Pupil Progression Plan. for. Jackson Parish School System. for Submitted to Louisiana Department of Education

Transcription

1 Pupil Progression Plan for Jackson Parish School System for Submitted to Louisiana Department of Education August 16, 2016 (Date Submitted) 1

2 TABLE OF CONTENTS Page Section I- Formal Submission Statement 3 LEA Contact 4 Section II-State and District Policies 5 I. Placement 11 II. Attendance Policy 11 III. Grading Policy 12 IV. Promotion K V. Retention Policy VI. Acceleration VII. Remediation VIII. Alternative Schools/Programs/Settings IX. Other Policies and Procedures Section III- Local Policies Appendix A-Definition of Terms

3 Formal Submission Statement Assurance is hereby made to the State Department of Education that the Jackson Parish School System s Pupil Progression Plan has been developed in compliance with the State Board of Elementary and Secondary Education s Policies and Procedures (Bulletin 1566), (R.S. 17:24.4), with all applicable policies and standards of Bulletin 741 and Bulletin 1706, and with all applicable federal, state, and local regulations. If any local policy outlined in this plan conflicts with state and/or federal guidelines and/or regulations, the state and/or federal regulations/guidelines will supersede the local policy. All documentation relative to the development of this Pupil Progression Plan shall be maintained on file by the local education agency. Assurance is thereby made that this school system shall not discriminate in the rendering of services to and/or employment of individuals because of race, color, religion, sex, age, national origin, disability, veteran status, or any other non-merit factor. Superintendent School Board President Date Date 3

4 PUPIL PROGRESSION PLAN LEA CONTACT INFORMATION LEA Contact Person (Primary) Dorothy B. Dorsey Telephone Number (318) Ext Address If Applicable: LEA Contact Person (Secondary) Telephone Number ( ) Address (Primary Signature) (Date) 4

5 SECTION II STATE AND DISTRICT POLICIES The Pupil Progression Plan is the comprehensive plan developed and adopted by each LEA. The plan is based on student performance on the Louisiana Educational Assessment Program (LEAP) and is aligned to state laws and BESE policies. I. Placement A. Kindergarten and First Grade Entrance and Screening Requirements 1. Every child, as a prerequisite to enrollment in any first grade of a public school, shall meet one of the following criteria (Bulletin B.): a. Have attended a full-day public or private kindergarten for a full academic year; or b. Have satisfactorily passed academic readiness screening administered by the LEA at the time of enrollment for first grade. Name the academic readiness screening instrument used for those students who are entering first grade without attending a full-day public or private kindergarten for a full academic year. (This must be consistent with the instrument used for students being promoted from kindergarten.) Developing Skills Checklist (DSC) 2. The minimum age for kindergarten shall be one year younger than the age required for that child to enter first grade. (Bulletin C.) a. The age at which a child may enter the first grade of any public school at the beginning of the public school session shall be six years on or before September thirtieth of the calendar year in which the school year begins. (Bulletin D.) b. Each local educational governing authority, by rule, may provide for a child of younger age to enter kindergarten, provided that such child has been evaluated and identified as gifted in accordance with the regulations of the DOE for such evaluation. Any child admitted to kindergarten pursuant to this paragraph shall be eligible to enter first grade upon successful completion of kindergarten, provided all other applicable entrance requirements have been fulfilled. (Bulletin C.1.) N/A Describe the LEA s policy on early entrance into kindergarten for those students identified as gifted, if applicable. 5

6 c. Any child transferring into the first grade of a public school from out-of-state and not meeting the requirements herein for kindergarten attendance shall be required to satisfactorily pass an academic readiness screening administered by the LEA prior to the time of enrollment for the first grade. (Bulletin C.2.) Name the academic readiness screening instrument used for those students from out-of-state who are entering first grade and not meeting the requirements herein for kindergarten attendance. Developing Skills Checklist. (DSC) 3. Each LEA shall require that every child entering kindergarten for the first time be given a nationally recognized readiness screening. The results of this screening shall be used in placement and for planning instruction. The pupil progression plan for each LEA shall include criterion for placement. (Bulletin C.) DSC will be used. Name the Developing Skills Checklist, DSC, criterion used for placement of every child entering kindergarten for the first time. Developing Skills Checklist. B. Transfer Students 1. A student transferred from a state-approved school, in- or out-of-state, public or nonpublic, shall be allowed credit for work completed in the previous school. When a student transfers from one school to another, a properly certified transcript, showing the student s record of attendance, achievement, immunization, and the units of credit earned, shall be required. (Bulletin ) a. Records, including evaluation information for exceptional students transferring from another system, shall be reviewed by pupil appraisal and approved by the Supervisor of Special Education before the student is enrolled in a special education program. c. For students in grades five and nine transferring to the public school system from any in-state nonpublic school (state-approved and unapproved), or home schooling program, or Louisiana resident transferring from any out-of-state school, districts should determine guidelines for entry, which can include use of placement tests as well as other evidence of grade-level proficiency (e.g., transcripts, local assessments. WRAT or WIAT or K-TEA 2. Local school officials from any state-approved school receiving a student from an unapproved school, in- or out-of-state, approved home study programs, or foreign schools will determine the placement and/or credits for the student through screening, evaluations, and/or examinations. (Bulletin ) 6

7 a. The LEA may require the student to take an examination on any subject matter for which credit is claimed. b. The school issuing the high school diploma shall account for all credits required for graduation, and its records will show when and where the credit was earned. c. For students in grades five and nine transferring to the public school system from any in state nonpublic school (state approved and unapproved), or home schooling program, or Louisiana resident transferring from any out of state school, districts should determine guidelines for entry, which can include use of placement tests as well as other evidence of grade-level proficiency (e.g., transcripts, local assessments). Transcripts, placement test, and grade level benchmark testing will be used. Describe the placement policies for transfer students entering transitional 9 th grade. The LEA may place a first time 8 th grader in the transitional 9 th grade program using the following criteria. 1. A student may be considered for placement in a 9T program if: a. Must be 15 by September 30 of current year. b. Pass ELA or Math course. 2. Students must have been in 8 th grade the entire year and receive 50 hours of remediation. 3. Students WILL attend Summer School if funding is available. Describe the policies for the placement of all students, including kindergarteners, transferring from all other systems and the provisions for awarding credit for elementary students (K 8) and secondary students (9 12), including: o Approved schools within the state (public/nonpublic) A student transferred from a state approved school, in OR out-of-state shall be allowed credit for work completed in the former school. When a student transfers from one school to another, a properly certified transcript, showing the student s record of attendance, achievement, immunization records, and the units if credit earned, shall be required. o Approved out-of-state schools (public/nonpublic) Same as above and effective with the school year students in grades 5 and 9 transferring to Jackson Parish Public School System from any in-state nonpublic school (state approved and unapproved) any out-ofstate school or home schooling program shall be required to pass the English Language Arts and Mathematics portions of the state developed LEAP 21 placement test. 7

8 o Home Study and Unapproved schools (public/nonpublic) Local school officials from any state approved school receiving a student from an unapproved school, in OR out-of-state, will determine the placement and/or credits for the student. The principal and/or superintendent may require the student to take parish grade benchmark test, on any subject which credit is required. The school issuing the high school diploma shall account for all credits required for graduation, and its records will show when and where the credit was earned. Student entering 5 th or 9 th grade *Students will be required to take an Academic Achievement test used by the Parish to determine placement. *(WIAT) K-TEA Academic Achievement Test Names of the entrance tests used to determine grade placement *WRAT test, STAR/Benchmark test. The procedure used for determining Carnegie credit for high school students *Academic Placement test for each Carnegie unit for which credit is being sought will be used. Students must satisfy EOC graduation requirements. List the placement test(s) administered to the above-mentioned transfer students, if applicable. *WRAT, Benchmark assessments, WIAT, or K-TEA C. Limited English Proficient (LEP) Students 1. The requirements of Title VI of the Civil Rights Act of 1964 are as follows: a. Establish procedures to identify language minority students. Describe the procedures the LEA has established to identify language minority students. Students will be assessed using LEA adopted assessments after two years and continue using English conversion programs. b. Establish procedures to determine if language minority students are Limited English Proficient. Describe the procedures the LEA has established to determine if language minority students are Limited English Proficient. Students are identified by ethnicity placed on enrollment form. 8

9 c. Establish procedures for age-appropriate placement and determine the specialized language services or program the district will use to address the linguistic and cultural needs of the Limited English Proficient student. Once students are identified appropriate programs are used along with technology software conversion program. Describe the procedures for age-appropriate placement and the specialized language services or program the LEA will use to address the linguistic and cultural needs of the Limited English Proficient student. d. Establish procedures to monitor former Limited English Proficient students for two years. Students will be assessed using LEA adopted assessments after two years and continue using English conversion programs. Describe the procedures the LEA has established to monitor former Limited English Proficient students for two years. Students will be monitored using LEA Benchmark assessments for two years. e. No LEP student shall be retained solely because of limited English proficiency. Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English. (See: Louisiana District and School Administrators English Language Learners Program Handbook) D. Review of Placement 1. Review of promotion and placement decisions may be initiated by the local school superintendent and/or parent or guardian (R.S. 17:24.4 G.). 2. Each local school board may adopt policies whereby it may review promotion and placement decisions, in order to ensure compliance with its local plan (R.S. 17:24.4 G.). Describe the LEA s policy that addresses how promotion and placement decisions are monitored periodically to determine that the LEA s policies are being implemented uniformly across the system. Explain how, upon request, an individual, such as a parent, teacher, principal, superintendent, etc., could initiate an individual review. The policy established in the Pupil Progression Plan of Jackson Parish is to serve as a guide for decisions made in the area of pupil placement. There will be occasions where judgment and subjectivity will be required of school personnel. Decisions based on judgment often bring controversy and difference of opinion. Therefore, a plan is included for a decision making process, as well as, means through which decisions in the area of pupil placement may be applied. The Competency-Based Education Law (Act 750), Section G, establishes a basis for decisions in pupil placement by stating, Based upon the local school board policy, each teacher shall, on an individualized basis, determine promotion or placement of each student. Act 750 indicates that teacher judgment, within the framework of local 9

10 policy, shall be maintained as the important influence in pupil placement in the curriculum. To facilitate and strengthen this concept, it is imperative that the local school principal be thoroughly familiar with all circumstances resulting in the teacher s decision that places students in the educational program. The final teacher decision at the local school must have support of the principal. It is recognized, too, that a local school committee could expedite, in a judicious manner, those questions that are controversial or where difference of opinions may be strong. Any plan in decision-making must assure the availability of due process. In order that pupil placement policies are uniformly followed and to ensure that decisions are responsibly made at each local school, the following procedures are established: a. Each teacher, along with school counselors, shall confer with the school principal regarding all questions and decisions arising from pupil placement practices. Questions regarding placement arise from the following areas: 1. Transfers 2. Promotion 3. Retention 4. Course assignments 5. Section assignments 6. Resource rooms 7. Alternative programs b. When making decisions regarding student retention, teachers shall involve the school principal and counselors or designee so that communication with the parent or guardian might be established. 1. Grades K-8 The teacher and principal, following Board policy, shall reach an agreement on those students who are to be retained. Communications shall be established with parents or guardians, advising of this decision prior to the sending of report cards, end of each grading period, and at the end of the school year. Parents or guardians shall be invited to the school for a conference concerning the reason for the retention. The local school has an important responsibility to counsel with those students who are to be retained and their parents or guardians clarifying educational decisions for retention. It should be emphasized that retention is not a means of punishment, but rather, it is essential to retain students in occasions for their own well-being in their education progress. Communication to parents should take place during the last nine weeks of the school year. 2. Grades 9-12 Teacher grades as well as other factors affecting promotion shall be the basis for determining the question of the successful completion (gaining credit) in a particular course. The grade level placement of each student shall be determined by the number of Carnegie units successfully completed at the end of each school year. Teachers, counselors, and principals shall communicate with students and their parent or guardian, especially if the student s work is unsatisfactory. 10

11 Report cards, letters, conferences, counseling, etc., are to be examples of communication which should take place in keeping the students and their parents or guardians informed of progress or a lack of progress. 3. Each local school shall establish and maintain a Student Placement Review Committee to hear complaints and render decisions in those cases of student placement which have been appealed or which may otherwise be controversial at a local school. This committee shall be composed of the teacher, the principal, and other resource personnel as deemed necessary by the principal. 4. To ensure that policies regarding pupil placement are implemented judiciously and efficiently, the Student Placement Review Committee established at each school will periodically review and monitor placement decisions made concerning students at the particular school. This placement review process is a continuous one as can be attested by various pupil records that are maintained. The review can be initiated by the local board, the superintendent, principal, or other appropriate school personnel, or a parent or guardian by following proper lines of communication. The review of placement involves both regular placement and alternative programs. All request for review placement must be submitted to the Superintendent in writing. 5. To assure due process, provisions exist for students and parents or guardians to appeal student placement questions. These appeals must follow the procedures as found in Section II, of this plan Policies on Due Process. 6. Central office staff members who have the responsibility of Pupil Progression shall review and monitor placement decisions made concerning students at each school in the parish. II. Attendance Policy A. Elementary students shall be in attendance a minimum of 60,120 minutes (equivalent to 167 six-hour days) a school year. In order to be eligible to receive grades, high school students shall be in attendance a minimum of 30,060 minutes (equivalent to 83.5 six-hour school days), per semester or 60,120 minutes (equivalent to 167 sixhour school days) a school year for schools not operating on a semester basis. (Bulletin 741, 1103.G) 11

12 III. Uniform Grading Policy LEAs shall use the following uniform grading system for students enrolled in all grades K-12 for which letter grades are used. [R.S. 17:7(31)(A)] (Bulletin Uniform Grading Policy) Grading Scale for Regular Courses Grade Percentage A B C D F 66-0 List the specific LEA grading scale for advanced coursework such as Advanced Placement, International Baccalaureate, Dual Enrollment, Gifted and Talented, and/or Honors. (Current) Diploma of Excellence: (Freshman Class for ): CORE 4 classes TOPS Core 4 classes -TOPS 24 Credits 24 Credits ACT Score of 23 or better ACT Score 23 or better Dual Enrollment Class, AP, or CLEP Dual Enrollment Class, AP, or CLEP 3.0 or better GPA 3.5 or better GPA IV. Promotion K 8 Based upon local school board policy pursuant to these guidelines, each teacher shall, on an individualized basis, determine promotion or placement of each student [R.S. 17:24.4 (G)]. Local school board policies relative to pupil progression will apply to students placed in regular education programs, as well as to exceptional students and to students placed in alternative programs. Placement decisions for exceptional students must be made in accordance with the least restrictive environment requirements of state and federal laws. A. Requirements of the Louisiana Educational Assessment Program 1. A Pupil Progression Plan shall require the student s proficiency on certain tests as determined by the BESE before he or she can be recommended for promotion. (R.S. 17:24.4) 2. In addition to completing at least the minimum Carnegie units of credit as required by BESE, the student shall meet assessment requirements to earn a standard high school diploma. (Bulletin and 2319) 12

13 3. At the conclusion of the , , and school years, placement decisions for fourth and eighth grade students shall be made according to local pupil progression plans, which shall outline the evidence of student learning used to make promotion decisions. Such evidence shall include, but not be limited to, performance on classroom assignments or benchmark assessments. (Bulletin ) 4. At the conclusion of the school years, LEAs shall follow the guidelines set forth in 701.B of Bulletin 1566 to determine, based on evidence of student learning, whether eighth grade students may be promoted to the ninth grade or placed on a high school campus in transitional ninth grade. The percentage of an LEA s eighth graders placed in transitional ninth grade is expected to remain stable over time. In the event that the percentage of an LEA s eighth graders placed in transitional ninth grade in exceeds the percentage of eighth graders in that LEA eligible for transitional ninth grade at the conclusion of the school year, the local superintendent of that LEA shall provide a written justification to the state superintendent. (Bulletin ) 5. All placement and promotion requirements shall be aligned with current BESE guidelines as outlined in the High Stakes Testing Policy. (Bulletin ) 6. Beginning in spring 2015 and in accordance with procedures set forth by the LDE, IEP teams shall determine promotion to the next grade level for a student with a disability who fails to meet state or local established performance standards on any assessment for purposes of promotion. Such determination shall be made only if, in the school year immediately prior to each grade level in which the student would otherwise be required to demonstrate certain proficiency levels in order to advance to the next grade level, the student has not otherwise met the local requirements for promotion or has not scored at or above the basic achievement level on the English language arts or mathematics components of the required state assessment and at or above the approaching basic achievement level on the other. (Bulletin ) 7. Students with disabilities participating in the state testing program must be provided with accommodations as noted in the students Individual Education Program (IEP). (Bulletin ) 8. Students eligible for services under Section 504 of the Rehabilitation Act of 1973 should have accommodations as noted on their individual accommodation plan (IAP). 9. Students with disabilities who participate in the LEAP Alternate Assessment, Level 1 (LAA 1) shall have promotion decisions determined by the IEP Team. (Bulletin ) 10. LEP students shall participate in statewide assessment. The SBLC shall be granted the authority to waive the state s grade promotion policy for a LEP student. A LEP student who was granted a waiver at the 4 th grade level is ineligible for a waiver at the 8 th grade level. (Bulletin E) 13

14 Describe the LEA s plan for intervention and remediation for the non-proficient student for the summer and school year. The LEA s plan for intervention and remediation for the non-proficient student for the summer and school year is as follows: Students will receive intervention and remediation by a certified teacher using the RTI model for improving student s proficiency within the regular classroom. Describe the LEA s criteria for determining if a first-time eighth grader will be placed in transitional ninth grade, if the student is determined to be non-proficient. Identify which resources will be utilized to make the placement decision and who will make the decision. The student is determined to be non-proficient, Jackson Parish Schools will place first-time eighth graders in a transitional 9 th grade if they score non proficient or below benchmark on subject level tests. Students will be remediated using Study Island, Eagle, and RTI as outlined in easy CBM, Odyssey, and Moby Max. The SBLC Committee will make decision. Describe how you will address remediation for transitional 9th grade students during the summer and school year while ensuring credit accumulation and exposure to 9th grade level ELA and math content. Remediation for transitional 9 th grade students will not be addressed during summer. During the school year, students will receive remediation during their RTI time. Students will take 9 th grade level courses in ELA and Math along with remediation classes designed and assigned by schools. Describe the function of the SBLC as it relates to student promotion and retention. Students may be referred to the SBLC for promotion when they have passed all course work and failed the LEAP 21 test. The LEA (Jackson Parish) school-level SBLC committee can make the decision to promote or retain the student based on assessments viewed, and, and teacher recommendation. The SBLC determines the progression of students with disabilities participating in the LEAP Alternate Assessments. Students with disabilities who participate in the LEAP Alternate Assessment, ACT 833, shall have promotion decisions determined by the IEP team. B. High Stakes Testing Policy 1. At the conclusion of the , , and school years, placement decisions for fourth and eighth grade students shall be made according to local pupil progression plans, which shall outline the evidence of student learning used to make promotion decisions. Such evidence shall include, but not be limited to, performance on classroom assignments or benchmark assessments. (See Chapter 7 of Bulletin 1566 for additional policies regarding High Stakes Testing.) 14

15 Describe the LEA criteria that determine if a student is retained in 4 th grade more than once as a result of failure to meet requirements of local progression plans. The LEA criteria that determines if a student is retained in 4 th grade more than once as a result of failure to score at or above the required Proficient achievement level on LEAP is at or above the Basic achievement level in English Language Arts and/or Mathematics on LEAP 21 shall be made by LEA in accordance with the local Pupil Progression Plan. These students may be either retained again in the 4 th grade or promoted to the 5 th grade from recommendation SBLC or SPRC. Describe the criteria that determine to what grade a student will be promoted if he/she has repeated the 4 th grade at least once and if he/she will be 12 years old on or before September 30 th of the next school year. (Bulletin D.) The criteria that determines to what grade a student will be promoted if he/she has repeated the 4 th grade at least once as a result of failure to pass LEAP and if he/she will be 12 years old on or before September 30 th of the next school year. (Bulletin C.) 2. At the conclusion of the school year, LEAs shall follow the guidelines set forth in Bulletin 741: 701.B to determine, based on evidence of student learning, whether eighth grade students may be promoted to the ninth grade or placed on a high school campus in transitional ninth grade. The percentage of an LEA s eighth graders placed in transitional ninth grade is expected to remain relatively stable over time. In the event that the percentage of an LEA s eighth graders placed in transitional ninth grade in exceeds the percentage of eighth graders in that LEA eligible for transitional ninth grade at the conclusion of the school year, the local superintendent of that LEA shall provide a written justification to the state superintendent. (Bulletin B) Describe the customized counseling structure (e.g., a support team) to support each Transitional 9th Grade student. Principals/counselors meet and discuss with students their individual plan of study. Explain how an individual student s progress will be tracked, specifying the data the support team will use to identify student progress and gaps. Progress report, benchmark, Odyssey Ware reports. 15

16 What Career Readiness Course Opportunities will be provided to the students? Up to 9 credits which may include these courses: 1. Journey to Careers 2. Education for Careers 3. Introduction to Business Computer Application 4. Business Computer Application 5. Agriscience I/II/III 6. Certified Nurse Assistant 7. Customer Service 8. CPR-Red Cross Certified 9. Personal Finance 10. Managerial Accounting 11. Speech 12. NCCER Welding How will an appropriate T9 curriculum be identified and implemented? Curriculum identified and taught by a content area teacher using Odyssey Ware. C. Elementary Program of Studies Requirements 1. The elementary grades shall provide a foundation in fundamentals of English Language Arts, Mathematics, Social Studies, Science, Arts, Health, and Physical Education. (Bulletin ) 2. Each elementary school shall provide 63,720 minutes of instructional time per year. (Bulletin ) 3. Each LEA will provide instruction aligned to BESE-approved standards and shall have the autonomy and flexibility to develop, adopt, and utilize instructional materials that best support their student s achievement of the standards. (Bulletin ) 4. Elementary schools shall offer an articulated foreign language program for 30 minutes daily in grades four through six and 150 minutes per week in grades seven and eight. (Bulletin ) List detailed and specific LEA promotion requirements by grade level for K-8. If promotion criteria for 4 th and 8 th grade students exceed the state requirements of passing the state mandated assessments, list any additional requirements. Listed below are detailed and specific LEA promotion requirements by grade level for K-8. If promotion criteria for 4 th and 8 th grade students exceed the state requirements of passing LEAP, any additional requirements are listed 16

17 Grade-to-Grade Promotion: Subject areas for Grades K-3 are Reading, Math, English, Spelling, Science, and Social Studies. Kindergarten: Students who enroll in kindergarten are subject to the regular established policies for attendance. To enroll in the first grade a child is to meet on the following criteria: Attended at least a full day of public or private kindergarten for a full year or pass the exit check list of achievement at the time of enrollment. Students shall master 67% of Reading and Math skills, as indicated by year end exit check list of achievement. (changed 08/04/2016) Grade 1: (Students must successfully achieve standards from Kindergarten) For a student in grade one to be promoted to grade two, the following must be accomplished: Must score at benchmark level in reading and math. Achieve, as reflected in teacher grades, a 67% success level in teacher made assessments of reading and mathematics that include content standards using LEAP format. Students shall successfully master, as indicated by teacher evaluation on the report card, test, and content standards to include the prescribed requirements of the first grade curriculum before being promoted to grade two. The acceptable mastery level of achievement on the report card and the skills test shall be 67% Grade 2: (Students must successfully achieve standards from grade 1) For a student in grade two to be promoted to grade three, the following must be accomplished: Must score at benchmark level in reading and math. Achieve, as reflected in teacher grades, a 67% success level in teacher-made assessment of reading and mathematics which include content standards using LEAP format. Students shall be instructed in cursive writing beginning at midterm. By the end of second grade students should be able to identify/write upper and lower case letters and connect all letters of the alphabet unless specified modifications/accommodations are stated in the IEP. 17

18 Students shall successfully master, as indicated by teacher evaluation on the report card, tests, and content standards to include the prescribed requirements of the second grade curriculum before being promoted to grade three. The acceptable mastery level of achievement on the report card and the skills test shall be 67%. Grade 3: Same as Grade 2 except for: Students shall be required to use cursive writing at the beginning of the school year. Grades 4 & 8: For regular promotion from grade four to five and from grade eighth to grade nine, the following must be accomplished: Louisiana Criteria Referenced Tests will be administered in Language Arts and Math and separate scores will be issued in each area. Students shall achieve the Basic level or above or pass all course in the grade. Achieve a 67% success as reflected by teacher grades in four or more of the major subject areas. Students must pass both reading and mathematics benchmarks to be considered for regular promotion according to State Standards. Students scoring Unsatisfactory or approaching basic in English/Language Arts or Mathematics in grades 4 and 8 on LEAP 21 must attend remediation in a Summer Session at no cost to the student, if funds are available. LEA was granted a waiver from full implementation of the elementary foreign language program, included is a copy of the approval letter in the appendix. Describe the elementary foreign language program for academically able students in grades 4 8. NA o Explain the local definition of the term grade level or on grade level. The term grade level or on grade level refers to those students mastering a minimum of 67% of grade level CCSS or academic skills as evidenced by benchmark assessments. V. High School Graduation Requirements A. Carnegie Credit and Credit Flexibility (Bulletin ) 1. Students may earn Carnegie credit as middle school and high school students in two ways: a. By passing a course in which the student is enrolled and meeting instructional time requirements, as set forth below; or b. By demonstrating proficiency as set forth below. 18

19 2. When awarding credit based on instructional time, LEAs shall provide a minimum of 7,965 minutes for one Carnegie credit, and students shall be in attendance for a minimum of 7,515 minutes. In order to grant one-half Carnegie credit, LEAs shall provide a minimum of 3,983 minutes, and students shall be in attendance for a minimum of 3,758 minutes. 3. When awarding Carnegie credit based on demonstrated proficiency, LEAs must inform the LDE of the following on behalf of any student or group of students: a. the name of the examination used to measure proficiency, if nationally recognized, or b. a copy of the examination used to measure proficiency, if locally developed or not nationally recognized and the score required to demonstrate proficiency; or c. a listing of requirements to demonstrate proficiency through portfolio submissions. 4. Students enrolled in a course for the first time, which is not a credit recovery course or part of an accelerated program, shall only earn credit according to the pathway in Paragraph A.1. of this Section once the school year has begun. a. If a student fails a course, but meets the standard of proficiency on the end-ofcourse exam, the student may retain that score to be factored into their final grade in either a credit recovery course or a repeat of the traditional course. 5. Proficiency in a course with a state administered End of Course exam must be demonstrated using the End of Course exam. 6. The LDE may require revisions of assessments in order to ensure that they adequately measure proficiency. 7. Students meeting the requirements for Carnegie credit based on proficiency shall have the course title, the year proficiency was demonstrated, and the unit of credit earned entered on their transcript. a. LEAs shall determine whether to award the letter grade earned on the proficiency assessment(s) or a P (pass) when a student demonstrates proficiency. List detailed and specific LEA Carnegie unit requirements and promotion requirements by grade level for grades Listed below are detailed and specific LEA Carnegie unit requirements and promotion requirements by grade level for grades Teacher Grading Policy The purpose of teacher grading is to report progress or a lack of progress to the student and parents. Therefore, it is important that grades reflect a true picture or each student s achievement at the grade level where placed. Also, since the grades are used in promotion and retention of students, it becomes essential that each teacher determine grades using a uniform basis. 19

20 Grading Symbols and Meanings: Grades K-12 (changed 02/02/2014) A - Excellent B - Good C - Average D - Poor F - Failing In grades K-12, teachers will use the point value to determine the letter grade. In using letter grades, for example, care must be taken to ensure that a letter grade on a daily assignment does not carry the same weight as a letter grade on a chapter or unit test. All points should be averaged to determine grade. In this case, teachers should consider using one or a variety of methods such as dropping the lowest grade, retesting, or providing an opportunity for extra credit in order to arrive at an accurate picture of the student s progress. Criteria for arriving at Nine-Weeks Grades These grades must be based on an evaluation of the total effort and total progress of the students. There will be given a minimum of nine assessments for a nine-week period. The following assessment areas must be taken into account and given reasonable credit for determining grades. These assessments must include a combination of 6 (six) of the assessments below. Unit Test These tests will be based on material that encompasses the statewide grade level standards where the student is placed. Cumulative Test These tests may be given at teacher s discretion. Daily Class Work The effort required and the quality of this work should be included as part of the grade. Special Projects This work would include notebooks, books, research papers, reports, and projects. Homework Any homework assigned should be evaluated and credit must be given in the grading plan. Portfolio Group Activities. Note: Grades K-3 -- Social Studies and science should be integrated into Reading & Math lessons where applicable. It may be necessary for vocational teachers, physical education teachers, and other special teachers to deviate from this procedure. Even so, there must be a concrete method for determining nine-week grades by all teachers. Every teacher should be able to justify any grade given to a student. NOTE: Each teacher is required to keep a representative sample of a student s work over a period of one year in order to justify the grades assigned. NOTE: Unit Tests will count no more than other test/assessments. 20

21 Every end of course test will count as a final. All finals will count as 15% of the final grade. In an attempt to assure that students acquire the comprehensive subject content for a course, exemptions are made in the manner in which final grades are determined as enumerated in the following statements. a. In grades 1-8, a student must pass at least two of the four grading periods with a grade point average of b. In grades 9-12, a student must achieve the two standards listed below to receive credit for a full unit course: 1. Pass two of the four grading periods, 2. Must pass last grading periods or final exam with a 0.67 grade point average for the course. SBLC Committee to review all.66 students for consideration of promotion. Units of Credit - All full unit courses are to be pursued for an entire school year. In cases such as mid-term graduation, partial units of credit may be awarded. If it should become essential for a student to pursue a course for one-half unit, arrangements should be coordinated through the teachers, the counselor, and the principal. Students who fail a unit course must retake the entire course for a full year in order to receive credit. Determining Grade Point Average for Students Each high school principal shall use a uniform procedure in determining the grade-point average for students. This uniform procedure is to be used in determining the GPA in naming the valedictorian, the salutatorian, and the class ranking of graduating seniors. The procedure to be used is as follows: a. Use the final grades for all courses on the transcript for which units of credit have been pursued. b. The GPA is to be rounded to the nearest thousandth. c. The Jackson Parish School Board policy on awarding quality points for designated subjects shall be followed. The LEA s policy for awarding ½ unit of credit is as follows: Pass one of the two grading periods with average of Must pass last grading period or final exam with at least a 0.67 grade point average the course. Must take final exam for all ½ units courses. 21

22 List the LEA s grading scale for grades K-12. Include the process for determining weighted grades for honors, gifted, and/or Advanced Placement (AP) courses in high school. Include grading policy for credit recovery courses. Standard/College Prep Honors, Dual, AP Quality Points for AP & DE =A =A A= =B 80-89=B B= =C 70-79=C C= =D 60-69=D D=2 66-Below=F 0-59=F F=0 Grading Scale 1-12 (continued) A B C D-1 Below-0.66 F-0 This grading scale will begin with freshman class which will affect those students in Note: Credit Recovery Students are graded using the same grading scale. As an incentive for students to pursue a sound academic program ensuring adequate college preparation, an additional diploma will be awarded to graduating seniors in each of the high schools in Jackson Parish who complete the additional requirements which are described in this program. The diploma will be named the Jackson Parish Schools Diploma of Excellence. The diploma will bear the seal of the Jackson Parish School Board. Each high school will add to the design of the Diploma of Excellence by using local school colors, emblem, letter, mascot, etc. Special recognition should be given at graduation exercise to those students who receive the Diploma of Excellence. (Current) Diploma of Excellence: (Freshman Class for ): CORE 4 classes TOPS Core 4 classes -TOPS 24 Credits 24 Credits ACT Score of 23 or better ACT Score 23 or better Dual Enrollment Class, AP, or CLEP Dual Enrollment Class, AP, or CLEP 3.0 or better GPA 3.5 or better GPA Describe the LEA s policy for awarding ½ unit of credit. The LEA s policy for awarding ½ unit of credit is as follows: 1. Pass one of the two grading periods with an average of Must pass last grading period or final exam with at least a 0.67 grade point average for the course. 3. Must take final exam for all ½ unit courses. 22

23 List the set of courses for which students will have the opportunity to earn credit by proficiency. Subject Credits For Credits For Credits For Career LA Core 4 Basic Core Diploma English 4 Math 4 Physical Education 1.5 Health.5 Science Social Studies Foreign Language Arts Electives 3 8* 7** Total Jump Start Pathways Welding CNA Business B. High School Graduation Requirements 1. General requirements for a high school diploma and a Certificate of Achievement may be found in 2317 of Bulletin A Louisiana state high school diploma cannot be denied to a student who meets the state minimum high school graduation requirements; however, in those instances in which BESE authorizes an LEA to impose more stringent academic requirements, a school system diploma may be denied. (Bulletin ) 3. Graduation requirements for the College Diploma may be found in 2318 of Bulletin 741, including the requirements for the following students: a. Students who entered the ninth grade prior to , b. Students entering the ninth grade in to who are completing the Louisiana Core 4 Curriculum, and c. Students entering the ninth grade in to who decide after their second year of high school to complete the Basic Core Curriculum. 4. Graduation requirements for the TOPS University Diploma may be found in 2318 of Bulletin 741, including the requirements for the following students: a. Students who entered the ninth grade in and beyond 23

24 5. Graduation requirements for the Historical Career Diploma (students entering ninth grade prior to ) and the Jump Start Diploma (for students entering ninth grade in and beyond) may be found in 2319 of Bulletin 741. A student who seeks to pursue a Career Diploma shall: i. Fulfill the all the requirements for promotion to high school; ii. Fulfill the course requirements for a Career Diploma found in Bulletin ; and iii. Meet the entry or admissions requirement set forth in the chosen Career Major program. 6. Students may switch from the Career Diploma pathway to the College Diploma pathway or vice versa at the end of each semester. (Bulletin G. and H.) 7. In addition to completing at least the minimum Carnegie credits, students must meet the assessment requirements to earn a College diploma, TOPS University Diploma, or a Career Diploma. (Bulletin B. and 2319 B.) a. Incoming freshmen prior to must pass the English Language Arts and Mathematics components of the GEE or LAA 2 and either the Science or Social Studies components of the GEE or LAA 2 to earn a high school diploma. i. Students with disabilities identified under the Individuals with Disabilities Education Act shall be eligible for a waiver if the student meets all other graduation requirements and is able to pass two of the three required components of GEE or LAA 2, if the DOE review determines the student s disability significantly impacts his/her ability to pass the final required GEE test. (Bulletin B. and 2319 B.) b. Incoming freshmen in and beyond must pass End-of-Course Tests in the following categories: i. English II or English III ii. Algebra I or Geometry iii. Biology or United States History c. Students with disabilities identified under IDEA who meet the eligibility criteria previously used for LAA 2 participation and have entered high school in or before may meet the graduation assessment requirements by passing the English language areas and mathematics components of the LAA 2 and either the science or social studies component of LAA 2. d. Students with disabilities identified under the Individuals with Disabilities Education Act shall be eligible for a waiver if the student meets all other graduation requirements and is able to pass two of the three required EOC tests, and if the DOE review determines the student s disability significantly impacts his/her ability to pass the final required EOC test. (Bulletin B. and 2319 B.) 24

25 8. Graduation requirements for the Career Diploma Pathway for Students Assessed on the Louisiana Alternate Assessment, Level 1 (LAA 1) may be found in 2320 of Bulletin 741, including the following requirements for eligible students: a. Course requirements; b. Assessment requirements; c. Workforce-Readiness and Career Education requirements; and d. Transition requirements. 9. If a student with a disability has not met state-established benchmarks on state assessments for any two of the three most recent school years prior to high school, or for the two most recent administrations of any state-established assessments required for graduation, the IEP team may determine if the student is required to meet state or local established performance standards on any assessment for purposes of graduation. (Bulletin ). VI. Retention Policy State the number of times a student may be retained in each grade or level. The Jackson Parish School System does not have a set number of times a student can be retained; however, each retention is addressed by the SBLC/School Placement Review Committee. Describe any additional LEA policies that may determine student retention. Additional LEA policies that may determine student retention. Grades K-8 The teacher and principal, following Board policy, shall reach an agreement on those students who are to be retained. Communications shall be established with parents or guardians, advising of decision prior to the sending of report cards at the end of the school year. Parents or guardians shall be invited to the school for a conference the reason for the retention. The local school has an important responsibility to counsel with those students who are to be retained and their parents or guardians clarifying educational decisions for a retention. It should be emphasized that a retention is not a means of punishment, but rather, it is essential to retain students on occasions for their own well-being in their educational. Communication to parents should take place during the last nine weeks of the school year. Grades 9-12 Teacher grades as well as other factors affecting promotion shall be the basis for determining the question of the successful completion (gaining credit) in a particular course. 25

26 The grade level placement of each student shall be determined by the number of Carnegie units according to the scale below: Freshman units Sophomore units Junior units Senior 16 or more units Teachers and the principal shall communicate with students and their parent or guardian, especially if the student s work is unsatisfactory. Report cards, letters, conferences, counseling, etc., are to be examples of communication which should take place in keeping the students and their parents or guardians informed of progress or a lack of progress. Describe the intervention/remediation strategies to be used to prevent retention or in lieu of student retention at the lower grades. The intervention/remediation strategies to be used to prevent retention or in lieu of student retention at the lower grades are as follows: Students will receive intense remediation using the 3 Tier-RTI model to ensure success. Students will receive whole group, small group instruction within classroom, and one-on-one to assist with mastery of skills. Computer programs, such as, Easy CBM, Moby Max, Reading egg, and Study Island. VII. Acceleration Describe the policies and procedures that address the placement of students who demonstrate that they will benefit more from the instructional program at an advanced grade level. Address criteria for both grades K 8 and grades The policies and procedures that address the placement of students who demonstrate that they will benefit more from the instructional program at an advanced grade level and address criteria for both grades K-8 and grades 9-12 are as follows: a. Grades K-8 Acceleration in grades K-8 will be for students who show they will benefit more from the instructional program at an advanced grade level. Students may be recommended for an evaluation for acceleration by school officials, parents, or guardians. After an evaluation by the parish Pupil Appraisal Team, the school s Student Placement Review Committee will make the final decisions concerning a recommendation for acceleration using the results of the evaluation, as well as standardized test scores, course grades, social maturity, and teacher judgment. A parent conference will be held, and approval and written consent must be given by parents or guardian before a student will be accelerated. b. Grades 9-12 Each student in grades 9-12 shall follow the policies and procedures established in Bulletin 741 for acceleration. Proficiency examinations may be given for high school credit as specified in Bulletin 741 and this plan. Such an examination must be administered by the local Pupil Appraisal Team or designated school officials. Each student must have written consent from parents or guardians prior to taking the proficiency examination for credit. Acceleration may also be pursued through high school credit for college course and early college admission policies. 26