highly recommended that students complete 6 semesters of fine arts in order to ensure a strong middle school foundation that will vertically align with each respective high school. Physical Education in Middle School As per HB5, PE credit may be earned through completion of any Texas Essential Knowledge and Skills based course that meet the requirement in subparagraph (E) of this paragraph for 100 minutes of moderate to vigorous physical activity per five-day school week. Therefore, students may receive PE credit through dance courses. If students use Dance as their PE credit, they will still need to fulfill their Health requirements. Speech Middle school speech course must be taught by a certified speech teacher or a teacher who holds a composite language arts certificate. Course is not eligible for high school credit. GT-Pre-Ap Course Requirements Students who meet the GT/PREAP/AP or College Admission criteria (applies only to high school students) to enroll in these classes. Teachers must be GT/PREAP/AP trained to teacher these classes, respectively. Campuses may elect to serve GT students by placing them in PREAP/AP classes. Algebra 1 Students taking Algebra I for high school credit should follow all criteria in the high school grading procedures: six weeks tests, semester exams and EOC. Students must complete and meet demonstrated proficiency (70% or higher) in each semester to receive partial or full high school credit. Teachers must be certified in Secondary Math to teach this course. Students failing 8 th Grade Algebra I may take Math 8 in summer school to strengthen mathematical content knowledge or Algebra IA or Algebra IB, as applicable. In the event that students who have failed 8 th grade Algebra I and take Math 8 in summer school, parents and students need to sign a stipulation that the grade will be considered a stand alone. Eighth Grade Students who are enrolled in Algebra I in and after the will be required to take the Algebra I End of Course assessment. Algebra I State & Federal Accountability For 2014 and 2015 state and federal accountability, if a student takes the STAAR Algebra I end-of-course assessment and a STAAR mathematics grade level assessment, only the results of the Algebra I assessment will be included in the accountability calculations for the campus and the district where the student tested. Enrollment Criteria: Schools may use any or all of the following options (or a combination thereof) for placing students in Grade 8 Algebra I. Option 1: An overall average 85% at the end of the 4 th six weeks grading period in 7 th grade Mathematics. (The average shall be determined by using the following formula: 1 st six weeks average + 2 nd six weeks average + 3 rd six weeks average + 1 st semester exam + 4 th six weeks average divided by five.) Option 2: Mastery of respective 7 th grade standardized state assessment in the area of math with satisfactory performance on the college readiness component. 23