pupil progression plan for st. landry parish school system for … · 2016-10-03 · donna k. henry...

Pupil Progression Plan

for

St. Landry Parish School System

for

2016-2017

Submitted to Louisiana Department of Education

September 1, 2016 (Date Submitted)

TABLE OF CONTENTS

PAGE

SECTION I – FORMAL SUBMISISON STATEMENT 1-7 I. Formal Submission Statement 1

II. LEA Contact Information 2 III. Committee of Educators 3 IV. Committee of Parents 4 V. In-Put Documentation 5 VI. Public Notices 6-7

SECTION II – STATEWIDE MANDATORY CRITERIA 8-16

SECTION III – LOCAL OPTIONS 17-56 I. Placement 17-24 II. Attendance Policy 25 III. Grading Policy 25-28 IV. Promotion – Grades K-8 28-32 V. Promotion – Grades 9-12 32-39 VI. Functions of the School Building Level Committee – Promotion/Retention 39 VII. High Stakes Testing Policy 39-40 VIII. Retention Policy 41 IX. Acceleration 41-46 X. Remediation 46-50 XI. Alternative Programs 50-53 XII. Other Policies and Procedures 54-56

APPENDIX A 57-60 DEFINITION OF TERMS

APPENDIX B 61-71 EOC GENERAL ADMINISTRATIVE RULES FOR TRANSFER STUDENTS 61

LOUISIANA GRADUATION REQUIREMENTS – COLLEGE AND CAREER DIPLOMA FOR INCOMING FRESHMEN FROM 2008-2009 TO 2013-2014

62

LOUISIANA GRADUATION REQUIREMENTS – CAREER DIPLOMA FOR INCOMING FRESHMEN FROM 2010-2011 TO 2013-2014

63

TOPS UNIVERSITY DIPLOMA REQUIREMENTS FOR STUDENTS ENTERING NINTH GRADE IN 2014-2015 AND BEYOND

64-65

JUMPSTART TOPS TECH (CAREER DIPLOMA) COURSE REQUIREMENTS FOR STUDENTS ENTERING NINTH GRADE IN 2014-2015 AND BEYOND

66

TOPS CORE CURRICULUM FOR HIGH SCHOOL GRADUATES OF 2014 THROUGH 2017 67

TOPS CORE CURRICULUM FOR HIGH SCHOOL GRADUATES OF 2018 AND THEREAFTER 68-69

TOPS TECH CORE CURRICULUM FOR HIGH SCHOOL GRADUATES OF 2014 THROUGH 2017 – FOR THE TOP TECH AWARD - Optimal and Option 2

70

TOPS TECH CORE CURRICULUM FOR HIGH SCHOOL GRADUATES OF 2016 AND THEREAFTER – FOR THE TOPS TECH AWARD – JumpStart Curriculum

71

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ST. LANDRY PARISH SCHOOL BOARD PUPIL PROGRESSION COMMITTEE OF EDUCATORS

2016-2017

Joseph Cassimere, Asst. Superintendent

Scott Champagne, Director of Title I

Claudia Blanchard, Director of Curriculum

Mary Doucet, Special Education Administrator

June Inhern, Supervisor of Individualized Instruction

Angela Cassimere, Supervisor of Instruction/School Choice/School Improvement

Jerome Robinson, Supervisor of Child Welfare and Attendance

Martha Wilhite, Supervisor of Foreign Language

Pauline Vidrine, Coordinator of Science

Spencer Arnaud, Coordinator of English

Scott Moreau, Coordinator of Mathematics

Therese D. Ellender, Coordinator of Career and Technical Education

Byron Wimberly, Computer Center

Milton Batiste, Principal

Lakeisha Miller, Principal

Dr. Rodney Johnson, Principal

Mitch Fontenot, Principal

Dr. Tracy Beard, Principal

Mary Dupre, Principal

Mary Miller, Principal

Ranolviaun Landry, Principal

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PUPIL PROGRESSION PLAN Committee of Parents

2016-2017

Donna K. Henry Sherry Wyble P. O. Box 43 P. O. Box 289 Sunset, LA 70584 Leonville, LA 70551 Home (337) 662-3790 Home (337) 879-8499 Work (337) 277-2003 Janice Henry David Smith 1132 Sandoz Street 707 Burton Street Opelousas, LA 70570 Opelousas, LA 70570 Home (337) 948-4460 Mobile (337) 290-0234 Rose McKeel Brett Ray P. O. Box 572 416 Abdalla Blvd. Melville, LA 71353 Opelousas, LA 70570 Home (337) 623-5806 Home (337) 331-5484 Charles Joseph Chevis Michelle Sylvester 1118 Park Avenue 725 Eugene Soileau Road Opelousas, LA 70570 Washington, LA 70589 Home (337) 942-3679 Kathy Ridgeway 2686 Hwy 103 Port Barre, LA 70577 Mobile (337) 331-2321

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GENERAL PROVISIONS FOR DEVELOPMENT, APPROVAL, AND REVISION

OF ST. LANDRY PARISH PUPIL PROGRESSION POLICIES AND PROCEDURES

Specific supervisors and educators were mandated by Bulletin 1566 to serve on the Committee of Educators and were therefore appointed. Other members were recommended by the central office staff and appointed by the superintendent, based upon their training, interest, and expertise in these areas.

The function of the Committee of Educators was to develop and revise as needed the Pupil Progression Policies and Procedures in collaboration with the Committee of Parents:

a. Studying the documents and guidelines to determine the responsibility of the committee.

b. Researching various areas of the guidelines.

c. Coordinating efforts with that of the Committee of Parents.

d. Meeting periodically for the purpose of developing and revising the plan.

e. Meeting with the superintendent and the staff for a review of the plan.

f. Reviewing and making revisions as necessary.

g. Presenting a final plan to the superintendent and to the St. Landry Parish School Board for

their adoption.

Members of the central office staff who represent various educational areas were asked to submit parents’ names to represent their area. Principals were contacted and asked to submit names of parents who would serve as representatives. To avoid duplication, a selection of the Committee of Parents was made by the coordinators of the Committee of Educators, based upon the parents’ willingness to serve.

The list of parents serving on the Committee of Parents were submitted to the St. Landry Parish School Board within the Pupil Progression Policies and Procedures for approval. The function of the Committee of Parents was to help with the development and revision of the Pupil Progression Policies and Procedures by providing input and/or suggestions for revisions:

a. Studying the guidelines and Bulletin 1566.

b. Meeting with coordinators and members of the Committee of Educators.

c. Studying the tentative sections of the plan as they were developed and revised by the

Committee of Educators.

d. Consulting other parents to obtain their position on issues.

e. Providing input into areas of the Pupil Progression Policies and Procedures.

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PUBLIC NOTICE: There will be a meeting of the Committee of Educators on Monday, June 13, 2016, at 9:00 a.m. in the St. Landry Parish Supplementary Resource Center. The purpose of this meeting is to discuss and outline necessary revisions to the Pupil Progression Plan for the 2016-2017 school session.

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PUBLIC NOTICE: There will be a meeting of the Committee of Parents on Wednesday, June 29, 2016, at 1:00 p.m. in the St. Landry Parish Supplementary Resource Center. The purpose of this meeting is to discuss and outline necessary revisions to the Pupil Progression Plan for the 2016-2017 school session.

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SECTION II STATEWIDE MANDATORY CRITERIA

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 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 741 §1107 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.

2. The minimum age for kindergarten shall be one year younger than the age required for that child to enter first grade. (Bulletin 741 §1111 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 741 §1111 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 741 §1111 C.1.)

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 741 §1111 C.2.)

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 criteria for placement. (Bulletin 741 §325 C)

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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 741 §707)

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.

b. 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).

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 741 §707)

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).

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. b. Establish procedures to determine if language minority students are Limited

English Proficient.

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.

d. Establish procedures to monitor former Limited English Proficient students for two years.

e. No LEP student shall be retained solely because of limited English proficiency.

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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 board, 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).

II. Attendance Policy

A. Elementary students shall be in attendance a minimum of 167 school days or 60,120 minutes 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 school days), per semester or 60,120 minutes (equivalent to 167 school days) a school year for schools not operating on a semester basis. (Bulletin 741, §1103.G)

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 741 §2302.Uniform Grading Policy)

Grading Scale for Regular Courses

Grade Percentage

A 100-93

B 92-85

C 84-75

D 74-67

F 66-0

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)

http://www.access.gpo.gov/nara/cfr/waisidx_99/34cfr100_99.html

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2. In addition to completing the minimum Carnegie units of credit as required by BESE, the student shall meet assessment requirements to earn a standard high school diploma. (Bulletin 741 §2318 and §2319)

3. At the conclusion of the 2014-2015, 2015-2016, and 2016-2017 school years, placement decision 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 1566 §701)

4. At the conclusion of the 2016-2017 school year, 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 the transitional ninth grade in 2016-2017 exceeds the percentage of eighth graders in that LEA eligible for the transitional ninth grade at the conclusion of the 2015-2016 school year, the local superintendent of that LEA shall provide a written justification to the state superintendent. (Bulletin 1566 §503)

5. All placement and promotion requirements shall be aligned with current BESE guidelines as outlined in the High Stakes Testing Policy. (Bulletin 1566 §701)

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 1530 §403)

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 118 §3301)

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 (LAA 1) shall have promotion decisions determined by the IEP Team. (Bulletin 1530 §401)

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 4th grade level is ineligible for a waiver at the 8th grade level. (Bulletin 1566 §707 E)

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B. High Stakes Testing Policy

1. At the conclusion of the 2014-2015, 2015-2016, and 2016-2017 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.)

2. At the conclusion of the 2016-2017 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 2016-2017 exceeds the percentage of eighth graders in that LEA eligible for transitional ninth grade at the conclusion of the 2015-2016 school year, the local superintendent of the LEA shall provide a written justification to the state superintendent. (Bulletin 1566 §701.B)

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 741 §2313)

2. Each elementary school shall provide 63,720 minutes of instructional time per year. (Bulletin 741 §333)

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 741 §2301)

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 741 §2313)

V. High School Graduation Requirements/Promotion 9-12

A. Carnegie Credit and Credit Flexibility (Bulletin 741 §2314)

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.

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.

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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-of-course 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.

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 741.

2. 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 741 §2317)

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 2008-2009,

b. Students entering the ninth grade in 2008-2009 to 2013-2014 who are completing the Louisiana Core 4 Curriculum, and

c. Students entering the ninth grade in 2008-2009 to 2013-2014 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 2014-2015 and beyond.

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5. Graduation requirements for the Historical Career Diploma (students entering ninth grade prior to 2014-15) and the Jump Start Diploma (for students entering ninth grade in 2014-15 and beyond) may be found in §2319 of Bulletin 741.

a. A student who seeks to pursue a Career Diploma shall:

i. Fulfill all requirements for promotion to high school;

ii. Fulfill the course requirements for a Career Diploma found in Bulletin 741 §2319; 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 741 §2317 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 741 §2318 B. and §2319 B.)

a. Incoming freshmen prior to 2010-2011 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 741 §2318 B. and §2319 B.)

b. Incoming freshmen in 2010-2011 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 American 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 2013-14 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 741 §2318 B. and §2319 B.)

8. Graduation requirements for the Career Diploma Pathway for Students Assessed on the Louisiana Alternate Assessment, Level 1 (LAA1) may be found in §2320 of Bulletin 741, including the following requirements for eligible students:

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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 year 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 1530 §405).

VI. Retention Policy

VII. Acceleration

A. Early Graduation

1. Each LEA shall develop an early graduation program allowing students to accelerate their academic progress, complete all state graduation requirements, and receive a high school diploma in less than four years. (Bulletin 741 §2317)

a. The early graduation program may include distance education (§2326), dual enrollment (§2327), and Carnegie credit and credit flexibility (§2314). b. LEAs shall not have any policies or requirements that would prevent students from graduating in less than four years.

VIII. Remediation

A. Legal Authorization

1. R.S. 17:24.4 G provides that those students who fail to meet required proficiency levels on the state administered criterion-referenced tests of the Louisiana Educational Assessment Program shall receive remedial education programs that comply with regulations adopted by BESE.

2. R.S. 17:394–400 is the established legislation for the remedial education programs.

3. A program of remedial education shall be put into place by local parish and city school systems following regulations adopted by BESE pursuant to R.S. 17:24.4. All eligible students shall be provided with appropriate remedial instruction. (R.S. 17:395 A).

B. Purpose

1. The intent of remedial educational programs is to improve student achievement in the grade-appropriate skills identified as deficient on the state’s testing program for grades 4 and 8, and the End-of-Course Tests.(R.S.17:395 B and BESE Policy).

C. State Mandatory Requirements 1. Any public elementary or secondary student, including a student with a disability

participating in the Louisiana Educational Assessment Program, who does not meet the performance standards established by the Department and approved by BESE, as measured by the State test, shall be provided remedial education. (R.S. 17:397)

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a. For End-of-Course (EOC) tests, 30 hours of remediation per year shall be provided for students who do not pass.

b. Remediation in the form of summer school (50 hours of instruction per subject) shall be provided to both 4th and 8th grade students who score at the Approaching Basic or Unsatisfactory achievement level on the spring state mandated assessments for English Language Arts and/or Mathematics. i. Summer remediation and end-of-summer retests must be offered by school

systems at no cost to students who did not take the spring state mandated assessments or who failed to achieve the required level on the state mandated assessments.

ii. All students with disabilities who participate in testing should receive services along with regular education students in summer programs, with special support provided as needed, including accommodations.

iii. Students with disabilities who participate in LEAP Alternate Assessment, Level 1 (LAA 1), are not eligible to attend the state mandated summer remediation programs.

c. Remediation shall be provided to students who score at the Unsatisfactory level on the state mandated Science and Social Studies tests.

d. Remediation is recommended for 4th and 8th grade students who score at the Approaching Basic level on the state mandated Science and Social Studies tests.

e. Each LEA shall provide transportation to and from the assigned state mandated remediation summer site(s) from, at a minimum, a common pick up point.

D. School Year Intervention/Remediation Program 1. Summer Remediation Program 2. EOC Remediation

IX. Alternative Schools/Programs/Settings

A. Definition 1. Alternative schools/programs serve students who are not succeeding in the

traditional educational setting and offer a venue which aids in preventing these students from dropping out of school. Alternative schools/programs provide educational and other services to students who have a variety of behavioral and other needs which cannot be met adequately in a traditional school setting. (Refer to Bulletin 741 §2903 and Bulletin 131: Louisiana Alternative Education Standards)

X. Other Policies and Procedures A. Policies on Due Process 1. Due process procedures for teachers, students, and parents shall be specified in each local Pupil Progression Plan as related to student placement. The local school system must ensure that these procedures do not contradict the due process rights of students with disabilities, as defined in the IDEA-Part B.

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SECTION III LOCAL OPTIONS

Placement Policies In addition to the statewide mandatory criteria for student placement as presented in Section II of these guidelines, local school boards, by written local policies, may also establish local criteria to be used in determining student placement. Such criteria shall be compatible with the statewide criteria established in Section II and shall be submitted to the LDE as part of the local Pupil Progression Plan.

I. Placement

A. Kindergarten and First Grade Entrance and Screening Requirements

Initial entry level for all students in the St. Landry Parish School System is the kindergarten level, and they must attain the age of five on or before September 30 of the current year. Within thirty (30) days before or after the opening date of school, every child entering public school kindergarten for the first time shall be screened with a nationally recognized developmental readiness instrument. This instrument will be the DSC (Developing Skills Checklist). The results of this screening shall not be used to exclude any child from entering kindergarten.

Students younger than 5 years old by September 30 of the current year may enter kindergarten only if they have been evaluated and identified as gifted.

Successful completion of full day/full year kindergarten shall be a prerequisite for entrance into first grade and first grade students must attain the age of six on or before September 30 of the current year. Students who did not attend kindergarten and are 6 years old may enter first grade if they successfully pass the skills in the reading books designated by the Board for this grade level and demonstrate mastery on the end-of-level test in mathematics. (St. Landry Parish Comprehensive ELA Unit #6 Test/ St. Landry Parish End-of-Year Cumulative Math Test) Those students who do not meet the age requirement but have attended a full-day kindergarten in an approved school will be allowed to enter first grade as a transfer student.

Students who transfer from home schools or unapproved schools will be tested with an end-of-level kindergarten test. (St. Landry Parish Comprehensive ELA Unit #6 Test/ St. Landry Parish End-of-Year Cumulative Math Test)

B. Transfer Students

All students, upon entering the St. Landry Parish Public School System for the first time, including transfer students from state-approved public/nonpublic schools, shall be requested to present a copy of their official birth records to the school principal. A copy of their report card or a similar document shall also be presented for the purpose of grade placement. Should a student fail to furnish a grade placement document, he/she will be placed at the grade level indicated by the parents until such document is secured. The school principal has the responsibility of obtaining an official copy of the student’s transcript of grades from the school system previously attended for the purpose of verification of grade placement.

After the student has been placed at a grade level, with or without verification, he/she must then meet all promotional criteria at that grade level for promotion. In case of no documentation, students must meet local criteria for promotion for that grade level. All

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exceptions shall be referred to the Supervisor of Child Welfare and Attendance for proper placement.

A student who fails a grade and transfers from the local public school system to another school outside the system that is not accredited cannot return in the same year in a grade higher than that which he/she left.

A student transferring into the St. Landry Parish School System from an unapproved school or a home study program will be administered a standardized test for English Language Arts and math using grade equivalents for placement at a grade level. Home study students are notified through the newspaper of the dates district placement tests will be administered.

a. Approved Schools Within the State (Public/Nonpublic)

Students transferring from state-approved public or state-approved nonpublic schools shall have their credits recognized for placement in St. Landry Parish Public Schools.

Students transferring from state-approved public or state-approved nonpublic schools and who are entering the 5th or the 9th grades shall be given a standardized test (NRT) in English Language Arts and mathematics. Students will be placed in the appropriate grade depending on the outcome of these tests based on grade equivalency.

b. Approved Out-of-State Schools (Public/Nonpublic)

Students transferring from approved out-of-state public or nonpublic schools shall have their credits recognized for placement in St. Landry Parish Public Schools.

Students transferring from approved out-of-state public or nonpublic schools and who are entering the 5th or the 9th grades shall be given a standardized test (NRT) in English Language Arts and mathematics. Students will be placed in the appropriate grade depending on the outcome of these tests based on grade equivalency.

c. Home Study and Unapproved Schools (Public/Nonpublic)

Upon re-entry into the St. Landry Parish Public School System from a home school program, a parent must show proof of approval from the Louisiana Department of Education to participate in or to conduct a home school program. Lack of such documentation will result in the student being placed in the grade he/she was in prior to leaving the public school system.

First grade students transferring from a home study program or unapproved public or unapproved nonpublic schools shall be tested with an end-of-level kindergarten test (St. Landry Parish Comprehensive ELA Unit Test #6/ St. Landry Parish End-of-Year Cumulative Math Test).

Students entering grades 2 - 4 as well as 6 - 8 shall be given a standardized test (NRT) in English Language Arts and Mathematics. Students will be placed in the appropriate grade depending on the outcome of these tests based on grade equivalency.

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Students entering the 5th or the 9th grade shall be given a standardized test (NRT) in English Language Arts and mathematics. Students will be placed in the appropriate grade depending on the outcome of these tests based on grade equivalency.

Students entering grades 10 - 12 shall take and pass locally developed exams for consideration of Carnegie units (credit). The number of credits earned will determine in what grade the student will be placed.

Students entering grades 5 and 9 transferring to St. Landry Parish School System from any in-state nonpublic school (State approved and unapproved), from any home schooling program, or from any out-of-state school shall be required to take a standardized test (NRT) in English Language Arts and mathematics. Students will be placed in the appropriate grade depending on the outcome of these tests based on grade equivalency.

The nonpublic school and parent (or home schooling parent) is responsible for providing the District Test Coordinator, at least ten (10) working days prior to the testing date, any documentation required for requested standard testing accommodations.

Students with disabilities who have a current 1508 evaluation will participate in standardized test (NRT) in English Language Arts and mathematics. Promotion decisions for these students will adhere to those policies as outlined in the High Stakes Testing Policy for students with disabilities.

St. Landry Parish School System will charge a fee for the processing of nonpublic and home schooling students.

Students taking the placement test are not eligible for a retest, or the appeals process. These students may be eligible for the policy waiver based upon a decision by the School Building Level Committee.

If a decision is rendered by the School Building Committee to place a transfer student into the transitional ninth grade, the following will apply:

o He/she shall not be included in the high school cohort for one year.

o His/her parents must be informed that by doing so may constitute additional time in high school for students to complete all required courses that are necessary to obtain a High School Diploma. Each site must maintain documentation of parental agreement for student’s placement into the Transitional Ninth Grade (Transitional Ninth Grade Parental Approval Form).

o He/she shall receive dropout prevention and mentoring services based on proven strategies to retain and graduate at-risk students.

o He/she shall have opportunities to take career and technical courses and participate in any career training opportunities included in a high school pathway developed by a consortium of LEA’s post-secondary colleges and universities, and local business and industry, and approved by the Louisiana Department of Education.

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o He/she will be required to participate in remediation in each subject (English Language Arts, mathematics, social dtudies and science) that he/she failed to earn a minimum of a 1.0 average (at least four quality points). A plan outlining such remediation shall be included in the student’s Individualized Graduation Plan.

If a student failed to earn a minimum of a 1.0 average (at least four quality points) in mathematics, the student must complete a high school remedial math course for credit entitled (Math Essentials).

If a student failed to earn a minimum of a 1.0 average (at least 4 quality points) in English Language Arts or social studies or science or any combination of these courses, the student must complete a high school remedial course entitled (Reading I) for elective credit that will focus on science and social studies content with an emphasis on utilizing reading strategies.

It is strongly recommended that students who are taking Reading I also be enrolled in English I in order to ensure credit accumulation and exposure to ninth grade ELA content.

Where high school subjects are involved, a local CRT for that subject will be administered to help determine if credit should be awarded. These CRTs will be submitted to the State Department of Education for approval. Students entering from an unapproved school or from a home study program at the 9th grade level during the 2010-2011 school year and beyond must pass End-of-Course Tests in the following categories to earn a high school diploma: English II or English III; Algebra I or Geometry; and Biology or U.S. History. All exceptional cases will be dealt with in accordance with State Department guidelines.

Refer to Appendix B for “EOC General Administrative Rules for Transfer Students” to determine special requirements for transfer students as they relate to EOC testing eligibility.

Foreign Students

Transcripts are evaluated and equivalent Carnegie units are assigned for all subjects. Because foreign exchange students are in this school system for cultural purposes only and to learn about the American system of government, they are required to take an English course, U.S. History, and/or Civics.

C. Transfer Polices for Students with Disabilities

1. Procedures for Students with Disabilities Transferring from Within State:

A student with a disability, who has been receiving special education services (including speech only) in a school system in Louisiana and transfers to St. Landry Parish School System, shall be provided FAPE, including special education services comparable to those described in the IEP from the previous school system. Within five (5) school days of the transfer, St. Landry Parish School System will:

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adopt and implement the student's IEP from the previous school system; or

develop and implement a new IEP that meets requirements set forth in Bulletin

1530.

2. Procedures for Students with Disabilities Transferring from Out of State:

A student with a disability, who has been receiving special education services (including speech only) in a school district from another state and transfers to St. Landry Parish School System, shall be provided FAPE, including special education services comparable to those described in the IEP from the previous state, until the St. Landry Parish School System:

reviews the out-of-state evaluation (if available), and determines if the student meets criteria set forth in Louisiana Bulletin 1508 as a student with a disability:

o if evaluation meets criteria, a new IEP will be developed and implemented

o if evaluation does not meet criteria or is not available for review, an Interim IEP will be developed and implemented

and/or

conducts an initial evaluation: o if evaluation indicates that the student meets criteria as a student with a

disability, an Initial IEP will be developed and implemented o if evaluation indicates that the student does not meet criteria as a student

with a disability, services will be discontinued

Procedures for Interim IEPs

Formal written parental consent is obtained for an initial, multidisciplinary evaluation to be conducted according to Bulletin 1508, Pupil Appraisal Handbook and concurrent with an Interim IEP for students:

who have severe or low incidence impairments documented by a qualified professional,

transferring from out-of-state who were receiving special education services,

out of school, including students ages three-through-five who are suspected of having a disability, and

formally receiving special education through the age of twenty-two, who have left a public school without completing their public education by obtaining a state diploma.

Parent(s) shall be informed and the Interim IEP will be documented that:

if student does not meet criteria, as a student with a disability, he/she will exit the special education program.

if student does meet criteria, as a student with a disability, an initial IEP/placement meeting will be conducted within thirty (30) calendar days from the date of dissemination to determine appropriate special education programming.

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D. Limited English Proficient (LEP) Students

Identification of Language Minority Students

All newly enrolled or returning St. Landry Parish students must complete a Home Language Survey. If “English only” is indicated on the Home Language Survey form and if the student has no prior English language development instruction or assessment history, the student is not identified as a possible language minority student.

If any response on the Home Language Survey indicates the use of a language other than English and if a parent or guardian provides a “yes” response to the [school district’s] offer of English language services on the form, the school district’s English language learner staff must follow established procedures to determine if the student is Limited English Proficient (LEP). Procedures for Determining if Language Minority Students are Limited English Proficient

St. Landry Parish schools adopted the LAS Placement Test to help determine eligibility for placement in the district’s English language development program. LAS Placement testing is administered by the English Language Learner staff. The LAS Placement Test assesses English language proficiency in the four domains of language development: listening, speaking, reading, and writing as well as comprehension, to ensure that student’s language needs are properly identified and addressed through the district’s educational program.

Students are designated as “LEP” if they score less than Proficient in all areas on the LAS. A student must score at the Proficient level in the five domains in order to be considered “Not LEP”. The district ELL Supervisor reports student’s LEP or Not LEP designation to student’s parents and the school administrator or his/her designated representative.

The English Language Learner (ELL) staff work closely with classroom teachers and administrators of schools with English Language Learner students. English Language Learner (ELL) students are generally placed in age-appropriate classes by grade level.

Instruction

The district ELL program is a content - based English as a second language (ESL) instructional program. ELL teachers utilize instructional materials, learning tasks and classroom techniques of academic content areas to develop English language, content, cognitive, and study skills. English is used as the medium of instruction.

The ELL program focuses on English language development techniques, methodology and special curriculum designed to teach ELL students English language skills, which emphasize the mastery of listening, speaking, reading, writing, comprehension, and cultural and social orientation. English language skills are taught in conjunction with content vocabulary and comprehension skills of mathematics, science, and social studies, to enable limited English proficient (LEP) students to participate in the same academic environments and social manner as their native English-speaking peers.

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ELL students in the district are provided instructional assistance based on their assessed level of English language proficiency. To meet the linguistic needs of students, the program employs three forms of student instructional assistance:

Pull-Out ELL is a program model that allows ELL students to spend most of the day in general education classrooms. ELL students are taken out of their classes for thirty minutes each day to receive ESL instruction in small classes with other ELL students of similar grade and English proficiency levels.

Push-In ELL is a program whereby ELL teachers provide ELL coaching or ELL instructional strategies to classroom teachers of an ELL student. Push-In ELL may be utilized when an ELL student’s English language proficiency and competency levels allow him/her to be instructed with his/her native-English classmates throughout the school day.

ELL Course is utilized for instruction for incoming English language learner students who have gaps in their formal education or are severely limited English proficient (LEP) and are enrolled in high school. This instructional program provides English language developmental skills, core course content vocabulary and comprehension skills to enable secondary LEP students to increase linguistic and academic skills and prepare themselves to meet the same graduation requirements as their native-English peers and classmates.

ELL teachers and classroom teachers of ELL students in Pull-Out ELL, Push-In ELL and ELL Course must continuously work together to plan and maximize instructional time of LEP students.

In ELL classes students are exposed to learning environments in which they participate actively. Instruction is always presented in a meaningful context and is categorized by three phases: ELL one: Beginner, ELL two: Intermediate ELL three: Advanced.

These phases are based on a student’s English proficiency. English Language Learner students begin second language acquisition by starting in one of these phases. The outcome of this instructional process enables students to listen, comprehend, speak, read, write, and analyze in English.

Determination as to which modifications and accommodations are utilized during English language learner instruction and in mainstream classrooms are based upon recommendations from the Louisiana Department of Education and best practices as clarified in varied scientifically-based English Language Learner educational resources.

Progress of English language learner students is monitored through continuous collaboration, informal meetings and conferences with classroom teachers, school administrators, parents, counselors, School Building Level Committee members/chairpersons and other stakeholders.

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Exit/Re-entry in ELL Instruction

ELL students who earn a Composite score of 5 on the English Language Development Assessment (ELDA) and score Basic or above on the Louisiana English Language Arts high stakes assessment, are monitored for a period of two (2) years after he or she has earned scores to Exit ELDA for progress in English language development and the capability to meet the same educational requirements and goals as their English-native speaking peers.

During the two year monitoring period, at the end of each grading period, the ELL student’s grades are evaluated by the ELL staff. At the end of each academic school year during this period, state assessment scores are analyzed to determine if the student is performing at or above grade level. If a parent, teacher or school administrator deems that the student is experiencing academic difficulties, a former ELL student can be considered for re-entry into the ELL program.

ELL modifications and accommodations cannot be provided for the former ELL student during the two year monitoring period

E. Review of Placement

The Monitoring of Placement, Promotion and/or Retention

Each member of the supervisory staff in St. Landry Parish is assigned one, two, or three schools for monitoring purposes to ensure that the requirements/criteria for placement, promotion, and retention are upheld.

Individual Review

A review of placement, promotion, or retention for individual students can be requested by the St. Landry Parish School Board, the Superintendent, the principal of the school, a student’s teacher, or the parent/guardian of the student.

Each request will be studied by the SBLC committee composed of teachers within the school, the principal of the school, and the assigned liaison from the school board office. After reviewing information and supporting documentation (transcripts, report cards, test scores, etc.) a decision will be made by this committee based upon what is best for the student. The decision of the committee will be made known to the requesting party before the last official day of school.

All requests for review must be in writing, accompanied by some documented proof, to show why a review is needed. This request may be made by simply signing a form prepared for this purpose.

IEP Review

The individual education plan for students with disabilities will be reviewed at least annually or whenever needed to determine the appropriateness of the child’s present educational program.

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II. Attendance Policy

A. Elementary students shall be in attendance a minimum of 167 school days or 60,120 minutes 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 school days) per semester or 60,120 minutes (equivalent to 167 school days) a school year for schools not operating on a semester basis. (Bulletin 741, §1103.G)

III. Grading Policy

Grading Scale (Grades K-12)

Letter grades are given each nine weeks in subjects as required at each grade level.

Certain numbers (quality points) are given to the letter grades as shown before in computing grade-point averages.

Grade Percentage Quality Points

A 100 - 93 4 points

B 92 - 85 3 points

C 84 - 75 2 points

D 74 - 67 1 point

F 66 - 0 0 points

In courses where a letter grade is not required, S or N will be earned in the following manner:

Grade Percentage Achievement Level

S 100 - 75 Satisfactory

N 74 - 0 Needs Improvement

Honor Courses Advanced Placement Courses

Grade Percentage Quality Points Grade Percentage Quality Points

A 100 - 93 4 points A 100 - 93 5 points

B 92 - 85 3 points B 92 - 85 4 points

C 84 - 75 2 points C 84 - 75 3 points

D 74 - 67 1 point D 74 - 67 2 points

F 66 - 0 0 points F 66 - 0 0 points

Dual Enrollment Courses (Beginning with 2014-15 Cohort and Beyond)

Grade Percentage Quality Points

A 100 - 93 5 points

B 92 - 85 4 points

C 84 - 75 3 points

D 74 - 67 2 points

F 66 - 0 0 points

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A. Grading Policy (K-8)

1. Letter Graded Courses

A student’s final grade for letter graded courses will be derived from the average number of quality points earned during the four grade reporting periods.

A minimum of a 1.0 average (at least four quality points) is needed for letter graded courses in order to receive credit in the courses.

Grading is with S or N in all subjects for the first reporting period in kindergarten and first grade. After the first reporting period, letter grades of A, B, C, D, or F will be earned in reading and mathematics. As a result, three quality points are needed in reading and mathematics at grades kindergarten and first grade in order to earn a minimum of 1.0 average.

Beginning at 3rd grade through 8th grade, a minimum grade of D must be earned the last grading period (nine weeks) in each course that requires a 1.0 average for promotion. It is suggested that a student that meets the minimum number of required quality points and earns a Carnegie grade of F during the last grading period (nine weeks) be brought before the SBLC committee for promotion/retention considerations. In the event of an unusual circumstance that causes a student not to earn the required D, the superintendent will appoint a committee to review the circumstances so that the student will not be unfairly penalized.

2. Non-Letter Graded Courses

In courses where a letter grade is not required, S or N will be earned in the following manner:

Grade Percentage Achievement Level

S 100 - 75 Satisfactory

N 74 - 0 Needs Improvement

B. Grading Policy (9-12)

Letter Graded Courses

A student’s final grade for letter graded courses will be derived from the cumulative average of the four grade reporting averages (nine weeks averages). Exception: EOC Courses

A student’s final grade must be at least 67% in order to pass and receive Carnegie credit for the course.

Carnegie credit is NOT derived by the number of quality points.

Students enrolled in a course for which there is an EOC test are held accountable for the End-of-Course Test Grading Policy.

Credit Recovery Courses

In order to take a credit recovery course for a Carnegie credit, students must have previously taken and failed the course. Students will be allowed to enroll in only one credit recovery course at a time.

Seniors will be given priority for credit recovery courses.

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Students must complete 100% of the assignments. Upon completion of the assignments, a student will receive a maximum grade of 80%. However, an average of 67% or higher will be required to receive credit for the course.

Students shall not be required to meet attendance requirements in Bulletin 741 §1103.F for credit recovery courses, provided students have met attendance requirements when they took the course previously or the students’ combined attendance during the previous course and the credit recovery course meet the attendance requirements.

End-of-Course Test Grading Policy

Students enrolled in Algebra I, Biology, English II, English III, Geometry, and U.S. History will be held accountable to the End-of-Course Grading Policy.

A student’s final grade for Algebra I, Biology, English II, English III, Geometry, and U.S. History will be determined in the following manner:

o 85% of the student’s final grade will be derived from the cumulative average of the four grade reporting averages (nine weeks averages).

o 15% of the student’s final grade will be derived from the student’s score on the End-of-Course Test. (The Louisiana Department of Education will provide the local district with a conversion chart for each course using the grading scale provided by the St. Landry Parish School Board in the 2016-2017 Pupil Progression Policies and Procedures.)

*Note: If the student passes the course and fails the EOC Test, the student may retake the EOC Test at a later date. However, the score from the retest will not count in the student’s grade.

*Note: For students enrolled in a course during summer school where there is an EOC Test, calculations of the final grade will be based upon state policy.

A student’s final grade utilizing the End-of-Course Test Grading Policy must be at least 67% in order to pass and receive Carnegie credit for the course.

If a student scores below 67% on the course utilizing the End-of-Course Grading Policy and is brought before the School Building Level Committee for promotional considerations, the maximum grade of D can be awarded on student’s transcript and Power School.

LAA 2 and ACT 833 End-of-Course Test Grading Policy

LAA 2 and ACT 833 students enrolled in Algebra I, Biology, English II, English III, Geometry, and U.S. History will be held accountable to the LAA 2 End-of-Course Grading Policy.

For students with disabilities eligible under IDEA who meet the LAA 2 and ACT 833 participation criteria prior to taking the first EOC test, the student’s final grade for Algebra I, Biology, English II, English III, Geometry, and U.S. History will be determined in the following manner:

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o 95% of the student’s final grade will be derived from the cumulative average of the four grade reporting averages (nine weeks averages).

o 5% of the student’s final grade will be derived from the student’s score on the End-of-Course Test. (The Louisiana Department of Education will provide the local district with a conversion chart for each course using the grading scale provided by the St. Landry Parish School Board in the 2016-2017 Pupil Progression Policies and Procedures.)

*Note: If the student passes the course and fails the EOC Test, the student may retake the EOC Test at a later date. However, the score from the retest will not count in the student’s grade.

*Note: For students enrolled in a course during summer school where there is an EOC Test, calculations of the final grade will be based upon state policy.

A student’s final grade utilizing the LAA 2 and ACT 833 End-of-Course Test Grading Policy must be at least 67% in order to pass and receive Carnegie credit for the course.

If a student scores below 67% on the course utilizing the LAA2 and ACT 833 End-of-Course Grading Policy and is brought before the School Building Level Committee for promotional considerations, the maximum grade of D can be awarded on student’s transcript and Power School.

IV. Promotion: Grades K – 8

Kindergarten

a. Grading is with S or N in all subjects for the first reporting period. After the first reporting period, letter grades of A, B, C, D, or F will be earned in reading and mathematics. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. S or N will be earned in all other subjects.

b. Students must pass and have at least a 1.0 average in each of the following: reading and mathematics.

Grade 1

a. Grading is with S or N in all subjects for the first reporting period. After the first reporting period, letter grades of A, B, C, D, or F will be earned in reading and mathematics. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. S or N will be earned in all other subjects.

b. Students must pass and have at least a 1.0 average in each of the following: reading and mathematics.

Grade 2

a. Grading is with letter grades of A, B, C, D, or F in reading, English, mathematics, and spelling. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. S or N will be earned in all other subjects.

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b. Students must pass and have at least a 1.0 average in each of the following: reading, English, and mathematics.

Grade 3

a. Grading is with letter grades of A, B, C, D, or F in reading, English, mathematics, spelling, science and social studies. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. S or N will be earned in all other subjects.

b. To be considered for promotion, students must have at least a 1.0 average with at least one (1) quality point (D) earned during the last nine weeks in each of the following subjects: reading, English, and mathematics.

c. Students must take the state mandated assessments.

Grade 4

a. Grading is with letter grades of A, B, C, D, or F in reading, English, mathematics, spelling, science, and social studies. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. S or N will be earned in all other subjects.

b. To be considered for promotion, students must have at least a 1.0 average with at least one (1) quality point, letter grade (D) earned during the last nine weeks in each of the following subjects: reading, English, mathematics, science, and social studies.


d. Initial fourth grade students are required to participate in Summer Remediation if they failed to earn a minimum of a 1.0 average (at least four quality points) in reading and/or mathematics in order to be eligible for promotion to the fifth grade. As many hours as possible of summer remediation will be offered prior to the end of the school year.

*Note: Upon the completion of Summer Remediation, the SBLC committee will review all student’s data including but not limited to student’s age, number of retentions, course

work, St. Landry Parish Fourth Grade Student Learning Target Reading assessment results, and St. Landry Parish Fourth Grade Student Learning Target Math assessment results, in determining whether it is in the student’s best interest to be promoted to the fifth grade or whether it is the student’s best interest to be retained.

The St. Landry Parish School Board highly recommends that any repeating fourth grade student who does not have a minimum of a 1.0 average (at least four quality points) in reading and/or mathematics attend Summer Remediation.

Grade 5

a. Grading is with letter grades of A, B, C, D, or F in English Language Arts, mathematics, science, social studies, and music. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. (Exception: A minimum of ten grades and a minimum of twelve hundred points is required per grading period (nine weeks) in determining the letter grade in English Language Arts). S or N will be earned in all other subjects.

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b. To be considered for promotion, students must have at least a 1.0 average with at least one (1) quality point, letter grade (D) earned during the last nine weeks in each of the following subjects: English Language Arts, mathematics, science, and social studies.


Grade 6

a. Grading is with letter grades of A, B, C, D, or F in English Language Arts, mathematics, spelling, science, social studies, and music. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. (Exception: A minimum of ten grades and a minimum of twelve hundred points is required per grading period (nine weeks) in determining the letter grade in English Language Arts). S or N will be earned in all other subjects.

b. To be considered for promotion, students must have at least a 1.0 average with at least one (1) quality point, letter grade (D), earned during the last nine weeks in each of the following subjects: English Language Arts, mathematics, science, and social studies.


Grade 7

a. Grading is with letter grades A, B, C, D, or F in English Language Arts, mathematics, science, social studies, health/physical education, music, and Carnegie credit courses. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. (Exception: A minimum of ten grades and a minimum of twelve hundred points is required per grading period (nine weeks) in determining the letter grade in English Language Arts). S or N will be earned in all other subjects.



Grade 8

a. Grading is with letter grades of A, B, C, D, or F in English Language Arts, mathematics, science, social studies, health/physical education, music, and Carnegie credit courses. A minimum of seven grades and a minimum of seven hundred points is required per grading period (nine weeks) in determining letter grades. (Exception: A minimum of ten grades and a minimum of twelve hundred points is required per grading period (nine weeks) in determining the letter grade in English Language Arts). S or N will be earned in all other subjects.


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d. Initial eighth grade students are required to participate in Summer Remediation if they failed to earn a minimum of a 1.0 average (at least four quality points) in English Language Arts and/or mathematics in order to be eligible for promotion to the ninth grade or the transitional ninth grade. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

*Note: Upon the completion of Summer Remediation, the SBLC committee will review all student’s data including but not limited to student’s age, number of retentions, course work, St. Landry Parish Eighth Grade Student Learning Target Reading assessment results, and St. Landry Parish Eighth Grade Student Learning Target Math

assessment results, in determining whether it is in the student’s best interest to be promoted into the Transitional Ninth Grade; whether it is in the student’s best interest to be promoted to the ninth grade; or whether it is in the student’s best interest to be retained.

It is highly recommended by the St. Landry Parish School Board that any repeating eighth grade student who does not have a minimum of a 1.0 average (at least four quality points) in reading and/or mathematics attend Summer Remediation.

An initial eighth grade student who does not have a minimum of a 1.0 average (at least four quality points) in English Language Arts and/or mathematics may elect to attend Summer School rather than Summer Remediation to meet promotional requirements.

*Note: If a student is placed into the Transitional Ninth Grade, he/she will be required to participate in remediation in each subject (English Language Arts, mathematics, social studies, and science) that he/she failed to earn a minimum of a 1.0 average (at least four quality points). A plan outlining such remediation shall be included in the student’s Individual Graduation Plan.

o If a student fails to earn a minimum of a 1.0 average (at least four quality points) in mathematics the student must complete a high school remedial math course for credit entitled (Math Essentials).

o If a student fails to earn a minimum of a 1.0 average (at least four quality points) in English Language Arts or social studies or science or any combination of these courses, the student must complete a high school remedial course entitled (Reading I) for elective credit that will focus on science and social studies content with an emphasis on utilizing reading strategies.

o It is strongly recommended that students, in Transitional Ninth Grade, who are taking Reading I also be enrolled in English I in order to ensure credit accumulation and exposure to ninth grade ELA content.

Other Local Option Factors

1. Special Education students, may be eligible for promotion according to ACT 833, if the prior year the student has not met the state or district requirement or has not met state established benchmarks on the required state assessment. The IEP Team and the

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teacher of record shall determine, if appropriate, promotion criteria based on the performance outlined in the student’s IEP according to ACT 833 and submit their recommendation to the Promotion Retention Committee for each student.

2. Exceptional students participating in the state mandated assessments must have accommodations as noted on the student’s IEP.

3. Standard score cutoff scores may be changed by the State.

4. For students performing below grade level in language arts or mathematics, teachers may increase the daily/weekly time in language arts or mathematics by reducing instructional time in other subjects, subject to the review and approval of the principal.

Elementary Foreign Language Program

St. Landry Parish School Board was granted a waiver from the full implementation of the foreign language program at grades 4 – 8 during the 2016-2017 school year.

Park Vista Elementary is the only school in our parish that has a “partial French Immersion” program.

V. Promotion: Grades 9 – 12

a. Grading is with letter grades A, B, C, D, or F in all subjects taken. A minimum of seven grades and seven hundred points is required per grading period (nine weeks) in determining letter grades.

b. A student’s final grade will be derived from the cumulative average of the four grade reporting averages (nine weeks averages). (Exception: EOC Courses)

c. A student’s final grade must be at least 67% in order to pass and receive Carnegie credit for the course.

d. Secondary students must meet attendance requirements to receive credit in courses, both collectively and individually.

1. Students must meet all two-semester courses a minimum of 167 days excluding excused absences and any course transfers (schedule changes). Course transfers (schedule changes) must be completed within 10 days from the semester start.

2. Students must meet all one-semester courses a minimum of 83.5 days excluding excused absences and all course transfers (schedule changes). Course transfers (schedule changes) must be completed within 5 days from the semester start.

3. No course transfers (schedule changes) will be made after the time requirements listed

above (1 and 2) unless for the following reasons: aa. Error in course sequence or requirements bb. Extenuating circumstances determined by the principal

(Both aa and bb above must be documented and initialed by the principal and placed in the student’s folder).

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e. For incoming freshmen in 2008-2009 to 2013-2014, promotion will be determined by the number of Carnegie units earned by each student as follows:

Freshman – Successful completion of 8th grade requirements; approved elementary school

Sophomore – From 5 to 11.5 Carnegie units

Junior – 12 to 16.5 Carnegie units

Senior – At least 17 Carnegie units

24 Carnegie units are required for graduation and must include 16 required units and 8 elective units for the Louisiana Basic Core Curriculum or 21 required units and 3 elective units for the Louisiana Core 4 Curriculum: the elective units can be earned at technical colleges as provided in Section 2389 of Bulletin 741. For incoming freshmen in 2010-2011 through 2013-2014, students completing the Basic Core Curriculum must complete a career area of concentration or a Jump Start program to earn a high school diploma. To complete a career area of concentration, students shall meet the minimum requirements for graduation including four elective primary credits in the area of concentration and two related elective credits, including one computer/technology course.

f. Beginning with incoming freshmen in 2008-2009 to 2013-2014, all ninth graders in the College and Career Diploma pathway will be enrolled in the Louisiana Core 4 Curriculum. After the student has attended high school for a minimum of two years as determined by the school, the student and the student’s parent, guardian, or custodian may request that the student be exempt from completing the Louisiana Core 4 Curriculum. However, the following conditions must be satisfied for consideration of the exemption of a student from completing the Louisiana Core 4 Curriculum:

The student, the student’s parent, guardian or custodian and the school counselor or advisor must meet to discuss the student’s progress and determine what is in the student’s best interest for the continuation of his/her education pursuit and future educational plan.

During the meeting, the student’s parent, guardian, or custodian and the school counselor or advisor must determine whether the student will achieve greater educational benefits by continuing the Louisiana Core 4 Curriculum or completing the Louisiana Basic Core Curriculum.

The student’s parent, guardian, or custodian must sign and file with the school a written statement asserting their consent to the student graduating without completing the Louisiana Core 4 Curriculum and acknowledging that one consequence of not completing the Louisiana Core 4 Curriculum may be ineligibility to enroll into a Louisiana four-year public college or university. The statement will then be approved upon the signature of the principal or the principal’s designee.

The student, the student’s parent, guardian, or custodian and the school counselor or advisor must jointly revise the Individual Graduation Plan.

The student in the Louisiana Basic Core Curriculum may return to the Louisiana Core 4 Curriculum in consultation with the student’s parent, guardian, or custodian and the school counselor or advisor.

After a student who is 18 years of age or older has attended high school for two years, as determined by the school, the student may request to be exempt from completing the

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Louisiana Core 4 Curriculum by satisfying the conditions above with the exception of the requirement for the participation of the parent, guardian, or custodian, given that the parent/ guardian has been notified.

g. For incoming freshmen in 2010-2011 to 2013-2014 seeking a Career Diploma, promotion will be determined by the number of Carnegie units earned by each student as follows:





23 Carnegie units are required for graduation and must include 16 required academic credits and a sequence of 7 credits (one credit in Education for Careers or Journey to Careers and six credits in a career Area of Concentration). To complete a career area of concentration, students shall meet the minimum requirements for graduation including four elective primary credits in the area of concentration and two related elective credits, including one computer/technology course.

h. Prior to the beginning of the school year, incoming freshmen of 2010-2011 to 2013-2014 in the Career Diploma pathway may switch to the College and Career Diploma pathway provided they have the consent of their parent or guardian and meet one of the following requirements:

The student has met all the requirements for promotion to the ninth grade established by BESE and the LEA for the College and Career Diploma program.

If the student was promoted to the Career Diploma program without having passed the English/Language Arts or Mathematics component of the 8th grade state mandated assessments, then the student must meet one of the requirements below:

1. If the student scored Unsatisfactory on the English/Language Arts component of the 8th grade state mandated assessments, the student must successfully pass the 8th grade state mandated placement test, for English/Language Arts or the English II End-of-Course Test.

2. If the student scored Unsatisfactory on the Mathematics component of the 8th grade state mandated assessments, the student must successfully pass the 8th grade state mandated placement test for math or the Algebra I End-of-Course Test.

i. Prior to beginning the school year, incoming freshmen of 2008-2009 to 2013-2014 in the College and Career Diploma pathway may switch to the Career Diploma pathway provided they meet the following requirement:

Every student who seeks to pursue a career diploma shall have the written permission of his/her parent or other legal guardian on the Career Diploma Participation Form after a consultation with the school guidance counselor or other school administrator. The student must be informed of the advantages and disadvantages of the different diploma pathways. The signature of the student and parent or guardian indicates that a determination has been made that the pursuit of a career diploma is appropriate and in the best interest of the student. The school principal must sign the form acknowledging that appropriate counseling has taken place.

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j. Beginning with incoming freshmen in 2014-2015 and beyond, all ninth graders will be enrolled in the TOPS University Diploma. After the student has attended high school for a minimum of two years as determined by the school, the student may pursue a Jump Start TOPS Tech Career Diploma.

k. For incoming freshmen in 2014-2015 and beyond seeking a TOPS University Diploma, promotion will be determined by the number of Carnegie units earned by each student as follows:





24 Carnegie units are required for graduation and must include 21 required units and 3 elective units.

l. For incoming freshmen in 2014-2015 and beyond seeking a Jump Start TOPS Tech Career Diploma, promotion will be determined by the number of Carnegie units earned by each student as follows:





23 Carnegie units are required for graduation and must include 14 required academic credits and a sequence of nine credits (one credit in Career Awareness and eight in a Jump Start course sequence, workplace experiences, and credentials).

m. Graduation requirements for the Career Diploma Pathway for students assessed on the Louisiana Alternate Assessment, Level 1 (LAA 1) include the following requirements for eligible students:

Course requirements;

Assessment requirements;

Workforce-Readiness and Career Education requirements; and

Transition requirements

n.. Switching diploma pathways may constitute additional time in high school for students to complete all required courses.

o. For incoming freshmen in 2010-2011 and beyond, students must meet the assessment requirements below to earn a standard diploma:

Students must pass three End-of-Course Tests in the following categories: English II or English III Algebra I or Geometry Biology or U.S. History

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For students with disabilities who have passed two of the three required End-of- Course Tests and have exhausted all opportunities available through the end of the 12th grade to pass the remaining required End-of- Course Test, (Student must have participated in all remediation as well as retest opportunities), the End-of-Course Test may be waived by the State Superintendent of Education if the Department of Education determines the student’s disability significantly impacts his/her ability to pass the End- of-Course Test.

p. LAA 2 students may use either the EOC test results or LAA 2 grade 10 and 11 test results to meet graduation requirements.

q. A student with a disability may receive a Certificate of Achievement after he/she has achieved certain competencies and has met specified conditions established by the State Department of Education.

r. Special Education students, may be eligible for promotion according to ACT 833, if the prior year the student has not met the state or district requirement or has not met state established benchmarks on the required state assessment. The IEP Team and the teacher of record shall determine, if appropriate, promotion criteria based on the performance outlined in the student’s IEP according to ACT 833 and submit their recommendation to the Promotion Retention Committee for each student.

s. Students entering the ninth grade in 2011-2012 and beyond must have one unit of Civics with a section on Personal Finance.

t. If a student scores below 67% on the course utilizing the End-of-Course Grading Policy and is brought before the School Building Level Committee for promotional considerations, the maximum grade of a “D” can be awarded on student’s transcript and Power School.

u. Beginning with high school students during the 2014-2015 school year (Juniors only), and thereafter (Juniors and Seniors), students enrolled in an Advanced Placement Course must take the Advanced Placement exam. By the end of the first grade reporting period, payment must be received from the student for the A.P. exam. Students failing to provide payment for the A.P. exam will be transferred to a regular course. Students that qualify for the waiver payment will be reimbursed.

v. High school students cannot enroll in a specific course and receive credit in both Dual Enrollment and Advanced Placement. Enrollment in the course can be only for Dual Enrollment credit or Advancement Placement credit. w. Beginning with the 2014-15 Cohort and Beyond, Dual Enrollment courses will be awarded the same number of quality points as are awarded for Advanced Placement courses.

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Minimum Course Requirements for High School

1. For incoming freshmen in 2008-2009 to 2013-2014 who are completing the Louisiana Core 4 Curriculum, the minimum course requirements shall be the Following:

English 4 Units

Mathematics 4 Units

Science 4 Units

Social Studies 4 Units

Health Education ½ Unit

Physical Education 1 ½ Units

Foreign Language 2 Units

Arts 1 Unit

Electives 3 Units

TOTAL 24 Units

See Appendix B for required course offerings.

2. For incoming freshmen in 2008-2009 to 2013-2014 who are completing the Louisiana Basic Core Curriculum, the minimum course requirements for graduation shall be the following:

English 4 Units

Mathematics 4 Units

Science 3 Units




*Education for Careers or Journey to Careers 1 Unit

Electives 7 Units

TOTAL 24 Units

Shall include the minimum courses required to complete a Career Area of Concentration (Includes four elective primary credits in the area of concentration and two related elective credits, including one computer/ technology course.)

*Takes effect for incoming freshmen in 2010-2011 and beyond.


3. For incoming freshmen in 2010-2011 to 2013-2014, the minimum course requirements for a Career Diploma shall be the following:

English 4 Units

Mathematics 4 Units

Science 3 Units




Education for Careers or Journey to Careers 1 Unit

Career/Technical Education 6 Units

TOTAL 23 Units

Shall include the minimum courses required to complete a Career Area of Concentration (Includes four elective primary credits in the area of concentration and two related elective credits, including one computer/ technology course.)


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4. For incoming freshmen in 2014-2015 and beyond seeking a TOPS University Diploma, the minimum course requirements shall be the following:

English 4 Units

Mathematics 4 Units

Science 4 Units




Foreign Language 2 Units

Art 1 Unit

Electives 3 Units

TOTAL 24 Units

Students must complete TOPS designated courses

See Appendix B for TOPS designated courses.

5. For incoming freshmen in 2014-2015 and beyond seeking a Jump Start TOPS Tech Career Diploma, the minimum course requirements shall be the following:

English 4 Units

Mathematics 4 Units

Science 2 Units




Career Awareness Course 1 Unit

Career/Technical Education 8 Units

TOTAL 23 Units

*Students must complete a Pathway Course Sequence with a minimum of nine sequential credits including one Career Awareness Course and obtain an Industry-Based Certification(s).


High School Area of Concentration All high schools shall provide students the opportunity to complete an area of concentration with an academic focus and/or a career focus.

Academic Endorsement Students who entered the 9th grade prior to 2014-2015 and satisfy required performance indicators are eligible for an academic endorsement to the college and career diploma.

Career/Technical Endorsement Students who entered the 9th grade prior to 2014-2015 and satisfy required performance indicators are eligible for a career/technical endorsement to the college and career diploma.

Community Service Diploma Endorsement Entering freshman in 2013-2014 and beyond may earn the community service diploma endorsement by completing documented community services according to the following schedule: Ninth grade, 10 hours; Tenth grade, 20 hours; Eleventh grade, 25 hours; Twelfth grade, 25 hours – TOTAL, 80 hours.

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LEA’s Policy for Awarding ½ Unit of Credit

A student may be awarded one-half (1/2) unit of credit for a full credit course in the case of extenuating circumstances, scheduling adjustments and/or transferring students, subject to administrative review; otherwise, no partial credit is awarded. Available Courses to Earn Carnegie Credit by Proficiency

Currently, the St. Landry Parish School System offers the following courses in which Carnegie Credit can be earned by taking and passing a Proficiency Exam:

1. NCCER Technical Core 2. Customer Service 3. Meat Processing 4. Workplace Safety

VI. Functions of the School Building Level Committee – Promotion/ Retention

If a teacher feels that a student should be promoted who did not meet the criteria for promotion, that teacher should fill out the St. Landry Parish Promotion/Retention Form and present supporting documentation to a committee set up in each school. Committees will be composed of at least three teachers, the principal of the school, and the assigned liaison from the school board office. Where there is more than one teacher at that level, one teacher must be a teacher of the grade of the student and one teacher must be of the grade to which the student is being recommended for promotion. In cases involving high school Carnegie units, the committee must include the principal, the assigned liaison and three academic teachers who teach the student or three teachers of the same subject area.

The person making the recommendation for the student will not be involved in the committee’s decision vote. However, if the request is made by persons other than the student’s teacher, this request must be made in person or in writing. The student’s teacher must be present to submit his/her decision.

The responsibility of the committee will be to review all information on the St. Landry Parish Promotion/Retention Form and supporting documentation presented by the student’s teacher, then make a decision on promotion or retention based on what is best for the student. Committees formed will make their decision available to the requesting party prior to the last day of school, if possible. If a student in grades K-8 fails a grade two consecutive years academically, that student is to be brought before the school committee and promoted to the next grade unless:

Retention is specifically requested by parents.

VII. High Stakes Testing Policy

Retention Limit

A student who has repeated the 4th grade and who is 12 years old on or before September 30 may be promoted according to the local Pupil Progression Policies and Procedures. The student must attend summer remediation to be eligible for retention limit. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

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Transitional Ninth Grade (First Time Eighth Grade Student)

An initial eighth grade student is required to participate in Summer Remediation if he/she failed to earn a minimum of a 1.0 average (at least four quality points) in English Language Arts and/or mathematics in order to be considered by the SBLC committee for placement into the Transitional Ninth Grade. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

If a student is placed into the Transitional Ninth Grade, he/she shall not be included in the high school cohort for one year.

If a student is placed into the Transitional Ninth Grade, his/her parents must be informed that by doing so may constitute additional time in high school for students to complete all required courses that are necessary to obtain a High School Diploma. Each site must maintain documentation of parental agreement for student’s placement into the Transitional Ninth Grade (Transitional Ninth Grade Parental Approval Form).

If a student is enrolled into the Transitional Ninth Grade, he/she shall receive dropout prevention and mentoring services based on proven strategies to retain and graduate at-risk students. Academic performance of Transitional Ninth Grade students will be reviewed every nine weeks to identify student progress and gaps.

If a student is enrolled into the Transitional Ninth Grade, he/she shall have opportunities to take career and technical courses and participate in any career training opportunities included in a high school pathway developed by a consortium of LEA’s post-secondary colleges and universities, and local business and industry, and approved by the Louisiana Department of Education.

If a student is placed into the Transitional Ninth Grade, he/she will be required to participate in remediation in each subject (English Language Arts, mathematics, social studies, and science) that he/she failed to earn a minimum of a 1.0 average (at least four quality points). A plan outlining such remediation shall be included in the student’s Individual Graduation Plan.

o If a student fails to earn a minimum of a 1.0 average (at least four quality points) in mathematics, the student must complete a high school remedial math course for credit entitled (Math Essentials).

o If a student fails to earn a minimum of a 1.0 average (at least four quality points) in English Language Arts or social studies or science or any combination of these courses, the student must complete a high school remedial course entitled (Reading I) for elective credit that will focus on science and social studies content with an emphasis on utilizing reading strategies.

o It is strongly recommended that students, in Transitional Ninth Grade, who are taking Reading I also be enrolled in English I in order to ensure credit accumulation and exposure to ninth grade ELA content.

*The SBLC Committee will review all student’s data including but not limited to student’s age number of retentions, course work, St. Landry Parish Eighth Grade Student Learning Target Reading assessment results, and St. Landry Parish Eighth Grade Student Learning Target Math assessment results, to determine whether it is in the student’s best interest to be promoted to the ninth grade; or whether it is in the student’s best interest to be retained.

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State Mandated Summer Remediation – Summer School Attendance Policy

In accordance with the Pupil Progression Policies and Procedures for St. Landry Parish, state mandated summer remediation is outlined for 4th and 8th grade students as follows:

All 4th grade students who do not earn a minimum of a 1.0 average (at least four quality points) in reading and/or mathematics must attend summer remediation to be considered for promotion. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

All 8th grade students who do not earn a minimum of a 1.0 average (at least four quality points) in English Language Arts and/or mathematics must attend summer remediation to be considered for promotion or take courses for credit at the high school level. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

A student must attend a minimum of forty (40) hours of instruction to constitute attendance. A student must meet attendance requirements in order to be eligible for waivers or appeals. Students who choose not to attend are not eligible for certain promotion considerations.

Progression of Students Participating in LEAP Alternate Assessments

Students with disabilities who participate in the LEAP Alternate Assessment, Level 1 (LAA1), shall have promotion decisions determined by the IEP team. (Bulletin 1530 §401)

VIII. Retention Policy

If a student in grades K-8 fails a grade two consecutive years academically, that student is to be brought before the school committee and promoted to the next grade unless:

1. Retention is specifically requested by parents.

Intervention/Remediation Strategies

In an effort to identify K-4 students that may be experiencing difficulty in reading and/or mathematics in order to prescribe three-tiered interventions and thus minimize the number of student retentions at the lower grades, elementary schools with grades K-4 will utilize a Title I Learning Center Teacher to provide intervention to identified educationally disadvantaged students. Students may enter/exit intervention upon identification and/or mastery of difficult skills. Progress monitoring is on-going to determine the effectiveness of intervention.

IX. Acceleration

Grades K-8 Acceleration from one grade to the next highest grade:

After extensive evaluation (Review of supporting documentation, tests, report cards, and state assessment scores, transcripts, etc.) by a committee of two teachers, the current principal, receiving principal (if applicable), the assigned liaison, and one or both of the student’s parents, a student may be accelerated if it is determined that the student will benefit more at an advanced level. The final decision remains with the principal of the school. A student can be accelerated only once, by one grade level, during grades K-8.

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The following criteria will be used to determine eligibility:

a. Academic Achievement

A student must have a minimum of a 3.75 grade point average.

At grades K-2, the student must score at least 90% on a district English/Language Arts and Mathematics assessment.

At grades 3-7, the student must score at the highest achievement level on at least three of the four components of the last state mandated assessment administered.

In considering the acceleration of a student to fifth grade or to ninth grade, the student must also score at least 90% on a district English/Language Arts and Mathematics assessment.

b. Physical and Emotional Maturation c. Operational Level d. Psychological Maturity Grades 9-12

The school board shall follow the policies and procedures established in Bulletin 741. Early graduation will be permissible for high school students by their earning additional Carnegie units through the following programs:

1. Carnegie Credit for Middle School Students

2. Dual Enrollment

3. High School Credit

4. Distance Learning a. Full time (Center for Academic Programs – Virtual Learning Academy)

b. Blended model at high school sites

5. Correspondence Study Courses Grade Skipping Any applicable policies and procedures for grade “skipping’ must be referred back to LEA criteria and policies for acceleration.

Gifted and Talented Program

Grades K-8

Children are referred to the gifted and talented program by school personnel, parents, peers or the child himself/herself. The screening and evaluation process is conducted according to the guidelines of the State Department of Education Pupil Appraisal Handbook (Bulletin 1508). If it is determined that the student is gifted or talented after the pupil appraisal team evaluation, an IEP is developed and placement is made accordingly. All gifted elementary, junior high, and high school students will be offered enrichment classes.

Grades 9-12

High school gifted and talented students are screened and evaluated in the same manner as described for elementary gifted and talented students. Gifted and talented students in grades 10, 11, and 12 are offered more academically challenging courses at their respective schools.

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Carnegie Credit Courses Offered on an Accelerated Schedule The following Carnegie credit courses are offered on an accelerated schedule by the St. Landry Parish School System:

All Virtual courses are offered on an “accelerated” schedule. Early Graduation

Grades 9-12

The school board shall follow the policies and procedures established in Bulletin 741. Early graduation will be permissible for high school students by their earning additional Carnegie units through the following programs:

1. Carnegie Credit for Middle School Students

Students in the middle grades are eligible to receive Carnegie credit for courses in the high school program of studies in mathematics, science, English, social studies, computer/technology literacy, introduction to business computer applications, health education, Journey to Careers, Agriscience I, Family Consumer Sciences I, Introduction to Health Occupations, First Responders, NCCER Technical Core, or Band.

Middle schools planning to offer a course for Carnegie credit must request and receive written approval from the Director of Curriculum. In addition, principals will be required to submit a syllabus for the course to the Director of Curriculum that will be submitted to the Louisiana Department of Education for approval.

Middle school students intending to take a course for Carnegie credit must successfully complete a 7th grade course in that content area that addresses both the 7th and 8th grade Louisiana Student Standards. Upon completion of the course, the students will be given a test based on the eighth grade Louisiana Student Standards for the purpose of determining student readiness for the Carnegie credit course. Students will be required to score at least an 80% on the eighth grade Louisiana Student Standards test. In addition, the SBLC committee will review the student’s performance on the eighth grade Louisiana Student Standard test, the student’s performance on the seventh grade course, additional standardized test scores, and teacher recommendation in order to determine whether it is in the student’s best interest to take the Louisiana Student Standard-based course for Carnegie credit as an 8th grade student.

Middle school students may receive Carnegie credit for successfully completing the high school course provided that:

1. The time requirement for the awarding of Carnegie credit is met; 2. The student has mastered the high school course standards for the course taken;

and 3. The teacher is secondary certified in the course taught or certified by the Louisiana

Department of Education in order for student to receive a letter grade for the course.

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A final letter grade will be given in all courses in which the teacher is certified at the secondary level in the course taught.

All students taking Algebra I in the eighth grade must take the Algebra I End-of-Course (EOC) test and will be held accountable for the End-of-Course Test Grading Policy.

1. Dual Enrollment

Students and parents are responsible for all fees associated with Dual Enrollment at both the Technical Colleges and the Universities.

a. College Level Degree Credit

Students must attain an overall score of 18 on the ACT or PLAN with an 18 in the English subscore and a 19 in the math subscore to be eligible for dual enrollment at a University.

Students must complete any remedial course requirements in math or English in the senior year before taking any other enrollment courses in Dual Enrollment at a University.

Participating colleges determine the entrance requirements for courses.

b. Work Skills Course

TOPS Tech Early Start funding is available for students meeting the criteria for Dual Enrollment Credit at the Technical Colleges.

This entails a course in a skill or occupational training area that contributes to a declared Career Area of Concentration and leads to a recognized industry based certification.

A student must have a high school grade point average of 2.0 or above on a 4.0 scale.

A student must be at least fifteen years old entering the eleventh or twelfth grade (having earned at least 12 Carnegie hours if a junior, or 17 if a senior).

A student must have an ACT Plan Composite score of at least 14, a score of a 15 or above on the mathematics and English portion of the ACT Plan Assessment, or a Work Keys Bronze Certificate.

2. High School Credit

a. College courses for credit should be limited to students who have earned 12 or more high school units of credit toward graduation. These students shall be in attendance in at least one high school class while enrolled in college courses.

b. The principal of the school must approve the advanced offering to be taken by the student in college.

c. The principal of the high school shall verify that the contents of the college course meet the standards and grade level expectations.

d. The student shall meet the entrance requirements established by the college. Provisional or Probationary admissions are not accepted.

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e. The student must earn three college hours of credit per semester. A course consisting of three college hours shall be counted as one unit of credit toward high school graduation.

f. The high school administrator must establish a procedure with the college to receive reports of the student’s class attendance and performance at 6 or 9-week intervals.

g. College courses shall be counted as high school subjects for students to meet eligibility requirements in order to participate in extracurricular activities governed by voluntary state organizations.

h. Students may participate in college courses and special programs during regular or summer sessions in accordance with Bulletin 741 whereby Carnegie credits may be earned.

3. Early College Admission

Prior to graduation from high school, students of high ability may be admitted to a college on a full-time basis provided that the following conditions are met:

a. A student must have maintained a B or better average in all work pursued during 3 years (6 semesters) of high school.

b. The student shall meet the entrance requirements established by the college. Provisional or probationary admissions are not accepted.

c. A student must be recommended by his/her high school principal. Upon earning a minimum of 24 semester hours at the college level, and provided that the student has satisfactorily completed all BESE requirements (pertaining to curriculum in particular), the student will be eligible to receive a high school diploma.

d. Forms provided by the State Department of Education which are completed by the college registrar, certifying that the student has earned 24 semester hours of college credit.

e. A student not regularly enrolled in the current school year in the high school is automatically eliminated from participation in all high school activities, with the exception of high school graduation ceremonies.

4. Distance Learning

a. Full time (Center for Academic Programs – Virtual Learning Academy)

b. Blended model at high school sites

A student will receive S or N with an in-progress percentage for each of the two (2) grade reporting periods for a half credit course. The final grade for the course will be the final grade earned on the virtual program upon completion of the course.

A student will receive S or N with an in-progress percentage for each of the four (4) grade reporting periods for a full credit course. The final grade for the course will be the final grade earned on the virtual program upon completion of the course.

A student must earn at least a final average of a 67% to receive credit for the course.

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If a student does not complete the virtual course by the end of the second (2nd ) grade reporting period (1/2 credit course) or by the end of the fourth (4th) grade reporting period (full credit course), the student will receive an F for the final grade and no credit will be earned for the course.

5. Correspondence Study Courses

Any agency offering credit toward high school graduation through correspondence work must have prior approval from the district. In addition, any agency offering correspondence courses must follow all standards and guidelines for distance education as established in the Distance Education policy as documented in Bulletin 741 (§2395). The principal must receive approval from the Director of Curriculum prior to a student enrolling in a Correspondence Study Course for Carnegie credit. Upon approval from the Director of Curriculum, the principal will provide written approval for the student to enroll in the Correspondence Course.

X. Remediation

A. School Year Intervention/Remediation Program

Program Objectives:

Pending Funding: As a result of remediation of students not meeting the minimum criterion established by the district the following objectives will be realized:

By May 2017, 75% of the eligible students who earned less than six (6) quality points in English/Language Arts and mathematics in grades 3 and 7 and were promoted will earn at least four quality points in English/Language Arts and Mathematics as measured by the four grade reporting periods.

By May 2017, 75% of the eligible students in grades 4 and 8 who failed to earn six (6) quality points in English Language Arts and mathematics and were retained will earn at least four quality points in English Language Arts and mathematics as measured by the four grading periods.

Student Selection Criteria

All students, including identified disabled students in grades 4 and 8 who did not earn at least six (6) quality points in English Language Arts and mathematics and were retained will be eligible for remediation. In addition, all students including identified disabled students in grades 4 and 8 who earned less than six (6) quality points in English Language Arts and mathematics in the third or seventh grade will be eligible for remediation.

Instructional Time

Pending Funding: Schools will offer a total of 40 hours in English/Language Arts and mathematics remediation.

Material and Methodology to be Used

Pending Funding: Materials for the school year remediation program will include the use of resources on the LDOE website as well as materials produced by district personnel to target specific areas/

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skills. In addition, computer-assisted instruction through the use of Title I computer labs will further be utilized to remediate students. Instruction will be based on student deficits as identified on the state mandated assessments. Louisiana Student Standards will be used to plan instruction. Particular attention will be given to addressing the different learning styles of each student.

Documentation of Parent’s Refusal to Accept Remediation

A “Refusal of Remediation” form will be signed by any parent who refuses to allow student participation in remediation.

Implementation of Science and Social Studies Remediation

Remediation for science and social studies will be provided through the use of computer labs that provide a minimum of thirty minutes per week for each student to concentrate on skills that have been identified for remediation/re-teaching.

Coordination of Funds

At the local school, the regular classroom and special education teacher will have the primary responsibility for the remediation of identified students. In addition, students will also receive assistance from Title I Learning Center teachers, and paraprofessionals.

All teachers, regular and special education, of students who receive remediation, will coordinate the instructional effort through conferences, exchange of lesson plans, test results, student profile sheets and other records on a weekly basis.

The coordination of effort will be documented and this documentation will be the responsibility of the remediation teacher, both regular education and special education.

Evaluation

Pending Funding: Evaluation of the remedial program will be done by a review of documentation submitted by schools upon the completion of the school year remediation.

Seventy-five percent (75%) of the students who earned less than six quality points in English/Language Arts and mathematics at grades 3 and 7 and were promoted, will earn at least four quality points in English/Language Arts and mathematics as measured by the four grade reporting periods.

Seventy-five percent (75%) of the students in grades 4 and 8 who failed to earn at least six quality points in English/Language Arts and mathematics and were retained will earn at least four quality points in English/Language Arts and Mathematics as measured by the four grade reporting periods.

B. Summer Remediation Program

Program Objectives

As a result of summer remediation of students not meeting the minimum criterion established by the district, the following objective will be realized:

By June 2017, 75% of the eligible students in grades 4 and 8 who failed to earn at least four quality points in English Language Arts and mathematics and were retained

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will participate in a minimum of 40 hours of Summer Remediation in each subject area, English Language Arts and mathematics where remediation is required.

Student Criteria

Remediation in the form of summer school shall be provided to all students, including identified disabled students in grades 4 and 8 who failed to earn at least four quality points in English/Language Arts and mathematics. St. Landry Parish shall offer a minimum of 50 hours per subject of Summer Remediation. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

Schedule

In grades 4 and 8, Summer Remediation will be scheduled for a total of 50 hours per area of deficiency (English/Language Arts and/or mathematics). As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

Materials and Methodology

Materials for the Summer Remediation program will include the use of Louisiana Student Standards based workbooks as well as materials produced by district personnel to target specific area/skills.

Instructional Time

Instruction will be based on student deficits as identified on the English/ Language Arts and mathematics state mandated assessments at grades 4 and 8. Particular attention will be given to addressing the different learning styles of each student. Louisiana Student Standards will serve as the catalyst for planning instruction.

Documentation of Student’s Parent’s Refusal to Accept Remediation

A “Refusal of Remediation” form will be signed by any parent who refuses to allow student participation in remediation.


Certified teachers will have the primary responsibility for the remediation of identified students

Students will also receive assistance from paraprofessionals.

The District’s Special Education Department will provide services as needed to meet the special needs of students with IEPs.

Evaluation

Evaluation of the summer remediation program will be done by a review of documentation submitted by schools to the district.

Seventy-five percent (75%) of the students in grades 4 and 8 who failed to earn at least four quality points in English/Language Arts and mathematics will participate in a minimum of 40 hours of Summer Remediation.

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C. EOC Remediation

Student Selection Criteria

All students including identified disabled students who did not attain the state performance standard on the EOC Tests will be eligible for remediation.

Pupil-Teacher Ratio

Pupil-teacher ratio will not exceed Bulletin 741 limits.

Instructional Time

Students that are eligible for remediation will receive remediation during the school year on an individual basis in the regular classroom by the classroom teacher. Students may also be remediated before school, after school, or on Saturdays. During the summer, eligible students will be remediated approximately two weeks prior to testing in each deficient area in which they are eligible for remediation. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

Selection Criteria for Teachers and/or Paraprofessionals

All students not attaining the state performance standard on the state EOC Tests will be remediated by certified classroom teachers with additional support (as appropriate) from Title I personnel and special education instructional staff. Material and Methodology to be Used

Materials for the EOC Remediation Program will include materials produced by district personnel to target specific areas/skills.

Instruction will be based on student deficits as identified on the state EOC Tests. Particular attention will be given to addressing the different learning styles of each student. Louisiana Student Standards will serve as the catalyst for planning instruction.

Program Type

EOC Remediation will be provided to eligible students approximately two weeks prior to summer testing.

Documentation of Student’s Parent’s Refusal to Accept Remediation

A “Refusal of Remediation” Form will be signed by any parent who refuses to allow student participation in remediation.


Certified teachers will have the primary responsibility for the remediation of identified students.

Students will also receive assistance from paraprofessionals.

The District’s Special Education Department will provide services as needed to meet the special needs of students with IEPs.

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Evaluation

Evaluation of the EOC remediation program will be done by review of documented participation of remediation as well as of EOC services

Seventy-five percent (75%) of the eligible students who did not attain the state performance standard on the EOC Tests and who were remediated during the 2016-2017 school session will attain the state performance standard.

Seventy-five percent (75%) of the eligible students who did not attain the state performance standard on the EOC Tests and were remediated during the summer of 2017 will attain the state performance standard.

XI. Alternative Programs

A. Center for Academic Programs (CAPS)

1. Virtual Learning Academy

Eligibility: The Center for Academic Program’s Virtual Learning Academy is open to all students in grades 7-12 who are enrolled in St. Landry Parish School System. Although the program is open to all students, it may be most beneficial to students who possess the following traits:

Self-motivation

A desire to learn independently

Good time management skills

A preference for asynchronous learning versus the traditional classroom

A preference for completing assignments ahead of time

Technical skills (comfortable working on a computer)

A desire to seek an advanced course program not available in their assigned schools

A need for flexibility

A desire to graduate early

Access to internet at home

Program Requirements:

Students will complete all courses through the Virtual Learning Academy. Although students will be enrolled in full-time virtual and must take the courses assigned in accordance with Bulletin 741, an option of completing assignments/quizzes at home is available. Students are required to complete assessments on the campus of the Center for Academic Programs (CAPS).

The Virtual Learning Academy will follow the Distance Education Policy as per Bulletin 741(§2326) regarding attendance. Class/seat time is waived and students work at their own pace from home or the virtual site. However, all students must meet expected completion of 25% per nine weeks, per course or they will have to report to the Center for Academic Programs (CAPS) daily or return back to their base school.

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At the beginning of the school year, a student will have seven (7) school days to receive final approval from the principal and/or guidance counselor to enroll or drop courses offered by the Center for Academic Programs – Virtual Learning Academy. Students will have seven (7) school days to decide to opt out of the Virtual Learning Academy and report back to their base school. Any extenuating circumstances must be approved by the Superintendent.

Promotion Requirements:

E2020 progress reports and status reports will be available to parents on a weekly basis.

A student will receive S or N with an in-progress percentage for each of the two (9) week grade reporting periods for a half credit course. The final grade for the course will be the final grade earned on E2020 upon completion of the course.

A student will receive S or N with an in-progress percentage for each of the four (9) week grade reporting periods for a full credit course. The final grade for the course will be the final grade earned on E2020 upon completion of the course.

A student must earn at least a final average of a 67% to receive credit for the course.

If a student does not complete the virtual course by the end of the second grade reporting period (1/2 credit course) or by the end of the fourth grade reporting period (full credit course), the student will receive an F for the final grade and no credit will be earned for the course.

2. St. Landry Alternative Program

Students that have been expelled from their regular school environment by the St. Landry Parish School System are eligible to attend. Students in grades 1-12 can be considered for placement in the school. Student eligibility is determined by a case review conducted by the Superintendent of Schools and Supervisor of Child Welfare & Attendance. Parents have the option of enrolling the youth at the school or accepting an out of school expulsion. If a parent chooses not to enroll the youth at the St. Landry Alternative Program, he/she must enroll his/her child in a state approved educational program.

Students enrolled continue working at the grade level that they were in at their regular school. They continue the curriculum which they were pursuing at the school from which they were expelled with the exception of some vocational/elective credit courses. Students remain on the roster of the school from which they were expelled. Grades will be reported by the student’s home-based school.

B. St. Landry Accelerated Transition Site (SLATS)

1. Fifth Grade Accelerated Recovery

Eligibility: Students eligible to attend are students who will be classified as a 5th grader for the year in which they are applying and must have been retained at least once.

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Program Requirements:

Through individualized computer-assisted instruction in a small teacher-pupil ratio setting, students will receive intense remediation at an accelerated pace and will transition from 5th to 6th grade within the first nine weeks of the current school year.

Letter grades of A, B, C, D, or F will be earned in English Language Arts, mathematics, English science and social studies.


A minimum of a 1.0 average/4 quality points must be earned in English Language Arts, mathematics, English, science, and social studies; AND

Students must take the state mandated assessments.

Students are required to participate in Summer Remediation if they fail to earn a minimum of a 1.0 average (at least four quality points) in English Language Arts and/or mathematics in order to be eligible for promotion to the seventh grade. As many hours as possible of summer remediation will be offered prior to the end of the school year.

*Note: Upon the completion of Summer Remediation, the SBLC Committee will review all student’s data, including but not limited to student’s age, number of retentions, course work, READ 180 assessments, St. Landry Parish Sixth Grade Student Learning Target Reading assessment results and St. Landry Parish Sixth Grade Student Learning Target Math assessment results in determining whether it is in the student’s best interest to be promoted to the seventh grade or whether it is in the student’s best interest to be retained.

Summer Remediation Attendance Policy A student must attend a minimum of 40 hours of instruction to constitute attendance for Summer Remediation. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

If a student exits the program for any reason, he or she will be enrolled in the same grade prior to enrolling into the Accelerated Transition Program – 5th Grade AR.

2. Seventh Grade Accelerated Recovery

Eligibility: Students eligible to attend are students who will be classified as a 7th grader for the year in which they are applying and must have been retained at least once.

*Note: If a student has successfully completed an acceleration program such as CAPS Fifth Grade Accelerated Recovery Program, he/she is not eligible for participation in the Seventh Grade Accelerated Recovery Program.

Program Requirements: Through individualized computer-assisted instruction in a small teacher-pupil ratio setting, students will receive intense remediation at an accelerated pace and will transition from 7th to 8th grade at the end of the 1st nine weeks of the current school year.

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A minimum of a 1.0 average/4 quality points must be earned in 8th Grade English Language Arts, mathematics, science, and social studies; AND

Students must take the state mandated assessments.

Students are required to participate in Summer Remediation if they failed to earn a minimum of a 1.0 average (at least four quality points) in English Language Arts and/or mathematics in order to be eligible for promotion to the ninth grade or the transitional ninth grade. As many hours as possible of Summer Remediation will be offered prior to the end of the school year.

*Note: Upon the completion of Summer Remediation, the SBLC committee will review all student’s data including but not limited to student’s age, number of retentions, course work, St. Landry Parish Eighth Grade Student Learning Target Reading assessment results, and St. Landry Parish Eighth Grade Student Learning Target Math assessment results in determining whether it is in the student’s best interest to be promoted into the Transitional Ninth Grade; whether it is in the student’s best interest to be promoted to the ninth grade; or whether it is in the student’s best interest to be retained. Summer Remediation Attendance Policy

A student must attend a minimum of 40 hours of instruction to constitute attendance for Summer Remediation. As many hours as possible of Summer Remediation will be offered prior to the end of the school year. A student who does not have a minimum of a 1.0 average (at least four quality points in English Language Arts and /or mathematics may elect to attend Summer School rather than Summer Remediation to meet promotional requirements.

If a student exits the program for any reason, he or she will be enrolled in the same grade prior to enrolling into the Accelerated Transition Program – 7th Grade AR.

3. HiSET Pathway/GED

Eligibility:

1. Student must be at least 16 years of age by March 1, 2017.

2. Student does not have an opportunity to receive at least 5 Carnegie units by age 17, 10 Carnegie Units by age 18, or 15 Carnegie Units by age 19. (Grade Level is not required.) Description of the Program Students will spend ½ of the day focusing on HiSET/GED preparation and the other ½ of the day focusing on an IBC/State Approved Skills Certificate.

Note: Before completion of a program, if a student exits for any reason (attendance, academic performance, behavior, etc.) he or she will be enrolled in the same grade prior to enrolling into SLATS.

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XII. Other Policies and Procedures

A. Policies on Records and Reports

Each student enrolled within the St. Landry Parish Public Schools shall have a record kept on him/her. The student’s cumulative file must be maintained.

Students records shall include, where applicable: a. Identifying data, attendance data, entrance data, health data, course and

grades

b. Scores on local testing programs, screening instruments, and documentation of the local criteria for promotion

c. Scores on standardized intelligence, aptitude, psychological tests, interest inventory tests, and anecdotal records

d. Information on or reasons for student placement

e. Information on the outcome of student participation in remedial and alternative programs

f. Other pertinent data, including IEPs and multidisciplinary evaluations and other special education documents as specified in the approved individuals with Disabilities Education ACT (IDEA) Part B, LEA Application

g. A copy of any letter informing the parent of either the placement of the student in, or the removal of the student from, a compensatory or remedial program

h. A copy of the results of any state required test shall be made part of the permanent record of the student

i. Documentation of SBLC procedures and actions regarding qualified disabled students under Section 504 of the Rehabilitation Act of 1973 shall include the screening packet

Access to records shall be as follows: a. The parent or legal guardian of a student will have access to these records

upon written request to the principal maintaining those records within this school system. If a student is 18 years or over, only that student has the right to determine who, outside the school system, has access to his/her records. The parent, legal guardian, or student (if the student is 18 or over) will, upon written request to the principal maintaining those records, have the right to receive an interpretation of those records, and have the right to question those data. If a difference of opinion is noted, the person making the request shall be permitted to file a letter in said cumulative folder stating his position.

b. School personnel having access to those data are defined as any person or persons under contract to the system and directly involved in working toward either the affective or cognitive goals of the system.

Release of Information Outside the School System a. To release a student’s records to other schools or school systems in which

he/she intends to enroll, the parent, legal guardian or the student, if he/she is 18 or over, must be notified of the transfer and the kinds of information being released. They will receive a copy of such information if it is requested in writing and shall have the opportunity to challenge that record as described above.

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b. This data may be released to State Education agencies and other governmental agencies only if the names and all identifying markings are removed to prevent the identification of individuals.

c. To release a student’ records to other persons or agencies, written consent shall be given by the parent, legal guardian or the student if he/she is 18 or over. This consent form will state which records shall be released, to whom they shall be released, and the reason for the releases. A copy of the student’s records being sent will be made available to the person signing the release forms if he/she so desires.

d. Student records will be furnished in compliance with judicial orders or pursuant to any lawfully issued subpoena if the parents, legal guardian and student are notified in advance.

e. All authorizations for release of information will be filed in the student cumulative folder.

When a decision is made to retain a student, a record will be maintained to reflect the parent/guardian has been informed in writing of the decision and of the system’s due process procedure relating to placement procedures as defined in the system’s Pupil Progression Policies and Procedures.

B. Policies on Due Process When a parent or guardian requests a change in placement, a change in grade, or

a change in individualized education program (IEP) of a student, and the change is refused, the principal of the school has the obligation to resolve the dispute informally.

A review of placement can be requested by the principal of the school, the student’s teacher, the parent or guardian of the student, or the student. Such requests will be reviewed by a committee of local teachers, the principal and the assigned liaison from the school board office. A decision will be made by this committee based on what is best for the individual child and made known to the requesting party within fifteen (15) days, or before the last official day of the school session, whichever comes first.

A review for a change in grade can be requested by the principal of the school, the student’s teacher, the parent or guardian of the student, or the student only after an attempt at resolving the problem has been made by the principal. Such a request will be reviewed by the Supervisor of Child Welfare and Attendance in accordance with procedures used to handle any other student due process. The superintendent’s decision on such cases shall be final.

All requests for review must be in writing and be accompanied by some documented evidence to show why a review is needed.

Due process for students with exceptionalities, in addition to the above, will be in accordance with sections 459, 476, 477, & 478 of LA ACT 754 regulations and Section 615 of IDEA.

In the case of the exceptional student, the due process procedures must be consistent with those described in the approved individuals with Disabilities Education Act (IDEA) Part B, LEA Application.

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Due process procedures for qualified disabled students must be consistent with those defined in Section 504 of the Rehabilitation Act of 1973.

C. Science Education Act The St. Landry Parish School system adheres to the “Guidelines for Teaching

Science” as set forth by the Louisiana State Department of Education and the Louisiana Science Education Act (LSEA) of the Louisiana Legislature (§2304 Science Education).

“As students prepare to be effective citizens in a global market, schools must provide opportunities for students to use 21st century skills. Teachers must select activities that allow students to think critically about the world around them. Science education is an active discipline that involves questioning, reasoning, experimenting, analyzing and interpreting data, and solving problems. The science classroom needs to be designed to encourage these types of activities.” We as educators must promote the honest, accurate teaching of science based on empirical evidence.

D. Additional Local Options Criteria

Special education students must adhere to the parish grading scale listed above utilizing the accommodations or modifications indicated on the IEP.

All students must be screened for Dyslexia prior to entering 4th grade. Project READ will be provided for students with dyslexia or students exhibiting characteristics of dyslexia. Students in Project READ must master the designated materials for that grade level to be considered for promotion. Students do not have to receive instruction in both the basal and multisensory structured language program.

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APPENDIX A

As used in this bulletin, the terms shall be defined as follows: A. STATE TERMS 1. Acceleration – Advancement of a pupil at a rate faster than usual in or from a given grade or

course. This may include “gifted students’ as identified according to Bulletin 1508. 2. Alternate Assessment – Substitute way of gathering information on the performance and

progress of students who do not participate in typical state assessments. 3. American College Test (ACT) – An assessment in ACT’s College and Career Readiness

System taken by 11th grade students to ensure that students are on track to graduate from high school on time and with the knowledge and skills to succeed in college and challenging 21st century careers. This test is scored on a scale of 0 – 36 and assesses student achievement in English, reading, math, and science.

4. Louisiana Student Standards – Educational standards that define knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workplace training programs.

5. Content Standards – Statements of what we expect students to know and be able to do in various content areas.

6. End-of-Course (EOC) – State’s testing program that will replace GEE for the graduation

requirements beginning with the first-time 9th graders in the 2010-2011 school year.

7. Language Arts – Refers to the total program of teaching language usage through reading, writing, spelling, English, dramatics, speech, art, and other communication models.

8. PLAN - An assessment in ACT’s College and Career Readiness System taken by 10th grade students to ensure that students are on track to graduate from high school on time and with the knowledge and skills to succeed in college and challenging 21st century careers. This test is scored on a scale of 0 – 32 and assesses student achievement in English, reading, math, and science.

9. Promotion – Pupil’s placement from a lower to a higher grade based on local and state criteria contained in these guidelines.

10. Pupil Progression Plan – Comprehensive plan developed and adopted by each parish or city

school board which shall be based on student performance on the Louisiana Educational Assessment Program with goals and objectives which are compatible with the Louisiana competency-based education program and which supplement standards approved by the State Board of Elementary and Secondary Education (SBESE). A pupil progression plan shall required the student’s proficiency on certain tests as determined by SBESE before he or she can be recommended for promotion.

11. Regular Placement – Assignment of students to classes, grades, or programs based on a set

of criteria established in the pupil progression plan. Placement includes promotion, retention, remediation, and acceleration.

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12. Remedial Programs – Programs designed to assist students including identified exceptional and Non/Limited English Proficient (LEP) students, to overcome educational deficits identified through the Louisiana Education Assessment Program and other local criteria.

13. Remediation – See Remedial Programs. 14. Retention – Non promotion of a pupil from a lower to a higher grade.

15. State Mandated Assessments – State’s criterion-referenced testing program for grades 3-8

which includes English/Language Arts, Mathematics. Social Studies, and Science. The state mandated assessments measure how well a student has mastered the state content standards.

16. Summer Remediation – Program designed to provide remediation to those students who fail to meet the state mandated requirements on the grade 4 and 8 assessments as well as the EOC and LAA2 assessments.

B. LOCAL TERMS 1. Academic Education – Formal study of communicative, scientific and mathematics subjects. 2. Aesthetic and Cultural Development – Refers to the development of the mind or body in appreciation of the beauty in art and nature. 3. Affective Goals – Goals that are concerned with feelings or emotions. 4. Alternate Assessment – Substitute way of gathering information on the performance and

progress of students who do not participate in typical state assessments. 5. Anecdotal Records – Short written statement describing a student’s behavior and is usually

kept in his cumulative records. 6. Assigned Liaison – District-level contact assigned to certain schools. 7. Assessment Test – Test administered for the purpose of determining the mastery for specific

skills. 8. Carnegie Unit – Refers to the amount of credit given for successful study of a subject in

grades 9-12. 9. Chronological Age – Refers to the actual age (in calendar years) of a person. 10. Cognitive Goals – Goals that are concerned with mastery of knowledge. 11. Communication Skills – Refers to those skills in the English language that promote listening,

speaking, writing, and reading. 12. Computational Skills – Skills such as addition, subtraction, multiplication and division which

enable a student to solve mathematical problems. 13. Cumulative File – File which shows an accumulation of data on a student from his/her earliest

school entry to the most recent level placement.

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14. Developmentally Sequenced – Learning that is planned in an order according to readiness of the learner. 15. Documented Proof – Written record such as report cards, cumulative records, homework

assignments, class work or test results that can clarify where a student should be placed. 16. Due Process – Refers to the legal and moral obligation guaranteeing the rights of an individual

according to law. 17. Exceptional Student – Student who is evaluated in accordance with 430-436 of these

Regulations and is determined according to Bulletin 1508 to have an exceptionality which significantly affects educational performance to the extent that special education is needed. This definition also includes an infant or toddler with disabilities birth to three years of age who is evaluated in accordance with Bulletin 1508.

18. Gifted – Student who is evaluated and determined according to Pupil Appraisal Handbook to

demonstrate abilities that give evidence of high performance in academic and intellectual aptitudes.

19. HiSET – Achievement test administered to determine if a person will be awarded a Louisiana

equivalency diploma. 20. Homebound – Instruction given to a student who has a physical or mental impairment that

prevents his attendance at school. 21. Individualized Accommodation Plan (IAP) – Individual plan to provide accommodations

to students with disabilities who are qualified individuals under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

22. Individualized Education Program (IEP) – Plan devised for each individual child in special

education 23. Itinerant Resource Teacher – Teacher who goes to several different schools to give assistance

in designated areas. 24. Language Arts – Refers to the total program of teaching language usage through reading,

writing, spelling, English, dramatics, speech, art, and other communication models. 25. Learning Disabled – Disorder in a person involved in understanding or in using language,

spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

26. Louisiana Equivalency Diploma – Certificate which indicates that a person has successfully

completed the requirements set forth by the state for an adult educational program. 27. Migrant Program – Programs designed to help students overcome skill deficiencies

(especially designed for students whose families move from one place to another). 28. Motor Development – Refers to the order of development of nerves which causes muscular

motion.

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29. Multi-Disabled – Multiple disabilities means concomitant impairments (such as mental disabilities-blindness, orthopedic impairments – deafness, autism-orthopedic impairments, or emotional/behavior disorders – mental impairments), the combination of which causes such severe educational problems that these students require specific educational services to meet the needs which result from both/all impairments. The term does not include individuals with deaf-blindness.

30. N.C.L.B Title I – Federal act which provides for educational assistance for educationally

deprived students who live in a school attendance area with a high concentration of low income families.

31. Operational Level – To reach a point whereby a student can perform an educational task.

32. Orthopedically Impaired - Means a severe orthopedic impairment that adversely affects a

student’s educational performance. The term includes impairments caused by congenital anomaly (e.g. clubfoot, absence of some member); impairments caused by disease (e.g. poliomyelitis, bone tuberculosis); and disabilities from other causes (e.g. cerebral palsy, amputations, and fractures or burns which causes contractures).

33. Project Read - Multisensory Structured Language (MSL) program adopted in the parish. 34. Pupil Appraisal Team – Team made up of an educational diagnostician, speech pathologist,

school psychologist, nurse and social worker that determines a student’s learning problems and assists in developing programs of study for the student.

35. Self-Contained Class – Type of alternate education placement in which special education

instruction and related services are provided outside the regular classroom more than sixty percent (60%) of the school day.

36. Seriously Emotional Disturbed – Serious mental disorder that interferes with a person’s ability

to learn subject matter and relate to others. 37. Standardized Achievement Test – National test used by the school system to determine the

achievement level of the student. 38. State Minimum Competency Test – Test designed by the state which sets a standard of the

least quantity of knowledge or experiences to be attained by a student before allowing him/her to progress to a higher level.

39. Talented Children – Students who possess measurable abilities that give clear evidence of

unique talent in visual or performing arts or both. 40. Transition – A carefully planned process of passage of a child and family from one set of

services and programs into other services and programs, if appropriate, or out of services completely.

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APPENDIX B

EOC General Administrative Rules

for Transfer Students

§1829 EOC Transfer Rules

A. The following rules apply for transfer students who are Louisiana residents transferring into

the Louisiana public school district from out-of-state schools, nonpublic schools, or approved

home-study programs.

1. A transfer student is not required to take the EOC tests for courses he/she already

successfully completed for Carnegie credit.

2. A transfer student shall be required to take the EOC test for courses he/she previously

took but did not pass.

3. A transfer student may choose to take an EOC test for a course he/she already

successfully completed if he/she scored Needs Improvement on an EOC test in another

course and the student must pass the EOC test for one of the EOC pairs.

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Louisiana Graduation Requirements College and Career Diploma

Incoming Freshmen from 2008-2009 to 2013-2014

Louisiana Core 4 Curriculum Louisiana Basic Core Curriculum

English – 4 Units ~ English I, II, III, and IV

Math – 4 Units ~ Algebra I or Algebra I – Pt. 2 or Applied Algebra I ~ Geometry ~ Algebra II ~ Remaining unit shall come from the following: Financial Math, Math Essentials, Advanced Math - Pre-Calculus, Advanced Math – Functions and Statistics, Pre-Calculus, Calculus, Probability and Statistics, Discrete Math, or a locally-initiated elective approved by BESE as a math substitute.

Science – 4 Units ~ Biology ~ Chemistry ~ 2 Units from the following: Physical Science, Integrated Science, Physics I, Physics of Technology I, Aerospace Science, Biology II, Chemistry II, Earth Science, Environmental Science, Physics II, Physics of Technology II, Agriscience II, Anatomy and Physiology, or a locally initiated elective approved by BESE as a science substitute*

Social Studies – 4 Units ~ ½ Unit of Civics and ½ Unit of Free Enterprise or 1 Unit of Civics including a section on Free Enterprise ~ U.S. History ~1 Unit from the following: World History, World Geography, Western Civilization, or AP European History ~1 Unit from World History, World Geography, Western Civilization, AP European History, Civics (second semester – ½ credit), Law Studies, Psychology, Sociology, or African American Studies* **Students entering the ninth grade in 2011-2012 and beyond must have one unit of Civics with a section on Free Enterprise.

Health – ½ Unit Physical Education – 1 ½ Units Foreign Language – 2 Units ~ 2 Units from the same foreign language or 2 Units of Speech Arts – 1 Unit ~ Fine Arts Survey or One Unit of Art, Dance, Media, Music, or Theatre* Electives – 3 Units

*Approved IBC-related course may be substituted.

English – 4 Units ~English I, II, III, and IV or Senior Applications in English Math – 4 Units ~Algebra I or Algebra I-Pt 1 and Algebra I – Pt 2 or Applied Algebra I ~ Geometry ~ Remaining units shall come from the following: Algebra II, Financial Math, Math Essentials, Advanced Math - Pre-Calculus, Advanced Math – Functions and Statistics, Pre-Calculus, Calculus, Probability and Statistics, Discrete Math, or a locally-initiated elective approved by BESE as a math substitute. Science – 3 Units ~ Biology ~ 1 Unit from physical science cluster: Physical Science, Integrated Science, Chemistry I, Physics I, or Physics of Technology I ~ 1 Unit from Aerospace Science, Biology II, Chemistry II, Earth Science, Environmental Science, Physics II, Physics of Technology II, Agriscience II, Anatomy and Physiology, an additional course from the physical science cluster, or a locally initiated elective approved by BESE as a science substitute. Social Studies – 3 Units ~ U.S. History ~ ½ Unit of Civics and ½ Unit of Free Enterprise or 1 Unit of Civics including a section on Free Enterprise ~ 1 Unit from: World History, Western Civilization, World Geography, or AP European History **Students entering the ninth grade in 2011-2012 and beyond must have one unit of Civics with a section on Free Enterprise. Health – ½ Unit Physical Education – 1 ½ Units Education for Careers or Journey to Careers* - 1 Unit Electives – 7 Units Shall include the minimum courses required to complete a Career/Technical Area of Concentration* (Must include four elective primary credits in the area of concentration and two related elective credits, including one computer/technology course)

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Louisiana Graduation Requirements

Career Diploma - Incoming Freshmen from 2010-2011 to 2013-2014 English – 4 Units

English I, II

The remaining units shall come from the following:

o Technical Reading and Writing o Business English o Business Communications o Using Research in Careers (1/2 Credit) o American Literature (1/2 Credit)

o Film in America (1/2 Credit) o English III o English IV o Senior Applications in English

Math – 4 Units

One of the following: o Algebra I (1 Unit) or o Algebra I-Pt 1 and Algebra I-Pt 2 (2 Units) or o Applied Algebra (1 Unit)

The remaining units shall come from the following: o Geometry or Applied Geometry o Technical Math o Medical Math o Applications in Statistics and Probability o Financial Math

o Math Essentials o Algebra II o Advanced Math – Pre-Calculus o Discrete Mathematics, o Or course(s) developed by the LEA and approved by BESE

Science – 3 Units

Biology

1 Unit from physical science cluster: o Physical Science o Integrated Science o Chemistry I o Physics I o Physics of Technology

The remaining unit shall come from the following: o Food Science o Forensic Science o Allied Health Science o Basic Body Structure and Function o Basic Physics with Applications o Aerospace Science o Earth Science o Agriscience II o Physics of Technology I

o Environmental Science o Anatomy and Physiology o Animal Science o Biotechnology in Agriculture o Environmental Studies in Agriculture o Health Science II o EMT – Basic o An additional course from the physical science cluster o Or course(s) developed by the LEA and approved by BESE

Social Studies – 3 Units

½ Unit of Civics or AP American Government and ½ Unit of Free Enterprise or 1 Unit of Civics including a section on Free Enterprise*

American History

1 Unit from the following: o Child Psychology and Parent Education o Law Studies o Psychology o Sociology o World History

o World Geography o Western Civilization o Economics o American Government o African American Studies o Course developed by the LEA and approved by BESE

**Students entering the ninth grade in 2011-2012 and beyond must have one unit of Civics with a section on Free Enterprise Health – ½ Unit

Physical Education – 1 ½ Units

Career and Technical Education – 7 Units

Education for Careers or Journey to Careers

6 credits required for a career Area of Concentration (Must include four elective primary credits in the area of concentration and two related elective credits, including one computer/technology course)

Total – 23 Units

pupil progression plan for st. landry parish school system for … · 2016-10-03 · donna k. henry...

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